首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
Informal observations of Prolog learners showed that, despite being presented with correct information and models, students still tended to construct their own idiosyncratic explanations of events, and, characteristically, they defended these ‘stories’ fiercely when tutorial intervention was attempted. Although the stories were often so flawed that the student's future progress was potentially hampered, it was nevertheless true that learning could not have proceeded at all without them. It seems that if we are to understand the novice Prolog programmer, we need to know about these stories, their source, and what, if anything, they have in common from one learner to another. Pain and Bundy (1987) posed the question “What stories should we tell novice Prolog programmers?” in order to teach them Prolog. In our research, we ask: “What stories do novices Prolog programmers tell themselves?” in order to learn Prolog. Observational studies undertaken showed that students used tacit knowledge of human discourse processes both to interpret the language used to communicate with the computer and to interpret the behaviour of the machine. Students did not appreciate the fundamental differences between natural discourse (as takes place amongst humans) and formal discourse (as takes place between humans and machines), and confused elements of the discourse levels. This can be an effective initial learning strategy, but unless its limitations are recognised, programs are inevitably incomplete at some level. Examples from these studies are reported here with illustrative protocol fragments.  相似文献   

2.
The behavior of 9 titi monkeys (Callicebus moloch) and 12 squirrel monkeys (Saimiri sciureus) was examined with respect to three categorical strategies of spatial orientation: direction, turn, and place strategies. Individual animals were initially trained to travel to a fixed location from a constant release point. Following the initial training, each animal was tested by releasing it a number of times from three other release points and analyzing its travel paths. During testing, most individual subjects tended to be highly consistent in their spatial behavior, typically following travel paths consistent with one of the three spatial strategies. No one spatial strategy, however, characterized the behavior of either species.  相似文献   

3.
This study describes the development of three case studies that included a combination of multimedia production and instructional design skills within a particular setting. These case studies incorporated real-life incidents from 47 professional instructional designers. These instructional designers described a total of 146 activities involving instructional design and/or multimedia production activities. Employing an emergent theme analysis approach, nine distinct themes developed from these activities and were included in the case studies. These themes included: Collaboration; Diffusion of Innovations; Formative Evaluation; Instructional Design; Interactive Instruction; Learner Analysis; Online Instruction; Technical Infrastructure; and Video Solutions. Fifty-seven Instructional Design and Technology graduate students evaluated the effectiveness of these case studies and considered the case studies as being valuable in furthering their understanding of related multimedia production and instructional design activities. The intent of these case studies was to enable Instructional Design and Technology students to comprehend the relationship between multimedia production and instructional design activities.  相似文献   

4.
Sixteen reproductively matureAplysia dactylomela were observed in a unidirectional stream under each of four conditions: sea water only, one sea hare, six sea hares, and a copulating sea hare pair. Streams containing conspecific stimulation were significantly more effective in eliciting a positive taxis towards the stimulus source. A copulating pair was not different from one or six animals in producing the approach. The sea hares showed a distinct final head orientation to six sea hares when compared with sea water only; final orientation did not differ in any other comparison.  相似文献   

5.
  相似文献   

6.
Promoting Acceleration of Comprehension and Content through Text (PACT) and similar team-based models directly engage and support students in learning situations that require cognitive elaboration as part of the processing of new information. Elaboration is subject to metacognitive control, as well (Karpicke, Journal of Experimental Psychology: General 138(4):469–485, 2009)—successful learners use metacognitive elaborative rehearsal to process and make sense of incoming information even in the absence of structured opportunities or instructional prompts for elaborating. Levels of processing and cognitive load theories suggest that students in PACT classrooms may outperform students in comparison classes because PACT engages and supports deep cognitive processing (via elaboration and discussion) at the time of learning, allowing participants to better conserve and more consistently reallocate cognitive and metacognitive resources (compared to students in the non-treated group) for encoding content. In other words, PACT may moderate the relationship of metacognitive elaborative rehearsal and content retrieval. Extant data from years 1 (n?=?419) and 2 (n?=?704) of the PACT/RFU project suggests such an effect. As hypothesized, there were no mean differences in reported metacognitive rehearsal use across the groups because metacognitive elaborative rehearsal was not taught. However, regression coefficients for content recall on metacognitive elaboration were greater in the treatment group in both samples suggesting that an instructional emphasis on deep processing leads to better content recall. The findings are discussed in the context of the Common Core State Standards and the large-scale testing programs in place currently across the USA.  相似文献   

7.
Squirrel monkeys (Saimiri sciureus) were trained on visual recognition memory tasks in a Wisconsin General Testing Apparatus with a trial-unique procedure that used 250 objects as stimuli. In Experiment 1, acquisition of a trial-unique delayed non-match-to-sample task (DNMS) was compared with acquisition of a trial-unique delayed match-to-sample (DMS) task. The DNMS task was learned in significantly fewer trials and with significantly fewer errors. Two animals in the DNMS group demonstrated highly accurate retention of the DNMS strategy despite an 11-month hiatus in experimental testing. In Experiment 2, the same procedures were used to study the learning of lists of 3, 5, 10, or 20 serially presented items. Although the animals were able to accurately remember lists of up to 20 items, there was no evidence of serial position effects.  相似文献   

8.
Thirty aquatic diving beetles,Rhantus atncolor, of the family Dytiscidae, were subjected to 1-, 5-, 10-, 15-, 20-, and 25-min levels of oxygen deprivation. The level of deprivation was procured by submerging the Ss under water for the allotted period of time. A control group receiving no oxygen deprivation was also tested. The results clearly established oxygen deprivation as a drive state capable of increasing the general level of activity in aquatic Coleoptera as measured by swimming speed in the runway. Significant differences were also found between these deprivation levels.  相似文献   

9.
Gordon and his associates (e.g., Gordon & Feldman, 1978,Learning and Motivation,9, 164–178; Feldman & Gordon, 1979,Learning and Motivation,10, 198–210; Gordon, Taylor, & Mower, 1981,American Journal of Psychology,94, 309–322) have reported that a reactivation treatment significantly enhances memory for prior forcings in delayed alternation using rats. The reactivation treatment consisted of placing the rat in the goal arm to which it had been forced previously on that trial. The confinement occurred in the absence of food and was 5 sec in duration. The present experiments explored the possibility that the treatment might influence performance by affording an opportunity for new information to be acquired during the confinement period. Evidence consistent with this view was found in that (1) accuracy was reduced on trials in which the initial event was a 5-sec confinement to the arm opposite that of the target forcing and (2) increasing the duration of the confinement from 5 to 15 to 45 sec increased the magnitude of this effect. It was concluded that the effectiveness of goal-arm confinement as a reactivation treatment does not necessarily implicate processes of retrieval in delayed alternation behavior.  相似文献   

10.
The concept of “Home Learning Environment” (HLE) covers activities in a family providing intellectual stimulation for a child, such as reading to him or her or visiting libraries. Numerous studies have shown an association between HLE and children's cognitive development. In this longitudinal study, we focus on HLE as a predictor for children's behavioral development, namely, for later symptoms of attention-deficit hyperactivity disorder (ADHD), controlling for relevant aspects like socioeconomic status (SES), or television viewing behavior. We analyzed the development of ADHD symptoms from kindergarten to the end of grade 2 and possible associations with HLE, SES, and television exposure, using a German community sample (N?=?924). Results indicated that ADHD symptoms were negatively and significantly correlated to HLE for all five measurement points as well as to SES (except T4) and to television exposure for T1 to T4. Observing later development, only early HLE but not SES or television exposure served as a significant predictor for ADHD symptoms at school, when age, sex, and ADHD symptoms in kindergarten were controlled for. A structural equation model showed that HLE acted as a mediator between SES and later ADHD symptoms. Our results highlight the importance of the concept of home learning environment also for children's behavioral development. As a consequence, parents should be supported in offering their children a more favorable learning environment.  相似文献   

11.
Squirrel monkeys (Saimiri sciureus) and titi monkeys (Callicebus moloch) were tested in three two-choice visual discrimination experiments. Although, on average, squirrel monkeys performed more accurately than titis, the range of response accuracies in the two species overlapped considerably in all three experiments and changes in response accuracy over test sessions and across experiments were similar in the two species. Thus, the species shared several behavioral characteristics expected of New World primates in this setting. Squirrel monkeys’ performance appeared to be more affected than titis’ by task difficulty, and squirrel monkeys were individually less consistent than titis. These differences were associated with higher activity levels and briefer overt attentiveness to the repetitive task in squirrel monkeys and, conversely, with lower activity levels, slower working speeds, and sustained interest in the task in titis. The associated differences are discussed in relation to each species performance in other laboratory settings and the characteristic patterns of foraging and use of space in nature.  相似文献   

12.
Three groups of college students were given instructions using different testing techniques to determine whether the superior performance obtained with Programmed Student Achievement (PA) was due to a Hawthorne Effect. PA students, operating under the consequence of failing the course if they failed to evidence criterion performance (100% mastery) on weekly quizzes, exhibited superior performance, relative to control groups, on the weekly quizzes and on an unannounced retention test. The results seem to preclude any attempt to interpret the effectiveness of Programmed Student Achievement on the basis of a Hawthorne Effect.  相似文献   

13.
  相似文献   

14.
Within mathematics education research, the responses to the Programme for International Student Assessment’s (PISA’s) international testing regime tend to accept its framework and results as necessary points of reference, even when offering a critical reinterpretation or challenging national policy discourses based on PISA. In this article, we offer a different approach to the critique of PISA, drawing on theoretical tools provided by Bernstein and Foucault, to ask what the PISA regime achieves. Our understanding of this achievement encompasses both the production of knowledge structures and the production of students, teachers and other agents as subjects. We propose that the theoretical approach we offer provides a methodological entry point into analysis of the texts comprising the PISA mathematics regime. Analysis of a single PISA item is used to illustrate the insights that may be gained from such a theoretical lens. Such insights into the logic of PISA have the potential to allow us better to understand and hence contest the role that PISA and other large-scale assessment regimes may play in global and local policy discourses.  相似文献   

15.
Separate groups of rats were trained and tested on asymmetrically and symmetrically reinforced successive delayed matching-to-sample (DMTS) or delayed discrimination (DD) tasks in Experiment 1. Each rat received training and testing on symmetrically reinforced DMTS and DD tasks in Experiment 2. The only difference between each task was that the rats had to respond correctly to a light or tone test stimulus, S2, if it matched a light or tone sample stimulus, S1, in DMTS, but could respond to either S2 if S1 had been a particular stimulus in DD. Only correct leverpresses were reinforced in the asymmetrically reinforced version of each task. Both correct presses and correct omissions were reinforced in the symmetrically reinforced version of each task. Response biases to leverpress during tests for delayed responding to S1 were reduced in both symmetrically reinforced tasks, but only in the DD task did such contingencies produce consistently poorer performance in responding to either S, in Experiment 1. Declines in accuracy of performance that occurred in both experiments were greater to the visual than to the auditory S1 only in the DMTS tasks with increased intervals between S1 and S2. A third experiment, in which rats had to respond to S2 if it matched S1 (DMTS) or if S2 mismatched S, (DMmTS), was carried out. Modality of S1 similarly affected accuracy of delayed responding in each task, as in the first two experiments. Methodological and theoretical implications of these results are discussed in terms of Honig and Thompson’s (1982) dual-process theory of working memory.  相似文献   

16.
Note from the EditorsPoints of View (POV) addresses issues faced by many people within the life science education community. Cell Biology Education (CBE) publishes the POV Feature to present two or more opinions published in tandem on a common topic. We consider POVs to be “Op-Ed” pieces designed to stimulate thought and dialogue on significant educational issues. Each author had the opportunity to revise or add to his/her POV after reading drafts of the other''s POV.In this issue, we ask the question, “Are survey courses still viable for introductory biology?” The POV question is related to the ones asked by the National Research Council in the recent feature by Jay Labov (www.cellbioed.org/articles/vol3no4/article.cfm?articleID=132) and continues to be a subject of debate by many science departments, not just biology. Often the discussion is split not only by perceived value of the survey course, but also by the size of the institution. Therefore, we present four POVs, plus a framing POV to set the tone. The overview was written by Arri Eisen, who is a senior lecturer in Emory University''s Biology Department and the director of the Program in Science & Society. Representing the Anti-Survey, Large University is Janet M. Batzli, Associate Director of the nontraditional Biology Core Curriculum at the University of Wisconsin at Madison. The Anti-Survey, Small College perspective is presented by David Becker, who is an Associate Professor and Magdalena R. and John P. Dexter Professor of Botany in the Department of Biology at Pomona College. Presenting the Pro-Survey, Large University perspective is Douglas M. Fambrough, Professor of Biology at The Johns Hopkins Department of Biology and Scientific Director of the Searle Scholars Program. Finally, the Pro-Survey, Small College POV was coauthored by Mary Lee Ledbetter and A. Malcolm Campbell. Ledbetter is a Professor of Biology at College of the Holy Cross and a 2003 NSF Director''s Award recipient. Campbell is an Associate Professor of Biology at Davidson College and a co-Editor-in-Chief of CBE. Readers are encouraged to compare the authors'' perspectives and share their thoughts and reactions using the online discussion forum hosted by CBE at http://www.cellbioed.org/discussion/public/main.cfm.Cell Biol Educ. 2005 Summer; 4(2): 123–124. doi:  10.1187/cbe.05-01-0055

Running out of Hands: Designing a Modern Biology Curriculum

Arri EisenProgram in Science & Society Department of Biology Emory University Atlanta, GA 30322Author information ? Copyright and License information ?Copyright The American Society for Cell BiologyWhat makes a good teacher? What makes a good curriculum? While these two questions are intimately related, they are different. And when I think about them, I find myself feeling like Tevye in Fiddler on the Roof dealing with a perplexing problem—that is, I quickly run out of hands. On the one hand, when I reflect on my best teachers, I can''t separate the person from what the person taught me. On the other hand, when designing a curriculum, we want to figure out what to teach and how, and leave out the person, because 1) personnel changes, 2) teachers have different styles, and 3) a good curriculum allows for these different styles. On the other hand, while personal style overlaps with pedagogy—the “how” of teaching—they are different. On the other hand… I have run out of hands.Let''s simplify a little and just discuss key questions and issues that should be addressed in designing a rigorous biology curriculum. Since introductory courses set the tone, standards, and expectations for the curriculum, we''ll focus our discussion on introductory courses as a model for thinking about the entire curriculum. Because this is an “overview” for a series of Points of View articles (POVs), I can cheat some and not give you any answers (see the four POVs that follow for some possible answers). Instead, I''ll sneak into a discussion of these key questions and issues, which I''ll call The Big 5. These five key points are important to consider, especially because we tend to lose sight of them since we''re often too close to our own blackboards to have a broader perspective. Some of my comments may sound like common sense, but keep in mind that most everything those bestseller self-help books say is common sense, yet they''re still bestsellers.  相似文献   

17.
The usual procedure in delayed-matching-to-sample (DMTS) experiments is that the most recently presented sample stimulus is correct on choice tests. The present paper reports two experments in which the first of two samples was always correct. Theories based on trace strength, such as the Roberts and Grant trace strength competition model, predict that such a procedure will yield below chance performance, because on the average the more recently presented stimulus will have the greater trace strength. In contrast, D’Amato and others have proposed that DMTS performance is mediated by a temporal discrimination process and, since either stimulus may act as S+ in a discrimination problem, monkeys should be capable of learning to choose either the secondor the first of two sample stimuli. Performance did not exceed chance in either experiment. The generality of these results is tentatively explored.  相似文献   

18.
Variations in the school-based career exploration activities of Korean high school students were examined. Data represented 5,227 Korean adolescents in Grade 11 contained in the Korean Education Longitudinal Study of 2005, a nationally representative longitudinal database administered by the Korean Educational Development Institute. Latent class analysis identified four classes or approaches reflecting some combination of school availability and student use of career-related activities, including minimal-, limited-, moderate-, and high-activity groups. Multiple-group analysis revealed that curriculum track (i.e., vocational or academic emphasis) was an important determinant in classification.  相似文献   

19.
A Multicultural Counseling course (MCC) brings unique challenges and rewards to both instructors and students. Given its unique challenges, the process of teaching a MCC is as important as, or even more important than, the content. Drawing from extant literature and the authors’ experiences, this paper discusses such topics as what to teach, how to teach, classroom dynamics, instructors’ issues, and students’ issues to provide a concise, practical, and comprehensive framework for teaching such difficult but essential courses.  相似文献   

20.
Towards fairer assessment   总被引：1，自引：0，他引：1  
Drawing on the largest Australian collection and analysis of empirical data on multiple facets of Aboriginal and Torres Strait Islander education in state schools to date, this article critically analyses the systemic push for standardized testing and improved scores, and argues for a greater balance of assessment types by providing alternative, inclusive, participatory approaches to student assessment. The evidence for this article derives from a major evaluation of the Stronger Smarter Learning Communities. The first large-scale picture of what is occurring in classroom assessment and pedagogy for Indigenous students is reported in this evaluation yet the focus in this article remains on the issue of fairness in student assessment. The argument presented calls for “a good balance between formative and summative assessment” (OECD, Synergies for Better Learning An International Perspective on Evaluation and Assessment, Pointers for Policy Development, 2013) at a time of unrelenting high-stakes, standardized testing in Australia with a dominance of secondary as opposed to primary uses of NAPLAN data by systems, schools and principals. A case for more “intelligent accountability in education” (O’Neill, Oxford Review of Education 39(1):4–16, 2013) together with a framework for analyzing efforts toward social justice in education (Cazden, International Journal of Educational Psychology 1(3):178–198, 2012) and fairer assessment make the case for more alternative assessment practices in recognition of the need for teachers’ pedagogic practice to cater for increased diversity.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号