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1.
Joseph H. Kanner Richard P. Runyon Otello Desiderato 《Educational technology research and development : ETR & D》1955,3(3):163-172
Summary and Conclusions An attempt was made to summarize the implications of television research to date upon the training or educational use of the
medium. The instructional and administrative advantages of television were discussed with respect to their potential teaching
applications. In addition, research findings on instructor and student requirements and subject matter selection for television
teaching were developed. Finally, the importance of testing and developing test-measurement procedures adapted to television
was emphasized.
There is general agreement that television has a promising future both for military and civilian training and education. There
are many important areas of research and evaluation which remain to be explored. But research to date has already uncovered
information and methods which permit both military and civilian users to bridge the gap between television research and its
application to many everyday instructional and educational situations.
This paper summarizes the implications of TV research upon training and education. It draws particularly from the authors’
own studies in the military use of TV. Joseph H. Kanner is Chief of the Training Section, Television Branch, Army Pictorial
Service Division, Office of the Chief Signal Officer, U. S. Army. Richard P. Runyon and Otello Desiderato are research psychologists
with the Pictorial Evaluation Office, Signal Corps Pictorial Center, Long Island City, New York. 相似文献
2.
Bruce H. Westley Harvey K. Jacobson 《Educational technology research and development : ETR & D》1962,10(3):179-185
Summary Responses were obtained from 50 fourth and ninth grade teachers on a 55-item test of their attitudes toward television in
the classroom after 33 of them had been involved and 17 not involved in television series which introduced new ways of teaching
mathematics. Intercorrelations were computed, and factors were analyzed. The resulting factor structure indicated 10 unique
factors of the attitudes expressed. No general factor was found.
The ten factors were tentatively identified as follows: challenge-threat, economy, instructional side-benefits, partnership
between TV and classroom teachers, responsiveness, parental influences, security of the classroom teacher, invidious comparison,
experimental attitude, and in-service training.
On the whole the teachers’ attitudes were highly favorable to instructional television, and consistently rejected the idea
that the TV teacher represents a threat to the classroom teacher. 相似文献
3.
Conclusion The viewing of an educational film anf the recall of this viewing should constitute a satisfying learning experience so that
the film’s message will be incorporated into a useful store of vicarious experience and remembered facts. Such learning is
most likely to occur when those who write, direct, and edit a film have a clear understanding of the nature of the film’s
audience and of what the film is expected to do to this audience. Knowing these things and to present his subject matter in
the most interesting and satisfying manner possible.
Here a long-time writer of educational films and television programs presents some thoughtful ideas on the design of instructional
films for specific cudiences. Ralph R. White is a scenario writer with the Army Pictorial Center. 相似文献
4.
Chun-Yen Chang Chien-Hua Hsiao Yueh-Hsia Chang 《Journal of Science Education and Technology》2011,20(2):136-145
This study investigated students’ learning environment preferences and compared the relative effectiveness of instructional
approaches on students’ learning outcomes in achievement and attitude among 10th grade earth science classes in Taiwan. Data
collection instruments include the Earth Science Classroom Learning Environment Inventory and Earth Science Learning Outcomes
Inventory. The results showed that most students preferred learning in a classroom environment where student-centered and
teacher-centered instructional approaches coexisted over a teacher-centered learning environment. A multivariate analysis
of covariance also revealed that the STBIM students’ cognitive achievement and attitude toward earth science were enhanced
when the learning environment was congruent with their learning environment preference. 相似文献
5.
This study examined the relationships between family systems and high school students’ career development. Family adaptability
and family cohesion were considered as indicators of family function, and career attitude maturity was conceptualized as a
representative factor explaining adolescents’ career development. A total of 634 high school students participated in this
study. Overall, the results showed that family adaptability and family cohesion were both significant predictors of tenth
graders’ career attitude maturity. The effects of parents’ educational backgrounds on career attitude maturity were negligible.
However, the relationships were inconsistent across gender. For female students, family cohesion was a more influential predictor
of career attitude maturity than family adaptability, while the opposite pattern was observed for the male students. 相似文献
6.
This study aimed at experimentally investigating the moderating role of instructional conceptions on the effectiveness of
powerful learning environments (PLE) designed in line with the four-component instructional design model (4C/ID-model). The
study also investigated the influence of learning in a 4C/ID PLE on students’ instructional conceptions. To achieve its goal,
a study with a one by one by two pre-test post-test quasi-experimental design was done. Three functionally equivalent classes
of students from three similar (secondary technical) schools were randomly exposed to three different treatments. The participants
consisted of 129 (47, 41, 41) students. The treatments were one control group with a regular method of teaching, and two experimental
groups: a 4C/ID PLE with ICT, and a 4C/ID PLE without ICT. The instructional conceptions questionnaire was administered both
in the pre-and the post-test to assess students’ instructional conceptions. Pre- and post-tests contain retention and transfer
items. Technical teachers were trained to implement the interventions. In contrast to expectation, findings show no moderating
effects of students’ instructional conceptions on the learning environments. Finally, the results indicate that students’
instructional conceptions positively change after implementation of the three interventions. The theoretical, research, and
practical implications of the results for the instructional design and technology community as well as educational practice
are discussed. 相似文献
7.
Shiang-Kwei Wang Thomas C. Reeves 《Educational technology research and development : ETR & D》2007,55(2):169-192
Collaborating closely with a tenth-grade science teacher, we designed a Web-Based Learning Environment (Web-LE) to improve
the students’ motivation to learn science. Factors believed to enhance intrinsic motivation (challenge, control, curiosity,
and fantasy) were integrated into the instructional design of the Web-based learning tool. The Web-LE was implemented in the
teacher’s tenth-grade classroom as a three-day student-centered learning activity. Data collection methods included individual
student interviews, teacher interviews, motivation questionnaires, and observations. This study revealed multiple forms of
evidence that the Web-LE and the associated learning activity improved students’ motivation. This study illustrates the benefits
of educational researchers working closely with teachers using design-based research methods to successfully solve instructional
problems and identify reusable design principles. Design principles for the integration of intrinsic motivation factors into
the development of similar Web-LEs are presented as well as directions for future research. 相似文献
8.
The attitude construct is widely used by teachers and researchers in mathematics education. Often, however, teachers’ diagnosis
of ‘negative attitude’ is a causal attribution of students’ failure, perceived as global and uncontrollable, rather than an
accurate interpretation of students’ behaviour, capable of steering future action. In order to make this diagnosis useful
for dealing with students’ difficulties in mathematics, it is necessary to clarify the construct attitude from a theoretical viewpoint, while keeping in touch with the practice that motivates its use. With this aim, we investigated
how students tell their own relationship with mathematics, proposing the essay “Me and maths” to more than 1,600 students
(1st to 13th grade). A multidimensional characterisation of a student’s attitude towards mathematics emerges from this study.
This characterisation and the study of the evolution of attitude have many important consequences for teachers’ practice and
education. For example, the study shows how the relationship with mathematics is rarely told as stable, even by older students:
this result suggests that it is never too late to change students’ attitude towards mathematics. 相似文献
9.
Nicholas Woolf James Quinn 《Educational technology research and development : ETR & D》2009,57(1):25-43
This case study investigated learners’ perceptions of value from participating in a learning activity designed to model professional
instructional design practice. Learners developed instructional design products for a corporate client in the context of a
classroom-based course. The findings indicate that learners perceived different kinds of value which varied according to the
degree of integration of learners’ goals with client’s goals, ranging from (a) co-constituted value (in which learners perceived the value of their participation as being inextricably bound to creation of value to the client)
to (b) satisficing value (in which learners engaged with the activity so as to generate value for themselves while providing sufficient or good enough value to the client) to (c) salvage value (in which learners did not participate in the activity in the manner intended, but attempted to salvage some personal value
from their participation). A framework relates these learners’ perceptions of value to three main features of such learning
activities: what you do, how you do it, and who you are accountable to. The relative worth of these different kinds of value is discussed, and proposals for influencing learner perceptions of value
are presented. 相似文献
10.
Katrien Struyven Filip Dochy Steven Janssens 《European Journal of Psychology of Education - EJPE》2008,23(3):295-317
This paper aims to investigate students’ likes and dislikes of the teaching that they have experienced and its effects on
students’ perceptions of the learning environment, student learning and academic performance. The study compares a lecture-based
setting to a student-activating learning/teaching environment, considering both instructional and assessment practices. Data
(N=578) were collected using the Course Experience Questionnaire (Ramsden, 1991) and by means of a standardised test. While
lecture-taught students’ evaluations of the experienced teaching were generally focused and positive, students’ perceptions
of the activating methods varied widely and both extremely positive and negative opinions were present. Also the consequences
of these (dis)likes in instruction for student learning become clear. Moreover, a significant positive linear effect of students’
(dis)likes in instruction on students’ perceptions of the learning environment (except for appropriate assessment), their
learning and their performance was found. This way, the results pinpoint the central role of teaching methods for students’
learning and caution against detrimental consequences of students’ negative appraisal of the teaching methods that they experience.
A matching strategy between a student’s teaching tastes and the teacher’s instructional interventions provides the best educational
prospects. 相似文献
11.
Aliza Duby 《Educational Media International》2013,50(4):190-198
Abstract The fact that each medium has its own profile of cognitive advantages calls on the media educationist to master the medium's formal features so as to use them to convey an educational message that is desirable and suitable for the medium. TV is known to be a pervasive audiovisual electronic mass medium. This paper pursues its features in order to expose its particular qualities that have the potential to enhance education. Only if TV has more to offer educationally than other educational tools have, or if it makes a specific contribution to education, can its expensive use be justified. 相似文献
12.
13.
Hsin-Kai Wu Ying-Shao Hsu Fu-Kwun Hwang 《International Journal of Science and Mathematics Education》2008,6(1):63-85
Researchers in educational technology have searched for factors to explain teachers’ acceptance and resistance to using technology
for instruction. Among the many identified factors, however, organizational and school factors have not yet been explored
and discussed. This study investigates the effects of school size on science and mathematics teachers’ adoption of technology
in classrooms. Using national survey data collected from 940 science and mathematics teachers at junior high schools in Taiwan,
we employed factor analyses, log-linear analyses, and three-way ANOVA techniques to examine interactions among school factors
and teacher factors. Results obtained from the log-linear analyses suggested that both the interactions of school region with
school size and school size with technology users were needed to explain teachers’ use of educational technology in classrooms.
It appears that teachers at small schools were more likely to use technology for instructional purposes. Additionally, results
of the study revealed that teachers at small schools tended to have positive attitudes toward technology use and that among
users of educational technology in southern Taiwan, teachers at small schools designed and used significantly more instructional
activities with technology. This study suggests that small schools provide a better environment for science and mathematics
teachers to implement educational technology in instruction. 相似文献
14.
The primary purpose of this study is to investigate how key competencies can be incorporated into school curricula, what relevant
instructional methods are needed and what institutional support is required to make school curricula based more on key competencies.
For this, the study uses qualitative data from three schools (one each in South Korea, Australia, and New Zealand). The results
indicate that a transformative approach, not an additive approach, is required. That is, teachers tend to restructure existing
curricula to develop students’ key competencies instead of considering the latter as a new teaching component. In terms of
instructional methods, teachers are likely to believe that more engaging and participatory instructional methods would help
their students to practice and develop diverse aspects of their competencies. Further, the principal’s efforts to enhance
communication and interaction with teachers is crucial to constructing local definitions of key competencies and shared visions
for integrating such competencies with school curricula and instruction. The results indicate a need for redirecting the role
of school curricula from transmitting content knowledge of academic subjects to developing students’ key competencies. 相似文献
15.
In this article, themost relevant literature on cognitive aging and instructional design is merged to formulate recommendations for designing computer-based training material aimed at elderly learners. The core message is that researchers and instructional designers do not need to develop special computerized instruction for older adults. Rather, existing principles of general instructional and multimedia design can be evaluated and used to accommodate the needs of elderly learners. Particular attention is given to John Sweller’s Cognitive Load Theory (CLT) and Richard Mayer’s Cognitive Theory of Multimedia Learning (CTML). It is argued that these instructional theories bear important benefits for older learners because they support an efficient use of available cognitive resources. New research directions are suggested to test the implications of these theories for learning in old age.
相似文献
| Pascal W. M. Van GervenEmail: |
16.
S. M. Piperakis V. Papadimitriou M. Zafiropoulou A. S. Piperakis P. Zisis 《Journal of Science Education and Technology》2007,16(3):271-278
The purpose of this study was to assess Greek primary (1st to 6th grade) school children’s dietary habits and the factors
influencing them. Our results show that children know the value of different foods. The socio-economic status of father has
no effect on the attitude of children towards choosing their diet, however, mothers’ educational status appears to have an
effect on their children’s behaviour. Place of residence (urban or semi-rural areas) and gender does not influence their knowledge
about different diets. It was, finally, shown that as children grow older they tend to eat less healthy foods. 相似文献
17.
Lyn Corno 《Educational Psychology Review》2006,18(3):261-266
In this commentary, Corno discusses Vollmeyer and Rheinberg’s evidence from the perspective of related work in educational psychology. Relevant new terms provide background for understanding connections between the language used by Vollmeyer and Rheinberg and that of educational psychologists. The author uses results from research on teaching for self-regulated learning to suggest a new direction for Vollmeyer and Rheinberg—investigation of instructional events that promote processes in their model. 相似文献
18.
Ali S. Al-Musawi 《Educational technology research and development : ETR & D》2007,55(4):395-410
The purpose of this research was to address the current and prospective views on educational technology (ET) in order to discover
the difficulties and develop its utilization in Omani higher education. The main instruments used to carry out this research
were two questionnaires: the faculty members’ questionnaire, and the technical/administrative staff questionnaire. One hundred
and fifty-nine participants were involved in the study. They represented all educational technologists who have been with
the public and private Omani higher education institutions. The findings show a tendency for future expansion with less expensive
technologies and the need for training. Some impediments of ET use were also found. Important recommendations from this study
include: the need to support Omani higher education institutions with technical and human resources to increase and activate
the use/number of new instructional media and equipment. 相似文献
19.
In this paper, we describe a one-day professional development activity for mathematics teachers that promoted the use of comparison
as an instructional tool to develop students’ flexibility in algebra. Effective use of comparison in mathematics instruction
involves using side-by-side presentation of problems and solution methods and subsequent student discussion of these multiple
solution methods to highlight the similarities and differences among problem-solving techniques. The goals of the professional
development activity were to make teachers aware of how to use comparison effectively in their instruction, as well as to
impact teachers’ own flexibility in algebra by using comparison instructionally during the professional development. Our analysis
of teachers’ experiences in the professional development activity suggests that when teachers were presented with techniques
for effective use of comparison, their own understanding of multiple solution methods was reinforced. In addition, teachers
began to question why they relied exclusively on one familiar method over others that are equally effective and perhaps more
efficient and started to draw new connections between problem-solving methods. Finally, as a result of experiencing instructional
use of comparison, teachers began to see value in teaching for flexibility and reported changing their own teaching practices. 相似文献
20.
Vygotskian theory and mathematics education: Resolving the conceptual-procedural dichotomy 总被引：1，自引：0，他引：1
Jean Schmittau 《European Journal of Psychology of Education - EJPE》2004,19(1):19-43
The aim of this paper is to demonstrate that in spite of some superficial similarities the current mathematics reform in the
US based on constructivist principles differs substantially from mathematical education based on Vygotskian cultural-historical
theory (V.V. Davydov’s mathematics program), and to illustrate the manner in which Davydov’s program virtually obliterates
the conceptual-procedural division that has fueled the current “math wars”. Both constructivism and Davydov’s approach emphasize
the active character of students’ acquisition of mathematical concepts. Constructivists, however, begin the instructional
process from the children’s preexistent concepts while Vygotskians reorient it toward acquisition of what Vygotsky defined
as “scientific” rather than “spontaneous, everyday” concepts. A three-year study of the implementation of Davydov’s elementary
mathematics program in a school setting in the US found that the American children overcame the initial challenges of the
program, consistently resolved computational errors conceptually, and finally demonstrated the ability to solve high school
level mathematics problems. The curriculum appeared to foster the development of theoretical thinking, an explicit goal of
Davydov’s program, which constitutes its major value and educational significance. 相似文献