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1.
Steven R Yussen Joel R Levin Thomas M DeRose Elizabeth S Ghatala 《Contemporary educational psychology》1976,1(2):170-179
Children's incidental recall of pictures was examined in two related experiments. Extrapolating from adult research, it was predicted that categorizing pictures with respect to their semantic properties would yield greater recall than categorizing them according to their physical properties. In Experiment 1, second-grade children were exposed to 16 line drawings cross-classified to represent four taxonomic categories and four shape categories, with four instances per category. Control subjects simply looked at pictures. Semantic subjects identified each picture's semantic category, and Physical subjects identified each physical category. In Experiment 2, first graders freely sorted the pictures and were classified as Semantic or Physical sorters based on their predominant bases for sorting. Following exposure (Experiment 1) or sorting (Experiment 2), all subjects were asked to recall the picture names. Results of both experiments show that semantic classification yields greater recall than physical classification. Experiment 2 also shows that semantic sorting yields greater semantic clustering in recall and that sorting by physical category yields greater physical clustering. It was suggested that children's preferences for a mode of processing (Experiment 2) may constitute an individual difference dimension with fairly clear-cut instructional implications. 相似文献
2.
Elizabeth P. McWhirter 《Contemporary educational psychology》1978,3(3):205-231
The present study replicates and extends an experiment by Bruner and Kenney (Bruner, J. S. American Psychologist, 1964, 19, 1–15; Beyond the information given, NY: Allen & Unwin, 1973;Bruner, J. S., Olver, R. R., & Greenfield, P. M. et al. (Eds.), Studies in cognitive growth, NY: Wiley, 1966). Children aged 5 to 11 were shown pairs of glasses containing water and were asked if one glass of each pair was fuller or emptier and to give the reason. Children aged 12 to 15 and adult subjects were subsequently included but asked to judge only fullness.The glasses differed in height, diameter, and water level and consequently in volume of water and volume of unfilled space, and in proportion full and proportion empty.It is shown that the Bruner experiment reveals weaknesses in design and procedure and focuses on the dichotomous sense of fullness rather than the partial dimension explored in the present study. Contrary to earlier findings the present results indicate that the child tends to think of fullness and emptiness in the same manner and that, far from the concept being mastered at age 11, it is still not completely understood in adulthood.By 11 years the child can cope with fractions and compare volumes, but at age 15 and in adulthood he is still not fully aware that he must not only estimate the volume of the container that is filled but also relate this volume to the total volume of the container and finally compare the two ratio measures obtained.The results are discussed in terms of Bruner's representation-conflict hypothesis, Clark's (Journal of Verbal Learning and Verbal Behvaior, 1971, 10, 266–275; Semantic development in language acquisition. Paper presented at the Third Child Language Research Forum, Stanford University, 1971; Journal of Verbal Learning and Verbal Behavior, 1972, 11, 750–758; Cognition, 1973, 2.2, 161–182; What's in a word? On the child's acquisition of semantics in his first language. In T. E. Moore (Ed.), Cognitive development and the acquisition of language. NY: Academic Press, 1973) semantic-feature theory and from a functional perspective. Follow-up research is outlined. 相似文献
3.
4.
Serkan Arikan Fons J. R. van de Vijver Kutlay Yagmur 《Educational Assessment, Evaluation and Accountability》2017,29(3):229-246
Lower reading and mathematics performance of Turkish immigrant students as compared to mainstream European students could reflect differential learning outcomes, differential socioeconomic backgrounds of the groups, differential mainstream language proficiency, and/or test bias. Using PISA reading and mathematics scores of these groups, we examined the role of bias and various measures related to immigrant integration policies of the host societies. Results of a multilevel analysis of reading and mathematics tests demonstrated that at individual level, students with higher scores on an index of economic, social, and cultural status obtained higher achievement scores. At country level, MIPEX scores of education and the human development index of participating countries could predict differences in reading results but not in mathematics. After correction for background characteristics, effect sizes showed a difference of .65 SD (down from a value of .96 before correction) for reading and .58 SD (down from .78) for mathematics. However, a similar correction for background variables increased the score differences between Turkish immigrants and mainstreamers. 相似文献
5.
Daniel W. Kee Susan Y. Nakayama Maria Cervantes Jana D. Osaze 《Contemporary educational psychology》1984,9(1):74-83
The release from proactive interference task was used to investigate categorical encoding of animal and clothing items with fourth grade low-socioeconomic status black and middle-socioeconomic status white children. The print mode of verbal presentation and an ordered recall requirement were used in order to provide hospitable conditions for the detection of population differences. The results indicated parity in buildup and release from proactive interference for the two populations. The results of this study, consistent with previous estimates of release from proactive interference for these groups (e.g., D. W. Kee & L. Helfend, Journal of Educational Psychology, 1977, 69, 344–348; S. Y. Nakayama & D. W. Kee, Journal of Educational Psychology, 1980, 72, 386–393), indicate that low-socioeconomic status black and middle-socioeconomic white children do not differ in automatic conceptual encoding. Conceptual encoding differences, however, have been detected between these populations when the free recall method has been used. Thus, discussion of the present results includes a consideration of factors which may be responsible for population differences in free recall performance and preliminary evidence on this issue is provided. 相似文献
6.
Building a text is a multidimensional endeavor. Writers must work simultaneously on the content of the text, its discursive organization, the structure of the sentences, and the individual words themselves. Knowledge of vocabulary is central to this endeavor. This study intends (1) to trace the development of writer’s vocabulary depth, their vocabulary fluency in writing, and the features of the text they produce (productivity, lexical richness, and text structure) through elementary school and (2) to determine the contribution of the writer’s performance and the text features to the quality of the text. One hundred and eighty bilingual Spanish/Catalan speakers from first, third, and sixth grade took part in the study. They participated in three researcher-created tasks; a synonyms/antonyms task to orally assess vocabulary depth; a semantic orthographic fluency task to examine their vocabulary fluency in writing; and a text writing task to evaluate text quality. Data was analyzed using structural equation modeling in order to examine the relationship between the target writer’s performance and the text features of the written compositions, and the externally evaluated text quality. Results revealed that both writer’s performance on vocabulary depth and semantic orthographic fluency and text features improved with school level. However, the capacity to establish meaning relations between words contributed more directly to the quality of texts than the speed to find words with a specific phonographic correspondence. External evaluation of text quality was more variable for younger students than for older students and was affected by school level mediated by writer performance and text features. 相似文献
7.
John R. Surber 《Contemporary educational psychology》1983,8(2):119-126
In recent research on memory for prose, attention has focused on the influence of a reader's perspective or schema on what is encoded and subsequently recalled. Previous research has revealed that subjects were able to recall previously unrecalled information if they were directed to take a new perspective during a second recall trial. This has been termed the perspective shift effect. This paper describes two possible mechanisms to account for the perspective shift effect—a retrieval process and a decision process. Two experiments which investigated the roles of these processes in the perspective shift effect are described. Experiment 1 employed an incentive to influence the subjects' criterion for reporting recalled information. Experiment 2 obtained separate estimates for decision and memory processes by applying signal detection theory. The results of both experiments provide data that tend to rule out the decision process as an important factor in the perspective shift phenomena in recall. 相似文献
8.
Recent research in a text-based educational context has demonstrated a seemingly paradoxical disfluency effect in reading, namely that learning with hard-to-read (disfluent) materials helps learners recall more details than learning with easy-to-read (fluent) materials. Many follow-up studies using a variety of participants, learning materials, and experimental designs have been conducted to verify the effects of disfluency manipulation on recall, transfer, judgments of learning, and learning time. However, a number of them have failed to replicate this effect and the mixed findings bring into question the generality of the disfluency effect with respect to learning. In this meta-analysis, we tested the overall effect of perceptual disfluency on learning with texts, as well as moderators of this effect, based on 25 empirical articles involving 3135 participants. Results showed that overall, there was no effect of perceptual disfluency on recall (d?=???0.01) or transfer (d?=?0.03), but perceptual disfluency did reduce participants’ judgments of learning (d?=???0.43) and increase learning time (d?=?0.52). Tests of moderation focused on the most commonly studied dependent measure, namely recall. There was no evidence that characteristics of the participants, learning material, or experimental design moderated the effect of perceptual disfluency on recall. In general, though perceptual disfluency can be used as an effective metacognitive cue to reduce judgments of learning and increase learning time, there is not enough evidence to show that it either stimulates analytic processing or increases extraneous cognitive load. 相似文献
9.
A response to Maskiewicz and Lineback''s essay in the September 2013 issue of CBE-Life Sciences Education.Dear Editor:Maskiewicz and Lineback (2013) have written a provocative essay about how the term misconceptions is used in biology education and the learning sciences in general. Their historical perspective highlights the logic and utility of the constructivist theory of learning. They emphasize that students’ preliminary ideas are resources to be built upon, not errors to be eradicated. Furthermore, Maskiewicz and Lineback argue that the term misconception has been largely abandoned by educational researchers, because it is not consistent with constructivist theory. Instead, they conclude, members of the biology education community should speak of preconceptions, naïve conceptions, commonsense conceptions, or alternative conceptions.We respectfully disagree. Our objections encompass both the semantics of the term misconception and the more general issue of constructivist theory and practice. We now address each of these in turn. (For additional discussion, please see Leonard, Andrews, and Kalinowski , “Misconceptions Yesterday, Today, and Tomorrow,” CBE—Life Sciences Education [LSE], in press, 2014.)Is misconception suitable for use in scholarly discussions? The answer depends partly on the intended audience. We avoid using the term misconception with students, because it could be perceived as pejorative. However, connotations of disapproval are less of a concern for the primary audience of LSE and similar journals, that is, learning scientists, discipline-based education researchers, and classroom teachers.An additional consideration is whether misconception is still used in learning sciences outside biology education. Maskiewicz and Lineback claim that misconception is rarely used in journals such as Cognition and Instruction, Journal of the Learning Sciences, Journal of Research in Science Teaching, and Science Education, yet the term appears in about a quarter of the articles published by these journals in 2013 (National Research Council, 2012 ).
Open in a separate windowaAs of November 25, 2013. Does not include very short editorials, commentaries, corrections, or prepublication online versions.A final consideration is whether any of the possible alternatives to misconception are preferable. We feel that the alternatives suggested by Maskiewicz and Lineback are problematic in their own ways. For example, naïve conception sounds more strongly pejorative to us than misconception. Naïve conception and preconception also imply that conceptual challenges occur only at the very beginning stages of learning, even though multiple rounds of conceptual revisions are sometimes necessary (e.g., see figure 1 of Andrews et al., 2012 ) as students move through learning progressions. Moreover, the terms preferred by Maskiewicz and Lineback are used infrequently (Smith et al. (1993) that they object to statements that misconceptions should be actively confronted, challenged, overcome, corrected, and/or replaced (Smith et al. (1993) argue on theoretical grounds that confrontation does not allow refinement of students’ pre-existing, imperfect ideas; instead, the students must simply choose among discrete prepackaged ideas. From Maskiewicz and Lineback''s perspective, the papers listed in Maskiewicz and Lineback (2013) as using outdated views of misconceptionsa
Open in a separate windowaWhile these papers do not adhere to Smith et al.''s (1993) version of constructivism, they do adhere to the constructivist approach that advocates cognitive dissonance.Our own stance differs from that of Maskiewicz and Lineback, reflecting a lack of consensus within constructivist theory. We agree with those who argue that, not only are confrontations compatible with constructivist learning, they are a central part of it (e.g., Gilbert and Watts, 1983 ; Hammer, 1996 ). We note that Baviskar et al. (2009) list “creating cognitive dissonance” as one of the four main tenets of constructivist teaching. Their work is consistent with research showing that focusing students on conflicting ideas improves understanding more than approaches that do not highlight conflicts (e.g., Kowalski and Taylor, 2009 ; Gadgil et al., 2012 ). Similarly, the Discipline-Based Education Research report (National Research Council, 2012 , p. 70) advocates “bridging analogies,” a form of confrontation, to guide students toward more accurate ways of thinking. Therefore, we do not share Maskiewicz and Lineback''s concerns about the papers listed in Price, 2012 ). We embrace collegial disagreement.Maskiewicz and Lineback imply that labeling students’ ideas as misconceptions essentially classifies these ideas as either right or wrong, with no intermediate stages for constructivist refinement. In fact, a primary goal of creating concept inventories, which use the term misconception profusely (e.g., Morris et al., 2012 ; Prince et al., 2012 ), is to demonstrate that learning is a complex composite of scientifically valid and invalid ideas (e.g., Andrews et al., 2012 ). A researcher or instructor who uses the word misconceptions can agree wholeheartedly with Maskiewicz and Lineback''s point that misconceptions can be a good starting point from which to develop expertise.As we have seen, misconception is itself fraught with misconceptions. The term now embodies the evolution of our understanding of how people learn. We support the continued use of the term, agreeing with Maskiewicz and Lineback that authors should define it carefully. For example, in our own work, we define misconceptions as inaccurate ideas that can predate or emerge from instruction (e.g., Andrews et al., 2012 ). We encourage instructors to view misconceptions as opportunities for cognitive dissonance that students encounter as they progress in their learning. 相似文献
Table 1.
Use of the term misconception in selected education research journals in 2013| Journal (total articles published in 2013a) | Articles using misconception (“nondisapproving” articles/total articles) | Articles using other terms |
|---|---|---|
| LSE (59) | 23/24 | Alternative conception (4) |
| Commonsense conception (2) | ||
| Naïve conception (1) | ||
| Preconception (4) | ||
| Cognition and Instruction (16) | 3/3 | None |
| Journal of the Learning Sciences (17) | 4/4 | Commonsense science knowledge (1) |
| Naïve conception (1) | ||
| Prior conception (1) | ||
| Journal of Research in Science Teaching (49) | 11/13 | Commonsense idea (1) |
| Naïve conception (1) | ||
| Preconception (5) | ||
| Science Education (36) | 10/11 | Naïve conception (1) |
| Article | Example of constructivist language | Example of language suggesting confrontation |
|---|---|---|
| Andrews et al., 2011 | “Constructivist theory argues that individuals construct new understanding based on what they already know and believe.… We can expect students to retain serious misconceptions if instruction is not specifically designed to elicit and address the prior knowledge students bring to class” (p. 400). | Instructors were scored for “explaining to students why misconceptions were incorrect” and “making a substantial effort toward correcting misconceptions” (p. 399). “Misconceptions must be confronted before students can learn natural selection” (p. 399). “Instructors need to elicit misconceptions, create situations that challenge misconceptions.” (p. 403). |
| Baumler et al., 2012 | “The last pair [of students]''s response invoked introns, an informative answer, in that it revealed a misconception grounded in a basic understanding of the Central Dogma” (p. 89; acknowledges students’ useful prior knowledge). | No relevant text found |
| Cox-Paulson et al., 2012 | No relevant text found | This paper barely mentions misconceptions, but cites sources (Phillips et al., 2008 ; Robertson and Phillips, 2008 ) that refer to “exposing,” “uncovering,” and “correcting” misconceptions. |
| Crowther, 2012 | “Prewritten songs may explain concepts in new ways that clash with students’ mental models and force revision of those models” (p. 28; emphasis added). | “Songs can be particularly useful for countering … conceptual misunderstandings.… Prewritten songs may explain concepts in new ways that clash with students’ mental models and force revision of those models” (p. 28). |
| Kalinowski et al., 2010 | “Several different instructional approaches for helping students to change misconceptions … agree that instructors must take students’ prior knowledge into account and help students integrate new knowledge with their existing knowledge” (p. 88). | “One strategy for correcting misconceptions is to challenge them directly by ‘creating cognitive conflict,’ presenting students with new ideas that conflict with their pre-existing ideas about a phenomenon… In addition, study of multiple examples increases the chance of students identifying and overcoming persistent misconceptions” (p. 89). |
10.
This paper discusses the ability of children in third (about 8-years-old) and fifth (about 10-years-old) grade to produce spoken and written summaries. Two main measurement types were distinguished: micropropositional analysis and story grammar analysis. In micropropositional analysis, the results showed significant differences between both summary conditions (spoken/written); while the spoken condition provided the use of inferences and macrorules, the written condition increased the literal recall (copy-delete). In contrast, in the story grammar analysis, the findings showed that both the structural organization and the type of propositions recall were very similar in both types of summaries. Finally, our results showed that the older children appeared to have some qualitative advantage in the use of the story schema; and the effects of the summary type seemed to be less significant. 相似文献
11.
Course-based undergraduate research experiences (CUREs) may be a more inclusive entry point to scientific research than independent research experiences, and the implementation of CUREs at the introductory level may therefore be a way to improve the diversity of the scientific community.The U.S. scientific research community does not reflect America''s diversity. Hispanics, African Americans, and Native Americans made up 31% of the general population in 2010, but they represented only 18 and 7% of science, technology, engineering, and mathematics (STEM) bachelor''s and doctoral degrees, respectively, and 6% of STEM faculty members (National Science Foundation [NSF], 2013 ). Equity in the scientific research community is important for a variety of reasons; a diverse community of researchers can minimize the negative influence of bias in scientific reasoning, because people from different backgrounds approach a problem from different perspectives and can raise awareness regarding biases (Intemann, 2009 ). Additionally, by failing to be attentive to equity, we may exclude some of the best and brightest scientific minds and limit the pool of possible scientists (Intemann, 2009 ). Given this need for equity, how can our scientific research community become more inclusive?Current approaches to improving diversity in scientific research focus on graduating more STEM majors, but graduation with a STEM undergraduate degree alone is not sufficient for entry into graduate school. Undergraduate independent research experiences are becoming more or less a prerequisite for admission into graduate school and eventually a career in academia; a quick look at the recommendations for any of the top graduate programs in biology or science career–related websites state an expectation for undergraduate research and a perceived handicap if recommendation letters for graduate school do not include a discussion of the applicant''s research experience (Webb, 2007 ; Harvard University, 2013 ).Independent undergraduate research experiences have been shown to improve the retention of students in scientific research (National Research Council, 2003 ; Laursen et al., 2010 ; American Association for the Advancement of Science, 2011 ; Eagan et al., 2013 ). Participation in independent research experiences has been shown to increase interest in pursuing a PhD (Seymour et al., 2004 ; Russell et al., 2007 ) and seems to be particularly beneficial for students from historically underrepresented backgrounds (Villarejo et al., 2008 ; Jones et al., 2010 ; Espinosa, 2011 ; Hernandez et al., 2013 ). However, the limited number of undergraduate research opportunities available and the structure of how students are selected for these independent research lab positions exclude many students and can perpetuate inequities in the research community. In this essay, we highlight barriers faced by students interested in pursuing an undergraduate independent research experience and factors that impact how faculty members select students for these limited positions. We examine how bringing research experiences into the required course work for students could mitigate these issues and ultimately make research more inclusive. 相似文献
12.
The present study was undertaken to examine the hypothesis that the intermediate effect in clinical case recall is partly explained by experts lower motivation to write down everything they remember when asked for free recall. Medical experts and students were presented with two clinical cases, which they had to read, diagnose, and recall. Participants received an instruction before processing the cases that aimed at minimizing motivation in one condition, and enhance motivation in another. A third condition received a standard instruction, comparable to previous clinical case representation studies. The results showed that medical experts clinical case processing mode is robust and insensitive to pressure induced by a social comparison instruction. In all conditions, recall data showed an intermediate effect, indicating encapsulated processing by the expert group. Moreover, there were no differences between the conditions in diagnostic accuracy, number of summaries in recall, and study time on the cases. Although experts showed that they were affected by the instruction, their processing mode remained stable over the three conditions. Expert physicians, even under conditions of considerable pressure, process clinical cases in an encapsulated mode.Part of this report was presented at the annual meeting of the American Educational Research Association, Seattle, Washington, April 1–5, 2001. 相似文献
13.
Graduate teaching assistants (GTAs) in science, technology, engineering, and mathematics (STEM) have a large impact on undergraduate instruction but are often poorly prepared to teach. Teaching self-efficacy, an instructor’s belief in his or her ability to teach specific student populations a specific subject, is an important predictor of teaching skill and student achievement. A model of sources of teaching self-efficacy is developed from the GTA literature. This model indicates that teaching experience, departmental teaching climate (including peer and supervisor relationships), and GTA professional development (PD) can act as sources of teaching self-efficacy. The model is pilot tested with 128 GTAs from nine different STEM departments at a midsized research university. Structural equation modeling reveals that K–12 teaching experience, hours and perceived quality of GTA PD, and perception of the departmental facilitating environment are significant factors that explain 32% of the variance in the teaching self-efficacy of STEM GTAs. This model highlights the important contributions of the departmental environment and GTA PD in the development of teaching self-efficacy for STEM GTAs.Science, technology, engineering, and mathematics (STEM) graduate teaching assistants (GTAs) play a significant role in the learning environment of undergraduate students. They are heavily involved in the instruction of undergraduate students at master’s- and doctoral-granting universities (Nyquist et al., 1991 ; Johnson and McCarthy, 2000 ; Sundberg et al., 2005 ; Gardner and Jones, 2011 ). GTAs are commonly in charge of laboratory or recitation sections, in which they often have more contact and interaction with the students than the professor who is teaching the course (Abraham et al., 1997 ; Sundberg et al., 2005 ; Prieto and Scheel, 2008 ; Gardner and Jones, 2011 ).Despite the heavy reliance on GTAs for instruction and the large potential for them to influence student learning, there is evidence that many GTAs are completely unprepared or at best poorly prepared for their role as instructors (Abraham et al., 1997 ; Rushin et al., 1997 ; Shannon et al., 1998 ; Golde and Dore, 2001 ; Fagen and Wells, 2004 ; Luft et al., 2004 ; Sundberg et al., 2005 ; Prieto and Scheel, 2008 ). For example, in molecular biology, 71% of doctoral students are GTAs, but only 30% have had an opportunity to take a GTA professional development (PD) course that lasted at least one semester (Golde and Dore, 2001 ). GTAs often teach in a primarily directive manner and have intuitive notions about student learning, motivation, and abilities (Luft et al., 2004 ). For those who experience PD, university-wide PD is often too general (e.g., covering university policies and procedures, resources for students), and departmental PD does not address GTAs’ specific teaching needs; instead departmental PD repeats the university PD (Jones, 1993 ; Golde and Dore, 2001 ; Luft et al., 2004 ). Nor do graduate experiences prepare GTAs to become faculty and teach lecture courses (Golde and Dore, 2001 ).While there is ample evidence that many GTAs are poorly prepared, as well as studies of effective GTA PD programs (biology examples include Schussler et al., 2008 ; Miller et al., 2014 ; Wyse et al., 2014 ), the preparation of a graduate student as an instructor does not occur in a vacuum. GTAs are also integral members of their departments and are interacting with faculty and other GTAs in many different ways, including around teaching (Bomotti, 1994 ; Notarianni-Girard, 1999 ; Belnap, 2005 ; Calkins and Kelly, 2005 ). It is important to build good working relationships among the GTAs and between the GTAs and their supervisors (Gardner and Jones, 2011 ). However, there are few studies that examine the development of GTAs as integral members of their departments and determine how departmental teaching climate, GTA PD, and prior teaching experiences can impact GTAs.To guide our understanding of the development of GTAs as instructors, a theoretical framework is important. Social cognitive theory is a well-developed theoretical framework for describing behavior and can be applied specifically to teaching (Bandura, 1977 , 1986 , 1997 , 2001 ). A key concept in social cognitive theory is self-efficacy, which is a person’s belief in his or her ability to perform a specific task in a specific context (Bandura, 1997 ). High self-efficacy correlates with strong performance in a task such teaching (Bandura, 1997 ; Tschannen-Moran and Hoy, 2007 ). Teaching self-efficacy focuses on teachers’ perceptions of their ability to “organize and execute courses of action required to successfully accomplish a specific teaching task in a particular context” (Tschannen-Moran et al., 1998 , p. 233). High teaching self-efficacy has been shown to predict a variety of types of student achievement among K–12 teachers (Ashton and Webb, 1986 ; Anderson et al., 1988 ; Ross, 1992 ; Dellinger et al., 2008 ; Klassen et al., 2011 ). In GTAs, teaching self-efficacy has been shown to be related to persistence in academia (Elkins, 2005 ) and student achievement in mathematics (Johnson, 1998 ). High teaching self-efficacy is evidenced by classroom behaviors such as efficient classroom management, organization and planning, and enthusiasm (Guskey, 1984 ; Allinder, 1994 ; Dellinger et al., 2008 ). Instructors with high teaching self-efficacy work continually with students to help them in learning the material (Gibson and Dembo, 1984 ). These instructors are also willing to try a variety of teaching methods to improve their teaching (Stein and Wang, 1988 ; Allinder, 1994 ). Instructors with high teaching self-efficacy perform better as teachers, are persistent in difficult teaching tasks, and can positively affect their student’s achievement.These behaviors of successful instructors, which can contribute to student success, are important to foster in STEM GTAs. Understanding of what influences the development of teaching self-efficacy in STEM GTAs can be used to improve their teaching self-efficacy and ultimately their teaching. Therefore, it is important to understand what impacts teaching self-efficacy in STEM GTAs. Current research into factors that influence GTA teaching self-efficacy are generally limited to one or two factors in a study (Heppner, 1994 ; Prieto and Altmaier, 1994 ; Prieto and Meyers, 1999 ; Prieto et al., 2007 ; Liaw, 2004 ; Meyers et al., 2007 ). Studying these factors in isolation does not allow us to understand how they work together to influence GTA teaching self-efficacy. Additionally, most studies of GTA teaching self-efficacy are not conducted with STEM GTAs. STEM instructors teach in a different environment and with different responsibilities than instructors in the social sciences and liberal arts (Lindbloom-Ylanne et al., 2006 ). These differences could impact the development of teaching self-efficacy of STEM GTAs compared with social science and liberal arts GTAs. To further our understanding of the development of STEM GTA teaching self-efficacy, this paper aims to 1) describe a model of factors that could influence GTA teaching self-efficacy, and 2) pilot test the model using structural equation modeling (SEM) on data gathered from STEM GTAs. The model is developed from social cognitive theory and GTA teaching literature, with support from the K–12 teaching self-efficacy literature. This study is an essential first step in improving our understanding of the important factors impacting STEM GTA teaching self-efficacy, which can then be used to inform and support the preparation of effective STEM GTAs. 相似文献
14.
Greg Roberts Nancy Scammacca David J. Osman Colby Hall Sarojani S. Mohammed Sharon Vaughn 《Educational Psychology Review》2014,26(3):451-468
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
15.
In an extension of the work of Pellegrino, Siegel, and Dhawan, nouns were presented in triads as pictures, printed words, or spoken words and followed by visual, acoustic, visual and acoustic, or no interference. Recall, presentation type, and confidence ratings were elicited after each triad. After all triads were presented, participants free-recalled as many nouns as possible, indicated presentation type, and rated confidence as measures of long-term memory. In short-term memory, pictorial superiority was noted under conditions of acoustic and visual and acoustic interference but not after visual interference. Long-term memory data showed superior recall for pictures. These results were compared to the Pellegrino et al. research and to Paivio's dual coding hypothesis, and differences in patterns of short-term and long-term memory data were interpreted within a levels of processing framework. 相似文献
16.
Examining the structure of vocational interests in Turkey in the context of the personal globe model
Bade Vardarlı Ragıp Özyürek Kerrie G. Wilkins-Yel Terence J. G. Tracey 《International Journal for Educational and Vocational Guidance》2017,17(3):347-359
The structural validity of the Personal Globe Inventory-Short (PGI-S: Tracey in J Vocat Behavi 76:1–15, 2010) was examined in a Turkish sample of high school and university students. The PGI-S measures eight basic interest scales, Holland’s (Making vocational choice, Prentice-Hall, Englewood Cliffs, 1997) six types, Prediger’s (J Vocat Behav 21:259–287, 1981) people/things, data/ideas dimensions, and prestige. After adapting the original PGI-S items into Turkish (PGI-S-T), the inventory was administered to high school students (N = 605) and university students (N = 359). The fit of Holland’s RIASEC and the PGI eight type model were examined separately using the randomization test of hypothesized order relations. Results indicated a strong fit for both the eight type and the RIASEC model. Expected significant differences were found between PGI-S-T subscales across gender and age. The results support the structural validity of the adapted PGI-S-T in a Turkish sample. 相似文献
17.
18.
Jennifer Petersen 《Educational Psychology Review》2018,30(4):1269-1281
A comprehensive, statistical review of gender differences in verbal performance has not been conducted in several decades and the majority of previous work on this topic used published studies that often include small, non-representative samples. The introduction of national legislation in US public schools required schools to assess and publicly report verbal performance, thus providing verbal assessment data for millions of American students. The current study presents a meta-analysis of gender differences in US state verbal assessments. Data were collected from the departments of education in 16 states representing more than 10 million US students in grades 3 through 11. Results indicated a small gender difference favoring females for overall verbal performance (d?=?0.29). However, when type of assessment was considered, the female advantages in reading (d?=?0.19) and language arts (d?=?0.29) were smaller than in writing performance (d?=?0.45). The small gender differences in verbal performance increased in a linear pattern from grades 3 to 8 and then remained steady in high school. 相似文献
19.
This study makes use of the “levels effect” in prose recall to increase older adults' recall of important medical information. Seventy older adults (over 65) read and recalled two passages containing medical information about hypertension and arthritis. Half of the adults read the passages in which the text structure had been revised so that target ideas (identified as important by physician consultants) were located at the highest levels of the content structure. Recall of target ideas, details, and total number of ideas were investigated. Results showed an increase in recall of target ideas for the revised passages. Education, medical condition, and age also affected recall to differing degrees depending on the measure studied. The results indicate that older adults remain sensitive to differences in prose structure and that their memory for important information can be improved by use of principles developed with younger subject groups. 相似文献
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Testing within the science classroom is commonly used for both formative and summative assessment purposes to let the student and the instructor gauge progress toward learning goals. Research within cognitive science suggests, however, that testing can also be a learning event. We present summaries of studies that suggest that repeated retrieval can enhance long-term learning in a laboratory setting; various testing formats can promote learning; feedback enhances the benefits of testing; testing can potentiate further study; and benefits of testing are not limited to rote memory. Most of these studies were performed in a laboratory environment, so we also present summaries of experiments suggesting that the benefits of testing can extend to the classroom. Finally, we suggest opportunities that these observations raise for the classroom and for further research.Almost all science classes incorporate testing. Tests are most commonly used as summative assessment tools meant to gauge whether students have achieved the learning objectives of the course. They are sometimes also used as formative assessment tools—often in the form of low-stakes weekly or daily quizzes—to give students and faculty members a sense of students’ progression toward those learning objectives. Occasionally, tests are also used as diagnostic tools, to determine students’ preexisting conceptions or skills relevant to an upcoming subject. Rarely, however, do we think of tests as learning tools. We may acknowledge that testing promotes student learning, but we often attribute this effect to the studying students do to prepare for the test. And yet, one of the most consistent findings in cognitive psychology is that testing leads to increased retention more than studying alone does (Roediger and Butler, 2011 ; Roediger and Pyc, 2012 ). This effect can be enhanced when students receive feedback for failed tests and can be observed for both short-term and long-term retention. There is some evidence that testing not only improves student memory of the tested information but also ability to remember related information. Finally, testing appears to potentiate further study, allowing students to gain more from study periods that follow a test. Given the potential power of testing as a tool to promote learning, we should consider how to incorporate tests into our courses not only to gauge students’ learning, but also to promote that learning (Klionsky, 2008 ).We provide six observations about the effects of testing from the cognitive psychology literature, summarizing key studies that led to these conclusions (see Study Research question(s) Conclusion Length of delay before final test Study participants Repeated retrieval enhances long-term retention in a laboratory setting “Test-enhanced learning: taking memory tests improves long-term retention” (Roediger and Karpicke, 2006a) Is a testing effect observed in educationally relevant conditions? Is the benefit of testing greater than the benefit of restudy? Do multiple tests produce a greater effect than a single test? Testing improved retention significantly more than restudy in delayed tests. Multiple tests provided greater benefit than a single test. Experiment 1: 2 d; 1 wk Experiment 2: 1 wk Undergraduates ages 18–24, Washington University “Retrieval practice with short-answer, multiple-choice, and hybrid tests” (Smith and Karpicke, 2014) What effect does the type of question presented in retrieval practice have on long-term retention? Retrieval practice with multiple-choice, free-response, and hybrid formats improved students’ performance on a final, delayed test taken 1 wk later when compared with a no-retrieval control. The effect was observed for both questions that required only recall and those that required inference. Hybrid questions provided an advantage when the final test had a short-answer format. 1 wk Undergraduates, Purdue University “Retrieval practice produces more learning that elaborative studying with concept mapping” (Karpicke and Blunt, 2011) What is the effect of retrieval practice on learning relative to elaborative study using a concept map? Students in the retrieval-practice condition had greater gains in meaningful learning compared with those who used elaborative concept mapping as a learning tool. 1 wk Undergraduates Various testing formats can enhance learning “Retrieval practice with short-answer, multiple-choice, and hybrid tests” (Smith and Karpicke, 2014) See above. See above. See above. See above. “Test format and corrective feedback modify the effect of testing on long-term retention” (Kang et al., 2007) What effect does the type of question used for retrieval practice have on retention? Does feedback have an effect on retention for different types of questions? When no feedback was given, the difference in long-term retention between short-answer and multiple-choice questions was insignificant. When feedback was provided, short-answer questions were slightly more beneficial. 3 d Undergraduates, Washington University psychology subjects’ pool “The persisting benefits of using multiple-choice tests as learning events” (Little and Bjork, 2012) What effect does question format have on retention of information previously tested and related information not included in retrieval practice? Both cued-recall and multiple-choice questions improved recall compared with the no-test control. However, multiple-choice questions improved recall more than cued-recall questions for information not included in the retrieval practice, both after a 5-min and a 48-h delay. 48 h Undergraduates, University of California, Los Angeles Feedback enhances benefits of testing “Feedback enhances positive effects and reduces the negative effects of multiple-choice testing” (Butler and Roediger, 2008) What effect does feedback on multiple-choice tests have on long-term retention of information? Feedback improved retention on a final cued-recall test. Delayed feedback resulted in better final performance than immediate feedback, though both showed benefits compared with no feedback. The final test occurred 1 wk after the initial test. 1 wk Undergraduate psychology students, Washington University “Correcting a metacognitive error: feedback increases retention of low-confidence responses” (Butler et al., 2008) What role does feedback play in retrieval practice? Can it correct metacognitive errors as well as memory errors? Both initially correct and incorrect answers were benefited by feedback, but low-confidence answers were most benefited by feedback. 5 min Undergraduate psychology students, Washington University Learning is not limited to rote memory “Retrieval practice produces more learning than elaborative study with concept mapping” (Karpicke and Blunt, 2011) What is the effect of retrieval practice on learning relative to elaborative study using a concept map? Does retrieval practice improve students’ ability to perform higher-order cognitive activities (i.e., building a concept map) as well as simple recall tasks? Compared with elaborative study using concept mapping, retrieval practice improved students’ performance both on final tests that required short answers and final tests that required concept map production. See also earlier entry for this study. 1 wk Undergraduates “Retrieval practice with short-answer, multiple-choice, and hybrid tests” (Smith and Karpicke, 2014) See above. See above. See above. See above. “Repeated testing produces superior transfer of learning relative to repeated studying” (Butler, 2010) Does test-enhanced learning promote transfer of facts and concepts from one domain to another? Testing improved retention and increased transfer of information from one domain to another through test questions that required factual or conceptual recall and inferential questions that required transfer. 1 wk Undergraduate psychology students, Washington University Testing potentiates further study “Pretesting with multiple-choice questions facilitates learning” (Little and Bjork, 2011) Does pretesting using multiple-choice questions improve performance on a later test? Is an effect observed only for pretested information or also for related, previously untested information? A multiple-choice pretest improved performance on a final test, both for information that was included on the pretest and related information. 1 wk Undergraduates, University of California, Los Angeles “The interim test effect: testing prior material can facilitate the learning of new material” (Wissman et al., 2011) Does an interim test over previously learned material improve retention of subsequently learned material? Interim testing improves recall on a final test for information taught before and after the interim test. No delay Undergraduates, Kent State University The benefits of testing appear to extend to the classroom “The exam-a-day procedure improves performance in psychology classes” (Leeming, 2002) What effect does a daily exam have on retention at the end of the semester? Students who took a daily exam in an undergraduate psychology class scored higher on a retention test at the end of the course and had higher average grades than students who only took unit tests. One semester Undergraduates enrolled in Summer term of Introductory Psychology, University of Memphis “Repeated testing improves long-term retention relative to repeated study: a randomized controlled trial” (Larsen et al., 2009) Does repeated testing improve long-term retention in a real learning environment? In a study with medical residents, repeated testing with feedback improved retention more than repeated study for a final recall test 6 mo later. 6 mo Residents from Pediatrics and Emergency Medicine programs, Washington University “Retrieving essential material at the end of lectures improves performance on statistics exams” (Lyle and Crawford, 2011) What effect does daily recall practice using the PUREMEM method have on course exam scores? In an undergraduate psychology course, students using the PUREMEM method had higher exams scores than students taught with traditional lectures, assessed by four noncumulative exams spaced evenly throughout the semester. ∼3.5 wk Undergraduates enrolled in either of two consecutive years of Statistics for Psychology, University of Louisville “Using quizzes to enhance summative-assessment performance in a web-based class: an experimental study” (McDaniel et al., 2012) What effects do online testing resources have on retention of information in an online undergraduate neuroscience course? Both multiple-choice and short-answer quiz questions improved retention and improved scores on the final exam for questions identical to those on the weekly quizzes and those that were related but not identical. 15 wk Undergraduates enrolled in Web-based brain and behavior course “Increasing student success using online quizzing in introductory (majors) biology” (Orr and Foster, 2013) What effect do required pre-exam quizzes have on final exam scores for students in an introductory (major) biology course? Students were required to complete 10 pre-exam quizzes throughout the semester. The scores of students who completed all of the quizzes or none of the quizzes were compared. Students of all abilities who completed all of the pre-exam quizzes had higher average exam scores than those who completed none. One semester Community college students enrolled in an introductory biology course for majors “Teaching students how to study: a workshop on information processing and self-testing helps students learn” (Stanger-Hall et al., 2011) What effect does a self-testing exercise done in a workshop have on final exam questions covering the same topic used in the workshop? Students who participated in the retrieval-practice workshop performed better on the exam questions related to the material covered in the workshop activity. However, there was no difference in overall performance on the exam between the two groups. 10 wk Undergraduate students in a introductory biology class