Promoting complex systems learning through the use of conceptual representations in hypermedia     

Lei Liu  Cindy E. Hmelo‐Silver 《科学教学研究杂志》2009,46(9):1023-1040

Studying complex systems is increasingly important in many science domains. Many features of complex systems make it difficult for students to develop deep understanding. Our previous research indicated that a function‐centered conceptual representation is part of the disciplinary toolbox of biologists, suggesting that it is an appropriate representation to help students develop deep understanding. This article reports on the results of two experiments that investigate how hypermedia using a conceptual representation influences pre‐service teachers' and middle school students' learning of a complex biological system, the human respiratory system. We designed two versions of instructional hypermedia based on the structure–behavior‐function conceptual representation. One hypermedia was function‐centered which emphasized the function and behavior of the system, whereas the other was focused on the structure of the system. We contrasted the instructional effectiveness of these two alternative conceptual representations. The results of both studies indicated that participants using the function‐centered hypermedia developed deeper understanding than those using the structure‐centered version. This proof‐of‐concept study suggests that the function‐centered conceptual representation is a powerful way to promote complex systems understanding. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 1023–1040, 2009  相似文献   

The impact of knowledge transfer on MNC subsidiary performance: does cultural distance matter?     

Qin  Cindy  Wang  Yue  Ramburuth  Prem 《知识管理研究与实践》2017,15(1):78-89

Knowledge Management Research & Practice - Despite research on how multinational corporations (MNCs) manage knowledge transfer across national borders, little is known about the implications of...  相似文献   

Effect of exercise and nasal splinting on static and dynamic measures of nasal airflow     

Erik W. Faria  Cindy Foster  Irvin E. Faria 《Journal of sports sciences》2013,31(4):255-261

The main aim of this study was to assess the separate and combined effects of exercise and nasal splinting on static and dynamic measures of nasal airflow. In a randomized crossover design, 12 healthy participants (6 men, 6 women) performed static and dynamic spirometric nasal airflow assessment tests, with or without nasal splinting (Breathe-Right?), before and after a maximal oxygen uptake (VO 2max ) treadmill test. At least 7 days later, the V O 2max and nasal airflow tests were repeated. The results showed that the measured variables were not significantly different with and without nasal splinting. We conclude that the absence of significantly enhanced nasal patency observed for nasal splinting and after exercise suggest that these factors have a minimal impact on nasal airflow volume and rate.  相似文献   

The Application of a Multiple Measurement Approach to Investigate the Effects of a Dance Program on Educable Mentally Retarded Adolescents     

Cindy Crain  Margaret Eisenhart  John McLaughlin 《Research quarterly for exercise and sport》2013,84(3):231-236

Abstract

Little evidence exists to assess the effects of dance training on special populations. Research in this field has relied on pretest-posttest methods for gathering data. While such data gathering methods may be appropriate for particular research problems, alone they may be inadequate for broad-based, exploratory investigations of programs and effects. The present study is an example of a multiple measurement approach that uses eight measurements, in combination, to answer four research questions regarding the physical and social effects that occur when a group of educable mentally retarded adolescents is exposed to a 10-week dance program. The findings revealed that four students showed improvement in both social and physical behaviors, seven students showed improvement in either social or physical behaviors, and two students showed no improvement. There was no evidence of a “transfer effect” due to participation in the program, and some students' behaviors were affected by external factors. The authors found the approach useful for identifying multiple effects and generating hypotheses for further study.  相似文献   

Using electronic communication to bridge the research to practice gap among mentoring professionals     

Cindy Ann Smith  Lara Willox  Courtney Olds 《Mentoring & Tutoring: Partnership in Learning》2017,25(3):369-390

The field of mentoring includes a broad base of stakeholders, such as researchers and practitioners who implement mentoring programs. The research-to-practice gap is an ongoing area of concern in many fields of social science including mentoring. One reason for this is that researchers and practitioners often operate in isolation. Technology is playing an ever-increasing role in the professional lives of practitioners and researchers, therefore, this study explored the engagement of both groups through the YOUTHMENTORING list serve; a resource provided by the University of Illinois-Chicago. Through a comprehensive qualitative study of list serve content, connections, and engagement it was found that the YOUTHMENTORING list serve promoted collaboration among stakeholders. Members found the resource to be valuable to their practice. Implications for the field and future research are discussed.  相似文献   

Assessment of health-care professionals’ knowledge and attitudes on sexuality and aging: an integrative review     

Yung-Hui Chen  Cindy Jones  Amy Bannatyne 《Educational gerontology》2020,46(7):393-417

ABSTRACT

This study aims to establish an understanding of (a) health-care professionals’ knowledge and attitudes; and (b) tools used to assess sexuality in older people living with/(out) dementia and those identified as lesbian, gay, bisexual, trans, or intersex (LGBTI) individuals. An integrative review of the literature, as registered on the PROSPERO international Prospective Register of Systematic Reviews (CRD42019129589), was conducted. A comprehensive and systematic literature search was performed for the period between 2009 to 2019 across eight electronic databases: CINAHL, PubMed, MEDLINE, Web of Science, Cochrane library, Embase, PsycINFO, and Scopus, together with a manual search of reference lists. Screening of titles, abstracts, and full texts of eligible studies plus quality appraisal (using the Mixed Methods Appraisal Tool) were independently conducted by two reviewers with disagreements resolved via discussion with a third reviewer. Nineteen articles were reviewed with three themes identified from the synthesis: 1) varying knowledge and attitudes amongst health-care professionals; 2) needs for professional development opportunities and support from workplace and 3) lack of recent validated tools to assess knowledge and attitudes. Health-care professionals’ knowledge and attitudes toward sexuality in older people living with/(out) dementia and those identified as LGBTI individuals are varying. Sexuality education and professional development training are needed to enhance their knowledge and attitudes and build skills in order to manage sexuality concerns. Current assessment tools are inadequate, highlighting the need for an appropriate assessment tool to be developed.  相似文献   

Child and adolescent abuse and subsequent victimization: a prospective study     

Rich CL  Gidycz CA  Warkentin JB  Loh C  Weiland P 《Child abuse & neglect》2005,29(12):1373-1394

OBJECTIVE: We investigated the possible reciprocal relationship between victimization experiences and psychological functioning by assessing abuse experiences in childhood, adolescence, and during a 2-month follow-up period. METHOD: At the beginning of the study (Time 1), abuse histories, trauma and depressive symptoms, and interpersonal functioning were assessed in 551 college women. Subsequent victimization experiences and psychological outcomes were assessed at the follow-up (Time 2). RESULTS: Path analyses indicated that verbal abuse by the mother and father were predictive of various psychological outcomes as measured at Time 1 and emerged as the only significant predictors of adolescent dating violence. Adolescent dating violence subsequently predicted the experience of dating violence during the 2-month follow-up period. Paternal physical abuse predicted adolescent sexual victimization which subsequently predicted all symptom measures at Time 1. Conversely, the experience of adolescent physical dating violence was not predictive of any of the symptom measures at Time 1. For those women who experienced dating violence during the follow-up, however, the severity of their abusive experiences was related to both depression and interpersonal problems assessed at Time 2. In comparison, for those women who experienced sexual victimization during the follow-up period, the severity of their abusive experiences was related to trauma symptoms. Interpersonal problems emerged as both an aftereffect of adolescent sexual victimization experience and a predictor of a subsequent sexual victimization experience during the follow-up. CONCLUSIONS: Given that emotional abuse emerged as a predictor of adolescent dating violence and psychological outcomes, researchers and clinicians need to continue to explore this problem. Further, it is important to assess how interpersonal problems contribute to the risk of subsequent sexual victimization and to try to break the cycle between adolescent abuse experiences and subsequent physical and sexual assaults.  相似文献   

Racial Inequality in Critical Thinking Skills: The Role of Academic and Diversity Experiences     

Josipa Roksa  Teniell L. Trolian  Ernest T. Pascarella  Cindy A. Kilgo  Charles Blaich  Kathleen S. Wise 《Research in higher education》2017,58(2):119-140

While racial inequalities in college entry and completion are well documented, much less is known about racial disparities in the development of general collegiate skills, such as critical thinking. Using data from the Wabash National Study of Liberal Arts Education, we find substantial inequality in the development of critical thinking skills over four years of college between African American and White students. The results indicate that these inequities are not related to students’ academic experiences in college but are substantially related to their experiences with diversity. These findings have important implications for understanding racial inequality in higher education and considering strategies for addressing observed disparities.  相似文献   

Primary teachers conducting inquiry projects: effects on attitudes towards teaching science and conducting inquiry     

Sandra I. van Aalderen-Smeets  Juliette H. Walma van der Molen  Erna G. W. C. M. van Hest  Cindy Poortman 《International Journal of Science Education》2013,35(2):238-256

ABSTRACT

This study used an experimental, pretest-posttest control group design to investigate whether participation in a large-scale inquiry project would improve primary teachers’ attitudes towards teaching science and towards conducting inquiry. The inquiry project positively affected several elements of teachers’ attitudes. Teachers felt less anxious about teaching science and felt less dependent on contextual factors compared to the control group. With regard to attitude towards conducting inquiry, teachers felt less anxious and more able to conduct an inquiry project. There were no effects on other attitude components, such as self-efficacy beliefs or relevance beliefs, or on self-reported science teaching behaviour. These results indicate that practitioner research may have a partially positive effect on teachers’ attitudes, but that it may not be sufficient to fully change primary teachers’ attitudes and their actual science teaching behaviour. In comparison, a previous study showed that attitude-focused professional development in science education has a more profound impact on primary teachers’ attitudes and science teaching behaviour. In our view, future interventions aiming to stimulate science teaching should combine both approaches, an explicit focus on attitude change together with familiarisation with inquiry, in order to improve primary teachers’ attitudes and classroom practices.  相似文献   

Introduction to special issue: models and tools for systems learning and instruction     

Susan A. Yoon  Cindy Hmelo-Silver 《Instructional Science》2017,45(1):1-4

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