An Illusion of Self-Sufficiency for Learning About Artifacts in Scaffolded Learners,But Not Observers     

Emory Richardson  Mark Sheskin  Frank C. Keil 《Child development》2021,92(4):1523-1538

Two studies ask whether scaffolded children (n = 243, 5–6 years and 9–10 years) recognize that assistance is needed to learn to use complex artifacts. In Study 1, children were asked to learn to use a toy pantograph. While children recognized the need for assistance for indirect knowledge, 70% of scaffolded children claimed that they would have learned to use the artifact without assistance, even though 0% of children actually succeeded without assistance. In Study 2, this illusion of self-sufficiency was significantly attenuated when observing another learner being scaffolded. Learners may fail to appreciate artifacts’ opacity because self-directed exploration can be partially informative, such that learning to use artifacts is typically scaffolded instead of taught explicitly.  相似文献   

Google Pack: BETA and Better     

Don E. Descy 《TechTrends》2006,50(6):3-4

  相似文献   

Empowering Adolescent Readers: Intertextuality in Three Novels by David Almond     

Don Latham 《Children‘s Literature in Education》2008,39(3):213-226

In Skellig, Kit’s Wilderness, and Clay, David Almond employs various types of intertextuality to enrich his narratives. Through the use of allusion, adaptation, collage, and mise-en-abyme, he encourages his adolescent readers to seek out precursor texts and to consider the interrelationships between these texts and his own. By so doing, he demonstrates the respect he has for his readers and empowers them to become active makers of meaning.

Don LathamEmail:

  相似文献   

Play power     

Sharron Werlin Krull  Norma Don 《Early Childhood Education Journal》1989,16(4):40-41

These games are excerpted from Play Poweravailable from Play Power Publishing, P.O. Box 2186, Orinda, CA 94563.  相似文献   

The virtual lecture hall: utilisation, effectiveness and student perceptions     

Kenneth M. Cramer  Kandice R. Collins  Don Snider  Graham Fawcett 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(1):106-115

  相似文献   

高校教师心理健康的维护   总被引：15，自引：0，他引：15  

董振娟 《继续教育研究》2003,(2):104-106

高校教师的素质水平对学生的发展起着决定性的作用，教师的心理状况影响着学生心理的发展。因此，教师心理健康的维护是高校心理健康工作的基础。要维护教师的心理健康，就要明确他们的心理问题及其成因，由此找出解决的途径。本主要从社会、学校、个人三个角度分析引发教师心理问题的因素，并从中探寻维护教师心理健康的方法。  相似文献   

Self‐help in research and development relating to assessment: a case study     

Mantz Yorke  Peter Evanson  Chris Haines  Don Jenkins  Peter Knight 《Assessment & Evaluation in Higher Education》2004,29(4):389-399

This article briefly chronicles nearly a decade of research and development activity undertaken in the area of assessment by a group of committed volunteers, ‘The Student Assessment and Classification Working Group’ (SACWG). However, greater attention is given to demonstrating what a self‐help approach can achieve in respect of research and development in higher education, and to identifying the factors that contribute to success in this respect. It is suggested that the approach has transfer value, provided that certain conditions are met.  相似文献   

Approaches to studying and perceptions of academic quality in a short web-based course   总被引：1，自引：0，他引：1  

John T. E. Richardson 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(4):433-442

Both the Course Experience Questionnaire (CEQ) and the Revised Approaches to Studying Inventory (RASI) were administered to students who were taking an introductory web‐based course in computing. The constituent structure of both questionnaires was preserved in this distinctive context, and the students’ scores on the individual scales of the CEQ and the RASI shared over 80% of their variance. Students’ perceptions of academic quality were positively associated with their adoption of desirable approaches to studying and negatively associated with their adoption of undesirable approaches. Students’ academic attainment was positively associated with their perceptions of academic quality and their adoption of a strategic approach to studying and negatively associated with their adoption of a surface approach to studying.  相似文献   

Research abstracts     

Don H. Coombs 《Educational technology research and development : ETR & D》1972,20(3):342-352

  相似文献   

Approaches to studying and perceptions of academic quality in distance education   总被引：1，自引：0，他引：1  

Clive J. Lawless  John T.E. Richardson 《Higher Education》2002,44(2):257-282

The Course ExperienceQuestionnaire (CEQ) and a short form of theApproaches to Studying Inventory (ASI) wereadapted for use in distance education and wereadministered to students taking six differentcourses with the Open University. Theconstituent structure of the CEQ was preservedin this distinctive context, and a second-orderfactor analysis confirmed its status as ameasure of perceived academic quality. Thestudents' scores on the individual scales ofthe CEQ and the ASI shared almost half of theirrespective variance. It is concluded thatapproaches to studying in distance educationare strongly associated with students'perceptions of the academic quality of theircourses.  相似文献