Early science learning with a virtual tutor through multimedia explanations and feedback on spoken questions     

Jarkko Hautala  Doris Luft Baker  Aleksi Keurulainen  Miia Ronimus  Ulla Richardson  Ronald Cole 《Educational technology research and development : ETR & D》2018,66(2):403-428

The purpose of this pilot study with a within-subject design was to gain a deeper understanding about the promise and restrictions of a virtual tutoring system designed to teach science to first grade students in Finland. Participants were 61 students who received six tutoring science sessions of approximately 20 min each. Sessions consisted of a sequence of narrated multimedia science presentations during which a virtual tutor explained science phenomena displayed in pictures. Narrated science explanations were followed by one or more multiple choice questions with immediate feedback about students’ choices and a possible second attempt, during which students reached 97% accuracy. A pretest and posttest was administered to assess students’ ability to reason about the science and to transfer knowledge to new contexts. Results indicated significantly greater improvement in the understanding of the science concepts taught during the tutoring sessions, relative to the concepts that were not taught. Results from the surveys administered to teachers and students indicated that the program was well received. Detailed analysis of student error responses provided a deeper understanding about the complex interplay between students’ prior knowledge, the way topics were taught in the multimedia lessons, and the way learning was assessed. Findings from the quantitative and qualitative analyses are discussed in the context of designing high quality lessons delivered through a virtual tutoring system.  相似文献   

On-Line “Chat Room” Tutorials—An Unusual Gender Bias in Computer Use     

Kimbrough  Doris R. 《Journal of Science Education and Technology》1999,8(3):227-234

Research into gender bias in attitudes, access, and effectiveness associated with computers has produced conflicting results, resulting in conflicting opinions as to whether a technological gender gap favoring male students exists. No previous study, however, has ever demonstrated a preference for female use of a particular computer application. This work describes gender differences in the use of on-line (chat room) tutorials by non-traditional chemistry students enrolled in distance learning sections of a general chemistry course. Higher percentages of female students participated in the on-line tutorials and they participated with greater frequency than male students. Furthermore, the correlation between frequency of participation and course performance was higher among the female students. Various explanations for this unusual gender bias are offered, and the conclusion that the diversity of computer applications available today requires that research into gender bias refrain from viewing the computer as a single entity is supported.  相似文献   

A study of handwriting in written stories of normal and learning disabled children     

Doris J. Johnson  Joanne F. Carlisle 《Reading and writing》1996,8(1):45-59

Written stories of normally achieving and learning disabled children in grades one through three were compared, using a Handwriting Evaluation Scale designed for this study. The subjects also were given tests for receptive language, figure copying and spelling. The Non-LD and LD groups differed on figure copying, spelling and written productivity, but not receptive language. The Non-LD grade level groups differed significantly on two components of the handwriting scale (Letter Size and Control), while the LD grade level groups differed on three components (Letter Formation, Alignment and Spacing, and Letter Size). The most pronounced differences between the LD and normally achieving children were on Formation and Size. A separate analysis of the third grade stories revealed that handwriting was less related to productivity than spelling and visual-motor skills. Nevertheless, the results indicated that many LD students have weak visual-spatial-motor skills. Implications for intervention are discussed.  相似文献   

‘It’s only a phase’: examining trust,identification and mentoring functions received across the mentoring phases     

Edward A. Bouquillon  John J. Sosik  Doris Lee 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):239-258

Kram has proposed that mentoring relationships develop and mature over time, providing different levels of mentoring functions as they progress through a sequence of four distinct phases: initiation, cultivation, separation, and redefinition. However, the influence of these mentoring phases on the dynamics and functions of mentoring has received little research attention. This quantitative field study examined the effect of mentoring phases on protégés’ perception of trust and identification with their mentors and mentoring functions received using data from 88 working professionals from industry and education. Results of MANCOVA indicated that protégés in the redefinition phase reported higher levels of psychosocial support than other protégés, and protégés in the separation phase reported lower levels of career development and role modeling than other protégés. No significant differences across the mentoring phases were found for trust and identification among protégés towards their mentors; however, protégés from education reported lower levels of identification with their mentors than those from industry.  相似文献   

Lernen im Museum – theoretische Perspektiven und empirische Befunde     

Annette Noschka-Roos  Doris Lewalter 《Zeitschrift für Erziehungswissenschaft》2013,16(3):199-215

In this paper, the authors want to relate the issue of “learning in museums” with “aesthetic education”. The contribution is focused on the voluntary and self-organized learning in museums. The objects and the variety of their presentations in regard to the visitor are analyzed, focusing the polymorphism of learning processes, related to aesthetic experiences. This heterogeneous field is reflected from the perspective of visitor research, museology and educational psychology by reflecting the conceptualization of learning processes, their identification by empirical research and the intersection of the different perspectives. Finally, open questions and perspectives for further research concerning learning in museums are discussed.  相似文献   

Body Segment Contributions to Sport Skill Performance: Two Contrasting Approaches     

Doris I. Miller 《Research quarterly for exercise and sport》2013,84(1):219-233

Abstract

To lead off this section, Anne E. Atwater examines recent developments in kinesiology and biomechanics and discusses the appropriateness of distinguishing between these two areas. Atwater proceeds by tracing the development of the two areas, attempting to clarify the similarities and differences, and concludes by discussing new developments in technology and methodology, along with future directions for both kinesiology and biomechanics. The article by Doris I. Miller contrasts two methods for approaching the problems of body segment contributions to motor performance: joint immobilization with restraint and resultant muscle torque pattern. Miller indicates a preference for the second approach, but indicates that investigators face three major challenges when using it. The author completes the presentation with applications of this method to research on kicking and running.  相似文献   

Utilizing Adventure Education Within the Model of Moral Action     

Maria Newton  Jerry Sandberg  Doris L. Watson 《Quest (Human Kinetics)》2013,65(4):483-494

Character development has long been an assumed if not easily observed goal of physical activity. Shields and Bredemeier(1995, 2001) proposed a structural developmental model of moral action strongly based on the work of Rest (1984, 1994) along with the significant contributions of Piaget (1923), Kohlbcrg (1981, 1984), and Haan (Haan, Aerts, & Conper, 1985). Adventure education is an experientially based approach that utilizes cooperative physical activities to foster self esteem, trust, communication skills, self awareness, confidence, and the ability to problem solve (Bissnn, 1999: Prouty, 1999). The purpose of this paper is lo explore how adventure-based intervention strategies correspond with the theoretical tenets and implementation guidelines of the model of moral action. The major tenets of the model of tnoral action (Shields & Bredemeier, 1995, 2001) and adventure education are discussed. The extent to which adventure education may act as a conduit for the moral education strategies forwarded by the model of moral action is discussed.  相似文献   

The new books on our shelves     

Doris L. Mueller 《Peabody Journal of Education》2013,88(4):248-255

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How Families Use Questions at Dioramas: Ideas for Exhibit Design     

Doris Ash 《Curator: The Museum Journal》2004,47(1):84-100

This paper explores the role of questioning in scientific meaning‐making as families talk, look and gesture in front of realistic and artful dioramas at the Natural History Museum of Los Angeles County. The focus is on the ways questioning can either enable movement towards scientific understanding or hinder such progress. The socio‐cultural framework of this research emphasizes Vygotsky's interpretation of the zone of proximal development (zpd). Questions are viewed as tools for mediation in the zpd. This paper examines three families' dialogues, excerpted from a larger study of collaborative sense‐making among family groups in a natural history museum. It seeks to understand how collaborative dialogue meshes everyday understandings with canonical science, in this case through the use of questions.  相似文献   

Book reviews     

Franklin Parker  William W. Brickman  Tadeusz J. Wiloch  Enno Schmitz  Otto Roloff  John Raven  Eric Hoyle  Gerd Doerry  Walter Hahn  Hans Weiler  Richard Cummings  A. G. Hearnden  Gerd Iben  E. K. Townsend Coles  A. Harry Passow  Françoise Bacher  Alexandre Vexliard  Thành Lê Khôi  Doris Elbers  Brigitte Beer 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1971,17(4):469-504

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