Decision Making in an Integrated Business Process Context: Learning Using an ERP Simulation Game     

Timothy Paul Cronan  David E. Douglas  Omar Alnuaimi  Pamela J. Schmidt 《Decision Sciences Journal of Innovative Education》2011,9(2):227-234

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ENGAGING SCIENCE: PRE-SERVICE PRIMARY SCHOOL TEACHERS�� NOTIONS OF ENGAGING SCIENCE LESSONS     

Douglas P. Newton  Lynn D. Newton 《International Journal of Science and Mathematics Education》2011,9(2):327-345

If children are engaged in science lessons, their learning is likely to be better and, in the long term, careers in science and technology will remain open. Given that attitudes can develop early and be difficult to change, it is important for teachers of younger children to know how to foster engagement in science. This study identified what a cohort of 79 pre-service teachers in England considered to be engaging elementary science lessons and compared their notions with teacher behaviours known to be conducive to engagement. First, all brought beliefs about how to engage children in science lessons to their training. They tended to favour children’s hands-on activity as an effective means of fostering attentive participation in learning, although many had additional ideas. Nevertheless, the means and ends of their ‘pedagogies of engagement’ tended to be simple and narrow. Trainers need to ensure that notions of engagement are wide enough to cope with a variety of teaching situations, as when hands-on experience is not feasible, effective or appropriate. At the same time, teachers will need to recognise that one approach may not suit all learners. Without this, there is the risk that they will lack the skills to engage children in science. Nevertheless, these beliefs could offer a useful starting point for trainers who wish to widen pre-service teachers’ conceptions of engagement and increase their repertoire of teaching behaviours.  相似文献   

Single-sex computer classes: An effective alternative     

Sandra L. Swain  Douglas M. Harvey 《TechTrends》2002,46(6):17-20

Conclusion Considering the technology gender gap that exists today, there can be no doubt that our current educational system is not engaging female students in technology or awakening them to possibilities of the technology industry as a career. Females are not afraid of computers or lack the ability to master computer skills, but they find the computer environment objectionable (http : / / www.aauw.org/2000/ techsavvybd.html). Several factors within the educational system heighten these objections and impede female progression through technology classes. It is these factors that our educational system must address. Single-sex computer classes offer female students the educational advantages of learning in a comfortable, non-threatening classroom environment where they are encouraged to enthusiastically participate in classroom discussions and activities (Kumagi, 1995). In these classes, curriculum may be adjusted to reflect the need females to see computers as productivity tools (Caplice, 1994). As a result of positive experiences gained while attending single-sex computer classes, females are more likely to pursue higher level computer classes. Although it is possible to argue that single-sex computer classes do not mirror the real world females must contend with once outside the classroom, they are, however, effective interim interventions to enable females to lessen the current technology gap (Kumagi, 1995).  相似文献   

Impact of brief or extended extinction of a taste aversion on inhibitory associations: Evidence from summation,retardation, and preference tests     

Brooks DC  Bowker JL  Anderson JE  Palmatier MI 《Learning & behavior》2003,31(1):69-84

In five conditioned taste aversion experiments with rats, summation, retardation, and preference tests were used to assess the effects of extinguishing a conditioned saccharin aversion for three or nine trials. In Experiment 1, a summation test showed that saccharin aversion extinguished over nine trials reduced the aversion to a merely conditioned flavor (vinegar), whereas three saccharin extinction trials did not subsequently influence the vinegar aversion. Experiment 2 clarified that result, with unpaired controls equated on flavor exposure prior to testing; the results with those controls suggested that the flavor extinguished for nine trials produced generalization decrement during testing. In Experiment 3, the saccharin aversion reconditioned slowly after nine extinction trials, but not after three. Those results suggested the development of latent inhibition after more than three extinction trials. Preference tests comparing saccharin consumption with a concurrently available fluid (water in Experiment 4, saline in Experiment 5) showed that the preference for saccharin was greater after nine extinction trials than after three. However, saccharin preference after nine extinction trials was not greater, as compared with that for either latent inhibition controls (Experiments 4 and 5) or a control given equated exposures to saccharin and trained to drink saline at a high rate prior to testing (Experiment 5). Concerns about whether conditioned inhibition has been demonstrated in any flavor aversion procedure are discussed. Our findings help explain both successes and failures in demonstrating postextinction conditioned response recovery effects reported in the conditioned taste aversion literature, and they can be explained using a memory interference account.  相似文献   

‘Education for equality’ and ‘education for life’: examining reading literacy and reading interest in Papua New Guinea primary schools1     

Sarah Hopkins  Graham Ogle Corresponding author  Lisette Kaleveld  John Maurice  Betty Keria  William Louden 《Asia-Pacific Journal of Teacher Education》2005,33(1):77-96

Reading literacy and reading interest was examined in four primary schools in Papua New Guinea: in an international, suburban, settlement and village school. In this paper we present a summary of findings located within a local context and examine the implications as viewed through two lenses. From an ‘educational for equality’ perspective, the findings suggest a critical need to re‐evaluate the use of national testing to select children for further education and address the serious shortage of reading books in school libraries. From an ‘education for life’ perspective, the findings indicate a continuing need for community‐based actions together with innovative teacher education programs aimed at developing ways of strengthening the connections between home and school.  相似文献   

Potential for knowledge in action? An analysis of Korean green energy related K3–12 curriculum and texts     

Douglas R. Gress  Jungyeop Shin 《Environmental Education Research》2017,23(6):874-885

While understanding green energy development and what drives it are important, there is increasing consensus that sustainability transitions concerning usage need to be viewed in terms of the place specific contexts, including education, that critically mold them. In order to support sustainability transitions, information and knowledge building are not enough; knowledge must be turned into action. This research examines the potential efficacy of Korea’s efforts in this regard via an analysis of K3–K12 geography education curriculum and texts vis-à-vis green energy content. There is scant disconnect between the curriculum and the texts analyzed, and, aside from the small shortcomings unearthed, analyses suggest that Korea is cogent of the ability of geography education and education for sustainable development to turn knowledge into action, thereby empowering civil society to drive its green energy transitions going forward.  相似文献   

Samples of stimuli,responses, and reinforcers: Effect of incongruent sample type,serial position,and mode of presentation     

Douglas S. Grant 《Learning & behavior》1982,10(1):7-14

In two matching-to-sample experiments, pigeons’ performance with samples of stimuli (red and green), number of responses (1 and 20), and reinforcers (food and no food) was assessed. Samples of red, 20 responses, and food were associated with the red comparison stimulus, and samples of green, 1 response, and no food were associated with the green comparison stimulus. On interference trials, three sample types were presented on each trial, and two of the samples (congruent) were associated with the correct comparison and the third sample (incongruent), with the incorrect comparison. Performance on interference trials was compared with that on control trials in which either two (Experiment 1) or three (Experiment 2) congruent samples were presented. It was found that presentation of an incongruent sample reduced matching accuracy markedly, and about equally, whether samples were presented successively or in compound. Although the type of sample that was incongruent was without effect, matching accuracy declined strongly as the recency of the incongruent sample increased. Serial position of the incongruent sample also influenced the shape of the retention function on interference trials. Presentation of the incongruent sample either first or second resulted in accuracy decreasing across the retention interval, whereas presentation of the incongruent sample last in the input sequence resulted in increasing accuracy across the retention interval. The theoretical implications of the findings are considered.  相似文献   

Teacher Evaluation, Leadership and Learning Organizations   总被引：1，自引：0，他引：1  

Douglas R. Davis  Chad D. Ellett  Joyce Annunziata 《Journal of Personnel Evaluation in Education》2002,16(4):287-301

This article presents the argument that meaningful teacher evaluation in schools can be an important catalyst for organizational learning and school improvement when it is linked to broader conceptions of leadership in schools. A state-of-the-art teacher evaluation, assessment and professional growth system is described and the manner in which this system is linked to leadership density, organizational learning, and school improvement is detailed. Findings from two contrasting case studies of schools implementing this new system are presented and implications of the findings for linking teacher evaluation systems, newer conceptions of school leadership, and school improvement are described.  相似文献   

Improving the compositions of students with learning disabilities using a strategy involving product and process goal setting.     

S Graham  C MacArthur  S Schwartz  V Page-Voth 《Exceptional children》1992,58(4):322-334

This study was conducted to determine if a planning and writing strategy would improve the essay writing of students with learning disabilities. Four participants were taught a strategy designed to facilitate the setting of product and process goals, generation and organization of notes, continued planning during writing, and evaluation of goal attainment. Training effects were investigated using a multiple probe design across subjects. Strategy instruction had a positive effect on students' essay writing performance and knowledge of the writing process, and effects were maintained over time.  相似文献   

The design of an analogical encoding tool for game-based virtual learning environments     

Douglas Williams  Yuxin Ma  Steven Feist  Charles E. Richard  Louise Prejean 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(3):429-437

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