How adolescents navigate Wikipedia to answer questions / ¿Cómo navegan los adolescentes en Wikipedia para contestar preguntas?     

Ladislao Salmerón  Raquel Cerdán  Johannes Naumann 《Infancia y Aprendizaje》2015,38(2):435-471

Abstract

In one experiment, we explored how high school students use hyperlink relevance cues while they navigate to answer questions from hypertexts. Current evidence has shown that students may navigate by either performing a deep semantic analysis of the relationship between the question and the existing hyperlinks, or by matching words in the question to words in the hyperlink labels. We focused on how students combine both cues during navigation, and how comprehension skills relate to the use of such cues. Our study revealed that 14 year old students (N = 53) selected hyperlinks by relying to a similar degree on both word matching and semantic overlap. Furthermore, when there was a conflict between an irrelevant link cued via word matching and a relevant link only cued through semantic overlap, students’ comprehension skills facilitated their initial selection of an informative relevant link. To conclude, we discuss the implications of these results for current models of hypertext navigation.  相似文献   

Early Career Mathematics Teachers’ General Pedagogical Knowledge and Skills: Do Teacher Education,Teaching Experience,and Working Conditions Make a Difference?     

Johannes König  Sigrid Blömeke  Gabriele Kaiser 《International Journal of Science and Mathematics Education》2015,13(2):331-350

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Differences in the Processing of Prefixes and Suffixes Revealed by a Letter-Search Task     

Elisabeth Beyersmann  Johannes C. Ziegler  Jonathan Grainger 《Scientific Studies of Reading》2015,19(5):360-373

A letter-search task was used to test the hypothesis that affixes are chunked during morphological processing and that such chunking might operate differently for prefixes and suffixes. Participants had to detect a letter target that was embedded either in a prefix or suffix (e.g., ‘R’ in propoint or filmure) or in a non-prefix beginning or non-suffix ending (e.g., ‘R’ in cropoint or filmire). Prefixed and suffixed letter-strings comprised real stems and affixes but never formed a real word. Effects of letter cluster frequency were also investigated by manipulating the frequency of non-affix beginnings and endings. Letter search took longer in suffixes compared with non-suffix endings but not for prefixes compared with non-prefix beginnings. Moreover, performance was not affected by letter cluster frequency. We interpret our findings in the light of recent accounts of morpho-orthographic segmentation and the different function of prefixes and suffixes.  相似文献   

Navigating dilemmas in transforming assessment practices: experiences of mathematics teachers in Ontario,Canada     

Christine Suurtamm  Martha J. Koch 《Educational Assessment, Evaluation and Accountability》2014,26(3):263-287

Current thinking encourages teachers to incorporate a range of assessment practices that are responsive to student thinking and promote student learning. At the same time, teachers are situated in a landscape of accountability, where they are often seen as technicians who implement prescribed curriculum, policies, and procedures with success measured by externally created assessments. This paper considers how teachers navigate this difficult terrain as they incorporate new assessment practices in their classrooms. We report on a two-year project undertaken with 42 teachers of mathematics (Grades 4–12) in Ontario, Canada. Using an analytic framework adapted from Windschitl (Review of Educational Research, 72(2), 131–175.2002), we explore the dilemmas these teachers identified as they met in communities of practice. Our findings highlight the need for coherence in the assessment messages communicated to teachers and provide evidence of the critical role of ongoing collaboration and dialogue to support the development of teachers’ professional judgement and enable change in their assessment practice.  相似文献   

Phonological recoding,orthographic decoding,and comprehension skills during reading acquisition     

Julia Knoepke M.A.  Prof. Dr. Tobias Richter  Dr. Maj-Britt Isberner  Prof. Dr. Johannes Naumann PhD  Yvonne Neeb 《Zeitschrift für Erziehungswissenschaft》2014,17(3):447-471

To become skillful readers, children have to acquire the ability to translate printed words letter by letter into phonemic representations (phonological recoding) and the ability to recognize the written word forms holistically (orthographical decoding). Whereas phonological recoding is the key for learning to read and useful for recognizing unknown or low-frequent words, orthographical decoding is often more efficient and takes less time, thus facilitating reading processes on the sentence and text level. Several studies with English-speaking children provided evidence for the relevance of the two routes but the question whether and to what extent both word recognition skills contribute to reading comprehension in young German readers requires further clarification. Based on data from a cross-sectional study with German primary school children we investigated whether and to what extent both types of word recognition skills are associated with sentence (N = 666) and text comprehension skills (N = 149) and how these relationships develop from Grade 2 to 4. The results indicate that both phonological recoding skills and orthographical decoding skills are important for reading comprehension skills. Their relative weight does not change across grade levels.  相似文献   

1. Dietrich Hoffmann/Kathrin Maack-Rheinländer (Hrsg.): Ökonomisierung der Bildung. Die Pädagogik unter den Zwängen des „Marktes“     

Johannes Bellmann 《Zeitschrift für Erziehungswissenschaft》2002,5(2):346-347

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The experience of introducing secure e-assessment in a South African university first-year foundational ICT networking course     

A. Kayode Adesemowo  Hermien Johannes  Simon Goldstone  Koshala Terblanche 《Africa Education Review》2016,13(1):67-86

This article illustrates the experience of introducing e-assessment to a foundational ICT networking course for a ‘large’ group of first-year students at a South African Higher Education Institution. The study employed a mix of participatory action research, systems design, and survey (quantitative and qualitative) analysis over an academic year across two semesters. Although much research has been conducted on teaching in ICT, the purposeful pedagogical use of electronic assessment is limited. The results provide insight into the need for ‘extending’ the scholarship of teaching and learning to the scholarship of teaching, learning and assessment. While the research has some limitations in longitudinal and comparison studies, it is useful to students, teaching instructors, lecturers and administrators as it provides key thoughts as guidelines for introducing and using e-assessments as platforms for active learning, and as a basis for future research into the use of e-assessment for high-stake summative assessment.  相似文献   

Die systemischen Vaskulitiden     

Rudolf Johannes Puchner 《Wiener klinische Wochenschrift Education》2016,11(1-4):43-62

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Analyzing Different Types of Moderated Method Effects in Confirmatory Factor Models for Structurally Different Methods     

Tobias Koch  Augustin Kelava  Michael Eid 《Structural equation modeling》2018,25(2):179-200

An extension of two confirmatory factor models for multitrait-multimethod measurement designs with structurally different methods to the analysis of latent interaction effects is presented: the nonlinear latent difference (NL-LD) model and the nonlinear correlated trait–correlated method-minus-one (NL-CTC[M – 1]) model. Both models are compared with regard to (a) the psychometric definition of the latent variables, (b) the capabilities of explaining latent method effects, and (c) the analysis of latent interaction effects. Using the latent moderated structural equation approach, we show how moderated method effects can be examined in the NL-CTC(M – 1) model. This fine-grained analysis of method effects is not feasible using the classical NL-LD model. We propose an extended version of the NL-LD model, which recovers the results of the NL-CTC(M – 1) model. The different versions of the nonlinear multimethod models are illustrated using real data from a multirater study. Finally, the advantages and challenges of incorporating latent interaction effects in complex CFA–MTMM models are discussed.  相似文献   

Motivating first-year university students by interdisciplinary study projects     

Franziska D. Koch  Andrea Dirsch-Weigand  Malte Awolin  Rebecca J. Pinkelman  Manfred J. Hampe 《European Journal of Engineering Education》2017,42(1):17-31

ABSTRACT

In order to increase student commitment from the beginning of students’ university careers, the Technische Universität Darmstadt has introduced interdisciplinary study projects involving first-year students from the engineering, natural, social and history, economics and/or human sciences departments. The didactic concept includes sophisticated task design, individual responsibility and a differentiated support system. Using a self-determination theory framework, this study examined the effects of the projects based on survey findings from two projects with more than 1000 students. The results showed that the projects were successful in fulfilling students’ basic psychological needs and in promoting students’ academic engagement. Basic psychological needs were found to be significant predictors of academic engagement. These findings suggest that interdisciplinary study projects can potentially contribute to improving higher education as they fulfil students’ basic psychological needs for competence, relatedness and autonomy and enhance students’ academic engagement.  相似文献