Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations   总被引：1，自引：0，他引：1  

Kirsten Berthold  Tessa H. S. Eysink  Alexander Renkl 《Instructional Science》2009,37(4):345-363

Learning with multiple representations is usually employed in order to foster understanding. However, it also imposes high demands on the learners and often does not lead to the expected results, especially because the learners do not integrate the different representations. Thus, it is necessary to support the learners’ self-explanation activity, which concerns the integration and understanding of multiple representations. In the present experiment, we employed multi-representational worked-out examples and tested the effects of two types of self-explanation prompts as help procedures for integrating and understanding multiple representations. The participants (N = 62) learned about probability theory under three conditions: (a) open self-explanation prompts, (b) self-explanation prompts in an assistance-giving-assistance-withholding procedure (assisting self-explanation prompts), or (c) no prompts (control group). Both types of self-explanation prompts fostered procedural knowledge. This effect was mediated by self-explanations directed to domain principles. Conceptual knowledge was particularly fostered by assisting self-explanation prompts which was mediated by self-explanations on the rationale of a principle. Thus, for enhancing high-quality self-explanations and both procedural knowledge and conceptual understanding, we conclude that assisting self-explanation prompts should be provided. We call this the assisting self-explanation prompt effect which refers to the elicitation of high-quality self-explanations and the acquisition of deep understanding.  相似文献   

When in Doubt,Go to the Library: The Effect of a Library-Intensive Freshman Research and Writing Seminar on Academic Success     

Leslie Hill  Daniel Maier-Katkin  Roshni Ladny  Kirsten Kinsley 《Journal of Criminal Justice Education》2018,29(1):116-136

The paper is an extension of a previous study, which examined student perceptions of a unique freshman seminar offered to Criminology and Criminal Justice students at Florida State University. The seminar is characterized by a heavy focus on interactive library sessions in which students learn how to conduct research and write a scholarly paper. The previous article reported on student perceptions of research and writing skills developed in the seminar. This report, using Multivariate Regression and Propensity Score Matching reveals that compared to a carefully constructed comparison group, first time in college students enrolled in the seminar have statistically significantly higher cumulative grade point averages and percentages of graduation within four years. The seminar’s emphasis on the library as a research tool is thought to have contributed to the differences seen on academic outcomes between students who took the seminar and a matched comparison group.  相似文献   

Prompting undergraduate students’ metacognition of learning: implementing ‘meta-learning’ assessment tasks in the biomedical sciences     

Kay Colthorpe  Tania Sharifirad  Louise Ainscough  Stephen Anderson  Kirsten Zimbardi 《Assessment & Evaluation in Higher Education》2018,43(2):272-285

To succeed at post-secondary education, it’s essential that students develop an understanding of their own knowledge and learning processes. This metacognition of learning, or ‘meta-learning’, helps students to become more effective learners, as they become more aware of their self-regulatory processes and recognise the effectiveness of their study strategies. To increase biomedical science students’ self-awareness, we have designed and implemented meta-learning assessment tasks across our biomedical science courses. Most students reported that meta-learning tasks had a positive impact on their learning, as they prompted self-regulatory processes of forethought and self-reflection. We found that students were equally likely to change or not change their study strategies across subsequent semesters. Those students that did not change were generally high achievers, believing their study approaches were most effective, but their performance did not improve across semesters. In contrast, students who adapted, mostly by modifying how they appraised and rearranged records or improved planning and time management, performed less well overall but significantly improved their performance across semesters. Meta-learning tasks may prompt students to become more self-reflective and independent learners by affecting their approach to learning, enabling them to reflect on their study strategies, adapt and improve performance, and may enable the development of lifelong learning skills.  相似文献   

Refining performance improvement tools and methods: Lessons and challenges     

James McCaffery  Michelle Heerey  Kirsten R Bse 《Performance Improvement》2003,42(8):14-19

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Polymorphisms within the COL5A1 gene and regulators of the extracellular matrix modify the risk of Achilles tendon pathology in a British case-control study     

Karryn L. Brown  Kirsten B. Seale  Louis Y. El Khoury  Michael Posthumus  William J. Ribbans  Stuart M. Raleigh 《Journal of sports sciences》2017,35(15):1475-1483

Several genetic loci have been associated with risk of Achilles tendon pathology (ATP) within South African and Australian populations. The aim of this study was, therefore, to evaluate eight previously implicated genetic variants in an independent British population. A total of 130 asymptomatic controls (CON) and 112 participants clinically diagnosed with ATP comprising 87 individuals with chronic Achilles tendinopathy (TEN) and 25 with Achilles tendon ruptures (RUP) were included. All participants were genotyped for variants within the COL5A1, MIR608, IL-1β, IL-6 and CASP8 genes. Primary findings implicated COL5A1 and CASP8. Three inferred allele combinations constructed from COL5A1 rs12722, rs3196378 and rs71746744 were identified as risk modifiers. The T–C–D combination was associated with increased risk of ATP (P = 0.023) and RUP (P < 0.001), the C–A–I combination was associated with increased risk of ATP (P = 0.011), TEN (P = 0.011) and RUP (P = 0.011) and the C–C–D combination was associated with decreased risk of ATP (P = 0.011) and RUP (P = 0.004). The CASP8 rs3834129 DD genotype was associated with decreased risk of TEN (P = 0.020, odds ratio: 0.45, 95% confidence interval: 0.22–0.90) and the CASP8 I–G (rs3834129–rs1045485) inferred allele combination was associated with increased risk of TEN (P = 0.031). This study further highlights the importance of polymorphisms within COL5A1 and CASP8 in the aetiology of ATP.  相似文献   

A Systematic Review of Life Skill Development Through Sports Programs Serving Socially Vulnerable Youth     

Niels Hermens  Sabina Super  Kirsten T. Verkooijen  Maria A. Koelen 《Research quarterly for exercise and sport》2017,88(4):408-424

Purpose: Despite the strong belief in sports programs as a setting in which socially vulnerable youth can develop life skills, no overview exists of life skill development in sports programs serving this youth group. Therefore, the present systematic review provides an overview of the evidence on life skill development in sports programs serving socially vulnerable youth and, insofar as it was investigated in the included studies, of the conditions conducive to life skill development in these sports programs. Method: Potentially relevant studies published during 1990 to 2014 were identified by a search in 7 electronic databases. The search combined terms relating to (a) sport, (b) youth AND socially vulnerable, and (c) life skills. Eighteen of the 2,076 unique studies met the inclusion criteria. Results: Each included study reported that at least 1 life skill improved in youth who participated in the studied sports program. Improvements in cognitive and social life skills were more frequently reported than were improvements in emotional life skills. Only a few of the included studies investigated the conditions in the studied sports programs that made these programs conducive to life skill development. Conclusions: Sports programs have the potential to make a difference in the life skill development of socially vulnerable youth. This conclusion needs to be treated with some caution, because the studies experienced many challenges in reducing the risk for bias. Several alternative research strategies are suggested for future studies in this field.  相似文献   

Perceptions of Power and Faith among Black Women Faculty: Re-thinking Institutional Diversity     

Kirsten T. Edwards 《Innovative Higher Education》2015,40(3):263-278

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School principals speaking back to widening participation policies in higher education     

Jill Blackmore  Kirsten Hutchison  Anne Keary 《Journal of educational administration and history》2017,49(2):108-127

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By the Water’s Edge: a Hermeneutic Look at Suffering and Self-Compassion in Counselling Psychology     

Kirsten Klingle  Shelly Russell-Mayhew  Anusha Kassan  Nancy Moules 《International journal for the advancement of counseling》2018,40(3):227-236

What is to be done in response to client suffering? Our aim in this paper is to explore the generative potential in viewing the topic of suffering and self-compassion through an interpretive lens. To accomplish this goal, we review Gadamerian philosophical hermeneutics as a way of understanding these topics while looking to the central tenets of counselling psychology as a guide in elucidating the therapeutic experience. In so doing, we stress the significance in recognizing the interpretive and unique experience of suffering and self-compassion, in turn privileging the client’s conceptualizations and experiences.  相似文献   

Towards a philosophy of academic publishing     

Michael A. Peters  Petar Jandrić  Ruth Irwin  Kirsten Locke  Nesta Devine  Richard Heraud 《Educational Philosophy and Theory》2016,48(14):1401-1425

This article is concerned with developing a philosophical approach to a number of significant changes to academic publishing, and specifically the global journal knowledge system wrought by a range of new digital technologies that herald the third age of the journal as an electronic, interactive and mixed-media form of scientific communication. The paper emerges from an Editors' Collective, a small New Zealand-based organisation comprised of editors and reviewers of academic journals mostly in the fields of education and philosophy. The paper is the result of a collective writing process.  相似文献