Music of the moons     

Pliny Earlk Chase 《Journal of The Franklin Institute》1877,104(5):352-354

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Conservation of solar energy     

Pliny Earle Chase 《Journal of The Franklin Institute》1882,114(1):55-56

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Teachable Agents and the Protégé Effect: Increasing the Effort Towards Learning   总被引：1，自引：0，他引：1  

Catherine C. Chase  Doris B. Chin  Marily A. Oppezzo  Daniel L. Schwartz 《Journal of Science Education and Technology》2009,18(4):334-352

Betty’s Brain is a computer-based learning environment that capitalizes on the social aspects of learning. In Betty’s Brain, students instruct a character called a Teachable Agent (TA) which can reason based on how it is taught. Two studies demonstrate the protégé effect: students make greater effort to learn for their TAs than they do for themselves. The first study involved 8th-grade students learning biology. Although all students worked with the same Betty’s Brain software, students in the TA condition believed they were teaching their TAs, while in another condition, they believed they were learning for themselves. TA students spent more time on learning activities (e.g., reading) and also learned more. These beneficial effects were most pronounced for lower achieving children. The second study used a verbal protocol with 5th-grade students to determine the possible causes of the protégé effect. As before, students learned either for their TAs or for themselves. Like study 1, students in the TA condition spent more time on learning activities. These children treated their TAs socially by attributing mental states and responsibility to them. They were also more likely to acknowledge errors by displaying negative affect and making attributions for the causes of failures. Perhaps having a TA invokes a sense of responsibility that motivates learning, provides an environment in which knowledge can be improved through revision, and protects students’ egos from the psychological ramifications of failure.  相似文献   

Suicide Intervention Training for Counselor Trainees: A Quasi‐Experimental Study on Skill Retention          下载免费PDF全文

Laura R. Shannonhouse  Nikki Elston  Yung‐Wei Dennis Lin  Mary Chase Mize  Amanda Rumsey  Robert Rice  Reema Wanna  Michael J. Porter 《Counselor Education & Supervision》2018,57(3):194-210

The authors used a quasi‐experimental design to explore the effect of Applied Suicide Intervention Skills Training on 126 counselor trainees. Results showed that after 3 months, trainees had retained improvements in measured response skills and self‐reported attitudes. The authors discuss the developmental benefits of incorporating similar training into counselor education. Implications for skill measurement are also considered.  相似文献   

Improving Clarity of Compliance Procedures Associated with the National Institutes of Health (NIH) Public Access Policy (NIHPAP) via Process Mapping     

Nandita S. Mani  Merle Rosenzweig  Chase M. Masters 《图书馆管理杂志》2015,55(2):79-91

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Preparing students for future learning with Teachable Agents     

Doris B. Chin  Ilsa M. Dohmen  Britte H. Cheng  Marily A. Oppezzo  Catherine C. Chase  Daniel L. Schwartz 《Educational technology research and development : ETR & D》2010,58(6):649-669

One valuable goal of instructional technologies in K-12 education is to prepare students for future learning. Two classroom studies examined whether Teachable Agents (TA) achieves this goal. TA is an instructional technology that draws on the social metaphor of teaching a computer agent to help students learn. Students teach their agent by creating concept maps. Artificial intelligence enables TA to use the concept maps to answer questions, thereby providing interactivity, a model of thinking, and feedback. Elementary schoolchildren learning science with TA exhibited “added-value” learning that did not adversely affect the “basic-value” they gained from their regular curriculum, despite trade-offs in instructional time. Moreover, TA prepared students to learn new science content from their regular lessons, even when they were no longer using the software.  相似文献   

Investigation of toppling ball flight in American football with a mechanical field-goal kicker     

Chase M. Pfeifer  Timothy J. Gay  Jeff A. Hawks  Shane M. Farritor  Judith M. Burnfield 《Sports Engineering》2018,21(2):95-102

A mechanical field-goal kicking machine was used to investigate toppling ball flight in American football place-kicking, eliminating a number of uncontrollable impact variables present with a human kicker. Ball flight trajectories were recorded using a triangulation-based projectile tracking system to account for the football’s 3-dimensional position during flight as well as initial launch conditions. The football flights were described using kinematic equations relating to projectile motion including stagnant air drag and were compared to measured trajectories as well as projectile motion equations that exclude stagnant air drag. Measured football flight range deviations from the non-drag equations of projectile motion corresponded to deficits between 9 and 31%, which is described by a football toppling compound drag coefficient of 0.007 ± 0.003 kg/m. Independent variables including impact location and impact angle orientation resulted in 15 impact conditions. We found that an impact location of 5.5 cm from the bottom of the ball maximized trajectory height and distance. At the 5.5-cm impact location, alterations in impact angle produced minimal change in football trajectory, including launch angle (range = 1.96 deg), launch speed (range = 1.06 m/s), and range (range = 0.94 m).  相似文献   

A historical narrative review of paired oral reading practices in elementary classrooms     

Jake Downs  Kathleen Mohr  Chase Young 《Journal of Research in Reading》2023,46(1):42-63

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