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81.
Christopher Justice James Rice Dale Roy Bob Hudspith Herb Jenkins 《Higher Education》2009,58(6):841-855
Inquiry-based learning is one approach to improving the quality of undergraduate education by moving toward more student-directed, interactive methods of learning while focusing on learning how to learn. This paper deals with a missing component in the inquiry-related literature—the extra-pedagogical challenges of introducing and maintaining inquiry-based learning in the curriculum. Based in the collective experience of McMaster University, a mid-size Canadian university that has been a pioneer in inquiry pedagogy, the paper describes the challenges administrators faced in supporting the introduction of inquiry-based learning as components of traditional courses, as inquiry-based courses, and as inquiry-based degree programs. Derived from interviews, the paper presents a series of strategies and lessons for introducing and maintaining inquiry pedagogy in the curriculum. These lessons will be broadly useful to administrators, curriculum designers and faculty developers and should be widely applicable to institutes of higher education. 相似文献
82.
Kimberly E. Morgan Barbara A. Rothlisberg David E. McIntosh Madeline S. Hunt 《Psychology in the schools》2009,46(6):515-525
The present study assessed the Kaufman Assessment Battery for Children, Second Edition (KABC‐II) in relation to the synthesized Cattell–Horn–Carroll (CHC) theory of intelligence with a preschool sample. Participants were 200 preschool children between four and five years of age. A confirmatory factor analysis (CFA) was conducted, and different variations of the CHC model were examined to determine which provided the best representation of the proposed underlying CHC constructs tested by the KABC‐II. The models included one similar to Spearman's g, a contemporary two‐stratum model consisting of fluid and crystallized intelligence (Gf‐Gc model), and a synthesized CHC broad factor +g model. The last was the empirically validated theory of interest in this study. Results of the CFA revealed that the broad factor +g CHC model was the best overall design to explain KABC‐II results. © 2009 Wiley Periodicals, Inc. 相似文献
83.
Alexander R. Toftness Shana K. Carpenter Jason Geller Sierra Lauber Madeline Johnson Patrick I. Armstrong 《Metacognition and Learning》2018,13(1):1-14
Students’ judgements of their own learning often exceed their knowledge on a given topic. One source of this pervasive overconfidence is fluency, the perceived ease with which information is acquired. Though effects of fluency on metacognitive judgments have been explored by manipulating relatively simple stimuli such as font style, few studies have explored the effects of fluency on more complex forms of learning encountered in educational settings, such as learning from lectures. The present study manipulated the fluency of a 31-min video-recorded lecture, and measured its effects on both perceived and actual learning. In the fluent condition, the instructor used non-verbal gestures, voice dynamics, mobility about the space, and appropriate pauses. In the disfluent condition, the same instructor read directly from notes, hunched over a podium, rarely made eye contact, used few non-verbal gestures, spoke in monotone pitch, and took irregular and awkward pauses. Though participants rated the fluent instructor significantly higher than the disfluent instructor on measures of teaching effectiveness and estimated that they had learned more of the material, actual learning between the two groups did not differ as assessed by a memory test over the lecture contents given immediately (Experiment 1) or after a 1-day delay (Experiment 2). This counterintuitive result reveals an “illusion of learning” due to fluency in lecture-based learning, a very common form of instruction. 相似文献
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