Knowledge Integration in Introductory Programming: CodeProbe and Interactive Case Studies     

John E. Bell  Marcia C. Linn  Michael Clancy 《Interactive Learning Environments》2013,21(1):075-095

Abstract

To help introductory programming students gain an integrated, generative understanding of LISP, we designed, implemented, and evaluated the LISP Knowledge Integration Environment (LISP‐KIE). The LISP‐KIE reflected a conceptual framework which featured (a) scaffolding of students as they control their own learning rather than telling students what they should know and (b) activities engaging students in expert problem‐solving practices rather than exercises emphasizing syntax and small problems. We conducted two in‐depth studies and one comparison study to show that the LISP‐KIE fostered knowledge integration. By knowledge integration, we mean linked, organized, and connected information about such aspects of programming as design, testing, specific problem solutions, and self‐monitoring.  相似文献   

Effective university teaching: views of Australian university students from low socio-economic status backgrounds     

Marcia Devlin  Helen O'Shea 《Teaching in Higher Education》2013,18(4):385-397

As the Australian higher education population further diversifies as a result of federal government policy changes, the collective understanding of effective university teaching in the Australian context will need to evolve to incorporate such shifts. The Australian Government has set clear targets for increased university participation of people from low socio-economic status (LSES) backgrounds. While their performance is comparable to students from higher SES backgrounds, many LSES students face particular challenges in undertaking university study. Using a ‘success-focused’ (Devlin 2009) methodological approach, this research documents the factors that a sample of 53 later-year, LSES students at one Australian university report have assisted them to manage and overcome the challenges of remaining at, progressing through and succeeding in their studies. The most helpful factors included teacher availability to help, their enthusiasm and dedication; and their effective communication with students particularly but not exclusively around assessment requirements.  相似文献   

Solution‐focused Work in Individual Academic Development     

Marcia Devlin 《International Journal for Academic Development》2013,18(2):101-110

There is one account in the literature of the application of a solution‐focused approach to individual teaching development at university level (Devlin, 2003 Devlin, M. 2003. A solution‐focused model for improving individual university teaching. International Journal for Academic Development, 8(1/2): 77–89.  [Google Scholar]). The solution‐focused approach is based on solution‐focused brief therapy (SFBT). The current paper elaborates on the existing account, further outlining and illustrating the techniques that make up the solution‐focused approach to academic development. The central tenets of SFBT‐based academic development and the core components of solution‐focused work are articulated. Current research in this area is outlined.

Il existe, au sein de la documentation, un exemple de l’approche centrée sur la solution appliquée au domaine du développement pédagogique individuel à l’université (Devlin). L’approche centrée sur la solution se base sur la notion de solution‐focused brief therapy (SFBT) (thérapie brève orientée vers la solution). Le présent article décrit, explique et illustre les techniques qui font partie de l’approche centrée sur la solution appliquée au développement pédagogique. Les principes centraux du développement pédagogique inspiré de la SFBT, de même que les éléments au c?ur d’une démarche centrée sur la solution sont décrits en détail, ainsi que les recherches actuellement entreprises dans ce domaine.  相似文献   

A longitudinal study in learning preferences and academic performance in first year medical school          下载免费PDF全文

Yenya Hu  Hong Gao  Marcia M. Wofford  Claudio Violato 《Anatomical sciences education》2018,11(5):488-495

This is a longitudinal study of first year medical students that investigates the relationship between the pattern change of the learning preferences and academic performance. Using the visual, auditory, reading‐writing, and kinesthetic inventory at the beginning of the first and second year for the same class, it was found that within the first year, 36% of the class remained unimodal (single) modality learners (SS), 14% changed from unimodal to multimodality learners (SM), 27% changed from multimodality to unimodal modality learners (MS) and 21% remained as multimodality learners (MM). Among the academic performance through subsequent didactic blocks from Clinical Anatomy, Cell and Subcellular Processes to Medical Neuroscience during first year, the SM group made more significant improvement compared to the SS group. Semi‐structured interview results from the SM group showed that students made this transition between the Clinical Anatomy course and the middle of the Medical Neuroscience course, in an effort to improve their performance. This study suggests that the transition from unimodal to multimodality learning among academically struggling students improved their academic performance in the first year of medical school. Therefore, this may be considered as part of academic advising tools for struggling students to improve their academic performances. Anat Sci Educ 11: 488–495. © 2017 American Association of Anatomists.  相似文献   

Science education for the deaf: Comparison of ideal resource and mainstream settings     

Marcia C. Linn  Doris Hadary  Richard Rosenberg  Robert Haushalter 《科学教学研究杂志》1979,16(4):305-316

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The effect of experiential science on development of logical thinking in children     

Marcia C. Linn  Herbert D. Thier 《科学教学研究杂志》1975,12(1):49-62

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System meets user: Problems in matching subject search terms     

Marcia J. Bates 《Information processing & management》1977,13(6):367-375

Sixty-one undergraduate and graduate students in psychology, economics, and librarianship provided the subject terms they would use to search an academic library catalog in 30 hypothetical search instances. The subject indexing tested was that of the Library of Congress, which is used in most large libraries in the United States. The large number of responses on each search instance enabled an unusually detailed, systematic evaluation of various aspects of the LC approach. Results (including evidence of many inadequacies) were produced on see references, subject/place order, noun/adjective order, specific entry, direct entry, and a priori probability of subject term matching. It was found to be very difficult to develop a good strategy for searching a catalog using LC subject headings. The overriding conclusion was that the LC subject cataloging approach is badly in need of rationalization.  相似文献   

Measuring knowledge integration: Validation of four‐year assessments     

Ou Lydia Liu  Hee‐Sun Lee  Marcia C. Linn 《科学教学研究杂志》2011,48(9):1079-1107

Science education needs valid, authentic, and efficient assessments. Many typical science assessments primarily measure recall of isolated information. This paper reports on the validation of assessments that measure knowledge integration ability among middle school and high school students. The assessments were administered to 18,729 students in five states. Rasch analyses of the assessments demonstrated satisfactory item fit, item difficulty, test reliability, and person reliability. The study showed that, when appropriately designed, knowledge integration assessments can be balanced between validity and reliability, authenticity and generalizability, and instructional sensitivity and technical quality. Results also showed that, when paired with multiple‐choice items and scored with an effective scoring rubric, constructed‐response items can achieve high reliabilities. Analyses showed that English language learner status and computer use significantly impacted students' science knowledge integration abilities. Students who took the assessment online, which matched the format of content delivery, performed significantly better than students who took the paper‐and‐pencil version. Implications and future directions of research are noted, including refining curriculum materials to meet the needs of diverse students and expanding the range of topics measured by knowledge integration assessments. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1079–1107, 2011  相似文献   

When Online Instruction Doesn’t Measure Up: How Can You Tell,and What Should You Do?     

Marcia Rapchak 《Journal of Library & Information Services in Distance Learning》2019,13(1-2):150-158

At Duquesne University, freshmen are required to take a one-credit information literacy course. This course has traditionally been offered mostly face-to-face, but has expanded into more online offerings. Unfortunately, the experience for students and instructors online was not as positive as those involved with the face-to-face version of the course. Assessment results on a variety of levels and anecdotal evidence indicated that students did not work as well together to learn as those did in the face-to-face version of the course. Not only did instructors receive lower student evaluation scores, but students did not perform as well on their final, collaborative project. While there will be barriers to learning online, especially when students work together in a group, instructors and instructional designers can take distinct steps to make the experience a positive one. Instructors must use particular interventions to increase student-to-student interaction that leads to learning.  相似文献   

Taking advantage of automated assessment of student‐constructed graphs in science     

Jonathan M. Vitale  Kevin Lai  Marcia C. Linn 《科学教学研究杂志》2015,52(10):1426-1450

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