“Hit and Run Research” with “Hit and Miss” Results in Early Childhood Science Education     

Fleer  Marilyn  Robbins  Jill 《Research in Science Education》2003,33(4):405-431

Research in Science Education - Constructivism has provided us with a useful pedagogy and a powerful methodological framework for over twenty years. We now know a great deal about children's...  相似文献   

Effect of pictures on children’s comprehension of written text     

Marilyn J. Haring  Maurine A. Fry 《Educational technology research and development : ETR & D》1979,27(3):185-190

Studies have shown that under certain conditions pictures can facilitate young children’s oral prose comprehension. Can pictures also aid comprehension when the information is presented in written form rather than orally? If so, what kinds of pictures, under what conditions? These experimenters analyzed a prose passage into 350 idea units, then interspersed throughout the text pictures depicting either the 179 main ideas or both the main ideas and the 171 nonessential details, or included no pictures. The subjects, fourth and sixth graders, wrote down all they could remember of the story immediately and again 5 days later. Pictures did facilitate both immediate and delayed recall, but only of the main ideas.  相似文献   

A cross-cultural study of rural Australian Aboriginal children's undertanding of night and day   总被引：1，自引：0，他引：1  

Marilyn Fleer 《Research in Science Education》1997,27(1):101-116

Traditional stories are told to many Aboriginal children about night and day throughout Australia. Do these stories influence their scientific thinking? Are there other cultural practices which may influence children's undertandings in science? This paper details a pilot study which sought to find out what four-to-eight year old rural Australian Aboriginal children from central New South Wales think about night and day (N=15). The research design was consistent with previous mainstream cross-cultural studies (Thijs &; Van Den Berg, 1995), but more culturally inclusive in its implementation. The findings raise serious questions about the framing of cross-cultural research and the realisation of indigenous data.  相似文献   

Applying case-based method in designing self-directed online instruction: a formative research study     

Heng Luo  Tiffany A. Koszalka  Marilyn P. Arnone  Ikseon Choi 《Educational technology research and development : ETR & D》2018,66(2):515-544

This study investigated the case-based method (CBM) instructional-design theory and its application in designing self-directed online instruction. The purpose of this study was to validate and refine the theory for a self-directed online instruction context. Guided by formative research methodology, this study first developed an online tutorial based on 13 design assumptions synthesized from the CBM literature. The researchers then formatively evaluated the online tutorial as a design instance of CBM through two iterations of design, evaluation, and revision. The major findings included: (1) perceived value of various CBM design features, (2) benefits and limitations of applying CBM in the tutorial design, and (3) validation and revision of a set of generic and context-specific CBM design assumptions. These findings extend our understanding of CBM to the context of self-directed online instruction and provide useful insights and practical guidance to inform instructional design practices.  相似文献   

Beyond educational semiotics: A response to Cunningham     

Michael Pressley  Marilyn B. Marks  Pamela Beard El-Dinary 《Educational Psychology Review》1992,4(2):241-252

The case is made that the theoretical propositions and instructional recommendations that Cunningham attributes to semiotics are shared with other perspectives. However, the theoretical and instructional positions Cunningham favors must be evaluated more completely if they are to be acceptable to the educational psychology community, which is generally more positivist in its orientation than the semiotics community. Nonetheless, we emphasize that the methodological approaches favored by Cunningham have the potential for permitting rapid progress in understanding and evaluating the instructional beliefs and practices consistent with semiotic analyses.  相似文献   

The Soccer Trap     

Marilyn J. Gibbs 《Quest (Human Kinetics)》2013,65(2)

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Sport … Softball … Substance     

Marilyn J. Gibbs 《Quest (Human Kinetics)》2013,65(2):100-101

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The Archer's Draw     

Marilyn J. Gibbs 《Quest (Human Kinetics)》2013,65(2)

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Notes from a practitioner: A response to Julie Laible's loving epistemology     

Marilyn Fehn 《International journal of qualitative studies in education》2013,26(6):705-707

This article explains how Julie Laible's "loving epistemology" has implications for practitioners' research-based activities. Laible's view of the Other provides guidance for the research of those striving to be both feminist in approach and respectful toward research subjects.  相似文献   

Teacher Perceptions of Teacher Assessment   总被引：1，自引：1，他引：0  

Robert A. Rothberg  Marilyn Fenner 《Clearing house (Menasha, Wis.)》2013,86(4):272-274

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