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Mulvey Bridget K. Parrish Jennifer C. Reid Joshua W. Papa Jeffrey Peters-Burton Erin E. 《Science & Education》2021,30(3):527-555
Science & Education - In-depth understanding of nature of science (NOS) moves beyond knowledge of discrete NOS aspects to consider connections among NOS aspects. This study presents three... 相似文献
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Abigail Parrish 《Cambridge Journal of Education》2020,50(4):469-481
ABSTRACT This article reports on an exploratory study comparing motivation and student choice in modern foreign language lessons in secondary schools (11–16 or 11–18) and schools for 14–19 year olds in England. The study uses data gathered from 634 Year 10 students (aged 14–15) and uses Self-Determination Theory to compare motivation amongst students in the two types of schools. It finds that student motivation differed significantly in each, with students in 14–19 schools displaying more autonomous motivation. Students in schools in this category were less likely to have been given a choice as to whether or not to take the subject than their peers, suggesting that they may feel autonomous in ways not governed by subject choice. Possible reasons for the differences in motivation in the two kinds of school are discussed and directions for future study proposed. 相似文献
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The trouble with learning objects 总被引：1，自引：0，他引：1
Object-oriented instructional design (OOID) offers the promise of universal access to online instructional materials, increased
productivity among trainers and educators, and solutions for individualizing learning. However, it is unclear whether it can
fulfill these promises to the degree many envision. As with every new instructional technology, it is easy to become overoptimistic
about learning objects, but problems of education are always more complex than technology alone can solve. In this article,
I take a critical look at the proposed benefits of learning objects described in the published literature, particularly scalability
andadaptability. I also look at both the difficulties in defining the term learningobject and the limitations of metaphors used to describe the concept, and concludes with propositions for learning object usage.
The title of this article is a reference to the popular Star Trek episode, “The Trouble with Tribbles” (Gerrold, 1967). In
that episode, one of the crew of theEnterprise adopts a cute, furry, and apparently harmless alien creature for a pet, only to find that it reproduces with a fury. Soon
the population of tribbles outstrips the resources of the ship, floods its compartments, and threatens the crew's mission,
as well as their lives. This was chosen to suggest that while object-oriented instructional design holds tremendous promise
on many levels, it also has potential dangers. Instructional designers need to carefully study these creatures called, learning
objects before adopting them so readily, lest they find themselves up to their ears in ineffective education and training
endeavors.
and a doctoral student in Educational Leadership and Innovation at the University of Colorado at Denver. 相似文献
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Aesthetic principles for instructional design 总被引：1，自引：0，他引：1
This article offers principles that contribute to developing the aesthetics of instructional design. Rather than describing
merely the surface qualities of things and events, the concept of aesthetics as applied here pertains to heightened, integral
experience. Aesthetic experiences are those that are immersive, infused with meaning, and felt as coherent and complete. Any
transformative learning experience will have significant aesthetic qualities, and all instructional situations can benefit
from attention to these qualities. Drawn from aesthetics theory and research and informed by current ID and learning theories,
a set of five first principles and twelve guidelines for their application are described. The principles are not only compatible
with existing ID theory bases but can complement and support that theory by offering ways to embody it in engaging learning
experiences.
相似文献
| Patrick E. ParrishEmail: |
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Charles Parrish 《Sport in Society》2018,21(8):1158-1169
AbstractMost scholarship focused on the diffusion of sports has focused on a directional flow from core to periphery nations. Consequently, many traditional sports originating in non-Western countries have received little attention and thus represent opportunities for inquiry. This paper employs a world history approach in order to examine the diffusion of polo from central Asia to Europe and the Americas to better understand the multidirectional flow of global culture as well the nature and impact of globalization on the sport’s development in multiple geographic regions over time. 相似文献
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Peters-Burton Erin E. Parrish Jennifer C. Mulvey Bridget K. 《Science & Education》2019,28(9-10):1027-1053
Science & Education - An understanding of how science is enacted and how scientific knowledge is generated, or the nature of science (NOS), is a major goal of science education. NOS views have... 相似文献
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T.R Parrish 《Journal of The Franklin Institute》1924,197(3):416-419
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