Mathematics learning with multiple solution methods: effects of types of solutions and learners’ activity     

Cornelia S. Große 《Instructional Science》2014,42(5):715-745

It is commonly suggested to mathematics teachers to present learners different methods in order to solve one problem. This so-called “learning with multiple solution methods” is also recommended from a psychological point of view. However, existing research leaves many questions unanswered, particularly concerning the effects of different types of solution methods and different degrees of learner’s activity. In this context, two experiments were conducted. In Experiment 1, a 2 × 3-factorial design was implemented, with the first factor concerning multiple versus uniform solutions and the second factor addressing different combinations of formal and informal solution methods. No “multiple solutions effect” was found. An integration of informal methods did not affect learning outcomes; however, it significantly reduced the subjective difficulty of the problems. Then, in Experiment 2, the effectiveness of multiple versus uniform solutions and of measures to foster an active processing was examined using a 2 × 3-factorial design (“number of solutions”: multiple versus uniform; “activity”: complete examples versus incomplete examples versus example-problem pairs). The “multiple” conditions significantly outperformed the “uniform” conditions, and complete examples and example-problem pairs significantly outperformed incomplete examples. Based on the results of Experiment 1 and 2, preconditions under which multiple solutions can improve learning outcomes are discussed.  相似文献   

An Embedded and Embodied Cognition Review of Instructional Manipulatives   总被引：1，自引：0，他引：1  

Wim T. J. L. Pouw  Tamara van Gog  Fred Paas 《Educational Psychology Review》2014,26(1):51-72

Recent literature on learning with instructional manipulatives seems to call for a moderate view on the effects of perceptual and interactive richness of instructional manipulatives on learning. This “moderate view” holds that manipulatives’ perceptual and interactive richness may compromise learning in two ways: (1) by imposing a very high cognitive load on the learner, and (2) by hindering drawing of symbolic inferences that are supposed to play a key role in transfer (i.e., application of knowledge to new situations in the absence of instructional manipulatives). This paper presents a contrasting view. Drawing on recent insights from Embedded Embodied perspectives on cognition, it is argued that (1) perceptual and interactive richness may provide opportunities for alleviating cognitive load (Embedded Cognition), and (2) transfer of learning is not reliant on decontextualized knowledge but may draw on previous sensorimotor experiences of the kind afforded by perceptual and interactive richness of manipulatives (Embodied Cognition). By negotiating the Embedded Embodied Cognition view with the moderate view, implications for research are derived.  相似文献   

Education experienced by foreign-born faculty whose native countries have undergone major socio-economical changes     

Mitra Fallahi Tamara Korenman Liang Zhao 《美中教育评论》2010,(2):45-54

Three professors of education reflected on education in their countries of origin, and compare their education with learning, teaching and the education in the United States. The three countries represented are China prior to the political and economical reforms starting from 1979, Iran prior to the Islamic Republic of 1979, and the Russian Federation of the Former Soviet Union prior to the fall of the Soviet Union in 1991. Certain aspects of education such as the curriculum, pedagogy, length of schooling, methods of teaching, the textbooks, and priorities and goals of schooling in each country are discussed. This article is a comparison of the educational system of each country with the American educational system as well as among the three countries. The article concludes with each author offering some ideas on how the American educational system might benefit from the experience of the other countries.  相似文献   

Ensuring Indigenous cultural respect in Australian undergraduate nursing students     

Tamara Power  Claudia Virdun  Edward Gorman  Anna Doab  Rachel Smith  Angela Phillips 《高等教育研究与发展》2018,37(4):837-851

Like other Westernised countries, Australia’s history of colonisation, racism and oppression has impacted upon Indigenous Peoples’ health and well-being. It is also evident that institutional racism and ongoing colonisation are present in the Australian health system. Better preparation of health professionals to work in a culturally respectful way can contribute to addressing health disparities and prejudices. One approach to enabling the development of cultural respect is through embedding an Indigenous graduate attribute (IGA) across curricula and ensuring the process is thoughtfully developed and assessed. This paper describes and discusses the process of developing an assessment criteria template (ACT) to assess Indigenous cultural respect in an undergraduate nursing degree programme. Critical to the project was meaningful engagement with Indigenous stakeholders and Indigenous leadership to inform the development and implementation process. Although the context will vary globally due to the diversity of Indigenous Peoples and each country’s history of colonisation, by publishing this work, we intend to provide transparency into the process we undertook to embed and assess an IGA ACT in an undergraduate nursing curriculum. We hope this is helpful for other tertiary institutions internationally who are also engaging in this space.  相似文献   

Scaffolding Mathematics Remediation for Academically At-Risk Students Following Developmental Education Reform in Florida     

Rebecca L. Brower  Chenoa S. Woods  Tamara Bertrand Jones  Toby J. Park  Shouping Hu  David A. Tandberg 《Community College Journal of Research & Practice》2018,42(2):112-128

The purpose of this qualitative study is to understand how educational scaffolding may explain changing patterns of student success in mathematics in the era of developmental education (DE or remediation) reform in Florida College System (FCS) institutions. Specifically, we apply the concept of scaffolding to underprepared FCS students who are at risk of dropping out or failing gateway courses (the first credit-bearing college-level class in a course sequence) because they lack the academic skills necessary to succeed in college-level coursework, particularly in mathematics. We present data from focus groups conducted at 10 FCS institutions, suggesting that a reduction of scaffolding in math remediation occurred in the areas of course sequencing, instruction, and coordination with academic support services following state-level policy changes. In light of these findings, we offer a discussion of practical recommendations for college administrators related to academic advising, instructional strategies in DE courses, coordination between developmental and college-level instructors, student success courses, and the integration of DE instruction with academic support. We also suggest directions for continued research on the effects of policy changes in the FCS and DE reform efforts across the country.  相似文献   

Dancing with the Monster: Teachers Discuss Racism,Power, and White Privilege in Education     

Henze  Rosemary  Lucas  Tamara  Scott  Beverly 《The Urban Review》1998,30(3):187-210

The Urban Review - Teachers do not often have opportunities to openly examine and discuss issues of racism, power, and white privilege. In fact, as Lisa Delpit and other educators have pointed out,...  相似文献   

Linking academic performance to optimistic attributional style: attributions following positive events matter most     

Gordeeva  Tamara  Sheldon  Kennon  Sychev  Oleg 《European Journal of Psychology of Education - EJPE》2020,35(1):21-48

European Journal of Psychology of Education - Optimistic attributional style has been shown to be reliably associated with high well-being and low depression and (Hu et al., Journal of Social and...  相似文献   

Would you Bribe your Lecturer? A Quasi-experimental Study on Burnout and Bribery in Higher Education     

Weißmüller  Kristina S.  De Waele  Lode 《Research in higher education》2022,63(5):768-796

Research in Higher Education - Bribery is a complex and critical issue in higher education (HE), causing severe economic and societal harm. Traditionally, most scholarship on HE corruption has...  相似文献