The impact of assessment changes on the science curriculum a descriptive account     

Jim Butler  Warren Beasley 《Research in Science Education》1987,17(1):236-243

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Pretraining and discrimination reversal learning by rhesus monkeys     

J. M. Warren  Helen B. Warren 《Learning & behavior》1973,1(1):52-56

Groups of five to seven macaques were trained on repeated reversals of a visual (or spatial) discrimination habit after no pretraining, extended discrimination training, or repeated reversal training on spatial (or visual) cues. Neither sort of pretraining had a significant effect on reversal learning on the second cue. These results indicate that monkeys’ capacity to develop generalized “win-stay, lose-shift” hypotheses may have been exaggerated in previous experiments.  相似文献   

Students' learning in science lessons: towards understanding the learning process     

DR Ken Appleton  DR Warren Beasley 《Research in Science Education》1994,24(1):11-20

Constructivist views of learning have been applied to science education largely as a response to attempts to understand the origins of students' misconceptions in science, and therefore the learning process. As part of this effort to understand learning in science lessons, Appleton (1989) proposed a learning model drawn mainly from Piagetian (1978) ideas and generative learning theory (Osborne & Wittrock, 1983). This paper explores the development and evolution of the learning model as other constructivist view were applied, and as the model was tested against students' responses in science lessons. The revised model finally arrived at is then examined. It was found to be a useful means of describing student's learning processes during a science lesson. Specializations: primary teacher education, teaching strategies in science, cognitive change and learning theories. Specializations: secondary science teacher education, chemical education.  相似文献   

The product life-cycle of online courses and student engagement     

Scott J. Warren  Heather Ann Robinson 《The American journal of distance education》2018,32(3):161-176

ABSTRACT

With increased online course offerings at most higher education institutions, it is important to have a way to determine whether the courses continue to have value to students or outlived their usefulness. Courses are the central means of knowledge delivery for each institution and may be viewed through the lens of the product life-cycle, which is a common way for for-profit corporations to ensure they are aware of when it is time to make adjustments or completely overhaul what they provide to consumers. We leverage this concept to develop a conceptual mode of the life-span and cycle of curricular products; especially, those delivered online, which may have a shorter shelf life than in-classroom courses. To that end, we map a single course that has spanned nearly 20 years and shifted from face-to-face delivery, to a blended mode with learning technologies support, and then into a fully online format. This piece depicts the course life-cycle, which emerged from multi-strategy research analysis of that course. Understanding that online courses have a life-cycle can help department and university managers plan for the investment in the improvement of each as it comes to the end of its useful lifespan. This can ensure high-quality learning and a sustainable portfolio of programs and courses with which students are engaged.  相似文献   

Activating student voice through Youth Participatory Action Research (YPAR): policy-making that strengthens urban education reform     

Chezare A. Warren  Joanne E. Marciano 《International journal of qualitative studies in education》2018,31(8):684-707

Abstract

CC Vision – an urban education reform effort launched to strengthen the cradle-to-career education pipeline in Central City – provides the impetus for our use of youth participatory action research (YPAR) to gather and activate student voice in the fight for education justice. Student voice can significantly enhance the quality of policy designed to expand access to education opportunity for poor and/or youth of color attending urban schools. Fifteen youth from seven different high schools in the Central City metropolitan area spent 18 weeks participating in the Central City Youth Co-Researcher Project as co-researchers. We aim to demonstrate the tensions of facilitating YPAR projects with diverse youth, and the benefits of YPAR as a student voice initiative intended to bolster justice-oriented education research. The influence of their scholarship vis-à-vis YPAR on wide-scale education policy-making, and education reform, in Central City is discussed.  相似文献   

Crashing from cadaver to computer: Covid-driven crisis-mode pedagogy spawns active online substitute for teaching gross anatomy     

Kelly M. Harrell  Melissa J. McGinn  Cherie D. Edwards  Kenneth Warren Foster  M. Alex Meredith 《Anatomical sciences education》2021,14(5):536-551

In early 2020, the Covid-19 crisis forced medical institutions worldwide to convert quickly to online platforms for content delivery. Although many components of medical education were adaptable to that format, anatomical dissection laboratory lost substantial content in that conversion, including features of active student participation, three-dimensional spatial relationships of structures, and the perception of texture, variation, and scale. The present study aimed to develop and assess online anatomy laboratory sessions that sought to preserve benefits of the dissection experience for first-year medical students. The online teaching package was based on a novel form of active videography that emulates eye movement patterns that occur during processes of visual identification, scene analysis, and learning. Using this video-image library of dissected materials, content was presented through asynchronous narrated laboratory demonstrations and synchronous/active video conference sessions and included a novel, video-based assessment tool. Data were obtained using summative assessments and a final course evaluation. Test scores for the online practical examination were significantly improved over those for previous in-person dissection-based examinations, as evidenced by several measures of performance (Mean: 2015–2019: 82.5%; 2020: 94.9%; P = 0.003). Concurrently, didactic test scores were slightly, but not significantly, improved (Mean: 2015–2019: 88.0%; 2020: 89.9%). Student evaluations of online sessions and overall course were highly positive. Results indicated that this innovative online teaching package can provide an effective alternative when in-person dissection laboratory is unavailable. Although this approach consumed considerable faculty time for video editing, further development will include video conference breakout rooms to emulate dissection small-group teamwork.  相似文献   

Facility with plane shapes: A multifaceted skill     

Elizabeth Warren  Lyn English 《Educational Studies in Mathematics》1995,28(4):365-383

Children aged between 4 years and 6 months and 11 years and 10 months were individually administered a series of spatial Tasks involving the conceptualisation and manipulation of an unfamiliar plane shape. An analysis of the children's performance revealed that both initial perception of a shape and approach to task solution strongly influence children's success at shape recognition. The findings also suggest that both visual perception limitations, together with an unwillingness to experiment visually and physically, lead to shape recognition difficulties.  相似文献   

Irrelevant cues and shape discrimination learning by cats     

J. M. Warren 《Learning & behavior》1976,4(1):22-24

Experimentally naive eats learned to discriminate a pair of objects (circle and triangle) that differed in external contour, with no irrelevant cues (N = 30), with irrelevant brightness cues (N = 26), and with irrelevant size and brightness cues (N = 26). In a second experiment, naive cats were trained to discriminate bidimensional patterns (circle and triangle) with no irrelevant visual cues (N = 24) or with irrelevant size and brightness cues (N = 26). Irrelevant cues did not significantly affect the rate of shape discrimination learning in either experiment. The findings disagree with the results of several similar experiments with rats.  相似文献   

Effectiveness of omega-3 polyunsaturated fatty acids against microbial pathogens     

Warren Chanda  Thomson P. Joseph  Xue-fang Guo  Wen-dong Wang  Min Liu  Miza S. Vuai  Arshad A. Padhiar  Min-tao Zhong 《Journal of Zhejiang University. Science. B》2018,19(4):253-262

Microorganisms provide both beneficial and harmful effects to human beings. Beneficial effects come from the symbiotic relationship that exists between humans and microbiota, but then several human illnesses have turned some friendly microbes into opportunistic pathogens, causing several microbial-related diseases. Various efforts have been made to create and utilize antimicrobial agents in the treatment and prevention of these infections, but such efforts have been hampered by the emergence of antimicrobial resistance. Despite extensive studies on drug discovery to alleviate this problem, issues with the toxicity and tolerance of certain compounds and continuous microbial evolution have forced researchers to focus on screening various phytochemical dietary compounds for antimicrobial activity. Linolenic acid and its derivatives (eicosapentaenoic acid and docosahexaenoic acid) are omega-3 fatty acids that have been studied due to their role in human health, being important for the brain, the eye, the cardiovascular system, and general human growth. However, their utilization as antimicrobial agents has not been widely appreciated, perhaps due to a lack of understanding of antimicrobial mechanisms, toxicity, and route of administration. Therefore, this review focuses on the efficacy, mechanism, and toxicity of omega-3 fatty acids as alternative therapeutic agents for treating and preventing diseases associated with pathogenic microorganisms.  相似文献   

The influence of successive matches on match-running performance during an under-23 international soccer tournament: The necessity of individual analysis     

Matthew C. Varley  Valter Di Salvo  Mattia Modonutti  Warren Gregson  Alberto Mendez-Villanueva 《Journal of sports sciences》2018,36(5):585-591

This study investigated the effects of successive matches on match-running in elite under-23 soccer players during an international tournament. Match-running data was collected using a semi-automated multi-camera tracking system during an international under-23 tournament from all participating outfield players. Players who played 100% of all group stage matches were included (3 matches separated by 72 h, n = 44). Differences in match-running performance between matches were identified using a generalised linear mixed model. There were no clear effects for total, walking, jogging, running, high-speed running and sprinting distance between matches 1 and 3 (effect size (ES); ?0.32 to 0.05). Positional analysis found that sprint distance was largely maintained from matches 1 to 3 across all positions. Attackers had a moderate decrease in total, jogging and running distance between matches 1 and 3 (ES; ?0.72 to ?0.66). Classifying players as increasers or decreasers in match-running revealed that match-running changes are susceptible to individual differences. Sprint performance appears to be maintained over successive matches regardless of playing position. However, reductions in other match-running categories vary between positions. Changes in match-running over successive matches affect individuals differently; thus, players should be monitored on an individual basis.  相似文献