“Air Anatomy” – Teaching Complex Spatial Anatomy Using Simple Hand Gestures     

Doris George Yohannan  Aswathy Maria Oommen  Bhaskaran Jayaprasad Amogh  Nithin Kadakampallil Raju  Rakesh Omana Suresh  Santhanu Jagannath Nair 《Anatomical sciences education》2022,15(3):552-565

Spatial understanding of complex anatomical concepts is often a challenge for learners, as well as for educators. It is even more challenging for students with low mental spatial abilities. There are many options to teach spatial relationships, ranging from simple models to high-end three-dimensional (3D) virtual reality tools. Using a randomized controlled trial design, this study explored the use of a unique combination of deictic and iconic hand gestures to enhance spatial anatomical understanding, coining the term “Air Anatomy”. The control group (n = 45) was given a lecture on the anatomy of extraocular muscles, while the intervention group (n = 49) received the same lecture including “Air Anatomy” hand gestures. When compared to the control group, the post-test scores for the intervention group were significantly higher for basic recall (P < 0.001; Mann–Whitney U test) and for the application of knowledge (P = 0.015; Mann–Whitney U test). Students with low to moderate spatial ability (as assessed by a mental rotation test) were found to benefit most by this technique. Students in the intervention group also reported a lower extrinsic cognitive load and higher germane load, when compared to the control group. An instructional skills questionnaire survey indicated the effectiveness of this technique in improving overall classroom experience. Feedback of the students in the intervention group was also favorable for instruction using “Air Anatomy”. The study suggests that “Air Anatomy” is a useful, “no-cost”, accessible method that aids spatial understanding of anatomical concepts.  相似文献   

Understanding mathematics achievement: an analysis of the effects of student and family factors     

Kate Goforth  Jon Patton  Kevin R. Bush  Doris Bergen 《Educational studies》2014,40(2):196-214

Educators are increasingly recognising the importance of improving students’ mathematics achievement. Much of the current research focuses on the impact of instructional variables on mathematics achievement. The goal of this study was to examine the influence of less researched variables – family and student factors. Participants were 747 economically disadvantaged elementary students grades K-8 in Ohio. Predictor variables included: (a) 13 factors from a parent survey on both child and family circumstances and (b) reading achievement, measured by a norm-referenced achievement test. Outcome variables included three mathematics scales from the same achievement test. Regression analyses examined the impact of the predictors on the outcomes. Reading achievement significantly predicted mathematics achievement for all three outcomes. Parent pessimism and parent-perceived school/cognitive competence of children also emerged as significant predictors for two of the three mathematics outcomes. Implications for research, policy and practice will be shared.  相似文献   

Predicting teachers’ instructional behaviors: The interplay between self-efficacy and intrinsic needs     

Doris Holzberger  Anja Philipp  Mareike Kunter 《Contemporary educational psychology》2014

This study was conducted to extend previous research by examining the specificity of teachers’ intrinsic needs and self-efficacy, and how they interact to predict instructional behaviors. Self-reporting measures were applied to assess teachers’ self-efficacy and intrinsic need satisfaction and students rated the teachers’ instructional behaviors (cognitive activation, teacher–student relationship and classroom management). The latent moderated structural (LMS) equation analyses conducted on data collected from 155 mathematics teachers and 3483 grade 10 students in secondary schools in Germany revealed that separately both self-efficacy and intrinsic needs predicted instructional behaviors. Moreover, a significant interaction effect between intrinsic need satisfaction and self-efficacy emphasized that when need satisfaction is not provided by the school environment, a high level of self-efficacy has a negative effect on the teacher–student relationship. Our findings underline that self-efficacy and intrinsic needs have commonalities when predicting instructional behavior and the importance of addressing the interaction between personal and environmental characteristics within the learning environment. Future research on teachers’ instructional behaviors should take aspects of teacher competence beyond self-efficacy into considerations and should examine how intrinsic need satisfaction can be enhanced.  相似文献   

The Influence of the Teaching and Learning Environment on the Development of Generic Capabilities Needed for a Knowledge-Based Society     

David?Kember  Doris?Y.?P.?LeungEmail author 《Learning Environments Research》2005,8(3):245-266

The effect of the teaching and learning environment on the development of generic capabilities was examined through a survey of 1756 undergraduate students at a university in Hong Kong. The survey assessed students' perceptions of the development of the six capabilities of critical thinking, self-managed learning, adaptability, problem solving, communication skills, and interpersonal skills and groupwork. Students were also asked to rate the quality of nine facets of the teaching and learning environment. Structural equation modelling was used to test a model of the influence of teaching on the nurturing of the six capabilities. The model grouped the nine facets of teaching and learning under the three higher-order latent variables of teaching, teacher–student relationship, and student–student relationship. The model showed a good fit to the data, indicating that the teaching and learning environment had a significant impact on the development of the generic capabilities while the students were taking their degree. The teaching latent variable had the strongest effect on the development of all six of the capabilities. A suitable teaching environment was characterised by a focus on understanding, the active participation of students in learning activities, a coherent curriculum, and assessment which focused on analytical skills and self-learning capability. Strong student–student relationships nurtured communication and interpersonal skills. There was a mutually reinforcing effect between the type of teaching, teacher–student relationships and student–student relationships.  相似文献   

Partial reinforcement and resistance to extinction in honeybees     

Doris Ammon  Charles I. Abramson  M. E. Bitterman 《Learning & behavior》1986,14(3):232-240

Previous experiments have shown the partial reinforcement effect in honeybees under conditions which permit an interpretation in terms of sensory carryover. In the five experiments reported here, the effect was sought under conditions which would require an interpretation in terms of associative reinstatement. Since it is not feasible to train honeybees in widely spaced trials, several different interpolated-trials procedures were employed which had in common the feature that nonrewarded response to a stimulus never was followed by rewarded response to the same stimulus. Implications of the negative results for the interpretation of the overlearning-extinction effect and successive negative contrast in honeybees are considered.  相似文献   

Effects of a read aloud intervention on first grade student vocabulary,listening comprehension,and language proficiency     

Baker  Doris Luft  Santoro  Lana  Biancarosa  Gina  Baker  Scott K.  Fien  Hank  Otterstedt  Janet 《Reading and writing》2020,33(10):2697-2724

Reading and Writing - We examine the effects of a read aloud replication intervention designed to improve the vocabulary, comprehension, and expository and narrative language outcomes of first...  相似文献   

Recognition of Values-Based Constructs in a Summer Physical Activity Program     

Watson  Doris L.  Newton  Maria  Kim  Mi-Sook 《The Urban Review》2003,35(3):217-232

The purpose of this study was to examine the extent participants in a summer sports camp embraced values-based constructs and to examine the relationship between perceptions of values-based constructs and affect and attitude. Participants included 135 ethnically diverse boys and girls (mean age 11.98 years) attending the National Youth Sport Program (NYSP). Participants' perceptions of the extent the program emphasized values-based constructs and participants' enjoyment, interest in sport, future expectations, and respect of leadership were assessed. Factor analysis revealed three values-based constructs: Care for Others/Goal Setting, Self-Responsibility, and Self-Control/Respect. Correlational analyses revealed that emphasizing values-based criteria was positively related to the participant's sport enjoyment, interest in sport, positive future expectations, and greater respect for leaders. The practical implications of the findings are discussed.  相似文献   

Breast metastasis from small cell lung carcinoma     

Luh SP  Kuo C  Tsao TC 《Journal of Zhejiang University. Science. B》2008,9(1):39-43

Breast metastases from extramammary neoplasms are very rare. We presented a 66 year-old female with metastasis of small cell lung carcinoma to the breast. She presented with consolidation over the left upper lobe of her lung undetermined after endobronchial or video-assisted thoracoscopic surgery (VATS) biopsy, and this was treated effectively after antibiotic therapy at initial stage. The left breast lumps were noted 4 months later, and she underwent a modified radical mastectomy under the impression of primary breast carcinoma. However, the subsequent chest imaging revealed re-growing mass over the left mediastinum and hilum, and cells with the same morphological and staining features were found from specimens of transbronchial brushing and biopsy. An accurate diagnosis to distinguish a primary breast carcinoma from metastatic one is very important because the therapeutic planning and the outcome between them are different.  相似文献   

Learning English as a foreign language: the case for computer simulation     

Doris Lee 《British journal of educational technology : journal of the Council for Educational Technology》1993,24(3):221-222

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Early science learning with a virtual tutor through multimedia explanations and feedback on spoken questions     

Jarkko Hautala  Doris Luft Baker  Aleksi Keurulainen  Miia Ronimus  Ulla Richardson  Ronald Cole 《Educational technology research and development : ETR & D》2018,66(2):403-428

The purpose of this pilot study with a within-subject design was to gain a deeper understanding about the promise and restrictions of a virtual tutoring system designed to teach science to first grade students in Finland. Participants were 61 students who received six tutoring science sessions of approximately 20 min each. Sessions consisted of a sequence of narrated multimedia science presentations during which a virtual tutor explained science phenomena displayed in pictures. Narrated science explanations were followed by one or more multiple choice questions with immediate feedback about students’ choices and a possible second attempt, during which students reached 97% accuracy. A pretest and posttest was administered to assess students’ ability to reason about the science and to transfer knowledge to new contexts. Results indicated significantly greater improvement in the understanding of the science concepts taught during the tutoring sessions, relative to the concepts that were not taught. Results from the surveys administered to teachers and students indicated that the program was well received. Detailed analysis of student error responses provided a deeper understanding about the complex interplay between students’ prior knowledge, the way topics were taught in the multimedia lessons, and the way learning was assessed. Findings from the quantitative and qualitative analyses are discussed in the context of designing high quality lessons delivered through a virtual tutoring system.  相似文献