Stepping into other people’s shoes proves to be a difficult task for high school students: assessing historical empathy through simulation exercise     

Jukka Rantala  Marika Manninen  Marko van den Berg 《课程研究杂志》2016,48(3):323-345

In 2011, the Finnish National Board of Education assessed the learning outcomes of history with a study whose results raised doubts about the fulfilment of the goals of history education. This article seeks to expand awareness about Finnish adolescents’ understanding of historical empathy. The study assessed twenty-two 16–17-year-old high school students’ ability to understand predecessors’ actions in particular historical situations. The study also examined how well a simulation exercise works as a tool of empathy teaching and evaluation. Students participated in the simulation and afterwards the students were interviewed. They also participated in a survey that measured their attitudes before and after the exercise, and wrote an essay at the end of the course. The results of the study show that most of the high school students did not reach the goals set for history teaching. The weak performance of students is explained by the strong tradition of history teaching which has been continuing in Finnish schools despite the curriculum reform. Teaching still concentrates on passing a meta-narrative on to students who have not yet enough experience of explaining historical events from a multiperspective point of view.  相似文献   

Innovation can be taught     

Jan A. Buijs 《Research Policy》1987,16(6)

This paper summarizes the results of an extensive programme on stimulating industrial innovation in the Netherlands (the Project Industrial Innovation, Pii). Over five years (1980–84) 155 small and medium-sized industrial firms were taught by nearly 60 management consultants on how to innovate. The results in December 1984 were very positive: 71 percent of the companies have formulated businessplans for innovation; 21 innovations were introduced on the market; 76% of the companies stated that they had learned enough to go on with the process of innovating. This last result was questionable, because of its subjective nature. In December 1985 a study was carried out to investigate the long-term effects of this programme. The number of firms with businessplans had grown to 83 percent; the number of market introductions had increased to 43; the learning effect was up to 88 percent. This time it was possible to do some empirical observations which validated these results.The study also shows that innovations are not produced without considerable efforts. Nearly all companies encountered bottle-necks. The most influencial bottle-neck is management capacity. This (lack of) capacity is described in more detail by the participating management consultants. The quality of key personnel, inadequate project management and different management visions on innovation are mentioned by them. The paper shows the distribution of these bottle-necks among the different types of innovation. The exact influence of these bottle-necks remains undiscovered. The overall conclusion of the evaluation is that in spite of these bottle-necks innovation can be taught to small and medium-sized firms.  相似文献   

An aptitude–treatment interaction approach to writing-to-learn     

Marleen Kieft  Gert Rijlaarsdam  Huub van den Bergh   《Learning and Instruction》2008,18(4):379-390

In this article, we propose to link the study of writing-to-learn to the theory of aptitude–treatment interaction (ATI). In an experimental study we examined the effects of a course on “Writing-to-learn about literary stories” consisting of writing tasks adapted to either a planning or a revising writing strategy. We hypothesized that the effects of writing-to-learn tasks depend on the interaction between students' preferred writing strategy and the type of writing instruction, matching or mismatching students' writing strategy. Our match hypothesis was in the main confirmed: results indicated that adapting writing tasks to students' writing strategies increases their learning in the field of literature.  相似文献   

“When I’m drawing,I see pictures in my head.”: secondary school students constructing an image of the past by means of a drawing task and a writing task     

de Leur  Tessa  van Boxtel  Carla  Wilschut  Arie 《European Journal of Psychology of Education - EJPE》2020,35(1):155-175

The past is not in the classroom to observe and study. Thus, creating a lively and understandable image of a past period or situation is an achievement to be learned. A variety of tasks can be used to stimulate students to create an image of the past. In this experimental study, 151 grade 9 students (14–16 years old) participated by completing a drawing task or a writing task on the Roman Forum in Ancient Rome. Their products were compared. Additionally, the students’ perceptions of the tasks were explored by means of a questionnaire and an interview. The findings show that the written products contained more information elements than the drawings. However, in terms of the historical plausibility of the product, the drawn products and written products were comparable. Students who made a drawing reported higher situational interest than students who wrote a text.

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Developmental Pathways to Preference and Popularity in Middle Childhood          下载免费PDF全文

Yvonne H. M. van den Berg  Marike H. F. Deutz  Sanny Smeekens  Antonius H. N. Cillessen 《Child development》2017,88(5):1629-1641

This study examined the associations between children's early life experiences with parents, ego resiliency and ego undercontrol, and peer group social status in a longitudinal, multimethod study from infancy to middle childhood. Participants were 129 children (52% boys) who were followed from 15 months of age to 9 years and their primary caregivers from the Nijmegen Longitudinal Study on Infant and Child Development. The measurements included observations of parent–child interaction, teacher ratings of ego resiliency and ego undercontrol, and peer‐reported social status. Quality of parental interactive behavior was associated with ego resiliency and ego undercontrol. Ego resiliency and ego undercontrol were uniquely related to preference and popularity. The findings provide insight into the developmental pathways leading to the two distinct types of social status.  相似文献   

Processing of expository and narrative texts by low- and high-comprehending children     

Astrid Kraal  Arnout W. Koornneef  Nadira Saab  Paul W. van den Broek 《Reading and writing》2018,31(9):2017-2040

The present study investigated comprehension processes and strategy use of second-grade low- and high-comprehending readers when reading expository and narrative texts for comprehension. Results from think-aloud protocols indicated that text genre affected the way the readers processed the texts. When reading narrative texts they made more text-based and knowledge-based inferences, and when reading expository texts they made more comments and asked more questions, but also made a higher number of invalid knowledge-based inferences. Furthermore, low- and high-comprehending readers did not differ in the patterns of text-processing strategies used: all readers used a variety of comprehension strategies, ranging from literal repetitions to elaborate knowledge-based inferences. There was one exception: for expository texts, low-comprehending readers generated a higher number of inaccurate elaborative and predictive inferences. Finally, the results confirmed and extended prior research by showing that low-comprehending readers can be classified either as readers who construct a limited mental representation that mainly reflects the literal meaning of the text (struggling paraphrasers), or as readers who attempt to enrich their mental representation by generating elaborative and predictive inferences (struggling elaborators). A similar dichotomy was observed for high-comprehending readers.  相似文献   

Knowing what we don’t know: cognitive correlates of early spelling of different target types     

de Bree  Elise  van den Boer  Madelon 《Reading and writing》2019,32(8):2125-2148

Reading and Writing - Although research on cognitive correlates of spelling has been conducted, these studies generally do not distinguish between different types of targets that need to be...  相似文献   

Relating self reports of writing behaviour and online task execution using a temporal model     

Marion Tillema  Huub van den Bergh  Gert Rijlaarsdam  Ted Sanders 《Metacognition and Learning》2011,6(3):229-253

Current theory about writing states that the quality of (meta)cognitive processing (i.e. planning, text production, revising, et cetera) is, at least partly, determined by the temporal distribution of (meta)cognitive activities across task execution. Put simply, the quality of task execution is determined more by when activities are applied than by how often they are applied. Planning and revising are two extreme writing styles, in which (meta)cognitive activities are temporally differently distributed across the writing process. Planners are writers who generate plans before text production. Revisers use text production as a means to arrive at a content plan. The present study investigates the question whether the online (meta)cognitive processing of secondary school students during writing tasks, as measured by think aloud techniques and keystroke logging, can be predicted by their responses to an offline questionnaire which measures to what degree students considered themselves to be planners and revisers. It was expected that different reported writing styles would entail different temporal distributions of six (meta)cognitive activities: reading the assignment, planning, text production, reading own text, evaluating own text and revising. This hypothesis was partly confirmed. The results show that the online temporal distributions of reading the assignment and planning are different for different degrees of reported writing styles. On the basis of these results, the validity of both the questionnaire and the concept of planner and reviser styles are discussed.  相似文献   

Measuring the quality of governmental websites in a controlled versus an online setting with the ‘Website Evaluation Questionnaire’     

Sanne Elling  Leo Lentz  Menno de Jong  Huub van den Bergh 《Government Information Quarterly》2012

The quality of governmental websites is often measured with questionnaires that ask users for their opinions on various aspects of the website. This article presents the Website Evaluation Questionnaire (WEQ), which was specifically designed for the evaluation of governmental websites. The multidimensional structure of the WEQ was tested in a controlled laboratory setting and in an online real-life setting. In two studies we analyzed the underlying factor structure, the stability and reliability of this structure, and the sensitivity of the WEQ to quality differences between websites. The WEQ proved to be a valid and reliable instrument with seven clearly distinct dimensions. In the online setting higher correlations were found between the seven dimensions than in the laboratory setting, and the WEQ was less sensitive to differences between websites. Two possible explanations for this result are the divergent activities of online users on the website and the less attentive way in which these users filled out the questionnaire. We advise to relate online survey evaluations more strongly to the actual behavior of website users, for example, by including server log data in the analysis.  相似文献   

Using IT to engender trust in government-to-business relationships: The Authorized Economic Operator (AEO) as an example     

Frank A.G. den Butter  Jianwei Liu  Yao-Hua Tan 《Government Information Quarterly》2012

This article analyzes how to use IT to deploy trust-based regulation in the government-to-business (G2B) relationship, with the Authorized Economic Operator (AEO) certification in the Netherlands between the Tax and Customs administrations and the businesses as a case study. Specifically, based on the theory of institutional economics, the article discusses how to implement the AEO by utilizing the modern ICT, at lower transaction costs, in the meanwhile enhancing the trust and reputation between the government and businesses. We illustrate the benefits of trust-based regulation by presenting a qualitative comparison of the transaction costs under the two different types of regulations (control-based vs. trust-based). Further, with the AEO case study, we emphasize on the role of IT in facilitating this trust-based regulation design, in following three perspectives: competence trust signaling, competence trust screening, and goodwill trust enhancing. The article concludes with policy recommendations on how to further improve trust-based regulations (in our case, the AEO certification) by enhancing the reputation effect of the regulation in four aspects, which are influenced by the popularity, reliability, effectives and international recognition of the policy. Governments should strongly promote AEO certification in order to exploit the network externalities and make it a worldwide standard.  相似文献