Citizen science in digital worlds: the seduction of a temporary escape or a lifelong pursuit?     

Deborah J. Tippins  Lucas John Jensen 《Cultural Studies of Science Education》2012,7(4):851-856

There is a vast terrain of emerging research that explores recent innovations in digital games, particularly as they relate to questions of teaching and learning science. One such game, Citizen Science, was developed to teach players about the practice of citizen science as well as lake ecology. Citizen science is a pedagogy that has a long history within the scientific community, engaging the public in ongoing community and environmental surveys to collect data for existing small-scale studies. More recently, citizen science has gained traction as an educational context for teaching and learning science in ways that connect to students?? lives and interests. By placing citizen science within the realm of digital worlds, Matthew Gaydos and Kurt Squire invite new possibilities for knowledge to become more kinetic, moving in multiple directions. In this article we discuss some of the tensions we experienced as we explored the digital game, Citizen Science. We highlight questions about narrative and complexity, emergent game play and transfer to encourage thinking about the development and implementation of games such as Citizen Science.  相似文献   

A Conditional Process Analysis of the Teacher Confirmation–Student Learning Relationship     

Zachary W. Goldman  Christopher J. Claus  Alan K. Goodboy 《Communication quarterly》2018,66(3):245-264

Students enter college with varying degrees of academic self-efficacy, which influences how they respond to effective teaching behaviors. Teacher confirmation is one behavior that has received increased attention because it is thought to indirectly enhance students’ learning by reducing their receiver apprehension in the classroom. Findings from 208 college students supported the hypothesized indirect effects between teacher confirmation and students’ perceived learning through reduced receiver apprehension, but conditional process analyses revealed these indirect effects were moderated by students’ academic self-efficacy. These findings suggest the effectiveness of teacher confirmation behaviors varies among students, with those who lack academic self-efficacy deriving fewer of the intended educational benefits.  相似文献   

A Question of Sex: Feminism,Rhetoric, and Differences That Matter     

Robin E. Jensen 《Quarterly Journal of Speech》2016,102(3):307-311

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Study time allocation as a function of grade level and course characteristics     

Joanne Jensen Delucchi  William D. Rohwer  Jr.  John W. Thomas 《Contemporary educational psychology》1987,12(4)

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Investigating self-regulated study strategies among postsecondary students with and without dyslexia: a diary method study     

Rune Andreassen  Magne S. Jensen  Ivar Bråten 《Reading and writing》2017,30(9):1891-1916

We investigated the use of self-regulated study strategies among undergraduates with dyslexia by means of extensive web-based diary data, comparing their strategy use to that of matched students without dyslexia who completed the diary in the same period. Additionally, we examined the perceived benefits of using the recorded strategies in both groups, as well as relationships between the recorded strategies and perceived self-efficacy and academic performance. Results indicated that across lecture, individual study, and social study contexts, students with and without dyslexia recorded a comparable, broad range of strategies, yet students with dyslexia seemed to use particular visual and social strategies more consistently than did students without dyslexia. Across the three study contexts, both students with and without dyslexia also perceived the strategies they recorded in the diaries to be quite beneficial, but with particular visual and social strategies seemingly perceived as more helpful by students with dyslexia. Finally, self-regulated study strategies were positively related to perceived self-efficacy and academic performance among the students with dyslexia but not among the students without dyslexia. We discuss the possibility that the diary method used to assess strategy use among students with dyslexia in different study contexts over time was more appropriate for revealing the breadth and value of their strategy repertoire than the decontextualized, one-time questionnaire and interview approaches used in prior work.  相似文献   

Proposal for Adapting the Cataloging of Bindings to the MARC Format     

Antonio Carpallo Bautista  Yohana Yessica Flores Hernández  Adelina Clausó García 《Cataloging & classification quarterly》2013,51(5-6):530-552

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September 11 and the failures of American intellectuals     

Robert Jensen 《传播与批判/文化研究》2013,10(1):80-88

This essay critiques the main responses to 9/11 by US intellectuals and analyzes how these reactions reinforced a determined ignorance of the consequences of US economic, foreign, and military policy and a further depoliticization of the culture in general. As a class, faculty have the resources—material and intellectual—to make a serious contribution to progressive political and social change in the world. They need to start putting those resources to work.  相似文献   

Comparing Theories of Media Learning: Cognitive Mediation,Information Utility,and Knowledge Acquisition from Cancer News     

Andy J. King  Jakob D. Jensen  Nick Carcioppolo  Melinda M. Krakow  Ye Sun 《Mass Communication and Society》2013,16(6):753-775

Determining what factors predict media learning is an important avenue of research for the field of mass communication. The present study provides a comparative investigation of two models of media learning: the cognitive mediation model and the information utility model. Participants (N = 1,076) read a news article related to scientific discoveries relevant to cancer prevention and responded to all constructs of the two models. Recognition and comprehension were used to measure knowledge acquisition. Results generally support previous predictions of each model, though predicted variance remains small. In addition to testing the existing models, a modified cognitive mediation model using a key construct related to information utility—perceived relevance—was tested. The refined cognitive mediation model offered a more nuanced understanding of certain causal mechanisms but did not result in a meaningful change in predictive power of the model. Implications of the theoretical comparison and integration are discussed.  相似文献   

Feminists of faith: Sonia Johnson and the Mormons for ERA     

Richard J. Jensen  John C. Hammerback 《Communication Studies》2013,64(3):123-137

The Mormons for ERA is analyzed in this essay as an innovational movement. In this way, Sonia Johnson's appeals to mainstream Mormons before her excommunication can he understood as reformist discourse which became radicalized only in a second stage.  相似文献   

Sympathoadrenal and parasympathetic responses to exercise     

Niels Holmqvist  Niels H. Secher  Kåre Sander‐Jensen  Ulrich Knigge  J⊘rgen Warberg  Thue W. Schwartz 《Journal of sports sciences》2013,31(2):123-128

Exhaustive exercise is associated with a persistent sensation of weakness and sometimes nausea suggesting abdominal vagal activity. We measured plasma indices of sympathoadrenal (adrenaline, noradrenaline, dopamine) and vagal (pancreatic polypeptide) activity before, during and after submaximal and maximal exercise in healthy young subjects. Plasma adrenaline, noradrenaline and dopamine increased to 8.5 (range 7.4–40.5), 48.0 (32.3–100.5) and 1.8 (1.2–6.6) nmol l^–1 respectively (n = 5), during maximal exercise and decreased towards control values within 15 min of rest. Pancreatic polypeptide (n = 10) increased only during maximal exercise and reached its highest value, 48 (21–145) pmol l^–1, after exertion. The results conform to an increase in sympathetic activity during exercise and a persistent vagal activity after intense exercise which could contribute to the sensation of weakness.  相似文献