A Test of Strategies for Enhanced Learning of AP Descriptive Chemistry     

Suhasini Kotcherlakota  David W. Brooks 《Journal of Science Education and Technology》2008,17(4):297-304

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浅析版面设计与教学的现状及发展趋势     

丁曙君  张明军 《乌鲁木齐职业大学学报》2003,12(1):60-62

版面设计及教学的发展应跟随专业特点和时代发展的要求，明确目的，重视创意和整体性在版面设计中信息传达的作用，建立新的课程体系，改进其教学方法。  相似文献   

Serial anticipation and pattern extrapolation in rats as a function of element discriminability     

Steven J. Haggbloom  Dawn M. Brooks 《Learning & behavior》1985,13(3):303-308

In Experiment 1, three groups of rats were trained on one of three serial patterns consisting of different numbers of .045-g food pellets, either the simple strong monotonie pattern 14-7-3-1-0 (Group SM) or one of two complex weak monotonie patterns, 14-5-5-1-0 (Group 5-5) or 14-9-1-1-0 (Group 1-1). Learning to anticipate the terminal 0-pellet element occurred faster in Group 1-1 than in Group SM, which in turn learned faster than Group 5-5. In Experiment 2, Groups SM, 5-5, and 1-1 were trained on the first four elements of the patterns experienced by their Experiment 1 counterparts and then were tested for their ability to extrapolate the series to include the addition of a 0-pellet element in the fifth position. Extrapolation behavior was better in Group 1-1 than in Group SM, which in turn performed better than Group 5-5. The results were shown to be consistent with a memory-discrimination model of serial learning and inconsistent with a rule-learning model based on pattern complexity.  相似文献   

Bumble Boosters: Students Doing Real Science     

Golick  Douglas A.  Schlesselman  Diana M.  Ellis  Marion D.  Brooks  David W. 《Journal of Science Education and Technology》2003,12(2):149-152

Bumble Boosters was a lottery grant funded cooperative project between the University of Nebraska – Lincoln Department of Entomology, the Lincoln Public Schools Science Focus Program, and the Lincoln Folsom Children's Zoo. The primary education goal of the project was to create a community of learners to conduct authentic research on bumble bees in Nebraska. Participants were actively engaged in collecting bumble bees and placing nesting domiciles. Internet technology was employed to facilitate networking between project participants. Systematic evaluation was conducted during and after the project.  相似文献   

Working Memory, Motivation, and Teacher-Initiated Learning     

David W. Brooks  Duane F. Shell 《Journal of Science Education and Technology》2006,15(1):17-30

Working memory is where we “think” as we learn. A notion that emerges as a synthesis from several threads in the research literatures of cognition, motivation, and connectionism is that motivation in learning is the process whereby working memory resource allocation is instigated and sustained. This paper reviews much literature on motivation and working memory, and concludes that the apparent novelty of the proposal offered to describe motivation in terms of working memory results from the apparent lack of cross-channel exchange among these research traditions. The relation between working memory and motivation is explored in the context of the interactive compensatory model of learning (ICML) in which learning is considered to result from the interaction of ability, motivation, and prior learning. The ICML is recast in light of the revised definition of motivation offered here. This paper goes on to suggest ways in which a range of teaching and learning issues and activities may be reconceptualized in the context of a model emphasizing a learner's working memory that makes use of chunks of previously acquired knowledge.  相似文献   

Digital curation for promoting personalized learning: A study of secondary-school science students’ learning experiences     

Dina Tsybulsky 《Journal of Research on Technology in Education》2020,52(3):429-440

Abstract

The article presents a research study that examined the ways in which digital curation promotes personalized learning, as well as the students’ experiences of this learning process. The study was conducted in the context of K-12 education. Participants spent three months on a project that included curating a personalized digital collection. The study was conducted using a phenomenological qualitative approach for the collection and processing of data. Findings demonstrate that digital curation provides a productive learning activity that supports significant personalized, emotional, and cognitive learning experiences, enabling the curator to construct a personal subject ontology.  相似文献   

Extraordinary Animals and Expository Writing: Zoo in the Classroom     

Guy?TraininEmail author  Kathleen?Wilson  Mimi?Wickless  David?Brooks 《Journal of Science Education and Technology》2005,14(3):299-304

A zoo outreach program led to placing animals in classrooms where those animals became foci for numerous learning activities such as writing, observing, and care. Systematic debriefings suggested uniqueness to learning outcomes connected to zoo animals. Subsequent analysis of student writing indicated that students responded to situational interest by recording more observations, made use of more science facts, and used more science vocabulary when writing about unique animals (albino hedgehog, legless lizard) than ‘ordinary’ animals (rabbit, dove). The results are interpreted in terms of motivation, creating situational interest, and the familiarity of the schema available to the students. Policy implications are discussed.  相似文献   

What drives teacher engagement: a study of different age cohorts     

Dina Guglielmi  Ilaria Bruni  Silvia Simbula  Franco Fraccaroli  Marco Depolo 《European Journal of Psychology of Education - EJPE》2016,31(3):323-340

Despite the growing body of research on work engagement, little is known about what drives work engagement among different age cohorts. This study aims to investigate whether engagement varies across age cohorts and examine the job resources that foster teacher engagement. A questionnaire was distributed to 537 teachers who were employed in elementary, lower and upper secondary school. Findings show that work engagement did indeed vary across the diverse age group and is influenced by different resources. In line with previous studies, data revealed that the engagement of younger teachers is driven by the opportunity for development and interaction with colleagues, while older employees appreciate the opportunity to see their competencies acknowledged. What is most noteworthy is the opportunity to design practices and to provide every age group with the appropriate set of motivators.  相似文献   

Establishing enabling conditions to develop critical thinking skills: a case of innovative curriculum design in Environmental Science     

Dina Zoe Belluigi  Georgina Cundill 《Environmental Education Research》2017,23(7):950-971

This paper considers a curriculum design motivated by a desire to explore more valid pedagogical approaches that foster critical thinking skills among students engaged in an Environmental Science course in South Africa, focussing specifically on the topic of Citizen Science. Fifty-three under graduate students were involved in the course, which was run over a two week period. Data were generated from several sources, including individual student evaluations, a focus group discussion, lecturer reflections and summative assessment results. During the course, the development of critical thinking skills was scaffolded by different thinking approaches to the possibilities and problematics of student-selected case studies, followed by a collaborative re-examining of ‘what is known’ about Citizen Science. Spiralling engagement with various resources harnessed the diversity of the class, as they drew on their personal and disciplinary backgrounds. The insights highlight possibilities for alternative higher education teaching models for emerging subjects such as Environmental Science, where the competencies required of graduates, such as critical thinking and coping with uncertainty, differ significantly from traditional ‘science’ competencies, and therefore require a departure from traditional teaching methods.  相似文献   

Preservice elementary teachers' explicit beliefs about multiplication and division     

Dina Tirosh  Anna O. Graeber 《Educational Studies in Mathematics》1989,20(1):79-96

This study, conducted in the United States, was designed to assess the extent to which the beliefs, multiplication always makes bigger and division always makes smaller, are explicitly held by preservice elementary teachers. Paper and pencil instruments were administered to 136 preservice elementary teachers in a large university in the southeastern United States. Responses on the instruments and in interviews provide insight into the sources of preservice teachers' beliefs and into the relationship among preservice teachers' beliefs, computational skills, and performance on word problems.  相似文献