Developing and evaluating a strategy for learning from animations     

Uwe Kombartzky  Rolf Ploetzner  Sabine Schlag  Berthold Metz 《Learning and Instruction》2010,20(5):424-433

Based on current theories of multimedia learning, we propose a strategy for learning from animations. Two different experimental studies were conducted in order to evaluate the strategy. In the first study, 22 sixth graders learned from an animation without the strategy while 21 students were encouraged to make use of the proposed strategy during learning; use of the strategy was not monitored. The students who were encouraged to take advantage of the strategy learned significantly more than the students who were not asked to do so. In the second study, three groups of sixth graders were investigated. The first group consisted of 49 students who learned from an animation without the strategy. The second group consisted of 52 students who were encouraged to make use of the strategy during learning; but use of the strategy was not monitored. The third group consisted of 53 students who were also encouraged to make use of the strategy during learning and their use of the strategy was monitored. The results of the second study replicated the findings of the first study. Furthermore, learning was most successful when the students' use of the learning strategy was monitored.  相似文献   

Steuerung von überg?ngen im Unterricht     

Prof. Dr. Felicitas Thiel  Dipl.-Psych. Sabine G. Richter  Dr. Diemut Ophardt 《Zeitschrift für Erziehungswissenschaft》2012,15(4):727-752

Classroom management is one of the most important factors regarding the quality of teaching, because effective classroom management contributes to maximizing time on task. In an expert-novice study, strategies and interventions of effective classroom management were explored. Videotaped lessons of eleven experts and six novice teachers were analyzed comparatively, sequence by sequence. The study focused on transitions between seatwork or groupwork and two-way-presentations. The results strengthen the hypothesis that experts?? performance differs significantly from the performance of novices. Experts not only notice students?? difficulties in following the program of action at an early stage, but they also use many different strategies and interventions to direct the activity flow continuously and to activate the whole class. In comparison, novices often disrupt the timeflow themselves, they focus their attention selectively on parts of the class, and they are more prone to becoming absorbed when interacting with single students. An important aspect of experts?? competence is that they are able to intertwine single interventions. To put it another way: experts orchestrate their interventions virtuously.  相似文献   

Non-verbal behavior of children who disclose or do not disclose child abuse in investigative interviews     

Katz C  Hershkowitz I  Malloy LC  Lamb ME  Atabaki A  Spindler S 《Child abuse & neglect》2012,36(1):12-20

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Students’ reasoning about electricity: combining performance assessments with argumentation analysis     

Sabine Gerstner  Franz X. Bogner 《International Journal of Science Education》2013,35(7):849-870

Our study monitored the cognitive and motivational effects within different educational instruction schemes: On the one hand, teacher‐centred versus hands‐on instruction; on the other hand, hands‐on instruction with and without a knowledge consolidation phase (concept mapping). All the instructions dealt with the same content. For all participants, the hands‐on approach as well as the concept mapping adaptation were totally new. Our hands‐on approach followed instruction based on “learning at work stations”. A total of 397 high‐achieving fifth graders participated in our study. We used a pre‐test, post‐test, retention test design both to detect students' short‐term learning success and long‐term learning success, and to document their decrease rates of newly acquired knowledge. Additionally, we monitored intrinsic motivation. Although the teacher‐centred approach provided higher short‐term learning success, hands‐on instruction resulted in relatively lower decrease rates. However, after six weeks, all students reached similar levels of newly acquired knowledge. Nevertheless, concept mapping as a knowledge consolidation phase positively affected short‐term increase in knowledge. Regularly placed in instruction, it might increase long‐term retention rates. Scores of interest, perceived competence and perceived choice were very high in all the instructional schemes.  相似文献   

Teacher facilitation support in ubiquitous learning environments     

Alex Mottus  Kinshuk  Nian-Shing Chen  Sabine Graf  Ahmed Aldraiweesh 《Technology, Pedagogy and Education》2013,22(5):549-570

ABSTRACT

Teacher support for students in ubiquitous learning environments is challenging owing to physical distance and a lack of reliable real-time multimedia-rich communication. This is further complicated because the learning process is dynamic and problems need quick resolution. Given these challenges, this study proposes an architecture for a teacher facilitation support system. The system was implemented in the form of an interactive teacher dashboard. The interface also generates possible solutions to learning challenges while leaving the ultimate decision up to the teacher. The system feasibility was tested by work-through scenarios designed and validated by two experts. The system usability was evaluated using the System Usability Scale by 40 potential users. The ?ndings revealed that the dashboard has good feasibility and usability for providing teachers relevant information about their students’ learning progress in ubiquitous learning environments. It also enabled opportunity for pedagogical intervention when needed.  相似文献   

The economic impact of television on the market for books     

Sabine Mengin 《Publishing Research Quarterly》1993,9(3):4-22

In France, book information disseminated on television reaches large numbers of potential purchasers and increases sales of the books featured, despite a ban on advertising. There is a clear relationship between television appearances and bestsellerdom. The ability of television to influence sales affects the behavior of book purchasers (who focus on a small number of rapidly changing titles), publishers (who devote advertising and production budgets to mediagenic titles), and book-sellers (who devote more shelf space to titles promoted on television). This article analyzes the impact of television on the book market and on trends in production and editorial decision making. Translated by Beth Luey.  相似文献   

Ethnic and Racial Identity in Adolescence: Implications for Psychosocial,Academic, and Health Outcomes     

Deborah Rivas‐Drake  Eleanor K. Seaton  Carol Markstrom  Stephen Quintana  Moin Syed  Richard M. Lee  Seth J. Schwartz  Adriana J. Uma?a‐Taylor  Sabine French  Tiffany Yip  Ethnic  Racial Identity in the st Century Study Group 《Child development》2014,85(1):40-57

The construction of an ethnic or racial identity is considered an important developmental milestone for youth of color. This review summarizes research on links between ethnic and racial identity (ERI) with psychosocial, academic, and health risk outcomes among ethnic minority adolescents. With notable exceptions, aspects of ERI are generally associated with adaptive outcomes. ERI are generally beneficial for African American adolescents' adjustment across all three domains, whereas the evidence is somewhat mixed for Latino and American Indian youth. There is a dearth of research for academic and health risk outcomes among Asian American and Pacific Islander adolescents. The review concludes with suggestions for future research on ERI among minority youth.  相似文献   

Feeling Good,Happy, and Proud: A Meta‐Analysis of Positive Ethnic–Racial Affect and Adjustment     

Deborah Rivas‐Drake  Moin Syed  Adriana Uma?a‐Taylor  Carol Markstrom  Sabine French  Seth J. Schwartz  Richard Lee  Ethnic  Racial Identity in the st Century Study Group 《Child development》2014,85(1):77-102

One point of intersection in ethnic and racial identity research is the conceptual attention paid to how positively youth feel about their ethnicity or race, or positive ethnic–racial affect. This article reports results of a series of meta‐analyses based on 46 studies of this dimension and psychosocial, academic, and health risk outcomes among ethnic and racial minority youth. The overall pattern of results suggests that positive ethnic–racial affect exhibited small to medium associations (r range = |.11| to |.37|) with depressive symptoms, positive social functioning, self‐esteem, well‐being, internalizing, externalizing, academic achievement, academic attitudes, and health risk outcomes. Implications for theory and research about the role of positive ethnic–racial affect among youth growing up in an increasingly diverse society are discussed.  相似文献   

Survival of occult practices and ideas in modern common sense     

Doering-Manteuffel S 《Public understanding of science (Bristol, England)》2011,20(3):292-302

For a long time rationalism and materialism were the most important ideological undercurrents of the Western world. Since the Enlightenment, in the eighteenth century, they have influenced the Age of Reason. During the past few decades, the so-called New Age originated strong counter-movements have produced a huge number of different new world-views. They are to be considered as part of the wide field of occultism, and run out in different directions. The belief in angels and in the power of fate, the communication with the dead, and the conviction of a life after death are all expressions of a desire to transcend and of a search for higher powers that watch over each person. Additionally, helpers and healers have created a marketplace to promote esoteric services. Media usage, the need to transcend and this new market interested in the magical signal a new era of consciousness in which reason and technology do not contradict mysticism and the transmission of wisdom: these go, instead, hand in hand.  相似文献   

Can you teach me not to be angry? Relations between temperament and the emotion regulation strategy distraction in 2-year-olds     

Johanna Schoppmann  Silvia Schneider  Sabine Seehagen 《Child development》2022,93(1):165-179

Little is known about toddlers’ acquisition of specific emotion regulation (ER) strategies, and how early ER is shaped by temperament. This study investigated if 24-month-old German toddlers, predominantly from families with high levels of parental education (N = 96, n = 49 male), learned the ER strategy distraction through observational learning, and its interaction with temperament. Increased use of distraction correlated with reduced negative affect. Use of distraction increased through observational learning. Highly active toddlers tended to use active playing activities to distract themselves in a frustrating situation, whereas toddlers with a less active temperament used calmer activities. Toddlers’ learning to apply distraction through observational learning was independent of a match between their own temperament and the model's actions.  相似文献