Conceptual conflict has long been recognized as a factor that could facilitate student learning. Due, however, to the lack of a convincing explanation of why it occurs, and how it can be resolved, it has seldom been used in instructional design. Its potential use in instruction is particularly relevant in the light of the recent, well-documented finding that students' existing conceptions frequently constitute a barrier to effective learning. This article examines conceptual conflict in the light of an epistemological model of learning as conceptual change. This analysis shows that the conceptual change model provides an explanation of conceptual conflict which is sufficiently detailed to allow it to be used in the design of instruction. The results of two studies, the first of which addressed the concepts of mass, volume, and density, and the second, the concept of speed, show that instruction, designed in this way, is effective in changing students' existing conceptions. 相似文献
In this article, it is shown how item text can be represented by (a) 113 features quantifying the text's linguistic characteristics, (b) 16 measures of the extent to which an information‐retrieval‐based automatic question‐answering system finds an item challenging, and (c) through dense word representations (word embeddings). Using a random forests algorithm, these data then are used to train a prediction model for item response times and predicted response times then are used to assemble test forms. Using empirical data from the United States Medical Licensing Examination, we show that timing demands are more consistent across these specially assembled forms than across forms comprising randomly‐selected items. Because an exam's timing conditions affect examinee performance, this result has implications for exam fairness whenever examinees are compared with each other or against a common standard. 相似文献
International Journal for Educational and Vocational Guidance - We measured 16 career-related metaphors’ salience to university students and graduates (N = 577). The JOURNEY... 相似文献
International Journal for Educational and Vocational Guidance - Active labour market policies aim at supporting people entering and, importantly, remaining in the labour market. Initiatives to this... 相似文献
This study investigated how peer comments made using a video annotation tool (VAT) through an online learning community improved student-teachers’ level of reflective thinking and communication competence throughout the simulated (i.e., role-play) context of consultation practice. Eighty student-teachers from two classes of the course “Comprehensive School Guidance” participated in this study, and all recorded two videos for their tripartite practice on parent consultation for self-evaluation and peer comment. Forty student-teachers were in the comparison class and provided general comments to their peers on the learning platform, while those in the experimental class used the VAT on the learning platform to provide specific comments to their peers. Two post-practice online questionnaires and reflective journal entries, which aimed to measure communication competence and reflective thinking ability, were administered to the student-teachers after the first and second consultation practice. The reflective journal entries were segmented into units of analysis that were scored using a 4-level model of reflective thinking (from 1 to 4), with a higher score indicating demonstration of a higher level of reflective thinking for that particular segment. Both the number of reflective notes made and the average level of reflective thinking in student-teachers’ journal entries were indicators of reflective thinking ability. Two mixed ANOVAs were conducted to examine whether student-teachers in the experimental (VAT) class improved their reflective thinking ability and communication competence more significantly than those in the comparison (non-VAT) class. The results showed that student-teachers in both the VAT and non-VAT classes had statistically higher scores for communication competence and reflective thinking in the second role-play practice. Student-teachers with the support of VAT, in comparison to those without, significantly improved their average reflective thinking ability. Focus group interviews were also conducted to investigate how VAT could support student-teachers’ learning process and to learn their perceptions of the strengths and limitations of the VAT. The results indicated that the VAT could enhance student-teachers’ learning by reducing communication barriers created by the tendency to avoid direct observations of peers’ weaknesses, enhancing reflection-in-action during practice, and contextualizing written comments by referring to specific video segments. However, student-teachers felt that the VAT should also allow users to draw on the video screens.
Educational technology research and development - This paper provides a theory-based critique and response to the Giannakas et al. [Educational Technology Research and Development, 66,... 相似文献
Educational technology research and development - Between 2010 and 2019, ETR&D experienced increased publication of a specific type of research that does not provide useful knowledge to the... 相似文献
We explore a financial returns dimension of the exploration-exploitation dilemma. Using 1277 R&D announcements by 178 listed bio-pharmaceutical firms, we examine whether investors are myopic along the continuum of exploration (patenting and preclinical trials) to exploitation (human clinical trials and NDA). We find that investors respond positively at every stage, but there are differences between small and large firms. For small firms exploration is favored, provided it is focused. For large firms, there is value in both exploration and exploitation. Projects which are part of an alliance are no more likely to generate abnormal returns. Policy implications are discussed. 相似文献
In recent years, governance and public participation have developed into key notions within both policy discourse and academic analysis. While there is much discussion on developing new modes of governance and public participation, little empirical attention is paid to the public's perception of models, possibilities and limits of participation and governance. Building on focus group data collected in Austria within the framework of a European project, this paper explores lay people's visions and versions of government, governance and participation for two biomedical technologies: post-natal genetic testing and organ transplantation. Building on this analysis, we show that people situate their assessments of public participation against the background of rather complex lay models of the governance and government of the respective technology. Because these models are very different for the two technologies, participation also had very different connotations, which were deeply intertwined with each socio-technical system. Building on these findings we argue for a more technology-sensitive approach to public participation. 相似文献
Atmospheric jets and vortices on Jupiter persist for decades in the presence of vigorous turbulence which might be expected to destroy organized flows. The penetration depth of the jets into the planet has been a major question, and new data from the NASA Galileo entry probe suggest that they are not shallow atmospheric phenomena. Numerical simulations and Galileo orbiter data promise further progress in the near future. 相似文献
