Biology Teachers Designing Context-Based Lessons for Their Classroom Practice—The importance of rules-of-thumb     

Nienke Wieringa  Fred J. J. M. Janssen  Jan H. Van Driel 《International Journal of Science Education》2013,35(17):2437-2462

In science education in the Netherlands new, context‐based, curricula are being developed. As in any innovation, the outcome will largely depend on the teachers who design and implement lessons. Central to the study presented here is the idea that teachers, when designing lessons, use rules‐of‐thumb: notions of what a lesson should look like if certain classroom outcomes are to be reached. Our study aimed at (1) identifying the rules‐of‐thumb biology teachers use when designing context‐based lessons for their own classroom practice, and (2) assessing how these personal rules‐of‐thumb relate to formal innovative goals and lesson characteristics. Six biology teachers with varying backgrounds designed and implemented a lesson or series of lessons for their own practice, while thinking aloud. We interviewed the teachers and observed their lessons. Our results suggest that rules‐of‐thumb, which differed substantially among the teachers, indeed to a great extent guide the decisions teachers make when designing (innovative) lessons. These rules‐of‐thumb were often strongly associated with intended lesson outcomes. Also, teachers’ personal rules‐of‐thumb were more powerful in determining the lesson design than formal innovative goals and lesson characteristics. The results of this study encourage more research into how rules‐of‐thumb reflect teachers’ practical knowledge, for which suggestions are made.  相似文献   

Individual diversity in effective studying     

P. J. Janssen  J. H. F. Meyer 《Higher Education》1996,31(1):1-3

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Trends in Cultural Journalism     

Annemarie Kersten  Susanne Janssen 《Journalism Practice》2017,11(7):840-856

Various studies report that cultural journalism increasingly focuses on service and entertainment instead of serious arts coverage. The press prioritizes popular culture over traditional high arts to a growing extent. However, this shift in journalistic attention does not necessarily signify a straightforward decline in aesthetic standards, as popular cultural forms like film have developed along the lines of high art principles in the past decades. This article charts trends in American, Dutch, French, and German film journalism between 1955 and 2005. It demonstrates that coverage is typified by a serious aesthetic approach from the 1970s onwards. The principles of art are seen to steer journalists’ attention to an important degree: the review remains the predominant journalistic genre, and newspapers devote more attention to films by prestigious directors than strictly commercial moviemakers. As such, film’s prominence in the press does not seem to indicate a decline in serious cultural journalism but rather a revaluation of a popular cultural form.  相似文献   

Making the Black Box of Collaborative Learning Transparent: Combining Process-Oriented and Cognitive Load Approaches     

Jeroen Janssen  Femke Kirschner  Gijsbert Erkens  Paul A. Kirschner  Fred Paas 《Educational Psychology Review》2010,22(2):139-154

Traditional research on collaborative learning employs a “black box” approach that makes it difficult to gain a deeper understanding of the differential effects of collaborative learning. To make the black box transparent, researchers have studied the process of collaboration, in order to establish which interaction features are likely to make learning more effective and efficient for group members. Although cognitive load theory has been developed in the context of individual learning situations, it may provide a promising new way of looking inside the black box, assuming that students working in groups have more processing capacity than students working individually. The aim of this article is to provide an overview of the process-oriented and cognitive-load approaches to conducting collaborative learning research, to highlight their respective advantages and disadvantages, and to suggest how they can be combined in order to address new research questions.  相似文献   

On the relationship between solution strategies in two mental rotation tasks     

Anne B. Janssen  Christian Geiser 《Learning and individual differences》2010,20(5):473-478

Individual differences in solution strategies have frequently been reported for different measures of mental rotation (MR) ability. In the present study (N = 346 German students), we investigated the relationship between solution strategies on two tests commonly used to identify different patterns of strategies: the Mental Rotations Test (MRT; Vandenberg & Kuse, 1978; Peters, Laeng, Lathan, Jackson, Zaiouna, & Richardson, 1995) and the Cube Comparison Test (CCT; Amthauer, 1953; Amthauer, Brocke, Liepmann, & Beauducel, 2001). The results revealed high convergent validity of the solution strategy assignment. Individuals using analytic (holistic) strategies on the MRT tended to use analytic (holistic) strategies also on the CCT. More females than males were identified as users of analytic solution strategies on the MRT. In addition, males tended to generally show a faster performance than did females. Our findings suggest that solution strategies in MR generalize across different tasks and are not an artifact of a particular test.  相似文献   

5. Europäischer Kongreß für Sportpsychologie vom 17. bis 21. September 1979 in Varna (Bulgarien)     

J. P. Janssen  H. Langenkamp  P. Schwenkmezger 《Sportwissenschaft》1979,9(4):437-441

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Avoiding split attention in computer‐based testing: Is neglecting additional information facilitative?          下载免费PDF全文

Halszka Jarodzka  Noortje Janssen  Paul A. Kirschner  Gijsbert Erkens 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(4):803-817

This study investigated whether design guidelines for computer‐based learning can be applied to computer‐based testing (CBT). Twenty‐two students completed a CBT exam with half of the questions presented in a split‐screen format that was analogous to the original paper‐and‐pencil version and half in an integrated format. Results show that students attended to all information in the integrated format while ignoring information in the split format. Interestingly, and contrary to expectations, they worked more efficiently in the split format. A content analysis of the ignored information revealed that it was mostly not relevant to answering the questions, unnecessarily taxed students' cognitive capacity and inefficiently increased the mental effort they expended. Further comparisons of different mental effort measures indicate that mental effort had an explicit (ie, self‐reports, explicit utterances) and an implicit component (ie, silent pauses in thinking‐aloud, eye tracking parameters). Consequently, when designing CBT environments, not only the design of the tasks but also the content of the given information and their effect on the different aspects of mental effort must be considered.  相似文献   

Communication between Children with Deafness,Blindness and Deafblindness and their Social Partners: An Intersubjective Developmental Perspective     

Saskia Damen  Marleen J. Janssen  Wied A. J. J. M. Ruijssenaars  Carlo Schuengel 《International Journal of Disability, Development & Education》2015,62(2):215-243

Trevarthen’s theory of innate intersubjectivity is relevant to understanding communication problems in children with sensory disabilities. Trevarthen and Aitken used the term “intersubjectivity” to describe “the ability of humans to detect and change each other’s minds and behavior”. When children lack auditory and/or visual means of interaction, they may not be able to fully develop intersubjectivity, which impedes the development of more complex interpersonal communication. This article presents a review of 31 studies about intersubjectivity in children with sensory disabilities. The results indicate that the intersubjective development of children with sensory disabilities is often delayed. The studies also describe similar strategies for mediating intersubjectivity in children with sensory disabilities and in typical children, but say that specific adaptations may be needed. From an intersubjectivity perspective, symbolic communication delays in children with sensory disabilities may be improved through specific, purposeful forms of social interaction.  相似文献   

Design principles for creating digital transparency in government     

Ricardo Matheus  Marijn Janssen  Tomasz Janowski 《Government Information Quarterly》2021,38(1):101550

Under pressure to fight corruption, hold public officials accountable, and build trust with citizens, many governments pursue the quest for greater transparency. They publish data about their internal operations, externalize decision-making processes, establish digital inquiry lines to public officials, and employ other forms of transparency using digital means. Despite the presence of many transparency-enhancing digital tools, putting such tools together to achieve the desired level of digital transparency, to design entire government systems for digital transparency, remains challenging. Design principles and other design guides are lacking in this area. This article aims to fill this gap. We identify a set of barriers to digital transparency in government, define 16 design principles to overcome such barriers, and evaluate these principles using three case studies from different countries. Some principles apply to projects, others to systems, yet others to entire organizations. To achieve digital transparency, before building and deploying digital solutions, government organizations should build technological and institutional foundations and use such foundations to organize themselves for transparency. The proposed design principles can help develop and apply such foundations.  相似文献   

Beanspruchung im Sport     

J. R. Nitsch  J. Udris  J. P. Janssen 《Sportwissenschaft》1976,6(3):332-335

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