Stella Vosniadou (Ed): International Handbook of Research on Conceptual Change     

Keith S. Taber 《Science & Education》2011,20(5-6):563-576

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Why and how mathematicians read proofs: an exploratory study     

Keith Weber  Juan Pablo Mejia-Ramos 《Educational Studies in Mathematics》2011,76(3):329-344

In this paper, we report a study in which nine research mathematicians were interviewed with regard to the goals guiding their reading of published proofs and the type of reasoning they use to reach these goals. Using the data from this study as well as data from a separate study (Weber, Journal for Research in Mathematics Education 39:431–459, 2008) and the philosophical literature on mathematical proof, we identify three general strategies that mathematicians employ when reading proofs: appealing to the authority of other mathematicians who read the proof, line-by-line reading, and modular reading. We argue that non-deductive reasoning plays an important role in each of these three strategies.  相似文献   

Implementation integrity in peer tutoring of mathematics     

Keith Topping  David Miller  Pauline Murray  Nora Conlin 《教育心理学》2011,31(5):575-593

A two-year randomised controlled trial of peer tutoring in mathematics using the Duolog Math technique was operated in 80 schools. The aim was to achieve adequate implementation quality with modest pre-intervention training for teachers, who received brief didactic training and no process feedback (but they were to train pupils using modelling, practice and feedback). Implementation integrity was observed in Year 1 in 29 randomly selected schools; in Year 2 in 30 randomly selected schools. In both years some observed variables of class-wide context and individual technique were high; however, some were lower. There were deficits in: teachers introducing the problem, suggesting ways to concretise the problem and holding plenary sessions. Crucially, there was very little summarising or generalising. Thus, implementation was partial in both years, but better in Year 2. The implications for future intensity of training are explored.  相似文献   

Fine Motor Control is Related to Cognitive Control in Adolescents with Down Syndrome     

Chih-Chia Chen  Shannon D.R. Ringenbach  Andrew Albert  Keith Semken 《International Journal of Disability, Development & Education》2014,61(1):6-15

The connection between human cognitive development and motor functioning has been systematically examined in many typical and atypical populations; however, only a few studies focus on people with Down syndrome (DS). Twelve adolescents with DS participated and their cognitive control, measured by the Corsi-Block tapping test (e.g., visual working memory), the Auditory Memory span test (e.g., verbal working memory) and the Tower of London test (e.g., cognitive planning), and motor control, measured by the Purdue Pegboard (e.g., fine motor control), were measured in this study. Results indicate that if people with DS have better performance in fine manual dexterity, they will have better performance in cognitive planning and verbal working memory abilities. The co-activation hypothesis of the prefrontal area and the cerebellum may support this positive relationship. Hence, it is suggested people with DS will obtain benefits in cognitive control by participating in further motor intervention.  相似文献   

Examination of a Group Counseling Model of Career Decision Making With College Students          下载免费PDF全文

P. Clay Rowell  A. Keith Mobley  Gulsah Kemer  Amanda Giordano 《Journal of College Counseling》2014,17(2):163-174

The authors examined the effectiveness of a group career counseling model (Pyle, 2007 ) on college students’ career decision‐making abilities. They used a Solomon 4‐group design and found that students who participated in the career counseling groups had significantly greater increases in career decision‐making abilities than those who did not participate in the groups. Implications for counseling and future research are discussed.  相似文献   

Is Peer Interaction Necessary for Optimal Active Learning?     

Debra L. Linton  Jan Keith Farmer  Ernie Peterson 《CBE life sciences education》2014,13(2):243-252

Meta-analyses of active-learning research consistently show that active-learning techniques result in greater student performance than traditional lecture-based courses. However, some individual studies show no effect of active-learning interventions. This may be due to inexperienced implementation of active learning. To minimize the effect of inexperience, we should try to provide more explicit implementation recommendations based on research into the key components of effective active learning. We investigated the optimal implementation of active-learning exercises within a “lecture” course. Two sections of nonmajors biology were taught by the same instructor, in the same semester, using the same instructional materials and assessments. Students in one section completed in-class active-learning exercises in cooperative groups, while students in the other section completed the same activities individually. Performance on low-level, multiple-choice assessments was not significantly different between sections. However, students who worked in cooperative groups on the in-class activities significantly outperformed students who completed the activities individually on the higher-level, extended-response questions. Our results provide additional evidence that group processing of activities should be the recommended mode of implementation for in-class active-learning exercises.  相似文献   

THE CRIB CARD EXAMINATION SYSTEM     

Keith Trigwell 《Assessment & Evaluation in Higher Education》1987,12(1):56-65

The crib card examination system has features in common with conventional, open‐book and take home examinations, and appears to combine many of the advantageous features of each of these systems. This paper presents the findings of preliminary studies of some of the characteristics of crib card examinations. The examination results obtained with card use were similar to those in conventional examinations; students’ anxiety about examinations was reduced; and time was not wasted during the examination. However, the claim that card use may enhance learning was not substantiated; in fact the cards may encourage surface rather than deep approaches to learning.  相似文献   

Effects of manipulating relative and absolute motion information during observational learning of an aiming task.     

S A Al-Abood  K Davids  S J Bennett  D Ashford  M Martinez Marin 《Journal of sports sciences》2001,19(7):507-520

In the visual perception perspective of observational learning, the manipulation of relative and absolute motion information in visual demonstrations optimally directs learners' search towards appropriate task solutions. We assessed the effect of emphasizing transformational information and removal of structural information using point-light kinematic displays in approximating the model's relative motion patterns. Participants viewed computer-simulated point-light demonstrations or normal video demonstrations before and intermittently throughout 100 acquisition trials with knowledge of results on an underarm modified-dart aiming task. On the next day, all participants performed 20 retention trials without demonstrations. The kinematics of spatial and temporal coordination and control variables were examined relative to the model's action, as well as performance scores. The results indicated that approximation of the model's spatial and temporal coordination and control patterns was achieved after observation of either type of demonstrations. No differences were found in movement outcomes. In a second experiment, the effects of manipulating absolute motion information by slow-motion demonstrations were examined relative to real-time demonstrations. Real-time demonstrations led to a closer approximation to the model's spatial and temporal coordination patterns and better outcome scores, contradicting predictions that slow-motion displays convey intact relative motion information. We speculate that the effect of visual demonstration speed on action perception and reproduction is a function of task constraints--that is, novelty or familiarity of relative motion of demonstrated activities.  相似文献   

Teacher behavior, student interest and affective learning: putting theory to practice     

Keith Weber  Matthew Martin  Brian Patterson 《Journal of Applied Communication Research》2001,29(1):71-90

Students of Project Adapt (PA), an instructional program for at-risk middle school students in Brooklyn NY, have displayed startling improvement on cognitive outcome measures. Teacher given grades and standardized tests illuminate the progress students have made since entering the program. The current investigation attempts to analyze PA on students' affective responses in a pre/post-test experimental design. Upon entering PA, students completed measures of interest, affect, and their previous teachers' behavior (pre). These ratings were then compared to end of year ratings on the same instruments (post). Results indicate students' perceive PA teachers utilizing different behaviors than their previous teachers. Additionally, student affect and interest increased significantly. Results of this study have implications for both instructional researchers and educational practitioners.  相似文献   

Going Dutch: The Development of Collaborative Practices Between Higher Education and Museums and Galleries     

Liz Smith  Keith Walker 《The International Journal of Art & Design Education》2003,22(1):36-46

This study reports on a very successful collaboration between teacher education courses in Manchester and Amsterdam and the Van Gogh Museum in Amsterdam. The central aim of the initiative was to promote and sustain partnerships between Higher Education (HE) institutions, public galleries and schools with a view to developing, delivering and sharing good practice in art and design within a European context.  相似文献