Cognitive Load Theory as a Tool for Expertise Development     

Rikers  Remy M.J.P.  Van Gerven  Pascal W.M.  Schmidt  Henk G. 《Instructional Science》2004,32(1-2):173-182

This special issue is dedicated to recentdevelopments within cognitive load theory (CLT)and identifies some instructional implicationsof the interaction between informationstructures and cognitive architecture. Thepresent article discusses the different studiesin this special issue. An important conclusionis that recent CLT research recognizes thelearners' level of expertise as an importantfactor mediating the relation between cognitivearchitecture, information structures, andlearning outcomes. In this context, we discussthe role of expertise in CLT research and therole of CLT in expertise research. Based onthis discussion, the use of CLT as a tool todevelop expertise is identified as a verypromising approach.  相似文献   

Facing Facts in U.S. Science and Mathematics Education: Where We Stand,Where We Want to Go     

McKnight  Curtis C.  Schmidt  William H. 《Journal of Science Education and Technology》1998,7(1):57-76

The Third International Mathematics and Science Study (TIMSS) provides data that seems clearly important to science and mathematics education in the U.S. TIMSS gathered extensive data on curriculum, textbooks, teachers, and instructional practices in science and mathematics education and some of these data are presented and discussed. Eighth grade achievement data show the U.S. to be somewhat above average in science achievement but consistently average or below in mathematics. U.S. official curricula cover comparatively many topics and are relatively unfocused. U.S. science and mathematics textbooks typically take a cautious, inclusive approach keeping traditional content while adding new reform topics. They thus lack. Teachers, without guidance to help them focus, typically divide their attention among many topics. Empirically, there is little agreement in the U.S. on what is truly basic judging by common topics among curricula and textbooks. U.S. teaching, at least in mathematics, is teacher and moves among many different activities, failing to tell a coherent story. We must face these as we seek to find ways to become what we want to be in providing science and mathematics education.  相似文献   

Using Quality Circles to Enhance Student Involvement and Course Quality in a Large Undergraduate Food Science and Human Nutrition Course   总被引：1，自引：2，他引：1  

S.J. Schmidt  M.S. Parmer  D.M. Bohn 《Journal of Food Science Education》2005,4(1):2-9

ABSTRACT: Large undergraduate classes are a challenge to manage, to engage, and to assess, yet such formidable classes can flourish when student participation is facilitated. One method of generating authentic student involvement is implementation of quality circles by means of a Student Feedback Committee (SFC), which is a volunteer problem-solving and decision-making group that communicates student-generated input to the teaching team for the purpose of improving the course content, structure, and environment in the present and redesigning it for the future. Our objective was to implement a SFC in a large introductory Food Science and Human Nutrition (FSHN 101) course to enhance student involvement and course quality. Overall, the SFC provided a continuous and dynamic feedback mechanism for the teaching team, a beneficial experience for the SFC members, and an opportunity for class members to confidentially share their input to enhance the quality of the course throughout the semester. This article includes a brief introduction of the use of quality circles in higher education classrooms, as well as our methods of implementation and assessment after using the SFC for 3 semesters (Spring 2003, Fall 2003, and Spring 2004).  相似文献   

Peer versus staff tutoring in problem-based learning     

Henk Schmidt  Arie Van Der Arend  Irma Kokx  Louis Boon 《Instructional Science》1994,22(4):279-285

Effects of student versus staff tutoring on student learning in a problem-based, health sciences curriculum were studied. Academic achievement of 334 tutorial groups guided by staff tutors was compared with achievement of 400 groups guided by student tutors. In addition, students rated their tutor's performance on four behaviors considered critical to facilitating student learning. Overall, students guided by a staff tutor achieved somewhat better. In terms of practical significance, the difference was, however, fairly small. Staff tutors were rated as more knowledgeable and their contributions as more relevant. In addition, they asked stimulating questions to a larger extent. However, an interaction effect was found between the ratings and the year of study: Peer tutors displayed the supportive behaviors more extensively in the first year, whereas staff tutors' ratings were higher as the curriculum advanced. These results were interpreted in terms of the cognitive congruence framework.Parts of this article have been presented to the Annual Meeting of the American Educational Research Association, Atlanta, GA, April, 1993.  相似文献   

Using Food Science Demonstrations to Engage Students of All Ages in Science,Technology, Engineering,and Mathematics (STEM)     

Shelly J. Schmidt  Dawn M. Bohn  Aaron J. Rasmussen  Elizabeth A. Sutherland 《Journal of Food Science Education》2012,11(2):16-22

Abstract: The overarching goal of the Science, Technology, Engineering, and Mathematics (STEM) Education Initiative is to foster effective STEM teaching and learning throughout the educational system at the local, state, and national levels, thereby producing science literate citizens and a capable STEM workforce. To contribute to achieving this goal, we have assembled six food science demonstrations for use at all educational levels and have presented these lessons to students at the elementary through higher education levels. The focus of this article is to share these food science demonstrations and our experiences using them so that others can use them for engaging students in STEM disciplines, through food science, at any educational level. Featured demonstrations include: (1) liquid nitrogen ice cream: a matter of changing phases, (2) seeing our senses work together, (3) whipping up the cream, (4) milk versus dark: what is the difference?, (5) counting calories by burning them, and (6) culinary spherification: the wonders of cross‐linking. Overall, our experience with using these demonstrations has been very positive. Students appear engaged in the learning process and love to consume the demonstration end products. Downloadable handouts containing demonstration details for each demonstration are available as supporting information.  相似文献   

On personal and collective dimensions of agency in doctoral training: medicine and natural science programs     

Kai Pekka Hakkarainen  Susanna Wires  Jenni Keskinen  Sami Paavola  Pasi Pohjola  Kirsti Lonka 《Studies in Continuing Education》2014,36(1):83-100

The purpose of the present study was to investigate knowledge-creating agency by examining doctoral students' accounts of their pursuits, using structured interviews. We examined all of the talk apparently related to agency of 13 doctoral students taking part in collective doctoral training in two, highly regarded Finnish research communities (natural science and medicine). The doctoral process involved the participants pursuing article-based theses based on collectively shared research problems and journal articles co-authored with the supervisor and other senior researchers. Based on the qualitative analysis of the interviews, three categories of agentic talk were identified, respectively, for three proposed types of knowledge-creating agency: personal, distributed, and ‘object-related’. Personal agency involved participants' reflection on their academic competence, self-efficacy, and personal strengths and weaknesses. Distributed agency played an important role in assisting these participants overcoming challenges; this includes sharing of expertise, receiving social support, and having a sense of collective efficacy. Object-related agency, in turn, represented integration of a doctoral student's efforts with those of her immediate research community while pursuing shared research objects (e.g., co-authored articles). Apart from issues of agency which, the authors propose, are raised in the interviews, the data provide content-rich accounts of the collective nature of doctoral experiences.  相似文献   

The Undergraduate Professional School Professor     

Edna Schmidt 《College Teaching》2013,61(1)

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From the Editors: Do Your Part for Resource Sharing—Add to the Knowledge Base Through Writing and Publishing     

LeEtta M. Schmidt  Rebecca Donlan 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(3):123-126

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When the Pilot Is Over: Picking the Program and Making It Stick,Purchase on Demand at the University of South Florida     

LeEtta M. Schmidt 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(1):59-66

In 2008 the Interlibrary Loan department of the University of South Florida, Tampa, began a Purchase on Demand program, using interlibrary loan requests to supplement Collection Development practices. After three years the program was analyzed for effectiveness and compared to other programs currently in operation. To achieve a complete evaluation, interlibrary loan patrons were surveyed on their awareness and use of the Purchase on Demand program. This article combines the analysis of USF's program with recommendations gained through administration and evaluation of Purchase on Demand.  相似文献   

The Florida State Libraries Resource Sharing Initiative: Did the Predictions Pan Out?     

LeEtta M. Schmidt  Dennis Smith 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(3-4):63-76

This article revisits discussion from “The Florida State Libraries Resource Sharing Initiative: Unity Among a Disparate Group” (Schmidt & Smith, 2012) on the implementation of a new resource sharing program within the Florida State University Libraries called UBorrow. The program and its effects are assessed after 2 years with comparison to the project launch's original predictions.  相似文献