排序方式： 共有84条查询结果，搜索用时 15 毫秒
81.
Khajeloo Mojtaba Birt Julie A. Kenderes Elizabeth M. Siegel Marcelle A. Nguyen Hai Ngo Linh T. Mordhorst Bethany R. Cummings Keala 《International Journal of Science and Mathematics Education》2022,20(2):237-254
International Journal of Science and Mathematics Education - This study presents a glimpse into the private classrooms of biology instructors and the way they practice formative assessments within... 相似文献
82.
Comparing common mathematical errors to correct examples may facilitate learning, even for students with limited prior domain knowledge. We examined whether studying incorrect and correct examples was more effective than studying two correct examples across prior knowledge levels. Fourth- and fifth-grade students (N = 74) learned about decimal magnitude in a brief tutoring session. Students were randomly assigned to two conditions: 1) comparing correct and incorrect examples (incorrect condition) or 2) comparing correct examples only (correct condition). The incorrect condition helped students learn correct procedures and key concepts more than the correct condition, including reducing misconceptions. Students’ prior knowledge of decimals did not interact with condition. Students’ explanations during the intervention revealed that those in the incorrect condition more frequently discussed correct concepts (e.g., the magnitude of a decimal and identifying misconceptions). Overall, contrasting incorrect examples with correct examples can help students learn correct concepts and procedures. 相似文献
83.
Justin M. Luningham Christine E. Merrilees Laura K. Taylor Marcie Goeke-Morey Peter Shirlow Bethany Wentz E. Mark Cummings 《Child development》2021,92(3):904-918
Burgeoning evidence identifies the influence of fathers and, relatedly, fathers in the family context (e.g., family conflict), on adolescent adjustment. However, little is known about the significance of fathers’ presence in contexts of environmental risk. In a unique social–political context of economic and sociopolitical adversity, this study examined relations between adolescent adjustment, fathers’ presence, and family conflict in families in Belfast, Northern Ireland. Based on responses from 999 adolescents (M = 12.18 years; SD = 1.82) and their mothers, participating from 2006 to 2012, fathers’ presence was linked with reduced internalizing symptoms, and family conflict was related to both internalizing and externalizing problems. The discussion considers the implications for understanding family dynamics related to adolescent adjustment in contexts of environmental adversity. 相似文献
84.
Bethany Huntington James Goulding Nicola J. Pitchford 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1273-1291
Interactive apps are commonly used to support the acquisition of foundational skills. Yet little is known about how pedagogical features of such apps affect learning outcomes, attainment and motivation—particularly when deployed in lower-income contexts, where educational gains are most needed. In this study, we analyse which app features are most effective in supporting the acquisition of foundational literacy and numeracy skills. We compare five apps developed for the Global Learning XPRIZE and deployed to 2041 out-of-school children in 172 remote Tanzanian villages. A total of 41 non-expert participants each provided 165 comparative judgements of the five apps from the competition, across 15 pedagogical features. Analysis and modelling of these 6765 comparisons indicate that the apps created by the joint winners of the XPRIZE, who produced the greatest learning outcomes over the 15-month field trial, shared six pedagogical features—autonomous learning, motor skills, task structure, engagement, language demand and personalisation. Results demonstrate that this combination of features is effective at supporting learning of foundational skills and has a positive impact on educational outcomes. To maximise learning potential in environments with both limited resources and deployment opportunities, developers should focus attention on this combination of features, especially for out-of-school children in low- and middle-income countries.
Practitioner notes
What is already known about this topic- Interactive apps are becoming common to support foundational learning for children both in and out of school settings.
- The Global Learning XPRIZE competition demonstrates that learning apps can facilitate learning improvements in out-of-school children living in sub-Saharan Africa.
- To understand which app features are most important in supporting learning in these contexts, we need to establish which pedagogical features were shared by the winning apps.
- Effective learning of foundational skills can be achieved with a range of pedagogical features.
- To maximise learning, apps should focus on combining elements of autonomous learning, motor skills, task structure, engagement, language demand and personalisation.
- Free Play is not a key pedagogical feature to facilitate learning within this context.
- When developing learning apps with primary-aged, out-of-school children in low-income contexts, app developers should try to incorporate the six key features associated with improving learning outcomes.
- Governments, school leaders and parents should use these findings to inform their decisions when choosing an appropriate learning app for children.