Effectiveness of monochrome and color presentations in facilitating affective learning     

George D. Booth  Herbert R. Miller 《Educational technology research and development : ETR & D》1974,22(4):409-422

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Bookreviews     

Gilbert de Landsheere  Marten Groen  John Biggs  John F. Willatt  David Thomas  Clare Burstall  Robin Russell  J. R. Barr  Gerhard Pause  Donald E. Super  John B. Biggs  Alan C. Purves  Klaus Schleicher  Herbert A. Thelen  Neville Postlethwaite  Börje Holmberg  Kenneth Austwick  Sven Hilding  A Group of Scottish Physics Teachers 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1967,13(1):90-123

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Mastery,insight, and the teaching of chemistry     

Beall  Herbert  Trimbur  John  Weininger  Stephen J. 《Journal of Science Education and Technology》1994,3(2):99-105

The learning of chemistry is described as a process analogous to the process of making chemical discoveries. Historical examples are given to show how chemists have used their insight to break out of a conceptual loop in order to advance the science. Having the insight to make the intuitive leap necessary to break a conceptual loop is as important as having the mastery of the pertinent facts. As in making chemical discoveries, learning elementary chemistry requires developing insight as well as acquiring mastery of the facts. However, current general chemistry teaching tends to teach facts first and insight later. Suggestions for improving this situation so that insight and facts are learned together are given. Finally, the nature of insight is probed more deeply and presented as a two-step process where the first step is an evaluation of the perceptions about science which are held. Once the student, teacher, or researcher has a clear evaluation of the validity of the perceptions that he or she holds, further significant progress toward understanding or scientific discovery is possible.  相似文献   

Major Differences: Variations in Undergraduate and Graduate Student Mental Health and Treatment Utilization Across Academic Disciplines     

Sarah Ketchen Lipson  Sasha Zhou  Blake Wagner III  Katie Beck  Daniel Eisenberg 《Journal of College Student Psychotherapy》2016,30(1):23-41

This article explores variations in mental health and service utilization across academic disciplines using a random sample of undergraduate and graduate students (N = 64,519) at 81 colleges and universities. We report prevalence of depression, anxiety, suicidality, and self-injury, and rates of help-seeking across disciplines, including results from multivariate logistic regressions. We find significant variations: Students in humanities and art and design are significantly more likely to have mental health problems; and for students with apparent mental health problems, treatment rates are lowest among those in business and engineering. Noting these variations could enhance efforts to promote student mental health, particularly within academic departments.  相似文献   

Early-grade reading support in rural South Africa: A language-centred technology approach     

Castillo  Nathan M.  Wagner  Daniel A. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(3):389-408

International Review of Education - This article describes a short-term longitudinal study conducted in low-performing rural primary schools in South Africa. The authors were involved in developing...  相似文献   

Look and listen: There is no substitute     

Robert W. Wagner 《Educational technology research and development : ETR & D》1962,10(2):119-123

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The creative educational film     

Robert W. Wagner 《Educational technology research and development : ETR & D》1962,10(4):275-283

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Profiles of educators     

Krishna Kumar  Serge Wagner  Ananda W. P. Guruge  Miguel Soler Roca  Francisco Gomes de Matos 《Prospects》1989,19(4):591-619

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What about classroom Communicators?     

Herbert P. Froehlich 《Educational technology research and development : ETR & D》1963,11(3):19-26

Conclusion Note that the comparisons presented in this paper serve only as a springboard in pointing out some of the advantages and limitations of the Classroom Communicator. Like the bicycle and the automobile, each serving a useful purpose under certain conditions, different types of teaching aids and teaching machines will find their use. Not many individuals will want to argue whether the bicycle or the automobile is better. One would hope that an out-of-context decision on the Classroom Communicator versus this or that teaching machine is not made. It is thought, however, that some empirical or logical decision might be made with respect to the use of the Classroom Communicator in the near future. This article is adapted from a paper given by the author as part of a symposium on “Automated Instruction and Programed Learning,” Southeastern Psychological Association, Louisville, Kentucky. The opinions expressed are those of Herbert P. Froehlich, who from 1959 to 1962 was a research officer on the staff of the Chief of Naval Air Technical Training, Memphis, Tennessee, and are not necessarily shared by the Department of the Navy.  相似文献   

In the bunkers of Binghamton     

Herbert London 《Academic Questions》1991,4(4):15-17

In addition to being editor ofAcademic Questions and chairman of the National Association of Scholars  相似文献