The shuffling of mathematics problems improves learning     

Doug Rohrer  Kelli Taylor 《Instructional Science》2007,35(6):481-498

In most mathematics textbooks, each set of practice problems is comprised almost entirely of problems corresponding to the immediately previous lesson. By contrast, in a small number of textbooks, the practice problems are systematically shuffled so that each practice set includes a variety of problems drawn from many previous lessons. The standard and shuffled formats differ in two critical ways, and each was the focus of an experiment reported here. In Experiment 1, college students learned to solve one kind of problem, and subsequent practice problems were either massed in a single session (as in the standard format) or spaced across multiple sessions (as in the shuffled format). When tested 1 week later, performance was much greater after spaced practice. In Experiment 2, students first learned to solve multiple types of problems, and practice problems were either blocked by type (as in the standard format) or randomly mixed (as in the shuffled format). When tested 1 week later, performance was vastly superior after mixed practice. Thus, the results of both experiments favored the shuffled format over the standard format.  相似文献   

Training in phonemic segmentation: The effects of visual support     

Mariëtte T. Kerstholt  Dr Wim H. J. van Bon  Rob Schreuder 《Reading and writing》1994,6(4):361-385

Two experimental studies examined the effects of different types of phonemic segmentation training on phonemic segmentation, reading and spelling. Children with learning disabilities, who were weak in phonemic segmentation, were trained with the use of diagrams and alphabet letters, with alphabet letters only, or with no visual support at all (the control condition). For this purpose three computer-assisted training programs were developed. In the first experiment, 48 children were assigned to one of the three programs. The training period lasted five weeks. Although in each training program the children improved their phonemic segmentation skill, there were no significant differences among the three training programs. This result may have been influenced by the different types of feedback that were provided in the three training programs. In a second experiment, therefore, these differences in feedback were eliminated and 49 different children were trained with the same three programs. The results of this experiment, however, were the same as those of the first experiment. The finding that visual support had no beneficial effects could therefore not be attributed to differences in explicit feedback. It was concluded that with these children, in contrast to preschoolers, phonemic segmentation training using visual support does not have any advantage over auditory training alone. The results of this study indicate that preschoolers and children with reading and spelling problems cannot be treated in the same way. It underlines the importance of further examination of the problems that poor readers and poor spellers encounter in grasping the structure of spoken language.  相似文献   

Introducing technology education to young children: A design,make and appraise approach     

Dr. Marilyn Fleer 《Research in Science Education》1992,22(1):132-139

The National Statement on Technology Education will soon be released in Australia. The statement advocates adesign,make andappraise approach to technology education. The document includes Year One children and provides exemplars of curriculum activities for early childhood children. Although much curriculum development in technology education for primary and early childhood has taken place in the UK, little research has been conducted within the early childhood area in Australia. This paper describes a study which sought to investigate how thedesign,make andappraise approach could be implemented within early childhood using existing materials, procedures and teaching programmes. In particular, the pre-school programme was considered to see if the approach was suitable for young children, and if girls could be encouraged into this newly defined area of study. Specializations: early childhood science education, early childhood technology education.  相似文献   

Conceptions of water-related phenomena     

Dr R. A. Schibeci  A. Fetherstonhaugh  S. Griffin 《Research in Science Education》1993,23(1):259-265

Water is an important resource. Surprisingly, research into students' conceptions of water has been confined largely to studies of change of state. This paper reports the results of interviews about underground water, water pollution, the water cycle, and change of state). There were 45 students interviewed about these phenomena: all were in Year 9 or Year 10 in Western Australia from three schools, two country, on emetropolitan. In addition, 715 students in Years 9 and 10 in five government schools, three metropolitan and two country, completed a teacher-made, water topic test. Students appear to have a good understanding of some water-related phenomena, such as the water cycle, but have conceptions about other phenomena, such as the water table, which are not in accord with scientific views. As others have reported, interviews reveal that students often use scientific language without understanding. Specializations: educational technology and the teaching-learning process; public understanding of science and technology.  相似文献   

The role of group work using computational exploratory learning environments within children's learning in science     

Dr. Zoe Zoni Kavogli 《Research in Science Education》1993,23(1):349-350

Specializations: science education, educational computing, science teacher education.  相似文献   

Polishing up the pattern: The ending ofThe Owl Service     

Andrew Taylor 《Children‘s Literature in Education》1992,23(2):93-100

Andrew Taylor has worked in both Primary and Secondary schools and now teaches at North Riding College, Scarborough, in North Yorkshire, England. He is soon to begin a secondment to the National Curriculum Council in York, as a Professional Officer for English. He has published previously on the Real Books controversy in the teaching of reading and is interested in the use of literature as a support for young children's writing.  相似文献   

Teaching beliefs of non‐formal environmental educators: a perspective from state and local parks in the United States     

Edward W. Taylor  Mary Caldarelli 《Environmental Education Research》2004,10(4):451-469

The purpose of this study was to investigate the teaching beliefs of non‐formal environmental educators who work in state and local parks. Findings reveal that teaching beliefs are much more complex than purported in the literature. Three broad insights are offered: including roles and responsibilities of the non‐formal environmental educator, various approaches, and conceptions and characteristics of non‐formal environmental education. The implications are important for training future non‐formal environmental educators in local and state parks.  相似文献   

Associations between school-level environment and science classroom environment in secondary schools     

Dr Jeffrey P. Dorman  Barry J. Fraser  Campbell J. McRobbie 《Research in Science Education》1995,25(3):333-351

This article describes a study of links between school environment and science classroom environment. Instruments to assess seven dimensions of school environment (viz., Empowerment, Student Support, Affiliation, Professional Interest, Mission Consensus, Resource Adequacy and Work Pressure) and seven dimensions of classroom environment (viz., Student Affiliation, Interactions, Cooperation, Task Orientation, Order & Organisation, Individualisati n and Teacher Control) in secondary school science classrooms were developed and validated. The study involved a sample of 1,318 students in 64 year 9 and year 12 science classes and 128 teachers of science in Australian secondary schools. Using the class mean as the unit of analysis for student data, associations between school and classroom environment were investigated using simple, multiple and canonical correlational analyses. In general, results indicated weak relationships between school and classroom environments and they reinforced the view that characteristics of the school environment are not transmitted automatically into science classrooms.  相似文献   

The effects of feedback from students to university instructors: An experimental study     

Dr. Arie Rotem 《Research in higher education》1978,9(4):303-318

This article reports the results of an experimental study of the effects of students' evaluative feedback to university instructors. Data obtained indicated that feedback from students did not have any significant effects on the instructors' teaching performance and their perception of teaching. Some limitations of the study are discussed with suggestions for further exploration of the problem.  相似文献   

Predicting national direct student loan defaults: The role of personality data     

Dr. David H. Stockham  Jon S. Hesseldenz 《Research in higher education》1979,10(3):195-205

The purpose of this study was to determine if National Direct Student Loan defaulters could be differentiated from payers by using information available at the time the loan is made. Data from 686 repayers and 192 nonpayers were analyzed. It was found that a combination of five student characteristics was all that was needed to accurately predict which students would not repay their loans. The combination of factors which proved to have predictive value in order of importance were: grade point average at the time of the loan, ACT composite score, OPI complexity scale, the OPI anxiety level scale, and the size of the loan. The most striking outcome was that personality measures have strong predictive value in identifying future defaulters. Further validation of these findings is underway.  相似文献