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Birsu Kandemirci Anna Theakston Ditte Boeg Thomsen Silke Brandt 《Child development》2023,94(4):889-904
This study investigates the impact of evidentiality on source monitoring and the impact of source monitoring on false belief understanding (FBU), while controlling for short-term memory, age, gender, and receptive vocabulary. One hundred (50 girls) monolingual 3- and 4-year-olds from Turkey and the UK participated in the study in 2019. In Turkish, children's use of direct evidentiality predicted their source monitoring skills, which, in turn, predicted their FBU. In English, FBU was not related to source monitoring. Combined results from both languages revealed that Turkish-speaking children had better FBU than English-speaking children, and only for Turkish-speaking children, better source monitoring skills predicted better FBU. This suggests an indirect impact of evidentiality on FBU by means of source monitoring in Turkish. 相似文献
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Recently a number of institutions have begun sponsoring nondeficit science and/or technology learning experiences for parents and their middle school-aged children which are intended to be enriching rather than remedial or compensatory in purpose. Very little research documenting the effects of parental involvement in the education of older children has been reported, however. The intent of this article was to present two studies designed to determine whether middle school-aged children's attitudes and content achievement are different when they take a technology course with their parents (parent-child treatment) or with their peers (child-child treatment). The first study focused on learning about communications technology (primarily telegraphs, telephones and radios); the second study focused on microcomputers. Results indicate that parents have little affect in helping their children learn the subject matter of technology courses. Likewise, parents do not affect children's attitudes toward computers. Both results were attenuated by the fact that the students in the studies were high achievers who were interested in and motivated to learn the subject matter, regardless of treatment. Significant differences were noted for computer literacy favoring the parent-child group, however. Parents also seemed to effect children's attitudes toward the subject matter of the courses. Further research needs to be done with less appealing course content or with less motivated students to fully determine the effect of parent-child and child groupings in science and technology courses. 相似文献
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Despite the importance of scientific inquiry in science education, researchers and educators disagree considerably regarding what features define this instructional approach. While a large body of literature addresses theoretical considerations, numerous empirical studies investigate scientific inquiry on quite different levels of detail and also on different theoretical grounds. Here, only little systematic research has analysed the different conceptualisations and usages of the overarching construct of scientific inquiry in detail. To close this gap, a review of the research literature on scientific inquiry was conducted based on a widespread approach to defining scientific inquiry as activities that students engage in. The main goal is to provide a systematic overview about the range and spectrum of definitions and operationalisations used with regard to single activities of the inquiry process in empirical studies. The findings from the review first and foremost illustrate the variability in the ways these activities have been operationalised and implemented. For each activity, studies differ significantly not only with respect to the focus, explicitness and comprehensiveness of their operationalisations but also with regard to the consistency of their implementation in the form of instructional or interventional components in the study and/or in the focus of the assessment of student performance. This has significant implications regarding the validity and comparability of results obtained in different studies, e.g. in the context of discussions concerning the effectiveness of inquiry-based instruction. In addition, the interrelation between scientific inquiry, scientific knowledge and the nature of science seems to be underexplored. The conclusions make the case for further theoretical work as well as empirical research. 相似文献
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One classical instructional effect of cognitive load theory (CLT) is the worked-example effect. Although the vast majority of studies have focused on well-structured and algorithmic sub-domains of mathematics or physics, more recent studies have also analyzed learning with examples from complex domains in which only heuristic solution strategies can be taught (e.g., troubleshooting, mathematical proving). Is learning by such examples also effective, and do the same instructional design principles apply? We discuss the main findings of an own research program and of related studies that addressed such questions. We found that CLT’s basic design principles also hold true for heuristic domains: Reduce extraneous load by employing examples, maximize germane load by fostering self-explanations, prevent cognitive overload by pretraining in the case of difficult learning materials, and by focusing attention on the most relevant aspects. Other typical CLT assumptions (e.g., better provide information for novice learners) were not confirmed in its generality. The present findings extend the applicability of CLT but also identify some potentially too simplistic assumptions. 相似文献
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Silke Schworm Hans Gruber 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(2):272-281
University students are more responsible than school students for their own learning. The role of self‐regulated learning increases in virtual e‐learning course environments. Academic help‐seeking is an important strategy of self‐regulated learning, but many students fail to use this strategy appropriately. A lack of information and a perceived threat of help‐seeking may cause this effect. Among others, giving prompts is an instructional means to support students to adequately apply academic help‐seeking . A study is presented in which the effect of giving prompts on the quantity and quality of academic help‐seeking was experimentally investigated in a blended university learning course of educational science. Compared with students who received no prompts, students with prompts about the relevance of active help‐seeking had better learning outcomes, participated more actively in online learning activities, more explicitly referred to learning contents in the forums and took more initiative in starting discussions. The perceived threat of help‐seeking could not be reduced, however. 相似文献
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Schreiber-Barsch Silke Mauch Werner 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(4):515-536
International Review of Education - This article explores the potential of adult learning and education, its pivotal role in addressing social transformation and promoting global-local... 相似文献
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Self-regulation and co-regulation in early childhood – development,assessment and supporting factors
Metacognition and Learning - The development of self-regulation represents one of the hallmarks in early childhood. This special issue addresses important questions regarding the assessment and... 相似文献