Correction to: Lexical processes in the recognition of Japanese horizontal and vertical compounds     

Miwa  Koji  Dijkstra  Ton 《Reading and writing》2019,32(7):1909-1910

Reading and Writing - The original publication of the article contained an error  相似文献   

The relation between prior knowledge and students' collaborative discovery learning processes   总被引：1，自引：0，他引：1  

Hannie Gijlers  Ton de Jong 《科学教学研究杂志》2005,42(3):264-282

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How many words are enough? Investigating the effect of different configurations of a software scaffold for formulating scientific hypotheses in inquiry-oriented contexts     

Hovardas  Tasos  Zacharia  Zacharias  Xenofontos  Nikoletta  de Jong  Ton 《Instructional Science》2022,50(3):361-390

Instructional Science - We extended research on scaffolds for formulating scientific hypotheses, namely the Hypothesis Scratchpad (HS), in the domain of relative density. The sample comprised of...  相似文献   

Content integration as a factor in math-game effectiveness     

Sylke Vandercruysse  Judith ter Vrugte  Ton de Jong  Pieter Wouters  Herre van Oostendorp  Lieven Verschaffel  Jan Elen 《Educational technology research and development : ETR & D》2017,65(5):1345-1368

In this study we focus on the integration of mathematical learning content (i.e., proportional reasoning) in game-based learning environments (GBLE). More specifically, two kinds of GBLEs are set up: an extrinsically integrated GBLE and an intrinsically integrated GBLE. In the former environment, the mathematical content is not part of the core mechanics and structure of the gaming world. In the latter environment, the mathematical content is delivered through the parts of the game that are the most fun to play and embodied within the structure of the gaming world and the players’ interactions with it. Sixty-four vocational track students participated in the study, all of them working in either version of the self-developed GBLE “Zeldenrust”. The results of this study suggest that the way the content is integrated in a GBLE (i.e., intrinsically or extrinsically) matters: contrary to our expectations, students who played the extrinsically integrated game showed higher learning gains, motivational gains and perceived usefulness than students who played the game in which the content was intrinsically integrated.  相似文献   

Relevance of student and contextual school variables in explaining a student’s severity of violence experienced     

Ton Mooij 《Teachers and Teaching》2013,19(8):926-940

Teachers conceptualise and interpret violent behaviour of secondary students in different ways. They also differ in their estimates of the relevance of student and contextual school variables when explaining the severity of violence experienced by students. Research can assist here by explicating the role of different types of contextual school variables. The research question is twofold: (1) Do contextual school variables, in addition to a student’s personal, family and educational variables, explain a student’s violent behaviour? (2) If so, what is the role of student composition variables compared with variables indicating the social cohesion of the school? A hypothetical model was developed in which personal, family, educational and school variables of different types simultaneously explain the severity of violence experienced by a student. The method used to test the model empirically is secondary analysis of data collected in a Dutch national survey on school safety in secondary education (N students = 78,840; N schools = 219). Severity of violence experienced is assessed by the Mokken Scale on Severity of Violence Experienced (MSSVE). Multiple regression analyses reveal that a student who is older, a young male, born in the country of residence, feels at home in another country, does not have an intact family, is not religious, is enrolled in the highest educational track and is achieving lower marks in the school subjects of language and mathematics, experiences more severe violence than other students (explained variance 3.4%). Simultaneously, different types of contextual school variables are differently relevant. Mean severity of violence experienced by students at school indicates clearly more variance (2.3%) than the combination of student composition variables (.4%). The conclusion is that the theoretical model is empirically supported, which also underlines the validity of the MSSVE. The discussion focuses on a comprehensive multilevel approach to stimulate and check improvement of social cohesion at school.  相似文献   

Effects of planning on task load,knowledge, and tool preference: a comparison of two tools     

Wilco J. Bonestroo  Ton de Jong 《Interactive Learning Environments》2013,21(2):141-153

Self-regulated learners are expected to plan their own learning. Because planning is a complex task, it is not self-evident that all learners can perform this task successfully. In this study, we examined the effects of two planning support tools on the quality of created plans, planning behavior, task load, and acquired knowledge. Sixty-five participants each worked with two versions of a planning tool. In one version, learning plans were actively constructed by the learners themselves; the other version provided learners with an adaptable computer-generated plan. The results indicated that the quality of learner-created plans was lower than computer-generated plans. Furthermore, participants reported a higher task load when they constructed the plans by themselves. However, participants gained more structural knowledge about the learning domain when they actively created plans. There was not an apparent preference for one of the tools if participants were to create a plan for someone else. However, if they were to use the plan for their own learning, participants preferred to actively create their own plans.  相似文献   

Does physics instruction foster university students' cognitive processes?: A descriptive study of teacher activities     

Monica G. M. Ferguson-Hessler  Ton De Jong 《科学教学研究杂志》1993,30(7):681-696

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Improving kindergarten teachers’ differentiation practices to better anticipate student differences     

Elma M. Dijkstra  Amber Walraven  Ton Mooij  Paul A. Kirschner 《Educational studies》2016,42(4):357-377

This article presents the findings from a teacher intervention in Dutch kindergartens aimed at improving teachers’ differentiation practices (DP) to better anticipate student differences. The intervention was designed to improve the match between student levels and curricular activities, in particular for high-ability students and consists of three components. A pretest–posttest cluster randomised design was used with three conditions: control (n = 34), pilot intervention (n = 32) and improved intervention (n = 34). Quantitative results demonstrate that the intervention fidelity was relatively high in the improved intervention. Correlations confirmed that teacher-reported DP were higher in schools where the intervention was more completely implemented. DP were enhanced in both intervention conditions, but showed greater improvement in the improved intervention. Qualitative data revealed process characteristics that reflect problems schools encounter with this intervention. Teachers can be supported in improving DP, but this requires school-wide intensive and long support.  相似文献   

University Physics Students’ Motives for Taking Part in an Orientation Teacher Education Course     

Ton Van Der Valk 《欧洲师范教育杂志》1996,19(2):153-166

A problem posing orientation teacher education course has been developed at Utrecht University for physics students. For that purpose, an inventory study of the 1995 orientation physics course was carried and is reported here. The research focus was: What were students’ initial motives for attending the orientation course? How do these motives change during the course? In this study, students were asked at three different moments to describe (the change in) their motives for taking part in the course: at the start, halfway and at the end of the course. Moreover, students’ logbooks and learning reports were analysed. Five motives have been found, the most important being the desire to learn whether being a secondary school teacher will suit them, with job prospects and acquiring presentation skills being important motives as well. These results offer a basis for the development of a preliminary ‘didactical structure’ for the course.  相似文献   

Knowledge of problem situations in physics: A comparison of good and poor novice problem solvers     

Ton de Jong  Monica G.M. Ferguson-Hessler 《Learning and Instruction》1991,1(4)

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