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Mitchell Weisberg 《Publishing Research Quarterly》2011,27(2):188-196
The purpose of this article is to add to the collective body of knowledge on student behavior and attitudes relative to the
adoption of digital textbooks. The article summarizes an ongoing research project that examines past, current and evolving
behavior in the classroom related to digital textbooks and school. It includes students, faculty and administrative attitudes
behaviors and perceptions. This research was undertaken at the Sawyer Business School of Suffolk University in Boston, Massachusetts.
Student attitudes and behavior toward their use of digital textbooks (eTextbooks) in higher education was examined in an ongoing
longitudinal study over two years at Sawyer Business School, Suffolk University. Students in the class were divided into six
teams. Five of the teams were assigned an eTextbook device and the sixth team was given a paper textbook for use through the
semester. The digital technologies examined were: Amazon Kindle, Sony eReader Touch, Apple iPad, enTourage eDGe, and CourseSmart.
Student attitudes and behaviors were examined pre and post class by survey each semester, and during the semesters through
quizzes, journals and classroom discussion. Differential learning was measured between the six teams. Student attitudes and
behaviors are becoming more receptive to and accepting of using digital textbooks each year. There was no significant difference
in learning between the eTextbook devices teams or between them and the paper textbook team. 相似文献
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Many standard philosophical accounts of scientific practicefail to distinguish between modeling and other types of theoryconstruction. This failure is unfortunate because there areimportant contrasts among the goals, procedures, and representationsemployed by modelers and other kinds of theorists. We can seesome of these differences intuitively when we reflect on themethods of theorists such as Vito Volterra and Linus Paulingon the one hand, and Charles Darwin and Dimitri Mendeleev onthe other. Much of Volterra's and Pauling's work involved modeling;much of Darwin's and Mendeleev's did not. In order to capturethis distinction, I consider two examples of theory constructionin detail: Volterra's treatment of post-WWI fishery dynamicsand Mendeleev's construction of the periodic system. I arguethat modeling can be distinguished from other forms of theorizingby the procedures modelers use to represent and to study real-worldphenomena: indirect representation and analysis. This differentiationbetween modelers and non-modelers is one component of the largerproject of understanding the practice of modeling, its distinctivefeatures, and the strategies of abstraction and idealizationit employs.
- 1 Introduction
- 2 The essential contrast
- 2.1 Modeling
- 2.2 Abstract directrepresentation
- 3 Scientific models
- 4 Distinguishing modeling from ADR
- 4.1 The first and secondstages of modeling
- 4.2 Third stage of modeling
- 4.3 ADR
- 4.2 Third stage of modeling
- 5 Who is not a modeler?
- 6 Conclusion: who is a modeler?
- 2 The essential contrast
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Although the development of abstract knowledge and critical thinking skills has often been extolled as an ideal and as the goal of education (Nisbett et al., 1987), much research in problem solving and other cognitive endeavours points to the role that concrete information and examples play in thinking (Medin & Ross, 1989; Reeves & Weisberg, in press). We discuss the concrete vs abstract knowledge debate in terms of the use of analogies in problem solving and conclude that exemplar‐specific details of problems and the context in which problems are learned guide the transfer of a solution principle from one base problem to a target. The content of problems—what they are about—is often more important than the more abstract, schematic solution principle in influencing retrieval of base analogues (Holyoak & Koh, 1987; Keane, 1987; Ross, 1987) and mapping of the solution principle from base to target (Gentner & Toupin, 1986; Ross, 1987, 1989; Fong & Nisbett, 1991). It is suggested that learning abstract solution principles in a domain (e.g. algebra, physics) benefits greatly when instruction is accompanied by examples illustrating those principles (Cheng et al., 1986; Fong et al., 1986) and that analogical transfer itself serves as a useful means to greater comprehension of a domain (Ross & Kennedy, 1990). 相似文献
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Deena Skolnick Weisberg Kathy Hirsh‐Pasek Roberta Michnick Golinkoff 《Mind, Brain, and Education》2013,7(2):104-112
Decades of research demonstrate that a strong curricular approach to preschool education is important for later developmental outcomes. Although these findings have often been used to support the implementation of educational programs based on direct instruction, we argue that guided play approaches can be equally effective at delivering content and are more developmentally appropriate in their focus on child‐centered exploration. Guided play lies midway between direct instruction and free play, presenting a learning goal, and scaffolding the environment while allowing children to maintain a large degree of control over their learning. The evidence suggests that such approaches often outperform direct‐instruction approaches in encouraging a variety of positive academic outcomes. We argue that guided play approaches are effective because they create learning situations that encourage children to become active and engaged partners in the learning process. 相似文献
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P Weisberg 《Child development》1975,46(4):975-979
In a 2-choice preference situation involving the availability of adult-administered cuddling versus tickling stimulation, overall preferences for cuddling steadily decreased across 4 groups of children from 3 to 7 years of age. This developmental decrease was most prevalent, for both boys and girls, when the contact agents were a female cuddler versus a male tickler. The reversal of these contact-sex roles (female tickler vs. male cuddler) did not affect the developmental preference for less cuddling stimulation of the 3 oldest groups of girls; however, the youngest girls now avoided male cuddlers, while the boys were found to prefer male cuddlers at all 4 age levels. 相似文献
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Firing Squads and Fine-Tuning: Sober on the Design Argument 总被引：1，自引：0，他引：1
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