Reducing the prior-knowledge achievement gap by using technology-assisted guided learning in an undergraduate chemistry course     

Anna J. Lou  Susanne M. Jaeggi 《科学教学研究杂志》2020,57(3):368-392

There have been many practical obstacles for teachers to implement evidence-based educational technology, especially in STEM classrooms. By implementing learning principles related to Cognitive Load Theory, we developed an innovative Technology-Assisted Guided Learning (TAGL) approach and its web-based instructional tool, combining expertise from educational research and best teaching practices to enhance guided student-centered learning in chemistry. A total of 185 community college students were randomly assigned to learn stoichiometry through either TAGL or one of two active control interventions, traditional direct instruction and Khan Academy, a widely used web learning platform. We found that the TAGL group significantly outperformed both active control groups immediately after instruction, and furthermore, despite the fact that all groups received additional instruction in stoichiometry, the beneficial effects of TAGL compared to the control groups were maintained a month later. Notably, TAGL was able to eliminate the achievement gap between students with low prior knowledge and students with high prior knowledge. Furthermore, prior-knowledge activation was found to be especially beneficial for students with low prior knowledge. Our work contributes to existing research in learning theories and provides new insight toward the development of more effective and adaptive instructional designs. By translating research into practice, this study demonstrates the great potential of using innovative computer-based technology to improve student learning for all.  相似文献   

Zoo educators face common and specific demands and resources: an application of the JD-R model     

Daniela Sellmann  Valerie Beckmann  Sarah Panzlaff  Susanne Menzel 《Environmental Education Research》2019,25(1):92-114

Zoo educators are important communicators of the targets in education for sustainable development and therefore carry great responsibility for global environmental change. However, German zoo educators form a heterogeneous group, many of them working in non-permanent job positions and facing multiple challenges at work. Applying the job demands-resources model, our study aims at revealing factors influencing zoo educators’ job strain. Our data from eight in-depth interviews with German zoo educators confirm that they perceive common factors known from other studies, such as demands (e.g. workload) and resources (e.g. supervisory support). Besides this, job-specific factors were identified (e.g. working with humans and animals). The demands zoo educators mentioned could be classified either as job hindrances (e.g. lack of equipment) or job challenges (e.g. learning). Future studies should quantify these results to facilitate the development of appropriate measures to reduce educators’ job strain, thus enhancing their performance.  相似文献   

Kooperationsbereit oder Innovationsgegner?     

Susanne Böse  Marko Neumann  Michael Becker  Kai Maaz  Jürgen Baumert 《Zeitschrift für Erziehungswissenschaft》2018,21(6):1157-1186

The issue of implementing large-scale reforms has played an important role both in the past as well as in current debates on structural changes and quality measures in education. When putting reforms into practice, individual schools and their leaders, who take a key role in reform processes, are focused. In the context of a comprehensive school reform in Berlin, this contribution presents an implementation of the Stages of Concern Questionnaire (SoCQ, Hall and Hord 2011), which intends to assess the degree of participants’ engagement with innovations in a phased respectively stepwise approach. Recently, the SoCQ questionnaire has been used to build different profiles or types of engagement in reform. Based on N?=?196 school leaders, latent profile analyses thus served to identify five types of profiles. Altogether, they indicate that the majority of school leaders are ready to implement the reform and contribute to its optimization. A rather small group remained skeptical with regard to the school reform. With respect to individual leadership characteristics, differences in profile composition could be found for gender, school type, and professional experience.  相似文献   

The Development of Advanced Theory of Mind in Middle Childhood: A Longitudinal Study From Age 5 to 10 Years     

Christopher Osterhaus  Susanne Koerber 《Child development》2021,92(5):1872-1888

This 5-year longitudinal study investigated advanced theory-of-mind (AToM) development in 161 German 5- to 10-year-olds (89 females, 72 males). Core aspects of AToM developed nonlinearly, with children reaching a milestone at the age of 7 years, around when they attained the conceptual insight that mental states can be recursive. In late elementary school, a multicomponent battery was used. Performance on many aspects of AToM was predicted by information-processing skills (intelligence and language at 6 years), but not by the age when children acquired the basic conceptual insight; only some naturalistic, social-interpretative tasks were correlated with children’s age at acquisition. This study documents significant developmental progressions in middle-childhood AToM and suggests that different mechanisms may underlie diverse aspects of social cognition.  相似文献   

Is remote near-peer anatomy teaching an effective teaching strategy? Lessons learned from the transition to online learning during the Covid-19 pandemic     

Mitchell L. Thom  Blair A. Kimble  Kelli Qua  Susanne Wish-Baratz 《Anatomical sciences education》2021,14(5):552-561

In response to the Covid-19 pandemic, medical educators have transformed pre-clerkship anatomy curricula into online formats. The purpose of this study was to evaluate the effectiveness and student perceptions of an online near-peer anatomy curriculum. The classes of 2022 and 2023 completed identical foundational anatomy curricula in-person, whereas the class of 2024 completed an adapted curriculum for remote online learning. Quantitative and qualitative responses were used to compare attitudes between instructional methods. Assessment scores and evaluation survey responses were collected from the classes of 2022 (n = 185), 2023 (n = 184), and 2024 (n = 183). Mean assessment scores (±SD) for the classes of 2022, 2023, and 2024 were 93.64% (±5.86), 93.75% (±4.09), and 92.04% (±4.83), respectively. Post hoc group comparisons showed the class of 2024 scored significantly lower than the two previous classes [2022: (H(1) = 18.58, P < 0.001), 2023: (H(1) = 18.65, P < 0.001)]. Mean survey results concerning curriculum quality were 4.06/5.00 for the class of 2023 and 3.57/5.0 for the class of 2024 (t(365) = 2.67, P = 0.008). Considering a small effect size (η² = 0.034), there was no meaningful difference in student assessment scores. A potential drawback of online near-peer anatomy teaching remains in student perceptions of course quality; qualitative feedback suggested technological limitations and perceptions of online course instructors were partly responsible for lower student satisfaction. Following the Covid-19 pandemic, medical educators should incorporate the lessons learned from this unique educational inflection point to improve curricula moving forward.  相似文献   

Success,failure and emotions: examining the relationship between performance feedback and emotions in diagnostic reasoning     

Amanda Jarrell  Jason M. Harley  Susanne Lajoie  Laura Naismith 《Educational technology research and development : ETR & D》2017,65(5):1263-1284

Students experience a variety of emotions following achievement outcomes which stand to influence how they learn and perform in academic settings. However, little is known about the link between student outcome emotions and dimensions of performance feedback in computer-based learning environments (CBLEs). Understanding the dynamics of this relationship is particularly important for high-stakes, competency-based domains such as medical education. In this study, we examined the relationship between medical students’ (N = 30) outcome emotion profiles and their performance on a diagnostic reasoning task in the CBLE, BioWorld. We found that participants could be organized into distinct emotion groups using k-means cluster analyses based on their self-reported outcome emotion profiles: an expected positive emotion cluster and negative emotion cluster and an unexpected low intensity emotion cluster. A clear relationship was found between emotion clusters and diagnostic performance such that participants classified to the positive emotion cluster had the highest performance; those classified to the negative emotion cluster had the lowest performance; and those classified to the low intensity emotion cluster had performance outcomes that fell between the other two. Our discussion focuses on the theoretical implications of emotion classification and design recommendations for learning environments and emotional interventions in computer-based contexts.  相似文献   

Media Education in Primary Schools in Austria: Teaching Materials     

Susanne Krucsay  Gabriele Zuna‐Kratky 《Educational Media International》2013,50(2):57-62

Abstract

This article describes the questionnaire by which the Austrian Ministry of Education investigated the state of media education in primary schools, and briefly summarizes the results. It then describes the teaching materials that have been and are being produced.  相似文献   

National report on identification     

Susanne Richert  James J. Alvino  Rebecca C. McDonald 《Roeper Review》2013,35(2)

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Peer feedback content and sender's competence level in academic writing revision tasks: Are they critical for feedback perceptions and efficiency?     

Jan-Willem Strijbos  Susanne Narciss  Katrin Dünnebier 《Learning and Instruction》2010,20(4):291-303

Peer-feedback content is a core component of peer assessment, but the impact of various contents of feedback is hardly studied. Participants in the study were 89 graduate students who were assigned to four experimental and a control group. Experimental groups received a scenario with concise general (CGF) or elaborated specific (ESF) feedback by a high or low competent peer. ESF by a high competent peer was perceived as more adequate, but led to more negative affect. Students in CGF groups outperformed ESF groups during treatment. Groups with a low competent peer outperformed groups with a high competent peer during the posttest. Feedback perceptions and performance were uncorrelated.  相似文献   

Gardnerella vaginalis infection and sexual contact in female children     

David L. Ingram  Susanne T. White  Pauline R. Lyna  Kimberly F. Crews  J.E. Schmid  V.Denise Everett  G.G. Koch 《Child abuse & neglect》1992,16(6):847-853

Gardnerella vaginalis (GV) infection has been reported as being acquired via sexual contact in adults and as an indicator of sexual contact in female children (DeJong, 1985). The purpose of this study was to determine if GV infection was more commonly found in 191 female children who gave a history of sexual contact and/or were infected with Neisseria gonorrhoeae (GC) or Chlamydia trachomatis (CT) (Group 1), compared with 144 female children evaluated for possible sexual abuse and found to have no such history or infection with GC or CT (Group 2), or 31 female children (friends of the authors) without such a history or GC or CT infection (Group 3). Vaginal GV was found in 5.3% of Group 1, 4.9% of Group 2 and 6.4% of Group 3 (p > .05). Also, vaginal GV infection was not related to the type of sexual contact or race, but did increase with age in white female children. Because vaginal GV infection is not more commonly found in children with a history of sexual contact than those without such a history, the finding of GV in a vaginal culture in an individual case would not be a reliable marker of sexual contact. Routine culturing for GV is not recommended as part of a sexual abuse workup.  相似文献