The power of refutational text: changing intuitions about the interpretation of box plots     

Lem  Stephanie  Onghena  Patrick  Verschaffel  Lieven  Van Dooren  Wim 《European Journal of Psychology of Education - EJPE》2017,32(4):537-550

European Journal of Psychology of Education - Graphicacy is an important skill in today’s society; however, the interpretation of graphs proofs to be more difficult than it might seem. In...  相似文献   

The Work of the International Electrotechnical Commission     

Wim Koeter 《Educational Media International》2013,50(4):15-18

The IEC has a large number of technical committees and sub-committees working in the fields of electrical, electronic and radio engineering. Many of these committees are doing work which is relevant to educational technology. However, in many cases only a small part of their work is of interest to us. Because most of the work which is relevant to educational technology is in the field of interest of IEC TC60, a special sub-committee under TC60 was established for education.  相似文献   

Various ways to determine rational number size: an exploration across primary and secondary education     

González-Forte  Juan Manuel  Fernández  Ceneida  Van Hoof  Jo  Van Dooren  Wim 《European Journal of Psychology of Education - EJPE》2020,35(3):549-565

European Journal of Psychology of Education - Understanding rational numbers is a complex task for primary and secondary school students. Previous research has shown that a possible reason is...  相似文献   

Reading Comprehension of Dutch Deaf Children     

Loes N. Wauters  Wim H. J. Van Bon  Agnes E. J. M. Tellings 《Reading and writing》2006,19(1):49-76

In this study, the reading comprehension of deaf children and adolescents in the Netherlands is examined along with their word identification. The reading comprehension of 464 deaf students and the word identification of 504 deaf students between 6 and 20 years of age was examined. The results show the reading comprehension scores of deaf children to be far below the scores of hearing children. On average, the deaf subjects scored at a level equivalent to a hearing child in the first grade. The word identification scores of the deaf children, however, were almost equivalent to the scores of hearing children. Although reading comprehension and word identification appear to be related, this relation does not completely explain the comprehension difficulties encountered by deaf children. Additional factors are required to explain deaf children’s difficulties with reading comprehension.  相似文献   

Measuring perceived social presence in distributed learning groups   总被引：1，自引：0，他引：1  

Karel Kreijns  Paul A. Kirschner  Wim Jochems  Hans van Buuren 《Education and Information Technologies》2011,16(4):365-381

Social presence—the degree to which ‘the other’ in a communication appears to be a ‘real’ person—has captured the attention of those dealing with learning in groups through computer-supported collaborative learning environments. The concept is important because it affects participation and social interaction, both necessary for effective collaboration and knowledge construction. This article reports on the construction and validation of a self-reporting (Dutch-language) Social Presence Scale to determine perceived social presence in distributed learning groups using computer-supported collaborative learning environments. The result is a one-dimensional scale consisting of five items with an internal consistency of .81. We used a nomological network of similar constructs for further validation. The findings suggest that the Social Presence Scale has potential to be useful as a measure for social presence.  相似文献   

Word stress production in three‐year‐old children at risk of dyslexia     

Elise De Bree  Frank Wijnen  Wim Zonneveld 《Journal of Research in Reading》2006,29(3):304-317

We investigated Dutch word stress acquisition in 3‐year‐old children at risk of dyslexia (children with at least one parent or older sibling with reading difficulties) and normally developing children, in order to shed light on language acquisition delays in children at risk of dyslexia, as well as to investigate further phonological deficits in dyslexia. The children had to repeat non‐words with stress patterns varying in regularity. Both the at‐risk and control children performed better on imitation of regular stress targets and worse on irregular and prohibited stress patterns. However, the at‐risk children showed more difficulty imitating irregular and prohibited patterns, and had lower percentages phonemes correct than the control group. The results can be interpreted as a delay in word stress acquisition in the at‐risk group. The findings thus point towards a phonological deficit early in language development.  相似文献   

On strategies of educational innovation: Between substitution and transformation   总被引：1，自引：0，他引：1  

Wim Westera 《Higher Education》2004,47(4):501-517

The innovation of education seems to beself-evident. Boosted by a wide range of newtechnologies, educational institutes all overthe world are innovating their educationalsystems, in order to extend their services, toimprove their performances or to reduce costs.The apparent self-evidence of educationalinnovation hardly prompts the educational staffto reflect on the very idea of innovation andits consequences. This paper treats the basicprinciples that support the phenomenon oftechnology-induced educational innovation. Itaims to contribute to a better insight andunderstanding of its implications to anyoneengaged in education. It also aims to effect agrowing awareness of the premises on technologyand to support the right attitude to realiseimprovements in practice. The paper goes intostrategies of change, while discussing bothsubstitutional and transformational strategies.It explains its supposed differences byreferring to the philosophical frameworks ofJaspers, Heidegger and Borgmann. Starting fromBorgmann's ``devices paradigm', four principlesfor educational innovations are formulated,referring to the transparency and interactivityof educational technologies, the socio-culturalsignificance of products, the importance ofvalues beyond efficiency and the political biasinvolved with technological innovation.  相似文献   

Implementing ICT in education faculty-wide     

Jenny Brakels  Els van Daalen  Wim Dik  Sofia Dopper  Fred Lohman  Andre van Peppen 《European Journal of Engineering Education》2002,27(1):63-76

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The Misspecification of the Covariance Structures in Multilevel Models for Single-Case Data: A Monte Carlo Simulation Study     

Mariola Moeyaert  Maaike Ugille  John M. Ferron  S. Natasha Beretvas  Wim Van den Noortgate 《Journal of Experimental Education》2016,84(3):473-509

The impact of misspecifying covariance matrices at the second and third levels of the three-level model is evaluated. Results indicate that ignoring existing covariance has no effect on the treatment effect estimate. In addition, the between-case variance estimates are unbiased when covariance is either modeled or ignored. If the research interest lies in the between-study variance estimate, including at least 30 studies is warranted. Modeling covariance does not result in less biased between-study variance estimates as the between-study covariance estimate is biased. When the research interest lies in the between-case covariance, the model including covariance results in unbiased between-case variance estimates. The three-level model appears to be less appropriate for estimating between-study variance if fewer than 30 studies are included.  相似文献   

Training complete engineers: Global enterprise and engineering education     

Erik De Graaff  Wim Ravesteijn 《European Journal of Engineering Education》2001,26(4):419-427

For the past few years a discussion has been going on about the specific skills and knowledge a complete engineer should possess. Apart form this discussion, a separate debate has focused on the content of an engineer's education. This article is a combination of two joint papers (De Graaff and Ravesteijn 2000, Ravesteijn and De Graaff 2000) bearing on these respective subjects, presented by the authors at the SEFI 2000 conference in Paris. The demands from industry that engineers of the future will have to meet are summarized and related to characteristics of modern training methods. It is argued that a new view on the content of the engineer's education implies, at least to a certain extent, a new set of educational tools.  相似文献