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   

Toward multimodal inquiry: opportunities,challenges and implications of multimodality for research and scholarship     

Ioana Literat  Anna Conover  Elizabeth Herbert-Wasson  Karen Kirsch Page  Joseph Riina-Ferrie  Rachael Stephens 《高等教育研究与发展》2018,37(3):565-578

In this article, we suggest that we are witnessing a challenge to the hegemony of text-based knowledge in academic scholarship, brought about by newly available modes of expression, and a cultural shift in our notions of reading and writing, authorship, and networked knowledge production. The central question we address here concerns the implications of widening our ideas of acceptable forms of inquiry, analysis and representation in academic scholarship. As a collective of scholar-practitioners exploring new modes of expression and working both within and outside the formal structures of academia, we argue for the increasing significance of multimodal research in the contemporary context of academic inquiry. By more equitably valuing different ways of thinking, knowing and communicating, multimodal research can facilitate wider and more diverse participation in the production of knowledge, offer a more nuanced and ethical mode of inquiry, emphasize different ways of knowing and connecting, and make scholarship more broadly accessible beyond academic contexts. Here, we analyze the key opportunities facilitated by multimodal inquiry, as well as the obstacles that stand in the way of a wider adoption of this type of research in higher education.  相似文献   

ActivPAL™ determined sedentary behaviour,physical activity and academic achievement in college students     

Mireia Felez-Nobrega  Charles H. Hillman  Kieran P. Dowd  Eva Cirera  Anna Puig-Ribera 《Journal of sports sciences》2018,36(20):2311-2316

The aim of this study was to examine relationships between activPAL?-determined sedentary behavior (SB) and physical activity (PA) with academic achievement. A total of 120 undergraduates (N = 57 female; 20.6 ± 2.3 years) participated in the study. Academic achievement was measured as the grade point average obtained from all completed courses. Participants wore on the right tight an activPAL? for 7 days to determine total sedentary time, total number of sedentary breaks, sedentary bouts, standing time, light and moderate-to-vigorous physical activity (MVPA). Separate multiple linear regression models were performed to examine associations between SB variables and academic achievement. Light PA, MVPA, total sedentary time, total standing time, or total number of sedentary breaks were not related to academic achievement. Independently of PA, the amount of time spent in sedentary bouts of 10-20min during weekdays was positively related to academic achievement. Given that college students spend the majority of their workday in environments that encourage prolonged sitting, these data suggest that interruptions in prolonged periods of sitting time every 10-20min via short breaks may optimize cognitive operations associated with academic performance.  相似文献   

Sense of extension force and angle of the knee joint are correlated between two generations of men     

Anna Bezulska  M. Naczk  Z. Adach  J. Arlet  J. Celichowski 《Journal of sports sciences》2018,36(5):565-570

Numerous motor abilities depend on the activity of proprioceptors, which has been suggested to be genetically determined. To test this hypothesis, the control of torque generated by knee extensors and knee position was studied in 30 father–son pairs both before and immediately after running. After stabilisation of the participant in a sitting position, the knee joint of his dominant leg was flexed to 90°, and the maximal voluntary torque (MVT) of the dominant knee extensors under static conditions was measured. The participant then tried five times to produce 50% of the MVT. Next, the participant extended the knee to 45° five times without visual control. Significant correlations between the reproducibility of successive trials for groups of fathers and their sons were found. The correlation coefficients for the repeatability of the knee extension torque were 0.69 (confidence interval [CI] = 0.45–0.84; P < 0.01) and 0.75 (CI = 0.54–0.87; P < 0.01) before and after the fatiguing exercise, respectively, whereas the coefficient for the reproducibility of positioning the knee was 0.49 (CI = 0.16–0.72; P < 0.01) after the fatiguing exercise. Our results indicate a significant influence of hereditary factors on the control of limb torque and position.  相似文献   

What motivates students? A study on the effects of teacher leadership and students’ self-efficacy     

Anna Öqvist  Malin Malmström 《International Journal of Leadership in Education》2018,21(2):155-175

Students’ educational motivation is significant for performance and achieving learning, but little is known about what fuels such motivation. Educational motivation is regarded as the drive and inner state that energise educational activities, facilitate learning and channel behaviour towards achieving educational goals. Educational motivation paves the way for students to learn and acquire the knowledge that is essential for successful study outcomes. This article aims to explore what determines students’ educational motivation. Building on the self-determination theory, we modelled the influence of teachers’ leadership and students’ self-efficacy on students’ educational motivation. We used survey data from a sample of upper secondary school students in Sweden; we received a total of 993 answers, equal to a response rate of 74%. The results show that students’ self-efficacy and teacher leadership are of extreme importance for students’ educational motivation, and that highly efficacious students lose most educational motivation when the teacher’s leadership is poor. The results thus support the importance of teachers’ leadership for encouraging student learning.  相似文献   

Atomism,holism and structuralism: costs and benefits of a minimalist ontology of the world     

Anna Marmodoro 《Metascience》2018,27(3):421-425

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Taking the Floor: Models,Morals and Management in a Wall Street Trading Room     

Anna Thieser 《Journal of Cultural Economy》2020,13(2):252-255

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Food intake and appetite following school-based high-intensity interval training in 9–11-year-old children     

Anna Morris  Robert Cramb 《Journal of sports sciences》2018,36(3):286-292

Using a randomised cross-over design, free-living lunch intake and subjective appetite were examined in 10 children (9.8 ± 0.6 years) following high-intensity interval training (HIIT) versus a control sedentary (SED) period, within a school setting. The 22-min HIIT took place during a regular PE lesson and consisted of two rounds of 4 × 30 s sprints. Foods were offered at a regular school lunch immediately following HIIT and SED and were matched between conditions. All food was covertly weighed before and after the meal. Hunger, fullness and prospective consumption were reported immediately before and after HIIT/SED, using visual analogue scales. Heart rate was higher during HIIT than SED (159.3 ± 23.1 vs. 76.9 ± 2.2 bpm, P < 0.05). Lunch energy intake was not different (P = 0.52) following HIIT, compared to SED (2.06 ± 0.35 vs. 2.09 ± 0.29 MJ, respectively). There were no significant differences in macronutrient intake or subjective appetite (P > 0.05). Results suggest that HIIT can be implemented in a PE lesson immediately before lunch, without causing a compensatory increase in food consumption.  相似文献