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The effect of direct instruction and web quest on learning outcome in computer science education.
(2018)
Answers to the questions of which instructional methods are suitable for school and should be applied in teaching individual subjects and also how instructional methods support the act of learning represent challenges to general education and education in individual subjects. This study focuses on the empirical examination of learning outcome with respect to two instructional methods: direct instruction and web quest. An SPF-2 × 2•2 design is used to control instructional method, time and class context. Learning outcome on QR code is assessed with reference to multiple-choice test items. The empirical findings show that learning with direct instruction performs better than web quest.
cpm.4.CSE/IRT (compact process model for Competence Science Education based on IRT models) is a process model for competence measurement based on IRT models. It allows the efficient development of measuring instruments for computer science education. Cpm.4.CSE/IRT consists of four sub processes: B1 determine items, B2 test items, B3 analyze items according to Rasch model, and B4 interpret items by criteria. Cpm.4.CSE/IRT is modeled in IDEF0, a process modeling language that is standardized and widely used. It is implemented in R, an open-source software optimized for statistical calculations and graphics that allows users to interact using the web application framework Shiny. Through coordinated processes, cpm.4.CSE/IRT ensures the quality and comparability of test instruments in competence measurement. Cpm.4.CSE/IRT is demonstrated using an example from the competence area of Modeling.
Der Beitrag thematisiert die Diskothekenanfänge der DDR vom Ende der 60er Jahre bis 1973. Er zeigt die Schwierigkeiten, Provisorien und zunehmende breite gesellschaftliche Akzeptanz dieser Unterhaltungsform. Mit der steigenden Akzeptanz sahen die kulturpolitische Entscheidungsträger wachsenden Handlungsbedarf, so dass die anfänglich relativ freie Entwicklung in die bestehenden Vorstellungen und Strukturen eingegliedert eingepasst und gelenkt wurde. Das wird im Folgenden anhand der Praxis der Eignungsgespräche, des konstruierten Zusammenhangs von Diskothek und FDJ und institutionellen Auswüchsen deutlich gemacht. Als problematisch stellen sich die örtlichen und technischen Disko-Provisorien dar, da weder die staattliche Unterhaltungstechnik noch die bestehenden Räumlichkeiten mit der Entwicklung Schritt halten konnten. Zur weiteren Veranschaulichung werden in einer kursorischen Rundreise die Anfänge der Diskothek in der DDR in fünf größeren Städten rekonstruiert.
We report on a study on syllogistic reasoning conceived with the idea that subjects' performance in experiments is highly dependent on the communicative situations in which the particular task is framed. From this perspective, we describe the results of Experiment 1 comparing the performance of undergraduate students in 5 different tasks. This between-subjects comparison inspires a within-subject intervention design (Experiment 2). The variations introduced on traditional experimental tasks and settings include two main dimensions. The first one focuses on reshaping the context (the pragmatics of the communication situations faced) along the dimension of cooperative vs. adversarial attitudes. The second one consists of rendering explicit the construction/representation of counterexamples, a crucial aspect in the definition of deduction (in the classical semantic sense). We obtain evidence on the possibility of a significant switch in students' performance and the strategies they follow. Syllogistic reasoning is seen here as a controlled microcosm informative enough to provide insights and we suggest strategies for wider contexts of reasoning, argumentation and proof.
This thesis presents the results of a series of studies (on syllogisms, on the interpretation of mathematical statements and on probabilistic thinking) conducted with the idea that different, legitimate kinds of reasoning are used by humans in a contextual way, and that therefore no single logic (e.g., classical logic) can be expected to account for this diversity.
The crucial role of interpretation is highlighted, showing how intensional and extensional reasoning may be mobilized according to it. In particular, in communication settings, this depends on our adoption of a cooperative, credulous disposition, or on the contrary, of an adversarial, sceptical one.
In reasoning about mathematics in an educational setting, students (and teachers) may be enrolled in a back and forth between believing, doubting, making sense, giving arguments and proving. These changes in dispositions imply changes in the logics used. All the studies presented show, in different ways, evidence for cooperative, intensional reasoning and, in some cases, the possibility of a shift towards the acquisition of an extensional view. This suggest that if we expect as educators the adoption of specific norms and the development of reasoning skills from students, we need first to know well what the point of departure is where they are, and that it is often not at all “irrational”.
Retrieval-based learning has been investigated in various populations. The present study examined retrieval-based learning in a sample of students at a special-needs school with educational tracks for learning and mental development. In addition, a comparison group of students at a regular school was examined. Learning conditions were manipulated within participants. In a first session, participants either received restudy cycles only, or they received alternating test and restudy cycles. A second session then comprised the opposite form of practice. In both sessions, a final test assessed memory after a short distractor phase. This procedure was the same in two experiments but with different kinds of item material. For both kinds (images and image-word pairs), a testing effect occurred, that is higher recall of tested items. These results show that lower cognitive ability or lack of experience with regularly being tested in school do not prevent students from benefiting from retrieval-based learning.
We investigated whether retrieval-based learning can facilitate the acquisition of cognitive skills, focusing on the control-of-variables strategy. This core scientific experimentation skill is regularly taught in science education classes because understanding it is essential for understanding experimental investigations in science. In the present study, participants initially read a text explaining the control-of-variables strategy. We compared the effects of subsequent retrieval practice and restudy of the text in performing a transfer test requiring the application of the control-of-variables strategy by judging the validity of a number of experimental designs. In addition, recall of the initially studied text was assessed as well. Repeated retrieval practice in combination with restudy opportunities resulted in better performance in both the transfer test and the recall test as compared to mere restudy or a single study opportunity. These findings demonstrate that retrieval practice is a useful tool for promoting deep conceptual learning.
For some people with strong motor impairments, controlling a computer with theeyes is the only possibility for human-computer interaction. In addition, gaze controlis becoming a new option as an input device for the general population as wellbecause of the increasing availability of eye-tracking technology. Yet, little is knownabout additional cognitive demands involved in gaze control and how to handlepotentially high demands when using the eyes not only for perception but also foraction. The present study shows that cognitive offloading improves performancewhen using gaze control. Memory for to-be-studied items benefitted significantlyfrom saving another set of items just studied before for later restudy. Employing cog-nitive offloading in a targeted manner may be a useful means to assist in mastering eye-gaze control.
We investigated retrieval-induced forgetting of motor sequences in samples of Chinese participants. Retrieval-induced forgetting occurs when selective retrieval of a subset of information stored in memory causes forgetting for the non-retrieved rest. This phenomenon critically depends on the organised storage of separate categories of memory representations. In studies with participants from a Western culture (Germany), a categorization in left- and right-hand movements previously had been supported by letter stimuli based on a spatial mental representation of the Roman alphabet. The same assignment of letters from the beginning or end of the alphabet to motor sequences performed either with the left- or the right-hand did not entail retrieval-induced forgetting in the present study, however (Experiment 1). In Experiment 2, visual features of displaying to-be-learned sequences additionally supported a distinction into left and right. In Experiment 3, learning trials provided verbal category labels. The occurrence of retrieval-induced forgetting in the latter two experiments suggests language-dependent organisation of non-verbal items in memory.
Two experiments examined effects of including an information about a disability in a person description on memory about that person’s traits. In Experiment 1, this information impaired correct recognition of traits of a person that had been described in correspondence to gender stereotypes. In Experiment 2, it induced false memories in accordance with stereotypes about people with disabilities. Participants’ false alarms for traits belonging to the dimension of warmth increased, whereas false alarms for traits belonging to the dimension of competence decreased. Thus, activating stereotypes through a disability prime influenced what could be recognized correctly or falsely was assumed to be recognized about a person.