摘要:

AbstractThe purpose of this study was to investigate how the use of CAI tutorial programs, incorporating advance organizers and involving various sizes of groups of subjects, would affect students' achievement scores, retention scores, and rates of learning. Used as subjects were 100 suburban high school physics students running interactive tutorial physics programs focusing on strobe simulation and displacement‐time and velocity‐time graphs. For fifty students (experimental group) an advance organizer program preceded each tutorial. The remaining fifty students (control group) had an advance non‐organizer program preceding each tutorial. While pursuing the tutorials the students worked individually or together in groups of two, three, or four. Five days were allocated for the students to repeat the four tutorials until 90% competency level was attained. Achievement and retention were measured by individually administered paper‐pencil teacher‐made tests sampling the content of all four tutorials. Rate of learning was determined for groups by the number of times the first three tutorial programs were executed in order to attain 90% competency. In the two‐way analysis of variance the only significant result at the 0.05 level pertained to group size. Results of the Tukey Test revealed that students working in groups of three and four on CAI tutorials had significantly better rates of learning than students working alone. No significant differences in achievement or retention were observed for the various groups. The implications for using CAI tutorials in physics point to grouping students in fours as a time saving and economic method of presenting material without significant loss of achievement o

ISSN:0022-4308    

DOI:10.1002/tea.3660240902

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1987

数据来源: WILEY

摘要:

AbstractA wide investigation on French pupils, ranging from the start of secondary school (grade 6, 12 years old) up to the fourth year of university has enabled the effect of the teaching of conceptions of basic electricity to be evaluated. The simplest ones disappear with teaching, but other stronger ones (“exhaustion” of current, constant current generator) resist even after many years of teaching. The authors propose the hypothesis that certain misconceptions could be produced by the very way in which pupils overcome in part the first difficulties they meet, which poses a difficult problem for physics teach

ISSN:0022-4308    

DOI:10.1002/tea.3660240903

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1987

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660240904

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1987

数据来源: WILEY

摘要:

AbstractDecision making can be defined as the process of making reasoned choices among alternatives based upon judgments consistent with the values of the decision maker. Models describing decision making generally include: identification of the problem, collection of relevant information, generation of alternatives, identification of consequences of alternatives, and selection of alternatives. This research focuses on the ability of children to generate alternatives in decision‐making tasks. The problem was to determine the differential effects of the number of features of a decision‐making situation in interview and computer‐simulation modes on the number of alternatives children generate. The study involved 208 children with equal numbers of 2nd and 4th grade boys and girls. Each child responded to three decision‐making situations either in an interview or computer‐simulation mode. The three situations varied on the number of features of the award objects. An increase in the number of features (color) of the award objects (jelly beans) in a decision‐making situation increased the number of alternatives generated. The children in this study generated more alternatives in the interview setting than with the computer

ISSN:0022-4308    

DOI:10.1002/tea.3660240905

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1987

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660240901

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1987

数据来源: WILEY