ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1994.tb00103.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

AbstractThe technical capabilities and educational potential of computers have increased in recent years. The advent of technologies such as CD‐ROM may exacerbate an existing trend in the use of computers in education whereby values are transmitted to students without educators fully understanding the process. The implications of CD‐ROM technology for the teaching of implicit and explicit values are discussed, and a social value paradigm is proposed as a partial answer to the prob

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1994.tb00104.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

AbstractThis paper addresses the question of whether or not we need to design text differently for older readers. Research with relatively simple text indicates that there is little firm evidence to suggest that making design changes for older readers (except for increasing type‐sizes) facilitates their performance. However, some research with more complex text settings suggest that changes made to facilitate the understanding of complex text actually appear tohinderolder readers. These findings suggest that older readers should play a part in the user‐testing stage of the development of instructional t

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1994.tb00105.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

AbstractPrint‐handicapped people enrolled at any level of the education system are expected to acquire the same information as their peers who are readers of printed text. Research which compares performance rates of reading print with auding of materials read onto tape generally reports substantially higher performance by readers of print. The different strategies employed by readers and listeners are said to be responsible for the variation in performance.This article describes the development of one method and the associated instrumentation which permits a more exact comparison of reading and listening performance. It ensures that important factors such as word rate, timing, inter‐word pauses, and overall presentation duration are identical for visual or audio presentations. The inclusion of these factors enables a more direct comparison of reading performance with listening performance at a range of presentation speeds, including accelerated presentations from time‐compressed tapes. An investigation which employed this technique for comparing reading and listening performance has provided new findings on how readers and listeners operate. This should provide a more complete understanding of the benefits and limitations of accelerated reading and listening techniques in the educational co

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1994.tb00106.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

AbstractConcept maps have been used to present information and to facilitate learning by students constructing their own maps, but there have been few studies on concept maps as a tool for research into the nature of student learning and the evaluation of the effectiveness of teaching. In setting concept mapping exercises two main issues have been identified, the framework in which students construct their maps (ie the instructions and assistance provided) and procedures for analyzing complete maps. Students taking a history course at a distance, generated concept maps after studying an introductory teaching unit on quantum mechanics. Analysis of the maps and comparison with the unit authors’map showed students’failure to identify‘radiation’as a central concept and to make links between concepts considered essential by the authors. Inspection of the teaching material indicated that‘radiation’as a central concept was implicit rather than directly explained. Analysis of students’descriptions of relationships between concepts identified different levels of description, with a group of students consistently responding at higher level than the rest of the sample. The study confirmed the usefulness of concept maps as a tool for research and evaluation and their potential for development as qualitative measure

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1994.tb00107.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1994.tb00108.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1994.tb00109.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1994.tb00110.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1994.tb00111.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1994.tb00112.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY