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Full-Text Articles in Education
Psychological Misconceptions And Expanded Refutation: Motivating And Informing Educational Practices To Elicit Conceptual Change One Misconception At A Time, Marissa Renee Bamberger
Psychological Misconceptions And Expanded Refutation: Motivating And Informing Educational Practices To Elicit Conceptual Change One Misconception At A Time, Marissa Renee Bamberger
Graduate Research Theses & Dissertations
Belief in psychological misconceptions, especially those regarding brain function and learning (i.e., neuromyths), hinders students’ decision-making and learning. This necessitates conceptual change. Using an experimental design, this dissertation examined whether a utility value instructional induction (UVII) facilitated conceptual change. Participants (N = 61) were assessed on their neuromyth endorsements and then randomly assigned to a UVII or control condition, with the UVII condition participants primed to think about experiences with and benefits of acting according to a utility value before reading refutation texts. Finally, participants were again assessed on their neuromyth endorsements. Participants were also assessed on comprehension and motivational …
The Influence Of Text On Coherence Of Story Retells, Reading Comprehension, Vocabulary Acquisition, And Eye Gaze: A Computer-Based Story Telling Task With Eye Tracking, Nicholas J. Ullrich Iii
The Influence Of Text On Coherence Of Story Retells, Reading Comprehension, Vocabulary Acquisition, And Eye Gaze: A Computer-Based Story Telling Task With Eye Tracking, Nicholas J. Ullrich Iii
Dissertations, Theses, and Capstone Projects
With the growing trend of using multimedia platforms such as YouTube to facilitate storytelling, understanding how and when to integrate text with visuals would benefit both the creators of these platforms and the young readers viewing them. The current study examined the effect of orthography on vocabulary acquisition and narrative comprehension in young readers (children in 2nd and 3rd grade, ages 6-9) during a computer-based storytelling task. We aimed to determine if having text available during storytelling benefits readers as predicted by Perfetti’s Lexical Quality Hypothesis (Perfetti & Hart, 2002), or hampers learning as predicted by Mayer’s Redundancy …
Effects Of Light Reflection On Spatial Visualization Ability And Implications For Engineering Technology Students, Petros Katsioloudis, Mildred Jones
Effects Of Light Reflection On Spatial Visualization Ability And Implications For Engineering Technology Students, Petros Katsioloudis, Mildred Jones
STEMPS Faculty Publications
Results from a number of studies indicate that the type of light generated by the reflection on the surface of different types of surfaces can influence the spatial visualization ability; however, research provides inconsistent results. Considering this, a quasi-experimental study was conducted to identify the existence of statistically significant effects on spatial visualization ability as measured by the Mental Cutting Test and Sectional View drawing ability due to the impacts of light reflection. In particular, the study compared three types of light reflection; mirror, specular and diffuse and whether a significant difference exists among engineering technology students. According to the …
A Qualitative Inquiry Into One Teacher’S Metacognitive Processes As They Influence Reading Instruction, Jennifer Antoniotti-Neal
A Qualitative Inquiry Into One Teacher’S Metacognitive Processes As They Influence Reading Instruction, Jennifer Antoniotti-Neal
Dissertations
Despite over 40 years of research on the importance of metacognitive strategy instruction for increased student reading achievement, minimal research has been conducted to explore teacher’s explicit awareness of their metacognition and their ability to think about, talk about, and write about their thinking (Block & Pressley, 2002). Therefore, this qualitative case study investigates one teacher’s understanding of metacognitive awareness and missed opportunities for metacognitive comprehension strategy instruction in a reading classroom. One fourth-grade reading teacher from a proficient rural elementary school participated in this study. The data analysis results suggest that the participant’s metacognitive knowledge was limited and comprehension …
Word Calling In 3rd And 4th Graders: Exploring Student And Teacher Characteristics, Lindsay Starr Couzens
Word Calling In 3rd And 4th Graders: Exploring Student And Teacher Characteristics, Lindsay Starr Couzens
UNLV Theses, Dissertations, Professional Papers, and Capstones
Reading difficulties in elementary school-aged children may occur when two components of reading- word identification, comprehension, or both of these skills- are weak or underdeveloped (Gough, 1972; Hoover & Gough, 1990; Joshi & Aaron, 2000; Savage, 2001). One type of reading difficulty that is frequently identified by teachers is known as "word calling." Previous research (Hamilton & Shinn, 2003; Hendricks, Reynolds & Sinatra, 2003, Meisinger, Bradley, Schwanenflugel, Kuhn, & Morris, 2009) found that teachers were not accurate in their identification of word callers (word callers). They tended to over-identify these students in their classrooms, confusing them with typical struggling readers. …
Effective Co-Viewing: Preschoolers’ Learning From Video After A Dialogic Questioning Intervention, Gabrielle Strouse, Katherine O'Doherty, Georgene Troseth
Effective Co-Viewing: Preschoolers’ Learning From Video After A Dialogic Questioning Intervention, Gabrielle Strouse, Katherine O'Doherty, Georgene Troseth
School of Education Faculty Publications
Young preschoolers rapidly acquire new information from social partners but do not learn efficiently from people on video. We trained parents to use Whitehurst’s dialogic reading questioning techniques while watching educational television with their children. Eighty-one parents coviewed storybook videos with their 3-year-old children in 1 of 4 conditions: dialogic questioning (pause, ask questions, and encourage children to tell parts of the story), directed attention (pause and comment but do not ask questions), dialogic actress (show the videos with dialogic questioning by an on-screen actress embedded in them), or no intervention (show the videos as usual). After 4 weeks, children …
Effects Of Background Context And Signaling On Comprehension Recall And Cognitive Load: The Perspective Of Cognitive Load Theory, Minjung Song
College of Education and Human Sciences: Dissertations, Theses, and Student Research
This study was designed to examine the effects of different geographical background contexts for information on comprehension, recall, and cognitive load. Two different contexts, American geographical background and Korean geographical background, were employed to frame explanations of global warming phenomena. Students’ comprehension was calibrated by two different levels of measurement, which were fact-level learning (shallow understanding) and inference-making (deep understanding). Cognitive load was gauged by self-reported levels of motivation, difficulty, and mental effort. It was hypothesized that an American context would be more familiar and Korean context less familiar for American students. It was also hypothesized that unfamiliar contexts would …
Comprehension And Retention: The Effect Of Concrete Details And Causal Structure In Scientific Narrative, Wendi Michelle Wilcken
Comprehension And Retention: The Effect Of Concrete Details And Causal Structure In Scientific Narrative, Wendi Michelle Wilcken
Theses and Dissertations
The purpose of this study was to examine two of the salient elements of instructional narratives as a guide to instructional practice. The literature summarized in this report discusses the theoretical basis for narrative impact on comprehension and retention, enumerates and defines possible salient narrative elements from the literature, and examines the instructional impact of two of these elements: concrete details and causal structure. This is intended to help provide guidance to instructional designers and teachers who desire to use narrative in science instruction. Participants included 94 high school physics students. An experimental research design of 2 (Gender) x 2 …