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Full-Text Articles in Education
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 …
Understanding The Design Context For Australian University Teachers: Implications For The Future Of Learning Design, Susan Bennett, Lisa Thomas, Shirley Agostinho, Lori Lockyer, Jennifer Jones, Barry Harper
Understanding The Design Context For Australian University Teachers: Implications For The Future Of Learning Design, Susan Bennett, Lisa Thomas, Shirley Agostinho, Lori Lockyer, Jennifer Jones, Barry Harper
Faculty of Education - Papers (Archive)
Based on the premise that providing support for university teachers in designing for their teaching will ultimately improve the quality of student learning outcomes, recent interest in the development of support tools and strategies has gained momentum. This article reports on a study that examined the context in which Australian university teachers design in order to understand what role design support tools and strategies could play. In-depth interviews were conducted with 30 academics across 16 Australian universities. The findings suggest that most Australian university teachers have a high degree of flexibility in their design decisions suggesting that opportunities exist for …
Seasonal Differences In Physical Activity And Sedentary Patterns: The Relevance Of The Pa Context, Pedro Silva, Rute Santos, Gregory Welk, Jorge Mota
Seasonal Differences In Physical Activity And Sedentary Patterns: The Relevance Of The Pa Context, Pedro Silva, Rute Santos, Gregory Welk, Jorge Mota
Faculty of Social Sciences - Papers (Archive)
The aim of this pilot study was to characterize seasonal variationin the moderate to vigorous physical activity (MVPA) and sedentarybehavior of Portuguese school youth, and understand theinfluence of activity choices and settings. The participants inthis study were 24 students, aged 10-13 years. Accelerometersmeasured daily PA over 7 consecutive days, in different seasonsMay - June and January - February. In summer, boys accumulatedmore minutes in MVPA (928 minutes/week) than girls(793 minutes/week). In winter the pattern was reversed withgirls accumulating more activity than boys (736 minutes/weekvs. 598 minutes/week). The repeated measures ANOVA revealedsignificant effects for season (F = 5.98, p = 0.023) …
Ethnic Differences In Adolescent Mental Health Trajectories And The Influence Of Racism And Context: The Determinants Of Adolescent Social Well-Being And Health (Dash) Study, Thomas E. Astell-Burt, Maria J. Maynard, Erik Lenguerrand, Seeromanie Harding
Ethnic Differences In Adolescent Mental Health Trajectories And The Influence Of Racism And Context: The Determinants Of Adolescent Social Well-Being And Health (Dash) Study, Thomas E. Astell-Burt, Maria J. Maynard, Erik Lenguerrand, Seeromanie Harding
Faculty of Social Sciences - Papers (Archive)
Abstract presented at the Society for Longitudinal and Life Course Studies Inaugural Conference, 22-24 September 2010, Cambridge, United Kingdom.
Teacher Knowledge Activated In The Context Of Designing Problems, Barbara Butterfield, Mohan Chinnappan
Teacher Knowledge Activated In The Context Of Designing Problems, Barbara Butterfield, Mohan Chinnappan
Faculty of Social Sciences - Papers (Archive)
The investigation of teachers' knowledge that informs practice in the mathematics classroom is an important area for research. This issue is addressed in our larger research program which is aimed at characterising the complexity and multi-dimensionality of this knowledge. A report on an earlier phase of this program (Butterfield & Chinnappan, 2010) showed that pre-service teachers tended to activate more common content knowledge than content that is required for teaching. We build on this previous work by examining the kinds of knowledge that a cohort of pre-service teachers activated in the context of designing a learning task.
Conteúdo, Intencionalidade E Prática Docente [Content, Intentionality And Teaching Practices], Karl M. Lorenz
Conteúdo, Intencionalidade E Prática Docente [Content, Intentionality And Teaching Practices], Karl M. Lorenz
Education Faculty Publications
O trabalho explora a relação entre a prática docente e as fontes de conteúdos acadêmicos e pedagógicos, especificamente o livro didático. Central a essa discussão é a premissa que os compêndios escolares do passado possam oferecer-nos uma ideia da atuação do professor em sala de aula. Através da analise do seus conteúdos pode-se inferir certos comportamentos pedagógicos do professor. Características dos livro escolares, tais como a natureza e organização dos conteúdos de saber; a presença e localização de quadros, tabelas, figuras, ilustrações, problemas e exercícios na obra; o estilo narrativo do texto, as representações sociais de ideias importantes, e as …