Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Educational Assessment, Evaluation, and Research (2)
- Educational Psychology (2)
- Science and Mathematics Education (2)
- Teacher Education and Professional Development (2)
- Cognitive Neuroscience (1)
-
- Cognitive Psychology (1)
- Engineering (1)
- Engineering Education (1)
- Higher Education (1)
- Higher Education and Teaching (1)
- Junior High, Intermediate, Middle School Education and Teaching (1)
- Life Sciences (1)
- Neuroscience and Neurobiology (1)
- Online and Distance Education (1)
- Psychology (1)
- Social and Behavioral Sciences (1)
- Institution
- Publication
- Publication Type
Articles 1 - 4 of 4
Full-Text Articles in Education
Integrating Cognitive Science With Innovative Teaching In Stem Disciplines, Mark A. Mcdaniel, Regina F. Frey, Susan M. Fitzpatrick, Henry L. Roediger Iii
Integrating Cognitive Science With Innovative Teaching In Stem Disciplines, Mark A. Mcdaniel, Regina F. Frey, Susan M. Fitzpatrick, Henry L. Roediger Iii
Books and Monographs
This volume collects the ideas and insights discussed at a novel conference, the Integrating Cognitive Science with Innovative Teaching in STEM Disciplines Conference, which was held September 27-28, 2012 at Washington University in St. Louis. With funding from the James S. McDonnell Foundation, the conference was hosted by Washington University’s Center for Integrative Research on Cognition, Learning, and Education (CIRCLE), a center established in 2011. Available for download as a PDF. Titles of individual chapters can be found at http://openscholarship.wustl.edu/circle_book/.
Deconstructing Maths Anxiety: Helping Students To Develop A Positive Attitude Towards Learning Maths, Sarah Buckley
Deconstructing Maths Anxiety: Helping Students To Develop A Positive Attitude Towards Learning Maths, Sarah Buckley
Dr Sarah Buckley
Higher maths ability is often believed to go hand-in-hand with greater levels of general intelligence. At the same time, many students have a negative attitude towards maths. Maths anxiety is defined in the research literature as feelings of concern, tension or nervousness that are experienced in combination with maths. In 2005, researchers in the United States estimated that approximately 20 per cent of the US population were highly maths anxious. Given the cultural similarities between the US and Australia, we can assume that the percentage would be comparable here. Research in education, cognitive psychology and neuroscience shows that anxiety can …
Corrective Feedback And Second Language Acquisition: Differential Contributions Of Implicit And Explicit Knowledge, Mandana Rohollahzadeh Ebadi
Corrective Feedback And Second Language Acquisition: Differential Contributions Of Implicit And Explicit Knowledge, Mandana Rohollahzadeh Ebadi
Mandana Rohollahzadeh Ebadi
ABSTRACT The issue of error correction remains controversial in recent years due to the different positions of interface toward implicit and explicit knowledge of ESL learners. This study looks at the impacts of implicit corrective feedback in the form of recast on implicit and explicit knowledge of adult ESL learners. In an experimental study, lower-intermediate learners first were taught the grammatical features; then they completed communicative tasks during which the experimental group received recast and the control group received no feedback when an error occurred. Acquisition was measured by means of tests designed to measure implicit and explicit knowledge. Results …
Efficacy Of A Growth Mindset Intervention To Increase Student Achievement, Paula Benee' Boozer Wilkins
Efficacy Of A Growth Mindset Intervention To Increase Student Achievement, Paula Benee' Boozer Wilkins
Education Dissertations and Projects
This research investigation examined the effectiveness of Brainology © , an online/classroom based curriculum, targeted to increase student motivational behavior and academic achievement. Five middle schools within an urban school district in the piedmont region of North Carolina participated in this study. Seventh-grade students and their teachers were the targeted sample (N=684).
A number of school motivational constructs were measured (mindset, effort beliefs, academic self-efficacy, interest and engagement in science, motivation in science, and use of study skills strategies). Teacher ratings of student motivational behavior were used and student academic achievement in math and science was calculated by quarterly grades …