Effects of Instruction in Methodological Reasoning on Information Evaluation

2002 ◽  
Vol 29 (1) ◽  
pp. 5-10 ◽  
Author(s):  
Barry Leshowitz ◽  
Kristen Eignor DiCerbo ◽  
Morris A. Okun
Keyword(s):  
Scientific Method ◽  
Causal Reasoning ◽  
Comparison Group ◽  
Daily Life ◽  
Instructional Program ◽  
Classroom Setting ◽  
Instructional Programs ◽  
Persuasive Communications ◽  
Attitude Polarization ◽  
Interactive Classroom

In this article we describe an instructional program that focuses on applying causal reasoning and related principles of the scientific method to problems faced in daily life. In a highly interactive classroom setting, the instructor gives students repeated opportunities to apply methodological reasoning to real-world scenarios for the purpose of making informed decisions. In addition to describing the program, we report the findings of a capstone exercise that examined changes in students' beliefs toward legalization of marijuana after reading persuasive communications. Students who experienced the instructional program exhibited less bias in evaluating information and less attitude polarization than students in a comparison group. We discuss the implications of these findings for developing and evaluating instructional programs in methodological reasoning in psychology.

Mobile Technology to Support the Interactive Classroom

2017 ◽  
Vol 12 (4) ◽  
pp. 38-47 ◽  
Author(s):  
Habib M. Fardoun ◽  
Hachem Awada
Keyword(s):  
Mobile Devices ◽  
Mobile Technology ◽  
Mobile Application ◽  
Daily Life ◽  
Network Access ◽  
Class Session ◽  
Routine Work ◽  
Modern System ◽  
Interactive Classroom ◽  
The Common

At the current classrooms, teachers continue using traditional techniques for monitoring the class. However, there are more participation of mobile devices, and concretely, the tablets. In addition, the network access by both students and teachers in daily life is something usual and a routine work. For this reason, the authors propose the introduction at the classes of a system whose target is to facilitate teacher's labour in the common tasks that are done over the class session. Thus, through a mobile application and a centralized platform of students' data, the authors obtain an interactive and modern system that facilitates teacher's labour.

Evaluating the Learning Effectiveness of Using Web-Based Instruction

2011 ◽  
pp. 1740-1751
Author(s):  
Sherry Y. Chen
Keyword(s):  
Instructional Program ◽  
Learning Performance ◽  
Instructional Programs ◽  
Master's Students ◽  
Web Based ◽  
Perceptions And Attitudes ◽  
Web Based Instruction ◽  
Post Test ◽  
Based Instruction ◽  
The Web

The use of Web-based instruction is becoming widespread in higher education; however, much remains to be learned about how different learners react to such instructional programs. The study presented in this article evaluates students’ learning performance and their perceptions in a Web-based instructional program, which was applied to teach students how to use HTML in Brunel University’s Department of Information Systems and Computing. Sixty-one master’s students participated in this study. A number of interesting interactions were found. Students’ task achievements were affected by the levels of their previous system experience. On the other hand, the post-test and gain scores were positively influenced by their perceptions and attitudes toward the Web-based instructional program. The implications of these findings are discussed.

The Use of Single-subject Time-series Designs in Adapted Physical Activity

1984 ◽  
Vol 1 (1) ◽  
pp. 19-29 ◽  
Author(s):  
E.J. Watkinson ◽  
D.L. Wasson
Keyword(s):  
Physical Activity ◽  
Time Series ◽  
Instructional Program ◽  
Single Subject ◽  
Adapted Physical Activity ◽  
Mentally Handicapped ◽  
Instructional Programs ◽  
University Of Alberta ◽  
Reversal Design ◽  
The University

The individualized nature of instructional programs for the mentally handicapped often makes group designs inappropriate in adapted physical activity research. Single-subject time-series designs are suitable for use in investigating the acquisition, maintenance, and generalization of motor skills when the research involves small numbers of subjects. These designs require the collection of data before, and during or after treatment. Three single-subject time-series designs are described and illustrated with data from studies in the PREP Play Program, an instructional program for young mentally handicapped children at the University of Alberta. The simple time-series design has severe limitations for use as a research tool, but is appropriate for use by teachers or practitioners who are monitoring previously tested treatments in physical activity programs. The repeated time-series or reversal design can be used to investigate the maintenance or generalization of effects after treatments are withdrawn. The multiplebaseline design is recommended for researchers or practitioners who wish to assess the effects of instructional programs on different subjects or different dependent variables.

Navigational Aids and Learner Control in Hypermedia Instructional Programs

1998 ◽  
Vol 18 (2) ◽  
pp. 183-196 ◽  
Author(s):  
Patricia A. Burke ◽  
Jennifer L. Etnier ◽  
Howard J. Sullivan
Keyword(s):  
Learner Control ◽  
Instructional Program ◽  
Instructional Programs ◽  
Linear Path ◽  
Navigational Aids

This study examined the effects of learner control and navigational aids on performance in a hypermedia instructional program. Results indicated that students who were permitted to move freely within the program and had access to navigational aids, interacted more with the program and this was associated with higher performance on the posttest. The findings revealed that students who had control over the sequence of their instruction deviated from a linear path significantly more often when provided with navigational aids such as those used in this study. Navigational aids may provide a structure that promotes more explanatory behavior or interaction for students under learner control conditions.

Classroom-Based Narrative and Vocabulary Instruction: Results of an Early-Stage, Nonrandomized Comparison Study

2014 ◽  
Vol 45 (3) ◽  
pp. 204-219 ◽  
Author(s):  
Sandra Laing Gillam ◽  
Abbie Olszewski ◽  
Jamison Fargo ◽  
Ronald B. Gillam
Keyword(s):  
High Risk ◽  
Early Stage ◽  
Vocabulary Instruction ◽  
First Grade ◽  
Instructional Program ◽  
Low Risk ◽  
Classroom Setting ◽  
Speech Language Pathologist ◽  
Clinically Significant ◽  
The Impact

PurposeThis nonrandomized feasibility study was designed to provide a preliminary assessment of the impact of a narrative and vocabulary instruction program provided by a speech-language pathologist (SLP) in a regular classroom setting.MethodForty-three children attending 2 first-grade classrooms participated in the study. Children in each classroom were divided into high- and low-risk subgroups on the basis of their performance on a narrative test. Narrative and vocabulary instruction was provided by an SLP in 1 classroom for three 30-min periods per week for 6 weeks.ResultsThe children in the experimental classroom made clinically significant improvements on narrative and vocabulary measures; children in the comparison classroom did not. Within the experimental classroom, children in the high-risk subgroup demonstrated greater gains in narration and fewer gains in vocabulary than children in the low-risk subgroup. There were no subgroup differences in the comparison classroom.ConclusionThese preliminary results provide early evidence of the feasibility of implementing a narrative instruction program in a classroom setting. Children at a high risk for language difficulties appeared to profit more from the narrative instruction than from the embedded vocabulary instruction. More extensive research on this instructional program is warranted.

Physicians’ Daily Life and the Scientific Method

2011 ◽  
pp. 651-657
Author(s):  
Ton J. Cleophas ◽  
Aeilko H. Zwinderman
Keyword(s):  
Scientific Method ◽  
Daily Life

scholarly journals Positive Cognition and Timing of Self-Administered App for Test-Taking Anxiety

2019 ◽  
Vol 11 (1) ◽  
pp. 36
Author(s):  
Rocio E. Hernandez ◽  
Mary Lou de Leon Siantz ◽  
Christiana M. Drake ◽  
Kupiri W. Ackerman-Barger
Keyword(s):  
Eye Movement ◽  
Web Application ◽  
Daily Life ◽  
Classroom Setting ◽  
Convenience Sample ◽  
Eye Movement Desensitization Reprocessing ◽  
Test Taking ◽  
9Th Grade ◽  
The Ideal

A self-administered application was designed to reduce anxiety using a modified Eye Movement Desensitization Reprocessing (EMDR) model. The purpose of this study was to calibrate the EMDR web application for timing and desired self-belief to reduce test taking anxiety prior to an academic exam. Five classrooms of 9th grade students from a convenience sample (N=132) were randomly assigned to different timing groups of EMDR exposure (30 seconds, 1 minute, 2 minutes, and 5 minutes).  One minute was identified as the ideal time for exposure. “I got this” was selected from 5 choices (I’m good enough; I’m smart enough; I can do this; I got this; and I’m ok) and a self-reported other as the desired self-belief phrase before an examination as well as in daily life. This information was used to test the application for efficacy before an algebra examination in the next phase of research and can be applied both in a group classroom setting and individually.

Comparisons of Beginning Literacy Programs: Alternative Paths to the Same Learning Outcome

1997 ◽  
Vol 20 (2) ◽  
pp. 160-168 ◽  
Author(s):  
Dean Traweek ◽  
Virginia W. Berninger
Keyword(s):  
Grade Level ◽  
First Grade ◽  
Instructional Program ◽  
Literacy Programs ◽  
Instructional Programs ◽  
Students At Risk ◽  
Achievement Outcomes ◽  
Achievement Outcome ◽  
Whole Word ◽  
Relative Gains

University-based researchers consulted with first-grade teachers in a comparison of Integrated Reading-Writing (IR-W) and DISTAR programs in comparable urban schools with students “at risk” for literacy problems. Students in the two programs made comparable relative gains in achievement outcomes in word recognition from the beginning to the end of first grade. Level of orthographic and phonological awareness at the end of the first grade, but not instructional program, predicted level of reading achievement at the end of first grade. However, differences in processes underlying end-of-year achievement outcome were observed. Children in Integrated Reading-Writing tended to acquire orthographic-phonological connections at the whole word and subword levels, whereas children in DISTAR tended to acquire only subword connections. No differences were noted in developmental level of composition between the two instructional programs at the middle or end of first grade when coded compositions were available. The results are consistent with the notion that there is more than one way to learn to read and write.

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