The Experts below are selected from a list of 318429 Experts worldwide ranked by ideXlab platform
Rolf Ulrich - One of the best experts on this subject based on the ideXlab platform.
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response mode does not modulate the space time congruency effect evidence for a space time mapping at a conceptual Level
Acta Psychologica, 2015Co-Authors: Verena Eikmeier, Dorothee Hoppe, Rolf UlrichAbstract:Abstract Previous studies reported a space–time congruency effect on response time, supporting the notion that people's thinking about time is grounded in their spatial sensorimotor experience. According to a strong view of metaphoric mapping, the congruency effect should be larger for responses that differ in their spatial features than for responses that lack such differences. In contrast, a weaker version of this account posits that the grounding of time is based on higher-Level spatial concepts. In this case, response mode should not modulate the size of the space–time congruency effect. In order to assess these predictions, participants in this study responded to temporal stimuli either manually or vocally. Response mode did not modulate the space–time congruency effect which supports the weaker view of metaphoric mapping suggesting that this effect emerges at a higher Cognitive Level.
Abdalla Radwan Ismail Ateya Lukandu - One of the best experts on this subject based on the ideXlab platform.
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collaborative problem solving using public social network media analyzing student interaction and its impact to learning process
International Journal of Digital Information and Wireless Communications, 2013Co-Authors: Melvin Ballera, Abdalla Radwan Ismail Ateya LukanduAbstract:This paper examines the use of social network media at three aspects in African and Libyan perspective. Firstly, to use social network media as an open network learning environment that provide service for interaction necessary for learners to support socialization and collaboration during problem solving. Secondly, to use social media as a tool to support blended learning in e-learning system and encourage non-native English students to express their ideas and fill the gap of communication problems. Thirdly, to analyze the interaction of the learner in social media threaded messages and its relation to group and individual performance using different social schema and social network analyses. Quasi-experimental results indicate that there is an increase on the Cognitive Level of students at different Level while qualitative results reveal that it helps deepen learning, memorable, have freedom to express opinions and lessen pressure and increase communication and socialization.
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collaborative problem solving using public social network media analyzing student interaction and its impact to learning process
International Journal of Digital Information and Wireless Communications, 2013Co-Authors: Melvin Ballera, Abdalla Radwan Ismail Ateya LukanduAbstract:This paper examines the use of social network media at three aspects in African and Libyan perspective. Firstly, to use social network media as an open network learning environment that provide service for interaction necessary for learners to support socialization and collaboration during problem solving. Secondly, to use social media as a tool to support blended learning in e-learning system and encourage non-native English students to express their ideas and fill the gap of communication problems. Thirdly, to analyze the interaction of the learner in social media threaded messages and its relation to group and individual performance using different social schema and social network analyses. Quasi-experimental results indicate that there is an increase on the Cognitive Level of students at different Level while qualitative results reveal that it helps deepen learning, memorable, have freedom to express opinions and lessen pressure and increase communication and socialization.
Jeff C Marshall - One of the best experts on this subject based on the ideXlab platform.
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interactions between classroom discourse teacher questioning and student Cognitive engagement in middle school science
Journal of Science Teacher Education, 2013Co-Authors: Julie Smart, Jeff C MarshallAbstract:Classroom discourse can affect various aspects of student learning in science. The present study examines interactions between classroom discourse, specifically teacher questioning, and related student Cognitive engagement in middle school science. Observations were conducted throughout the school year in 10 middle school science classrooms using the Electronic Quality of Inquiry Protocol, which is designed, among other things, to measure observable aspects of student Cognitive engagement and discourse factors during science instruction. Results from these observations indicate positive correlations between students’ Cognitive engagement and the following aspects of classroom discourse: questioning Level, complexity of questions, questioning ecology, communication patterns, and classroom interactions. A sequential explanatory mixed-methods design provides a detailed look at each aspect of classroom discourse which showed a positive effect on student Cognitive Level during science instruction. Implications for classroom practice, teacher education, and professional development are discussed.
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the relationship of teacher facilitated inquiry based instruction to student higher order thinking
School Science and Mathematics, 2011Co-Authors: Jeff C Marshall, Robert M HortonAbstract:Commissions, studies, and reports continue to call for inquiry-based learning approaches in science and math that challenge students to think critically and deeply. While working with a group of middle school science and math teachers, we conducted more than 100 classroom observations, assessing several attributes of inquiry-based instruction. We sorted the observations into two groups based on whether students both explored underlying concepts before receiving explanations and contributed to the explanations. We found that in both math and science classrooms, when teachers had students both explore concepts before explanations and contribute to the explanations, a higher percent of time was spent on exploration and students were more frequently involved at a higher Cognitive Level. Further, we found a high positive correlation between the percent of time spent exploring concepts and the Cognitive Level of the students, and a negative correlation between the percent of time spent explaining concepts and the Cognitive Level. When we better understand how teachers who are successful in challenging students in higher-order thinking spend their time relative to various components of inquiry-based instruction, then we are better able to develop professional development experiences that help teachers transition to more desired instructional patterns.
Nurul H. Astuti - One of the best experts on this subject based on the ideXlab platform.
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applying venn diagram to present bloom s Cognitive Level of students of a physics learning about light refraction using developed independent lab work module and phet simulation bending light
Journal of Science & Science Education, 2018Co-Authors: Nurul H. Astuti, Debora Natalia Sudjito, Diane NoviandiniAbstract:Evaluation shows the effectiveness of teaching and learning of a class. Mostly teachers provide evaluation in low Cognitive Level so students are able to achieve the minimum passing grade. Whereas a good evaluation should use Bloom’s Taxonomy as a basis for classifying student’s Cognitive Level. It leads teacher to provide a learning that facilitates student’s achievement of high Cognitive Level, including using independent lab work module. Teachers also typically provide a global report evaluation, i.e. providing the final score only, without presenting the distribution of students’ Cognitive Level. For this purpose, Venn Diagram is used to show the distribution of students’ Cognitive Level based on Bloom Taxonomy. This research aimed to present the distribution of students’ Bloom Cognitive Level using Venn Diagram and to investigate whether the development of independent lab work module about light refraction using PhET simulation “Bending Light“ can make students achieve the Cognitive Levels of knowing, understanding, applying, and analyzing. The obtained data was analyzed using qualitative descriptive method. The respondents were 17 freshmen of Physics Education and Physics Students of UKSW Batch 2016. The post-test showed that all students achieved higher Cognitive Levels. Thus, the developed independent lab work module was able to improve students’ Cognitive Level. Venn Diagram could also simplify the presentation of the distribution of students’ Bloom Cognitive Level for teachers.
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using venn diagram to analyze student s Cognitive Level based on bloom s taxonomy on the development independent lab work module development about light refraction
2017Co-Authors: Nurul H. AstutiAbstract:Tidak diijinkan karya tersebut diunggah ke dalam aplikasi Repository Perpustakaan Universitas .
Martin R Fellenz - One of the best experts on this subject based on the ideXlab platform.
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using assessment to support higher Level learning the multiple choice item development assignment
Assessment & Evaluation in Higher Education, 2004Co-Authors: Martin R FellenzAbstract:This paper describes the multiple choice item development assignment (MCIDA) that was developed to support both content and higher Level learning. The MCIDA involves students in higher Level learning by requiring them to develop multiple choice items, write justifications for both correct and incorrect answer options and determine the highest Cognitive Level that the item is testing. The article discusses the benefits and limitations of the scheme and presents data on the largely positive student reactions to the scheme. The development of the MCIDA also serves as an example for how traditional summatively oriented assessment procedures can be developed into tools that directly support student learning.