Journal of formative design in learning最新文献_第6页

Using Formative Data to Make Evidence-Based Decisions During Re-Design 在重新设计过程中使用形成性数据做出基于证据的决策

IF 1.5

Journal of formative design in learning Pub Date : 2019-11-15 DOI: 10.1007/s41686-019-00036-z

J. Phillips, James D. Klein, E. Dunne, M. Siriwardena

引用次数: 0

Supporting Case-Based Reasoning in Pharmacy Through Case Sequencing 通过案例排序支持基于案例的药学推理

IF 1.5

Journal of formative design in learning Pub Date : 2019-08-26 DOI: 10.1007/s41686-019-00035-0

A. Tawfik, Julaine Fowlin, Kristi Kelley, Max C. Anderson, Scott W. Vann

引用次数: 2

Catching the Attention of Generation Z Chemical Engineering Students for Particle Technology 粒子技术吸引Z世代化工专业学生的注意

IF 1.5

Journal of formative design in learning Pub Date : 2019-08-20 DOI: 10.1007/s41686-019-00034-1

Araceli Rodríguez, E. Díez, Ismael Díaz, J. Gómez

引用次数: 3

Examining the Effectiveness, Efficiency, and Usability of a Web-Based Experiential Role-Playing Aging Simulation Using Formative Assessment 使用形成性评估检验基于Web的体验式角色扮演衰老模拟的有效性、效率和可用性

IF 1.5

Journal of formative design in learning Pub Date : 2019-07-17 DOI: 10.1007/s41686-019-00033-2

Enilda Romero-Hall, Leonor Adams, Megan Osgood

引用次数: 7

College Students’ Career Decision-making and Career Decision-making Self-efficacy: a Case Study in Formative Assessment and Course Design 大学生职业决策与职业决策自我效能感:形成性评价与课程设计的个案研究

IF 1.5

Journal of formative design in learning Pub Date : 2019-06-01 DOI: 10.1007/s41686-019-00032-3

Jamie L. Gallo, Thomas J. Roberts

{"title":"College Students’ Career Decision-making and Career Decision-making Self-efficacy: a Case Study in Formative Assessment and Course Design","authors":"Jamie L. Gallo, Thomas J. Roberts","doi":"10.1007/s41686-019-00032-3","DOIUrl":"https://doi.org/10.1007/s41686-019-00032-3","url":null,"abstract":"College career courses are increasingly offered at colleges and universities due to economic changes as a result of performance-based funding initiatives nationwide, and in an attempt to ensure more job placements of students graduating with baccalaureate degrees (Devlin The Journal of College Placement, 34(4), 62–68, 1974; Studley 2004; Fouad et al. Journal of Career Assessment, 17(3), 338–347, 2009; Hansen and Pedersen Journal of the First Year Experience & Students in Transition, 24(2), 33–61, 2012). This case study expands on the seminal work of Gallo (2017) and assessed the effectiveness of a new interdisciplinary career exploration course at a comprehensive university that is open to all students, not just students who were undecided in their college major. The course design followed a constructivism curriculum, with opportunities for formative assessment, which resulted in a culminating final course project. Students’ career decision-making and career decision-making self-efficacy were measured utilizing a pre-test/post-test model, the Career Decision Scale (CDS), and the Career Decision Self-Efficacy Scale Short Form (CDSE-SF). The results indicated that the interdisciplinary career course curriculum had a positive effect on students’ level of career decision-making and career decision-making self-efficacy.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"108 1","pages":"88-95"},"PeriodicalIF":1.5,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138537569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

The Effect of Visual Representation in Developing Conceptual Understanding of Magnetic Force 视觉表征在发展磁力概念理解中的作用

IF 1.5

Journal of formative design in learning Pub Date : 2019-06-01 DOI: 10.1007/s41686-019-00031-4

S. Shubha, B. N. Meera

{"title":"The Effect of Visual Representation in Developing Conceptual Understanding of Magnetic Force","authors":"S. Shubha, B. N. Meera","doi":"10.1007/s41686-019-00031-4","DOIUrl":"https://doi.org/10.1007/s41686-019-00031-4","url":null,"abstract":"Science learning in general and physics learning in particular are far perceived to be complex. Various physics education researchers have substantiated that traditional teaching methods accomplish simple transmission of the physics concepts. Hence, for real learning, this necessitates interactive-engagement instruction strategies. The study initiated to understand the augmented learning difficulties experienced by students with the concept of magnetic force on a charged particle in a uniform magnetic field. As a first step in understanding, we administered pre-investigation studies for first-year Master Physics Course students by using multiple choice questions to identify learning difficulties. Responses of pretest indicate vectorial nature of physical quantity and use of right-hand rule are the conceptual difficulties which impede learning. So, to reduce the learning difficulties and to develop the conceptual framework of magnetic force, we adopted interactive simulation as a learning tool and conducted detailed student interviews. Responses of pretest questions enabled us to tailor and design the activities for effective learning in a simulation-based environment. The analysis of student interviews probes the details of how a learner processes information about the concept and noticed an improvement in developing a good reasoning skill and a coherent conceptual framework of magnetic force. In the final stage, validation test results do indicate weak intermediate stages in learning even in post-simulation experience which present need for explicit instructional implication.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"43 2 1","pages":"82-87"},"PeriodicalIF":1.5,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138537546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Development of an Online Experiment Platform for High School Biology 高中生物在线实验平台的开发

IF 1.5

Journal of formative design in learning Pub Date : 2019-06-01 DOI: 10.1007/s41686-019-00030-5

Dimitri V. Blondel, Anna Sansone, Joshua M Rosenberg, Elizabeth A Godin, Brenda W. Yang, Lawson T. Jaglom-Kurtz, Lisa Linnenbrink-Garcia, Rochelle D. Schwartz-Bloom

{"title":"Development of an Online Experiment Platform for High School Biology","authors":"Dimitri V. Blondel, Anna Sansone, Joshua M Rosenberg, Elizabeth A Godin, Brenda W. Yang, Lawson T. Jaglom-Kurtz, Lisa Linnenbrink-Garcia, Rochelle D. Schwartz-Bloom","doi":"10.1007/s41686-019-00030-5","DOIUrl":"https://doi.org/10.1007/s41686-019-00030-5","url":null,"abstract":"We developed a novel online platform, Rex (Real experiments), that immerses students in a scientific investigative process. Rex is a virtual Web-based biological science experiment platform, hosted by real scientists and uses actual lab experiments that generate real data for students to collect, analyze, and interpret. Seven neuroscience experiments use zebrafish and rats as model systems to study the effects of drugs such as tetrahydrocannabinol (THC), caffeine, alcohol, and cigarette smoke, which are of interest to high school students. We carried out a small field test of Rex in a variety of high school biology classrooms (e.g., standard, honors, AP, anatomy/physiology) to obtain student and teacher feedback about the implementation and usability of the program. We also assessed student situational interest (SI) to determine whether the Rex experiment captured students’ attention, and whether it was an enjoyable and meaningful experience. Overall, students reported a moderate level of SI after participating in the Rex experiments. Situational interest did not differ across teachers, class section, class level, or the type of experiment. In addition, we present details of the technical issues encountered in the classroom, and we provide guidance to readers who may want to use the resource in their classrooms.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"13 1","pages":"62-81"},"PeriodicalIF":1.5,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138537577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Building Capacity for Mental Health Literacy of Suicidality and Self-Injurious Behaviors: a Formative Design Investigation 自杀和自残行为心理健康素养能力建设:一项形成性设计调查

IF 1.5

Journal of formative design in learning Pub Date : 2019-05-22 DOI: 10.1007/s41686-019-00029-y

Laurie O. Campbell, Jamie Stickl Haugen, Claudia C. Sutter, Glenn W. Lambie

引用次数: 2

School-Based Attributes Instrumental in Student Success in a Florida Charter Middle School: a Formative Case Study 佛罗里达特许中学学生成功的校本属性:形成性案例研究

IF 1.5

Journal of formative design in learning Pub Date : 2019-05-07 DOI: 10.1007/s41686-019-00028-z

Nancy B. Hastings, H. Handley

引用次数: 1

Educational Design Research for the Development of a Collectible Card Game for Cybersecurity Learning 网络安全学习卡牌游戏的教育设计研究