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Descriptors:
Educational Media; Multimedia Materials; Educational Technology; Comparative Analysis; Computer Games; Educational Television; Comprehension; Repetition; Reinforcement; Transfer of Training; Children

Abstract:
It is increasingly common for an educational media project to span several media platforms (e.g., TV, Web, hands-on materials), assuming that the benefits of learning from multiple media extend beyond those gained from one medium alone. Yet research typically has investigated learning from a single medium in isolation. This paper reviews several recent studies to explore cross-platform learning (i.e., learning from combined use of multiple media platforms) and how such learning compares to learning from one medium. The paper discusses unique benefits of cross-platform learning, a theoretical mechanism to explain how these benefits might arise, and questions for future research in this emerging field. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Writing Assignments; Reading; Comprehension; Persuasive Discourse; Academic Discourse; Writing Processes; College Students; Foreign Students; Asians; English (Second Language); Interviews; Ethnography; Foreign Countries; Classroom Research

Abstract:
This article argues that task representation should be considered as part of the construct of classroom-based academic writing. Task representation is a process that writers move through when creating a unique mental model of the requirements for each new writing task they encounter. Writers' task representations evolve throughout the composing process and continue to change even after a writing assignment is submitted for evaluation. The article presents data from an ethnographic study of an argumentative writing-from-readings assignment given in an academic writing class. The data show that the task representations of the four participants heavily influenced the form and substance of their final written products. It was particularly difficult for these second-language writers to interpret task cues emanating from the teacher and context to understand the boundaries of the writing-from-sources task and construct appropriate task representations. Consequently, two received a score of 0% for plagiarism and one intentionally avoided part of the source use requirement of the writing task. Because the participants' writing performance was partially a result of the accuracy and appropriateness of their task representations, this article argues that task representation should be considered when defining the construct of an academic writing-from-sources assessment. (Contains 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Longitudinal Studies; Concept Mapping; Supervision; Doctoral Programs; Supervisors; Interviews; Graduate Students; Foreign Students; Foreign Countries; Doctoral Degrees; Academic Discourse; Comprehension

Abstract:
Competing notions of what a Ph.D. has been, is and should be are undercurrents in doctoral education. A longitudinal study of Ph.D. supervision based on interviews and concept mapping was used to surface understandings of the purpose of a Ph.D. This research tracks change over time for both the student and the supervisor. The data were analysed using Bernstein's horizontal and vertical discourses, describing how students can focus on "content" knowledge aspects and miss out on key "process" understanding. A discussion follows on how the pedagogic discourse of supervision can work towards a balance of knowledge and understanding. (Contains 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Mathematics; Numbers; Comprehension; College Students; College Mathematics; Case Studies; Student Experience

Abstract:
The aim of this paper is to examine students' understanding of the limiting behavior of a function from [set of real numbers][superscript 2] to [set of real numbers] at a point "P." This understanding depends on which definition is used for a limit. Several definitions are considered; two of these concern the notion of a neighborhood of "P", while another two are directed at the consistency of limits obtained by restricting the function to lines or half-lines passing through "P". A case study is presented involving four university students studying Mathematics. Comments are made about their abilities in working with each definition, associated images that were evoked, and how they related one definition to another (including the issue of logical equivalence). The influence of the students' previous experience in handling limits for real functions of one variable is also discussed. (Contains 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Geometric Concepts; Mathematics Instruction; Secondary School Mathematics; Middle Schools; Comprehension; Concept Formation; Interviews; Early Adolescents; Mathematical Logic; Numeracy; Visual Perception; Urban Schools

Abstract:
The mathematical idea of similarity is typically taught to students across the middle school years between ages 11 and 14. In this study, students' understanding of presimilarity is examined based on a set of clinical interviews of 21 students aged 12-13 years. Students were asked to scale a series of geometric figures and were found to use a variety of strategies including some that incorporated both geometric and numeric reasoning. Tasks were developed that manipulated the characteristics of figures that students were required to attend to in order to explore the boundaries of numeric reasoning and to maximize the degree to which visual reasoning could be brought to bear on the task. Contrary to the literature, student use of visual reasoning did not indicate less developed conceptions of similarity. In fact, visually-based strategies supported students as they reflected on and sought to improve wholly numeric strategies. Analysis of the interview data indicated that providing students with tasks that required them to scale more complex geometric figures improved their capability to attend to the quantifiable features of shape and to the numeric relationships between them. (Contains 7 figures, 5 tables, and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Children; Autism; Pervasive Developmental Disorders; Sentences; Suprasegmentals; Comprehension; Figurative Language; Cues; Sino Tibetan Languages; Intonation; Beliefs; Intention; Theory of Mind

Abstract:
English-speaking children with Autism Spectrum Disorders (ASD) are less capable of using prosodic cues such as intonation for irony comprehension. Prosodic cues, in particular intonation, in Cantonese are relatively restricted while sentence-final particles (SFPs) may be used for this pragmatic function. This study investigated the use of prosodic cues and SFPs in irony comprehension in Cantonese-speaking children with and without ASD. Thirteen children with ASD (8;3-12;9) were language-matched with 13 typically developing (TD) peers. By manipulating prosodic cues and SFPs, 16 stories with an ironic remark were constructed. Participants had to judge the speaker's "belief" and "intention." Both groups performed similarly well in judging the speaker's "belief." For the speaker's "intention," the TD group relied more on SFPs. The ASD group performed significantly poorer and did not rely on either cue. SFPs may play a salient role in Cantonese irony comprehension. The differences between the two groups were discussed by considering the literature on theory of mind. (Contains 1 figure and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Critical Thinking; Thinking Skills; Grade 9; History Instruction; Action Research; Teaching Methods; Instructional Effectiveness; Comprehension; Scoring; Scoring Rubrics; Informed Consent; Class Activities

Abstract:
Critical thinking is the focal point missed in many students' educations. Students are taught memorization with little time left for the development of critical thinking skills which allows for a deeper understanding and a richer experience. Learning to ask appropriate questions and deduce information in order to build a deeper connection to the information is imperative. Ninth grade students at the end of history class composed a minute paper in essay format. The students described three different facts, ideas, concepts, or thoughts developed during the lesson and posed one insightful question. The minute paper afforded the students the opportunity to provide insight and reasoning into their comprehension, while cultivating their critical thinking skills. The following are appended: (1) Timeline of Events for the Study; (2) Instructions for Students; (3) Scoring Rubric; (4) The Development of Critical Thinking Study: Letter to Parents; (5) The Development of Critical Thinking Study Conducted at Friendship Christian School: Informed Consent Form; (6) Daily Scoring Rubric; (7) Supplemental Questions; (8) Teacher Weekly Survey; and (9) [Pre-Set List of Words]. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (704K)

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Grade 1; Elementary School Students; Screening Tests; Alphabets; Computation; Classification; Phonemic Awareness; Word Recognition; Decoding (Reading); Numbers; Addition; Subtraction; Phonics; Comprehension

Abstract:
The First Grade Pre-Screening is designed to be used at the start of the first grade school year so that teachers can obtain information about their incoming students. This information is intended to give teachers insight about what math and reading skills a student may or may not have at the beginning of the year. The information can aid teachers in planning instruction that will meet the needs of each student. The First Grade Pre-Screening is designed to be given in a short amount of time and to provide a simple snapshot of a student's skills. It is a first step in a relationship between the student and the first grade teacher. As the school year begins, daily interactions will allow the teacher to learn even more about the student. This will allow him or her to tailor instruction most appropriately. The First Grade Pre-Screening addresses skills based on "Indiana's Academic Standards--Kindergarten." The inventory covers skills in: (1) Counting; (2) Sorting and Classifying; (3) Patterns; (4) Phonemic Awareness; (5) Decoding and Word Recognition; (6) Identifying Numerals; (7) Adding and Subtracting; (8) Identifying Letters; (9) Phonics; and (10) Comprehension. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (887K)

Descriptors:
Engineering Education; College Students; Mathematics Skills; Problem Solving; Inquiry; Difficulty Level; Word Problems (Mathematics); Algebra; Misconceptions; Reading; Comprehension; Speech Communication; Foreign Countries

Abstract:
This paper presents another effort in determining the difficulty of engineering students in terms of solving word problems. Students were presented with word problems in algebra. Then, they were asked to solve the word problems orally; that is, before they presented their written solutions, they were required to explain how they understood the problem, and to give the processes they wanted to use in order to obtain the answer. Responses of students for each word problems would be noted. Discussions were recorded so that all responses were accounted for. Using NEA (Newman's error analysis), student's problems on reading, comprehension, transformation, and process skills can be determined by the teacher before the encoding of the solution is done. Also, the teacher directly addresses whatever misconceptions are made by the student in the process as well as of other students who are thinking the same way. More than 70% of the errors found were comprehension and transformation errors. Thus, students were given remedial classes to minimize their comprehension and transformation errors. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Aesthetics; Comprehension; Workshops; Visual Aids; Art Products; Painting (Visual Arts); Case Studies; Foreign Countries

Abstract:
In this article we introduce a research strategy that involves the making of visual maps by individuals in response to their interactions with artworks. The maps record the meaning-making processes involved in the encounters and provide us with permanent records of otherwise ephemeral experiences. The case study presented here provides data for comparisons between three visits each to two artworks exhibited at the Calouste Gulbenkian Modern Art Centre in Lisbon. We conclude that our meaning-making strategy is important for its own heuristic research value in both formal and non-formal educational contexts, as well as providing an instrument for the training of teachers and museum educators. (Contains 11 figures and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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