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1
Xiao, Yang. "The Use of Schema Theory in the Teaching of Reading Comprehension." Frontiers in Sustainable Development 4, no. 3 (2024): 112–18. http://dx.doi.org/10.54691/qr122w34.
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Reading is one of the important links in English teaching, and it is the fundamental way for students to accept texts, acquire knowledge and exchange ideas. Schema theory refers to the use of different schemas such as form, content and language in reading teaching to help students activate the original schemas and create new ones, so as to realize the transition from passive acceptance and perception of text information to independent reorganization of text information, improve reading efficiency and further enhance students’ comprehensive ability of reading comprehension. This paper will use the schema theory, combined with the characteristics of reading teaching in junior school English teaching, to study the application of the schema theory in the middle school English reading teaching, in order to cultivate students' interest in English reading and improve their English reading ability.
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Sun, Luolan. "The Use of Schema Theory in the Continuation Task." Frontiers in Sustainable Development 4, no. 11 (2024): 96–100. http://dx.doi.org/10.54691/h5vkbx63.
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At present, many studies have proved the effectiveness of the combination of reading and writing, but there are still some problems in the actual teaching, such as the rupture of the relationship between reading and writing or the error of language structure, which cannot really implement the task of promoting writing by reading. Therefore, from the perspective of schema theory, this paper combines three types of schemas, namely, formal schema, content schema and language schema, to explore the essence of the combination of reading and writing, establish the deep connection between reading and writing, and promote the development of students' thinking quality. Schema theory offers fresh and innovative guidance for the development of the reading-to-writing instructional model, providing educators with a new perspective on how to effectively integrate reading and writing skills. Building upon this theoretical foundation, educators actively engage in exploring and refining effective strategies aimed at optimizing the current junior middle school English writing teaching landscape. These efforts are focused on enhancing the quality of instruction, fostering deeper understanding of language structures and content, and nurturing students' creative and analytical writing abilities. By leveraging the principles of schema theory, educators can create more engaging and effective learning experiences that cater to the unique needs and learning styles of junior middle school students, ultimately leading to improved outcomes in English writing proficiency.
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Wang, Chengcheng, and NORITA E. MANLY. "Cognitive Schema to Interests for English Learning of Net-Generation College Students: A Basis for English Teaching Design in Sichuan Province, China." International Journal of Education and Humanities 16, no. 2 (2024): 529–38. http://dx.doi.org/10.54097/e2hsv242.
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This study explores the impact of cognitive schemas on English learning interests among college students in Sichuan Province, China. Despite the critical role of English in providing academic and professional opportunities in a globalized economy, many students face challenges such as basic comprehension issues and lack of engagement, often exacerbated by an exam-centric education system. By applying schema theory, the research investigates how language, content, and formal schemas influence students' English learning interests. Utilizing a quantitative approach, data was gathered from 380 students through questionnaires and analyzed using statistical methods. The findings reveal gaps in language schema proficiency and low engagement in English learning, suggesting a need for personalized, interactive teaching strategies. The study provides insights into effective pedagogical practices tailored to the needs of Net-Generation students.
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Aninda Shinta Fatimatus Siha, Alan Joko Purnomo Alan, and Endang Fauziati. "A REVIEW OF SCHEMA THEORY IN STUDENTS’ READING COMPREHENSION." JPGENUS: Jurnal Pendidikan Generasi Nusantara 3, no. 1 (2025): 62–67. https://doi.org/10.61787/f8dgb784.
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This research examines the application of Schema Theory in enhancing students' reading comprehension. Schema Theory highlights the role of prior knowledge—formal, content, and linguistic schemata—in understanding texts. It emphasizes the cognitive processes through which readers connect new information with pre-existing mental structures, improving comprehension and engagement. Despite its potential, challenges such as unfamiliarity with text structures, cultural gaps, and limited vocabulary persist. The study explores instructional strategies to activate and utilize schemata effectively, including pre-reading activities (e.g., brainstorming), while-reading techniques (e.g., guided reading), and post-reading tasks (e.g., summarizing). Findings from various studies highlight the importance of tailored approaches to schema activation, such as integrating cultural context, predicting content, and refining existing schemata. This paper argues that applying Schema Theory can enhance reading instruction, address diverse learners' needs, and improve literacy outcomes.
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Ma, Ying. "The Application of Schema Theory in the Teaching of English Reading in Senior High Schools." Region - Educational Research and Reviews 3, no. 3 (2021): 17. http://dx.doi.org/10.32629/rerr.v3i3.412.
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In English learning, good reading ability is very important. In recent years, the scores of students' reading ability in the college entrance examination have also increased. However, in many cases, even though students can understand the vocabulary and syntax of the text, they still cannot correctly grasp the main point of the text. They are easily immersed in the details of the text and cannot grasp the key content. There is a certain relationship between English reading and schema theory. The more complete a student's schema, the more targeted and efficient the processing of text materials. Therefore, high school English teachers should make full use of schema theory to improve teaching strategies, and focus on the development of students' schemata, so as to enhance students' English reading ability and information processing ability.
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Wang, Xuanqi. "The Application of Schema Theory in English Reading." Lecture Notes in Education Psychology and Public Media 59, no. 1 (2024): None. http://dx.doi.org/10.54254/2753-7048/59/20241733.
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English reading has always been an important part of English learning. However, many non-English major Chinese students do not pay attention to the cultivation of reading ability, but only passively learn with the goal of exams. At the same time, due to cultural differences, many difficulties arise in the process of English reading teaching. The development of schema theory provides language researchers with a good idea for studying reading behavior, and it also provides guidance for the teaching process of English reading for Chinese university students. Therefore, this paper uses a literature analysis method to study how schema theory works in English reading in different teaching methods, hoping to provide more teaching ideas for teachers. The study shows that currently, mind mapping and information technology teaching can effectively improve college students' English reading ability. In the teaching process, students use mind mapping to grasp different formal schemas and conduct top-down reading based on the mind maps they draw. At the same time, new media teaching and mobile learning also expand students' content schemas, promoting systematic learning of language knowledge for students.
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Didevar, Roya, Elham Zarqam, and Morteza Andalib Kourayem. "Young Positive Schema Questionnaire (YPSQ): Psychometric properties and factor structure of Persian version in female students." Applied Family Therapy Journal 3, no. 4 (2022): 366–87. http://dx.doi.org/10.61838/kman.aftj.3.4.20.
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Aim: Due to the lack of a Persian version of the present instrument, the present study examined the psychometric properties and functional structure of the Young Positive Schema Questionnaire in female students of the Islamic Azad University of Varamin. Methods: The present study was descriptive-applied research with field method. Data collection tools included Young Lewis et al. (2018) positive schema questionnaire, the short form of Young Wilburne et al. (2002) schema questionnaire, Loveband Depression and Anxiety and Stress Scale (1995) and Young and Parenting Questionnaire. Et al. (2003). To evaluate the face and content validity of the opinion of 11 experts in the field of psychology and to evaluate the construct validity and internal reliability of 468 samples, for divergent validity of 135 samples and to evaluate the retest reliability of the data of 100 samples were analyzed. In this study, content validity method (CVR) and content validity index (CVI) were used to calculate content validity. In order to evaluate the internal reliability of the questionnaire, Cronbach's alpha method was used and in order to evaluate the time reliability of the retest method, divergent validity of Pearson correlation with SPSS software was used. Confirmatory factor analysis with LISREL software was used to evaluate the construct validity. Results: The results showed that the 76-item model with 17 factors was approved. Pearson correlation coefficient between the scores obtained from the two performances ranged from 0.68 to 0.87 and all were significant (P<0.001) which indicates a high correlation between the two tests and as a result the reliability of the appropriate retest of all subscales of the Young positive schema questionnaire. Conclusion: Therefore, it can be concluded that the 76-item model with 17 factors of Young Positive Schema Questionnaire is a desirable tool for identifying and evaluating positive schemas. It is desirable that future research examine the validity and reliability of the questionnaire in other subcultures and different age and occupational spectrums.
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Chen, Yang. "Simplification for Efficiency: Development of Schema-Based Chinese-English Interpretation Training Programs." International Journal of Applied Linguistics and Translation 10, no. 2 (2024): 28–35. http://dx.doi.org/10.11648/j.ijalt.20241002.12.
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Due to the development of international trade and intercultural communication, interpretation is widely used as a necessary tool in some business occasions. The high demand for Chinese-English interpretation has also increased accordingly in recent years. Interpretation research has been built on the basis of multidisciplinary research, involving linguistics, psychology and sociology. The purpose of this study is to explore the effect of the application of schema theory in teaching C-E interpretation. This study provides some evidence and interpreting examples of application of schema theory in terms of language schemas, formal schemas, and content schemas, as well as a three-stage workshop, namely preparation, training programs, and post-training enhancement, so as to shed light on some practical implications for interpreters, teachers and students. Effectively implementing of schema theory in C-E interpretation not only promotes oral output accuracy through words and information parsing, but also restructure information into an easier-perceived format, to solve the problem of vague oral expression. Therefore it is necessary for interpreters to clarify the content and characteristics of schema theory, receive systematic training, and proactively establish as well as activate as many schemas as possible to improve the efficiency and quality of C-E interpretation.
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Mao, Yue, and Yifei Zhou. "An Experimental Study of the Effect of Content Schema on English Listening Testing of Non-English Majors." International Journal of English Linguistics 10, no. 6 (2020): 183. http://dx.doi.org/10.5539/ijel.v10n6p183.
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Listening occupies one of the most preliminary parts in foreign language learning and becomes more and more important. Pre-listening process of listening comprehension owns two models, bottom-up and top-down. The latter that emphasizes the introduction of background knowledge is tightly related to content schema. The aim of the study is to examine the impact of content schema on listening comprehension and to find whether there is difference of the impact of content schema on students of different levels of listening comprehension by conducting an experiment. About 189 participants from Zhejiang University were divided into control group (CG) and experiment group (EG). Both the two groups did pretests, tests and questionnaires. CG and EG were separately divided into high- and low-level groups based on the pretest scores. Independent sample T-test was used to analyze data. The results showed that content schema negatively affected listening comprehension and it had stronger impact on students with low listening proficiency.
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Xuelian, Lei. "Exploring Oral English Teaching Strategies of Chinese Senior High School through Schema Theory." International Journal of Case Studies 8, no. 4 (2019): 79–84. https://doi.org/10.5281/zenodo.3547083.
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In oral English teaching of Chinese high school, oral discourse production and understanding have not been paid due attention, nor could it meet the required curriculum standard of spoken English. In this study, Schema Theory Survey is adopted to measure oral English skills of 116 senior high school students in mainland China. Furthermore, software SPSS 20.0 is used to analyze the data collected, and the explanation is given to the results. The results of Schema Theory Survey shows that learners always apply schema theory consciously or unconsciously to their English learning, and the construction, regulation, and activation of students’ linguistic schema, text schema, and content schema can promote the students’ oral English level, simultaneously teachers can employ Schema theory to help improve students’ oral English ability by strengthening the preparing work before speaking, and designing spoken activities with strong applicability. Further research is warranted to make more improvement in oral English teaching.
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Ifeyinwa, Odiaka, Stella, and Areola, TitilayoAbosede. "Influence of Textual Schema on Secondary School Students’ Organisational and Mechanical Accuracy Skills in Continuous Writing." Journal of English Language Teaching and Applied Linguistics 4, no. 4 (2022): 62–68. http://dx.doi.org/10.32996/jeltal.2022.4.4.8.
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Previous studies have indicated that textual and content schemata influence literacy skills. This study was designed to investigate the influence of textual schema on students’ organisational and mechanical accuracy skills in writing. The population of participants included all the Senior Secondary School II students in Ibadan. A total number of one hundred and fifty (150) students, selected through a random sampling technique, took part in the study. The descriptive design of the ex post facto type was adopted in the study. A self-structured questionnaire on textual schema and an essay test within the readability level of candidates formed the instruments for data collection. Students’ essays were scored based on content, organisation, expression and mechanical accuracy: each aspect was scored based on 100%. Three hypotheses were raised and tested using the Pearson Product Moment Correlation Coefficient. It was discovered that students who had high levels of textual schema reflected adequate organisational and mechanical skills in their essay writing. Based on these findings, it was recommended that students should be exposed to a constant reading of books, ebooks, novels, newspapers, magazines and essays to enhance their textual schema for effective writing.
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Early, Margaret, and Gloria M. Tang. "Helping ESL Students Cope With Content-Based Tests." TESL Canada Journal 8, no. 2 (1991): 34. http://dx.doi.org/10.18806/tesl.v8i2.586.
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The purpose of this article is to propose the use of key visuals as a technique to prepare students to read content text. Based on a specific Language and Content conceptual framework (Mohan 1986), the use of key visuals as a pre-reading strategy acknowledges the role of schema theory in the reading process. This paper describes the strategy; discusses procedures for the construction and implementation of key visuals in content classrooms with examples from the Vancouver School Board Language and Content Project; and, reports briefly the results of an evaluation study which provide tangible evidence of the facilitative effect of key visuals on reading comprehension.
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Nala, Sita Rukmi, Basikin, and Rukminingsih. "The Impact of Combining Brain-Targeted Teaching Model and Students Content Schema in Teaching EFL Critical Reading." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 08, no. 02 (2025): 528–36. https://doi.org/10.5281/zenodo.14848547.
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This study investigated the effectiveness of combining brain-targeted teaching (BTT) and content schema (CS) in teaching critical reading in one of a private universities in Indonesia. The design was quasi experimental to investigate the effectiveness of combining BTT and CS. The sample was 60 students. The instrument was critical reading test. The data was analyzed by using inferential statistics both pair t-test and independent t-test. The result showed that (1) there is significant different effect before and after taught by combining BTT and students’ CS (2) the combining BTT and CS is effective. This finding encouraged other teachers to implement combining BTT and CS as one of the teaching strategies.
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Biboussi, El Mostafa. "The Effect of Content Schemata on EFL Moroccan Learners’ Reading Comprehension: The Role of the Pre-Reading Activities." International Journal of Linguistics and Translation Studies 3, no. 3 (2022): 81–96. http://dx.doi.org/10.36892/ijlts.v3i3.251.
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This study examined whether content schemata activation facilitate reading comprehension or not. It is motivated by two research questions: (1) does content familiarity facilitate reading comprehension? And (2) do teachers activate learners background knowledge? To examine these questions, the study used both qualitative and quantitative research methods to collect and analyse data. It was hypothesized that content schema activation facilitates reading comprehension. This article has two goals: (1) to identify the effects of pre-reading activities on Moroccan EFL students’ reading comprehension through content schema activation, and (2) to translate the research findings into suggestions and guidance for textbook designers, teachers, and policy makers. Previous research has shown that providing learners background knowledge enhances their comprehension. Our most important contribution is to provide useful guidelines for actions and practice implications related to schema activation at the pre-reading stage in Moroccan EFL context. An experimental research study was conducted to test our hypothesis using students test score data to measure and compare the performance of the treatment group and the control group. The findings from the research show that the impact of content schema activation on reading comprehension is positive as assumed. The results, implications for teachers, and future research were discussed.
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Wang, Youqing. "Study on the Application of the Schema Theory to the Teaching of College English Reading." Journal of Education and Educational Research 5, no. 3 (2023): 83–87. http://dx.doi.org/10.54097/jeer.v5i3.13362.
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Reading is one of the fundamental approaches for acquiring language and information, and it is an essential part of English language teaching. The most influential teaching theory is “bottom-up” and “top-down” reading theories. “Bottom-up” theory argues that reading process is the pure language decoding process, while “top-down” theory stresses the influence of the existing background knowledge on reading. These two theories only focus on a certain aspect of reading, and they can not interpret reading process effectively. According to schema theory, comprehending a text is an interactive process between reader’s background knowledge and the content of a text. Hence, schema theory has an important effect on teaching of English reading. Under the guidance of schema theory, this thesis attempts to explore the application of schema theory from three aspects: linguistic schema, content schema and formal schema respectively. It is hoped that this study will improve students’ reading ability and enhance the teaching effect of English reading in the long run.
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Zhang, Yuan. "Use of Schema Theory in the Teaching of Reading Comprehension." Education and Social Work 2, no. 1 (2025): 138. https://doi.org/10.63313/esw.9068.
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Reading ability is one of the most important skills a student should have. In tra-ditional reading instruction, the emphasis is placed on breaking down sen-tences and words to grasp the meaning of a passage, which often renders stu-dents passive learners. This method greatly impedes the development of their communicative competence. The principles of schema theory reveal that read-ers rely on their pre-existing knowledge to make sense of texts, with com-pre-hension emerging from the interaction between new information and the reader’s mental schemas. Therefore, by introducing schema theory and its rela-tionship with English reading, this essay discusses the practical application of schema theory in senior high school English reading teaching. Building on this foundation, the study explores ways to expand linguistic schemata, stimulate content schemata, and refine formal schemata. It proposes specific English reading instruction methods and strategies to help students effectively con-struct and activate schemata, thereby enhancing their reading proficiency.
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Wang, Qing, and Liping Chen. "An Empirical Research on Schema Theory Based Teaching of the Continuation Task for Chinese Senior High School Students." Arab World English Journal 13, no. 3 (2022): 378–402. http://dx.doi.org/10.24093/awej/vol13no3.25.
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The continuation task, a novel type of source-based writing task which requires students to read and accomplish an unfinished source text, has gained growing popularity in English writing tests, particularly in China. This study employed schema theory in the teaching of senior high school continuation tasks and delved into its resultant effects on learners’ overall writing ability, lexical richness, syntactic complexity, and semantic coherence. Theoretically, it serves as an extension of the Schema theory, Practically, it contributes to the improvement of the continuation task instruction and offers a realistic method to achieving better writing from the perspectives of linguistic schema, content schema, and formal schema. This research revolves around such questions: What effects do schema theory-based Continuation task instructions have on students’ overall writing competence; lexical richness; syntactic complexity and semantic coherence? During the research, two groups of EFL students (N=110) from Chinese senior high schools participated in the trial for fourteen weeks. One group was randomly selected as Control Class where the teacher adopted traditional teaching approaches. At the same time, the other was set up as the Experimental Class guided by schema theory. The participants writing performance were evaluated through the lexical richness, syntactic complexity and semantic coherence. Sample T-test and paired T-test found statistically significant differences between the Control class and the Experimental class. These findings suggest that the schema theory-based approach, such as providing a semantic map or outlining the story to participants, was proven effective in honing the students’ overall writing capability, lexical richness, syntactic complexity, and semantic coherence. Because of the chosen research approach, its efficacy is limited concerning language and discourse.
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Zhang, Ruowen. "English Reading Teaching in Junior Middle School based on Schema Theory." Scientific Journal of Technology 6, no. 7 (2024): 102–8. http://dx.doi.org/10.54691/kppaca45.
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English reading teaching has always been a key link in English teaching, which is not only related to the accumulation of students' language knowledge, but also related to the cultivation of students' reading ability. Schema theory, as an effective cognitive psychology theory, provides a new perspective and method for junior high school English reading teaching. This paper starts from three types of schemata, namely language schemata, content schemata and formal schemata, and uses middle school textbooks to illustrate the importance and practical significance of schema theory in middle school English classes, aiming to provide reference for middle school English teachers. Only by activating and expanding the readers' existing schema consciously, can the readers think actively in the process of reading, and then improve their comprehension abilities and reading effects.
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Hampton, Greg. "A CONTENT ANALYSIS SCALING METHOD FOR THE MEASUREMENT OF PERSON-ENVIRONMENT INCONGRUENCE." Social Behavior and Personality: an international journal 21, no. 3 (1993): 187–95. http://dx.doi.org/10.2224/sbp.1993.21.3.187.
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A schema of situational definitions was developed from constructivist psychology and phenomenological sociology and used in the construction of a content analysis scale for the measurement of person-environment incongruence. The scale measures incongruence between personal and social resources at subordinate and super ordinate levels. The reliability and validity of the Person-Environment Incongruence Scale were examined in a study of students' transition to university.
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Murphy, Christina, Margaret M. Barry, and Saoirse Nic Gabhainn. "Programme implementation in schools: conceptualisations from Irish teachers." Health Education 118, no. 6 (2018): 483–98. http://dx.doi.org/10.1108/he-11-2017-0062.
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Purpose School-based programmes face a variety of personal, environmental and organisational challenges to implementation. Stakeholders can provide crucial contextual information to improve implementation. The purpose of this paper is to explore teachers’ perspectives on implementation through a bottom-up participatory process. Design/methodology/approach A qualitative participatory approach was employed. This comprised groups of teachers theorising and creating schemas of school-based implementation. Findings Two schemas were developed. Support, time, training and resources emerged as common components. Students and other educational stakeholders did not feature in either schema. Research limitations/implications The schemas were developed by teachers in Ireland. The findings are relevant to that local context and generalisability beyond this may be limited. The developed schemas contain structural and content components that appear in published conceptual frameworks of programme implementation. Thus, there is some correspondence between the views of published theorists and the current sample of teachers, particularly with regard to leadership and teacher motivation. There are also disjunctures that deserve exploration, such as the lack of reference to students. Practical implications Participatory schema development could be of particular value to trainers working with educators. The generated schemas provide useful detail on current perspectives, which could be valuable as part of any training process or the pre-planning stages of implementation. Originality/value This study describes a straightforward approach to revealing the perspectives of stakeholders that could help school-based implementation processes.
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Horváth, Ildikó, and Ádám B. Csapó. "Motivations and Tools Relevant to Personalized Workspaces in VR Environments." Electronics 12, no. 9 (2023): 2059. http://dx.doi.org/10.3390/electronics12092059.
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In this paper, we propose a new virtual reality (VR) concept referred to as ‘context control’, which we use to describe VR workspaces that are dynamically reconfigurable based on the task at hand and the user’s individual learning and working style. To demonstrate the viability of the concept as well as how it could be applied in practical applications, we present an implementation framework that, at its foundations, relies on Kolb’s learning styles taxonomy, consisting of Assimilators, Accommodators, Convergers and Divergers. We propose a layout schema for each of these categories of learning style, and validate them based on an experiment involving 52 university students, showing that the test subjects preferred content layouts that represent cognitive profiles matching their own to a greater extent. We also propose a hierarchical schema template language with which the schemas can be formalized and made amenable to further dynamic customization.
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Tatira, B. "Undergraduate Students’ Cognitive Obstacles in the Learning Power Series Concepts Using APOS." International Journal of Social Science Research and Review 5, no. 12 (2022): 415–33. http://dx.doi.org/10.47814/ijssrr.v5i12.820.
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Power series are a powerful tool to study elementary functions that are widely used in computational sciences to obtain approximations of functions. However, students do not fully develop required mental structures due to the presence of cognitive obstacles. The purpose of this study was to develop students’ mental constructions in learning power series expansion using the activities, whole class discussions and exercises instructional approach. Literature on the activities, class discussion and exercise instructional approach in power series is scarce. This framework advocates for the use activities, class discussion and exercises teaching cycles to develop undergraduate students’ mental constructions in mathematics concepts. A qualitative case study research approach involving 101 first-year undergraduate students was adopted for this study. Students’ understanding of power series expansion was gathered by using a task-sheet and semi-structured interviews. Data analysis consisted of content analysis of students’ written responses to the exercises and identify categories. The results indicated that students partially developed the schema for expanding power series and solving related problems. Students had some content gaps in the pre-schemas, which in true became some cognitive obstacles in learning power series. Future studies may focus on mental constructions and obstacles in other aspects of series expansion.
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Isoeva, Begimkhon. "SCAFFOLDING. NURTURING LEARNERS' PROFICIENCY IN CONTENT AND LANGUAGE INTEGRATED CLASSROOM." Oriental Renaissance: Innovative, educational, natural and social sciences 4, no. 24 (2024): 83–87. https://doi.org/10.5281/zenodo.14185307.
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<em>In the field of education, scaffolding refers to the instructional technique that provides temporary support to learners as they acquire new knowledge, skills, or competencies. Originally developed by psychologist Lev Vygotsky, scaffolding has proven to be a powerful approach in language teaching, enabling educators to guide students through challenging tasks and gradually withdraw support as learners gain independence. This paper explores the concept of scaffolding in teaching English as L2, its benefits and practical strategies to implement it effectively in a content and language integrated learning (CLIL) classroom. Descriptive method of data collection, exactly questionnaires, were used in this particular research. The study implies various Scaffolding techniques as Modeling, Bridging, Contextualizing, Schema Building and Metacognition for teaching English language with integration to Media for students of Uzbekistan Journalism and Mass Communication University. </em>
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Calvete, Esther, Izaskun Orue, and Zahira González-Diez. "An Examination of the Structure and Stability of Early Maladaptive Schemas by Means of the Young Schema Questionnaire-3." European Journal of Psychological Assessment 29, no. 4 (2013): 283–90. http://dx.doi.org/10.1027/1015-5759/a000158.
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The Young Schema Questionnaire (YSQ) assesses early maladaptive schemas (EMS) that underlie a variety of psychological disorders. Since its creation by Young, several versions of this questionnaire have been developed. The Young Schema Questionnaire-3 (YSQ-3; Young, 2006 ) adds three new schemas (approval-seeking, punitiveness, and pessimism/negativity) in addition to the previous versions. This study examines the structure, consistency, stability, and concurrent validity of the YSQ-3 in a sample of Spanish students (n = 971, 54% females). The participants completed the YSQ-3 together with measures of depression, social anxiety, and hostility. A subsample of 351 was followed up 6 months later. The results support the structure of 18 EMS for the YSQ-3. However, the results for the second-order structure are mixed. Whereas the disconnection and rejection and the impaired autonomy domains are well supported, evidence for the other domains is limited, and results suggest that these domains may be integrated into one common domain. Finally, consistent with their content, EMS were associated with symptoms of depression, anxiety, and hostility, and showed relative stability over time.
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Cox, Sarah K., and Jenny R. Root. "Modified Schema-Based Instruction to Develop Flexible Mathematics Problem-Solving Strategies for Students With Autism Spectrum Disorder." Remedial and Special Education 41, no. 3 (2018): 139–51. http://dx.doi.org/10.1177/0741932518792660.
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The Common Core State Standards in Mathematics outline both the content and practices students must engage in at each grade level to become mathematically proficient. Mathematical processes include problem solving, reasoning and proof, communication, and procedural fluency, which includes flexible thinking. The purpose of this study was to evaluate the effectiveness of modified schema-based instruction (MSBI) on the acquisition and maintenance of math content and practices by middle school students with autism spectrum disorder (ASD). Two middle school students with ASD learned to solve proportional word problems containing extraneous information. Specifically, we measured mathematical problem-solving flexibility and communication using a 4-point rubric. Results of the reversal design found a functional relation between MSBI and the students’ ability to flexibly solve the mathematical word problems and explain their answer, suggesting MSBI may be a useful strategy for some students with ASD.
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Salbego, Nayara, and Denise M. Osborne. "Schema activation through pre-reading activities: teaching proverbs in L2." BELT - Brazilian English Language Teaching Journal 7, no. 2 (2016): 175. http://dx.doi.org/10.15448/2178-3640.2016.2.24584.
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Although educators are aware that the use of pre-reading activities can prompt schemata and therefore enhance the reading process in a foreign language (e.g., Aebersold; Field, 2007; Johnson, 1982; Langer, 1981), planning an effective pre-reading activity may pose a challenge. In this article, we discuss how students’ schemata on proverbs can be activated through pre-reading activities by promoting text structure awareness (e.g., Grabe; Stoller, 2011) and exploring cultural aspects embedded in proverbs in their first(s) language(s). This study proposes a pre-reading activity for the teaching of proverbs in a Portuguese as a foreign language class in a multilingual context, in which minimal interference from the teacher is required and dialogical interaction among students is promoted. The activity was applied in an intermediate class of Portuguese learners in an American university. The pre-reading activity was designed in order to help students establish a well-grounded basis before they encounter proverbs in Portuguese, from both formal and content perspectives. This study also analyzes the students’ feedback, collected in an online survey. The analysis shows an overwhelmingly positive response to the pre-reading activity.
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Attig, John, Ann Copeland, and Michael Pelikan. "Context and Meaning: The Challenges of Metadata for a Digital Image Library within the University." College & Research Libraries 65, no. 3 (2004): 251–61. http://dx.doi.org/10.5860/crl.65.3.251.
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To be successful in the university environment, a digital library must be able to integrate content from faculty and students, as well as traditional library sources. It must have a robust metadata structure that can accommodate and preserve a variety of discipline-specific metadata while supporting consistent access across collections. As part of the Mellon-funded project, the Visual Image User Study at Penn State, a prototype centralized digital image delivery service was created and explored. In creating a metadata schema for the project, the authors anticipated both a wide variety of content and users across many disciplines. This schema employed three very different standards (VRA Core Categories, Dublin Core, IMS Learning Objects Meta-data).The project validated the need for highly individualized content, the importance of individual faculty collections, the need for editorial intervention to supplement and modify contributed metadata, and the importance of addressing discipline-specific vocabularies and taxonomies.
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Pettrey, Katherine V., Renee E. Lastrapes, and Paul Mooney. "Developing Self-Monitoring Skills in Mathematics for Students with Emotional and Behavioral Disorders." Beyond Behavior 31, no. 1 (2022): 65–75. http://dx.doi.org/10.1177/10742956211072480.
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The present article provides educators of students with emotional and behavioral disorders with information on how to develop students’ math-related self-monitoring skills. A rationale for fostering self-monitoring skills in math is followed by steps and helpful hints on how best to plan, implement, and evaluate a self-monitoring intervention across math content and settings. Readers also learn how to incorporate the self-regulation interventions of self-talk, schema instruction, and Cover-Copy-Compare within math-focused self-monitoring intervention programming.
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Kulikova, Tatyana I. "FEATURES OF STUDENTS’ RESISTANCE IN RELATIONSHIP WITH EARLY DEADAPTIVE SCHEMAS." Russian Journal of Education and Psychology 13, no. 1 (2022): 139–53. http://dx.doi.org/10.12731/2658-4034-2022-13-1-139-153.
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Purpose. The article is devoted to the study of the presence of a connection between resilience and maladaptive schemas in students of different ages.
 Method. Studying of the correlation between resilience and maladaptive schemas among students of different ages has been conducted on a sample of 67 students of Tula State Lev Tolstoy Pedagogical University students, aged 18 to 24, in the number of 67 people. As diagnostic material, the study uses Maddi’s Hardiness Survey; Young Schema Questionnaire “YSQ-S3R”. Methods of mathematical statistics include Pearson correlation coefficient (PCC). Correlation analysis has revealed the presence of strong inverse correlations between the resilience with maladaptive schemas “Vulnerability to Harm or Illness” and “Mistrust” (r=-0.578 and r=-0.499 at a significance level of p<0.01), “Subjugation” (r=-0.486), “Failure” (r=-0.443), “Unrelenting Standards” (r=-0.441), “Dependence/Incompetence” (r=-0.431) and “Defectiveness” (r=-0.424) at p<0.01.
 Results. The study has shown that resilience is a dynamic process caused by the age-psychological characteristics of an individual, including early maladaptive patterns of behavior. This is evidenced by differences in the structure of resilience in different age groups, as well as an increase in the level of resilience from youth to youth.
 Practical implications. The research materials can be used in the work of the psychological service of an educational organization. Understanding the detailed content of the process of becoming resilience contributes to the purposefulness of developmental and psychoprophylactic work.
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Thompson, Jan R., and Barb L. Licklider. "Visualizing Urban Forestry: Using Concept Maps to Assess Student Performance in a Learning-Centered Classroom." Journal of Forestry 109, no. 7 (2011): 402–8. http://dx.doi.org/10.1093/jof/109.7.402.
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Abstract Assessment of student performance in learning-centered classrooms should be closely aligned with that pedagogical approach and should promote student learning. Although most college professors desire students to learn course content deeply and be able to use their learning afterward, students often learn only “for the test.” To encourage students to take responsibility for constructing their own knowledge and to increase the likelihood that they will use it in their future roles as professionals, we developed a protocol for a semester final exam in which students generate concept maps describing their learning during an urban forestry course. To successfully complete this assignment, students must illustrate hierarchies and connections among course topics and information into creative schema. Student narratives describing their maps provide further evidence of learning and thinking about course content. This method of assessment emphasizes student responsibility for learning and has proven to be effective for both instructor and students.
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Morales-, Guadalupe Elizabeth, Janneth Trejo-Quintana, David Jose Charles-Cavazos, Yanko Norberto Mezquita-Hoyos, and Miriam Sanchez-Monroy. "Chronometric Constructive Cognitive Learning Evaluation Model: Measuring the Construction of the Human Cognition Schema of Psychology Students." International Journal of Learning, Teaching and Educational Research 20, no. 2 (2021): 1–21. http://dx.doi.org/10.26803/ijlter.20.2.1.
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This study measured the structural and organizational changes in the knowledge schema of human cognition in response to the learning achieved by 48 students enrolled in the second year of a psychology degree. Two studies were carried out based on the Chronometric Constructive Cognitive Learning Evaluation Model. This article deals only with the first one, which consisted of a conceptual definition task designed in line with the Natural Semantic Network technique. Participants defined ten target concepts with verbs, nouns, or adjectives (definers), and then weighed the grade of the semantic relationship between the definers and the target concepts. The data indicate that the initial knowledge structures had been modified towards the end of the course. The participants’ human cognition schema presented changes in terms of content, organization, and structure. This evidence supports the idea that the acquisition and transformation of the schemata learned in academic environments may be observed through cognitive science indicators.
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Luo, Na. "A Corpus-based Teaching Design of Junior High School English Reading from the Perspective of Schema Theory." Journal of Humanities and Education Development 6, no. 5 (2024): 14–22. http://dx.doi.org/10.22161/jhed.6.5.3.
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This paper takes the reading text The Night The Earth Didn＇t Sleep in Unit 4 of English for senior high School published by People's Education Press as an example to probe into the concrete process of designing English reading teaching activities assisted by corpus in senior high school under the guidance of schema theory. Through the word frequency list extracted from corpus, students are guided to predict the main topic of the text, so as to realize the lead-in of reading text, and trained to predict and to grasp the main facts, further to explore the content of articles and paragraphs through keyword list and concordance line, so as to map the text structure, which may contribute to students' reading skills of skimming and grasping key information; Finally, the corpus-based approach can also be used in the teaching of vocabulary and grammar at the linguistic level after acquiring the structure and content of the text at a macro level.
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Soraya, Kety, and Dely Ramdani. "The Relationship between Vocabulary Mastery, Content Schemata and Reading Comprehension." JEDLISH : Journal of Education and English Language Teaching 2, no. 1 (2022): 1–9. https://doi.org/10.61664/jedlish.v2i1.49.
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Recently there has been a great debate among the educators which one dominates between vocabulary mastery and content schemata to improve students’ reading comprehension. to counter this issue, this present study tries to investigate whether the combination of vocabulary mastery and content schemata are significantly related to reading comprehension, whether there is a significant relationship between vocabulary mastery and reading comprehension while content schemata is held constant, and whether there is a significant relationship between content schemata and reading comprehension while vocabulary is held constant. The writer used two stages sampling technique. Two-stage random sampling is combination of cluster random sampling with individual random sampling. Therefore, 54 students out of 216 students of the eighth grade in academic year 2013/2014 were chosen. The method of the research was a correlation study. Two types of research instruments were used to collect the data. They were multiple-choice tests and questionnaire. Then the data were analyzed by multiple correlations and multiple regressions. Based on the results of the data analysis, there were three conclusions drawn: first, the combination of vocabulary mastery (X1) and content schemata (X2) are jointly related to reading comprehension (Y). Second, there is a significant relationship between vocabulary mastery(X1) and reading comprehension (Y). Third, there is a significant relationship between the content schemata (X2) and reading comprehension (Y). Based on the finding of the three test hypotheses, it was found that the test estimated regression equation on content schemata is higher than vocabulary mastery. It means that students with minimum vocabulary mastery can still comprehend a text with an appropriate content schema.
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Roy, Debopriyo. "An Assembly Line Approach to Technical Communication Pedagogy with Intelligent Content Design and Delivery." International Journal of Information and Education Technology 12, no. 9 (2022): 934–39. http://dx.doi.org/10.18178/ijiet.2022.12.9.1703.
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Topic-based intelligent content design with a better understanding of semantic web schemas could be the new focus for technical communication (TC) pedagogy in academia - a major shift away from designing standalone static documents. A new such TC course focused on the basics of how XML, RDFS, and OWL schema contribute to the semantic web for CCMS and CDP, including the basics of how faceted search works and ontology creation happens for simple e-commerce based, tourism, healthcare, and consumer product information design. The course also attempted to expose students to a basic understanding of iiRDS – the standard that enables dynamic information request and delivery in the era of the Internet of Things and Industry 4.0; and how Microsoft HoloLens - a mixed reality platform caters to intelligent information processing in Toyota and smart city contexts, as case studies. This was an introductory course with conceptual development being the focus, and not programming skills. With this course, we wanted to introduce students to the new industry documentation standards and initiate a process in pedagogy that will ultimately lead to bridging the extreme shortage of qualified job applicants in the industry coming from content strategy as a new field of practice. This paper focused on a pilot study initiating an exercise to explore the extent to which such a course helps teach information management in an English as Foreign Language (EFL) context for computer science majors, within the scope of content language integrated learning (CLIL) and project-based language learning (PBLL).
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Cordova Cornejo, Víctor Enrique, María Aravena Díaz, and Marcela Cecilia Parraguez González. "Construction and mental mechanisms for learning about the exponential function in a school setting." Uniciencia 38, no. 1 (2024): 1–21. http://dx.doi.org/10.15359/ru.38-1.7.
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[Objective] The objective of this study was to examine, in the light of the APOS theory (action, process, object, and schema), the results produced by secondary school students when addressing 11 items related to the exponential function. [Methodology] The approach was qualitative, using content analysis. The sample consisted of 15 students between 15 and 18 years old, chosen in a non-probabilistic way to obtain the greatest amount of information. Based upon the theory, an instrument was designed which consisted of a hypothetical genetic decomposition of the concept of exponential function as a cognitive object, according to structures (action, process, object and schema) and mental mechanisms (interiorization, coordination, encapsulation, decapsulation, and investment), to interpret the mental construct that students create about the function being studied, based on its historical epistemological development, its presentation in school textbooks and the experience of the researcher. [Results] At the level of results, it was found that 13 students showed an action conception of the function being studied and 2 students built the concept at the process level. [Conclusion] Students most often built the concept of an exponential function at the action level, that is, everything related to repetitive and mechanical processes with powers, image calculation, graphic representation, solution of exponential equations; some students even responded to the items without explicitly performing all the steps required for their resolution. These results demonstrated the absence of a mental process related to the exponential function and its consequent encapsulation into an exponential function object.
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Seliverstov, Vladimir V. "The problem of intentionality in the school of Brentano." Philosophy Journal 14, no. 2 (2021): 82–94. http://dx.doi.org/10.21146/2072-0726-2021-14-2-82-94.
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From the moment Franz Brentano formulated his definition of intentionality, it immediately began to undergo modifications in the works of his students. Brentano’s original definition included reference to the scholastic tradition, but it differs from the one that was formulated by the scholastics. In his work “Psychology from an Empirical Point of View”, Brentano defines intentionality both as an orientation towards an object and as a relation to some content, but at no later time, neither in this work, nor in other published works, does he clarify the meaning of the concept of «content». In this regard, the students and interpreters of Brentano’s works had a question: does the scheme of intentionality consist exclusively of an intentional act and an object, or does it also include the content of a representation? Brentano’s disciples did not view this definition as clear and unambiguous. In order to clarify this concept, they often studied other similar philosophical conceptions in search of a more precise definition. In particular, they looked for a similar concept in the theory of Bernard Bolzano. The first version of the schema of intentionality, including the content of representation, appeared in the works of Hoeffler and Twardowski. For this reason, for a long time they were considered by historians to be the discoverers of the distinction between object and content. However, after the notes of Brentano’s lectures, which he also read to his students, were recovered, it became clear that Brentano himself made this distinction. In this regard, it seems extremely important to interpret the history of the relationships in the Brentano school through the prism of the discussions devoted to the definition of intentionality and the structure of an intentional act, as well as to understand the origins of each individual interpretation of this concept proposed by Brentano’s students
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Nasmilah. "Boosting the Adult EFL literacy in Indonesian context: Revisiting the Universality of Schema Theory." EDUVELOP 5, no. 2 (2022): 139–54. http://dx.doi.org/10.31605/eduvelop.v5i2.1044.
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This study explores the interplay of adult EFL learners’ reading ability and the universality of schema theory. The conceptual relationship between the two aspects are discussed in an attempt to provide better understanding of why this study is essential for Second Language Acquisition (SLA) audience, both the practitioners and the researchers. Content-based Instruction (CBI) and Traditional Instruction (TI) materials are applied to six groups of ESP (English for Specific Purposes) adult learners comprising Agriculture, Engineering and Economic classes which accommodate 25-27 students each. Utilizing classroom observation, the study reveals detail interactions which occur during the teaching and learning processes. The activation of schemata or background knowledge during the process of learning, specifically, reading skills is clearly shown in the CBI classes while such cognitive process does not seem to occur in the implementation of Traditional Instruction (TI) material. This leaves a substantial recommendation for future researchers and practitioners of SLA to incorporate schema theory in whatever design they are pursuing in relation to developing teaching instructions for Reading skills.
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Al Bloushi, Bashayer Jassim. "The Stages and Aims of a Listening Lesson." European Journal of English Language and Literature Studies 12, no. 2 (2024): 39–51. http://dx.doi.org/10.37745/ejells.2013/vol12n23951.
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The Article Identifies the three stages of listening and explains the three stages clearly. It also shows the aims of each stage and how each stage is significant. The author shows what students do at each stage of listening and how each stage is done in class. It also shows what are good features of a good English lesson. The author explains that the three stages of a listening lesson are pre-listening while listening, and post-listening. The teacher has a specific role in each of these three listening stages. The author vividly explains the duration of the pre-listening stage and the teacher’s role in activating the schema at that stage. The stages differ in their length the pre-listening stage takes less time, while the other stages take longer time in class. Before entering the while listening stage the teachers equip the students by warming up and initiating the schema which is the background information of the content. Providing the students, the time needed to brainstorm and think before each stage. The Article shows the importance of listening and that it is as significant as reading and writing or speaking and even more important than the other skills.
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Salgado Granda, Bernarda, Yana Inzhivotkina, María Fernanda Ibáñez Apolo, and Jorge Gustavo Ugarte Fajardo. "Educational innovation: Exploring the Potential of Generative Artificial Intelligence in cognitive schema building." Edutec, Revista Electrónica de Tecnología Educativa, no. 89 (September 30, 2024): 44–63. http://dx.doi.org/10.21556/edutec.2024.89.3251.
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This study explores the use of generative artificial intelligence to enhance teaching and learning experience, focusing on strengthening and consolidating cognitive schemas. Research reveals that schemas can profoundly influence the improvement of the learning experience and promote the assimilation of new types of information and retention in students' memory. To improve the teaching and learning experience, the advantages, obstacles, and potential future trajectories of utilizing these technologies were examined by conducting a thorough literature review and analyzing relevant studies. Findings indicate that generative artificial intelligence has the potential to personalize learning, diversify educational content, and improve teaching efficiency and scalability. However, it also poses challenges related to content quality, data privacy, and equity in access to personalized learning. Future research should focus on the effectiveness of educational tools based on generative AI that promote equity and inclusion, ethical approaches, and interdisciplinary collaboration. Overall, this study provides a solid foundation for understanding and harnessing the potential of generative artificial intelligence in enhancing cognitive schemas, thereby promoting more effective, inclusive, and personalized education.
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Portnoy, Lindsay, and Talia Lemberger. "Does context shape comprehension: evaluating the influence of presentation on inquiry strategies in science learning." Information and Learning Sciences 123, no. 3/4 (2021): 179–98. http://dx.doi.org/10.1108/ils-06-2021-0049.
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Purpose Approaches to learning have the ability to influence knowledge acquisition, comprehension, retention and even motivation to learn. Previous work indicates that despite age, experience, or prior knowledge, students have a tendency to approach learning differently as a function of the presented content. The purpose of this study is to explore how context influences student approaches to learning science. Design/methodology/approach The authors adopt a question-asking methodology to evaluate if approaches to learning the same science content vary when presented within the context of Pure Science or the History of Science. Findings Results indicate that contextualizing the presentation of science content, shifts the approaches students take in attempting to learn science content as evidenced by the questions they ask to deepen their understanding. Additional variables of prior experience with each scientific concept, task persistence at a distractor task and later recall of the presented concepts were related to different inquiry strategies. Research limitations/implications Implications for instructional design and pedagogy are discussed. Practical implications The framework in which scientific information is presented may impact how students modify existing and create a new schema, impacting their beliefs about scientific knowledge and the way in which students question, hypothesize and engage within the domain of science. Social implications By studying the role of inquiry while students engage in science learning, the authors explore the role of context, content and knowledge retention. Originality/value The current study probes at the nature of student questioning and its reliance on the content, context and its relationship to outcome variables such as learning and, perhaps, even persistence as it relates to students’ prior knowledge within content areas which may, in turn, lead to varying levels of student self-efficacy.
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Patwary, Md Nurullah, Mohoshin Reza, Sadia Afroj Tithi, and Humayra Akter. "Dimensions in Tertiary EFL Learners’ Syntactical Acquisition: Focus on Clausal Constructions." Integrated Journal for Research in Arts and Humanities 5, no. 2 (2024): 216–28. https://doi.org/10.55544/ijrah.5.2.28.
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Linguistic performance, supported by socio-cognitive competencies, is a crucial aspect in EFL (English as a Foreign Language) writing. The study investigates the acquisition of English clause constructions among tertiary English as a foreign language (EFL) students. The research focuses on syntactical content, as it is crucial for primary communication in writing. However, there is a lack of research in this area, particularly regarding common clause construction errors. A corpus of 105 narrative essays from 105 tertiary English and non-English major students (75 females, 30 males) of Bangladeshi private and public universities was used as the qualitative content data. The data was analyzed using Hsieh and Shannon's summative content analysis method (2005) to identify acquisition challenges and pedagogical needs. Findings indicate that tertiary EFL students exhibit some ease in acquiring coordinate clauses, while they display a protracted struggle with the acquisition of subordinate clauses and subject-verb agreement. It further indicates that Bangladeshi tertiary EFL students’ syntactic mastery across diverse clause subtypes and aspects is not only non-linear but also asymmetrical. Based on the findings, the study suggests reshaping syntax pedagogy to emphasize syntactic subordination and subject-verb agreement, adapting scaffolding to clause complexities, shifting traditional paradigms towards dynamic, engaging practice, and incorporating socio-cognitive schema.
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Asmari, AbdulRahman Al, and Choudhary Zahid Javid. "Role of Content Schema in Reading Comprehension Among Saudi EFL Students: EFL Teachers’ Perspective and Use of Appropriate Classroom Strategies." International Journal of English Linguistics 8, no. 4 (2018): 96. http://dx.doi.org/10.5539/ijel.v8n4p96.
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This empirical survey investigates the perceptions of English language teachers towards the role of content schemata in reading comprehension among Saudi EFL learners. Furthermore, it also attempts to explore the use of appropriate classroom strategies employed by English language teachers to activate content schemata to enhance learners’ reading comprehension. A modified Likert-scale strongly-agree to strongly-disagree questionnaire was administered to 61 male and female EFL faculty from English Language Center (ELC), Taif University to generate data. The findings have reinforced that background knowledge of Saudi EFL learners help them significantly in reading faster with better understanding. It has also been reported that pre-reading strategies of brainstorming, classroom discussions about the topic and questioning are the most favored ones to activate Saudi EFL learners’ background knowledge. It has also been learnt that while-reading strategies of directing the students’ attention to signal words, main idea, important phrases, titles, subtitles and effectively linking the target text to their students’ cultural and social experiences also contribute towards reading comprehension. The findings have also revealed that English language teachers consider low English language proficiency and poor reading skills of Saudi ELF leaners as well as the lack of appropriate teaching aids as the major obstacles in activating the content schemata. Several recommendations have been forwarded which have significant pedagogical implications in materializing much sought-after goal of effective ELT in the KSA by ensuring better reading skills among Saudi EFL learners.
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Clausen, Amy M., Melissa C. Tapp, Robert C. Pennington, Fred Spooner, and Annette Teasdell. "A Systematic Review of Modified Schema-Based Instruction for Teaching Students with Moderate and Severe Disabilities to Solve Mathematical Word Problems." Research and Practice for Persons with Severe Disabilities 46, no. 2 (2021): 94–107. http://dx.doi.org/10.1177/15407969211007561.
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Modified schema-based instruction (MSBI) is a strategy to teach mathematical word problem solving to students with moderate and severe disabilities (MSD). In this comprehensive review, we explore the current state of research on MSBI to determine whether MSBI is an evidence-based practice (EBP) for students with MSD. We reviewed 12 studies, of which 11 met quality standards. Thirty-nine participants, all of whom participated in statewide alternate assessments, were included in these studies, the majority of whom were middle school students with intellectual disability. Four research teams explicitly targeted state content standards. The researcher served as interventionist in 82% of the studies. Although the overall effect size was very large (1.0 Tau), our findings suggest that MSBI is not yet an EBP for students with MSD. We provide an overview of current contextual factors and suggestions for future researchers to continue the investigation of MSBI.
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Martin, Florence, Michele A. Parker, and Deborah F. Deale. "Examining interactivity in synchronous virtual classrooms." International Review of Research in Open and Distributed Learning 13, no. 3 (2012): 228. http://dx.doi.org/10.19173/irrodl.v13i3.1174.
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<p>Interaction is crucial to student satisfaction in online courses. Adding synchronous components (virtual classroom technologies) to online courses can facilitate interaction. In this study, interaction within a synchronous virtual classroom was investigated by surveying 21 graduate students in an instructional technology program in the southeastern United States. The students were asked about learner-learner, learner-instructor, learner-content, and learner-interface interactions. During an interview, the instructor was asked about strategies to promote these different forms of interaction. In addition, the academic, social, and technical aspects of interactions were examined in three course archives using Schullo’s (2005) schema. Participants reported that the Wimba interface was easy to use and that various features, such as text chat and the webcam, facilitated interaction among the students and with the instructor in the virtual classroom. The importance of students’ ability to receive immediate feedback and their experience as presenters was highlighted across the various kinds of interaction. The instructor’s teaching style and visual presence were instrumental in engaging students with the content. The results suggest that student interaction, and hence learning, was aided by the live communication that occurred through the virtual classroom. This study has implications for those who are considering adopting virtual classroom technologies for their online or blended teaching.</p>
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Chun, Kyung Hee. "Cognitive Constructivism in the Development of Medical Education." Korean Medical Education Review 22, no. 2 (2020): 77–84. http://dx.doi.org/10.17496/kmer.2020.22.2.77.
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This study introduces cognitive constructivism in reference to its emergence in the development of medical education. The main concepts of cognitive constructivism as they relate to knowledge construction and the learner’s process were described, and cognitive constructivism as a learning theory was examined in its capacity to help interpret the phenomenon of medical education. Piaget’s theory of cognitive constructivism and Ausubel’s meaningful learning theory were applied in an attempt to explore the role of students and educators, curriculum, and teaching and learning in medical education from a cognitive constructivist perspective. When faced with new information, learners compare it with the existing schema to understand, and in order to resolve conflicts caused by inconsistencies in the information, learners incorporate assimilation and accommodation to help maintain equilibration. Therefore, instructors must meaningfully connect new content to the learner’s existing schema and make endless efforts to satisfy learners’ intellectual curiosity. The basic premises of medical education content is a suitable subject of meaningful learning. A learner who already possesses well-structured knowledge is likely to experience meaningful learning and a richer intellectual experience. Therefore, it is necessary to organize the curriculum strategically and elaborately so that learners can have an improved and effective learning experience.
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Chun, Kyung Hee. "Cognitive Constructivism in the Development of Medical Education." Korean Medical Education Review 26, Suppl 1 (2024): S22—S30. http://dx.doi.org/10.17496/kmer.24.002.
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This study introduces cognitive constructivism in reference to its emergence in the development of medical education. The main concepts of cognitive constructivism as they relate to knowledge construction and the learner’s process were described, and cognitive constructivism as a learning theory was examined in its capacity to help interpret the phenomenon of medical education. Piaget’s theory of cognitive constructivism and Ausubel’s meaningful learning theory were applied in an attempt to explore the role of students and educators, curriculum, and teaching and learning in medical education from a cognitive constructivist perspective. When faced with new information, learners compare it with the existing schema to understand, and in order to resolve conflicts caused by inconsistencies in the information, learners incorporate assimilation and accommodation to help maintain equilibration. Therefore, instructors must meaningfully connect new content to the learner’s existing schema and make endless efforts to satisfy learners’ intellectual curiosity. The basic premises of medical education content is a suitable subject of meaningful learning. A learner who already possesses well-structured knowledge is likely to experience meaningful learning and a richer intellectual experience. Therefore, it is necessary to organize the curriculum strategically and elaborately so that learners can have an improved and effective learning experience.
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Castelletto, Kathryn, Elyce Green, Rebecca Barry, and Brent Smith. "Learning afforded to student paramedics in a rural health promotion activity." Journal of Paramedic Practice 16, no. 6 (2024): 242–48. http://dx.doi.org/10.12968/jpar.2024.16.6.242.
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Background: Clinical placements can be limited in rural areas so innovative models of this are increasingly needed. Aims: This paper explores the learning afforded to undergraduate paramedicine students through a short-term health promotion activity. Methods: Undergraduate paramedicine students who attended a health promotion event as part of their work-integrated learning requirements were invited to take part in a group mind-mapping activity. Two central questions were posed to the students: ‘What did you learn during your placement at the agricultural field days?’ and ‘What facilitated your learning at the agricultural field days?’ Results: 13 of the 14 students attending the placement participated in the study. Content analysis was carried out, and themes were agreed upon using a constant comparative method and represented as a conceptual schema. Three main themes were identified: practising professional skills experience in high-dose, narrow-scope activity; creating a space for reciprocal connection between students and community members; and challenged presumptions of rural health. Conclusion: Short-term health promotion activities can provide diverse and valuable learnings to undergraduate paramedicine students.
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Ramolula, Kabelo, and Milton Nkoane. "The culture of reading for acquisition and learning of content knowledge for English language and literature in English in higher education." International Journal of Research in Business and Social Science (2147- 4478) 12, no. 9 (2023): 440–49. http://dx.doi.org/10.20525/ijrbs.v12i9.2885.
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This study aims to explore the culture of reading literary texts in higher education and the strategies that can enhance the acquisition and learning of the content knowledge for both English Language and Literature in English. The study adopted an interpretivist paradigm and qualitative research design. The study is qualitative in nature. Language in/for/with content and schema theories form the basis for the study. The former holds that language cannot be acquired outside content whilst schemata are stored mental structures that determine the acquisition of new knowledge; thus, literary content knowledge may not be acquired/learned outside linguistic and communicative competencies and vice versa. Data were collected from the relevant literature from the past six years. It was interpreted and analysed thematically. The results showed that students' habit of reading is poor which affects their academic performance. In addition, new technological devices make learning easier and more accessible, but it negatively affects students' ability to read authentic texts for information and entertainment. The study therefore concludes that university students do not read literary texts because of the bad use of information and communication technology. However, the use of digital libraries could improve the situation. The findings suggest that institutions of higher learning should have strategies to engage linguists and literary scholars in the habit of reading literary texts. University libraries should be equipped with relevant and updated digital reading materials.
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Cox, Sarah K., and Jenny R. Root. "Development of Mathematical Practices Through Word Problem–Solving Instruction for Students With Autism Spectrum Disorder." Exceptional Children 87, no. 3 (2021): 326–43. http://dx.doi.org/10.1177/0014402921990890.
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The Common Core State Standards for Mathematics highlight the importance of not only content standards for mathematics but also mathematical practices such as communication, representation, and reasoning, skills that are often difficult for students with autism spectrum disorder (ASD). Through a single-case multiple-probe-across-participants design, this study found modified schema-based instruction (MSBI) to be an effective strategy to increase the use of mathematical practices for middle school students with ASD when solving multiplicative word problems. Four students eligible for special education services under the area of autism enrolled in sixth-grade general education mathematics classes increased their use of mathematical practices for two problem types (multiplicative comparison and proportion) and maintained the use of mathematical practices 4 to 8 weeks after intervention. Additionally, all participants generalized their use of mathematical practices to novel multiplicative comparison problems containing extraneous information, and three of the participants generalized mathematical practice skills to proportion problems containing extraneous information. Implications for practice are discussed.
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Tatira, Benjamin. "Undergraduate students’ understanding of the application of integral calculus in kinematics." Eurasia Journal of Mathematics, Science and Technology Education 21, no. 3 (2025): em2601. https://doi.org/10.29333/ejmste/16049.
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In calculus, students can integrate functions that require procedures or algorithmic rules, but they grapple with contextual problems involving real-life motion of physical bodies. When undergraduate students learn the application of integration, they are expected to comprehend the concept of integration and apply it to optimization. This study used the action-process-object-schema (APOS) theory to determine undergraduate students’ construction of the application of integral calculus to kinematics. This study was qualitative and involved a case study of 150 secondary mathematics students registered for a Bachelor of Education degree at a university in South Africa. Data were collected through a written test by all the students and semi-structured interviews with eight students. The eight students were selected purposively, and the interview questions were meant to clarify some of the responses raised in the test. The content analysis of the written responses was done to reveal the stages of students’ concept development of kinematics. The findings revealed that students had significant challenges performing second- and third-level integration. These involve substituting the initial conditions at least once to find the constant integration for each level. Furthermore, students’ connection with displacement, velocity and acceleration concepts was weak, coupled with their failure to consider the point when the object was momentarily at rest.