Segui questo link per vedere altri tipi di pubblicazioni sul tema: Sensory and intuitive learners.
Articoli di riviste sul tema "Sensory and intuitive learners"
Cita una fonte nei formati APA, MLA, Chicago, Harvard e in molti altri stili
Vedi i top-50 articoli di riviste per l'attività di ricerca sul tema "Sensory and intuitive learners".
Accanto a ogni fonte nell'elenco di riferimenti c'è un pulsante "Aggiungi alla bibliografia". Premilo e genereremo automaticamente la citazione bibliografica dell'opera scelta nello stile citazionale di cui hai bisogno: APA, MLA, Harvard, Chicago, Vancouver ecc.
Puoi anche scaricare il testo completo della pubblicazione scientifica nel formato .pdf e leggere online l'abstract (il sommario) dell'opera se è presente nei metadati.
Vedi gli articoli di riviste di molte aree scientifiche e compila una bibliografia corretta.
1
Chalfoun, Pierre, e Claude Frasson. "Subliminal Cues While Teaching: HCI Technique for Enhanced Learning". Advances in Human-Computer Interaction 2011 (2011): 1–15. http://dx.doi.org/10.1155/2011/968753.
Testo completoAbstract (sommario):
This paper presents results from an empirical study conducted with a subliminal teaching technique aimed at enhancing learner's performance in Intelligent Systems through the use of physiological sensors. This technique uses carefully designed subliminal cues (positive) and miscues (negative) and projects them under the learner's perceptual visual threshold. A positive cue, called answer cue, is a hint aiming to enhance the learner's inductive reasoning abilities and projected in a way to help them figure out the solution faster but more importantly better. A negative cue, called miscue, is also used and aims at obviously at the opposite (distract the learner or lead them to the wrong conclusion). The latest obtained results showed that only subliminal cues, not miscues, could significantly increase learner performance and intuition in a logic-based problem-solving task. Nonintrusive physiological sensors (EEG for recording brainwaves, blood volume pressure to compute heart rate and skin response to record skin conductivity) were used to record affective and cerebral responses throughout the experiment. The descriptive analysis, combined with the physiological data, provides compelling evidence for the positive impact of answer cues on reasoning and intuitive decision making in a logic-based problem-solving paradigm.
2
Bougsiaa, Hussein. "Teaching and Learning Context in Augmented Reality Environment". Ars Educandi, n. 13 (1 dicembre 2016): 23–31. http://dx.doi.org/10.26881/ae.2016.13.02.
Testo completoAbstract (sommario):
The article presents Augmented reality (AR) as a step between reality and virtual reality for the benefit of education. After some introductory example of where AR heads, the technology will be explained itself. Then, I describe the modules of the AR that are developed and how it can be used in university courses and activities.AR is the mid-point on a continuum between the real physical world around us, and the virtual digital world online superimposing information on our sensory experiences as we move through time and space. Viewing physical objects through a mobile’s camera, AR uses image recognition, geo-location, the device’s accelerometer, and online databases to provide information relevant in time and space to the user. Research continues into different interaction methods and display possibilities making engagement with online data more natural and intuitive. The article explores current research in AR and associated technologies in order to understand possibilities for learners today and in the future.This literature review focuses on AR for learning that utilize mobile, context-aware technologies (e.g., smartphones, tablets), which enable participants to interact with digital information embedded within the physical environment. Summarizing research findings about AR in formal and informal learning environments (i.e., schools, universities, museums, parks, zoos, etc.), with an emphasis on the affordances and limitations associated with AR as it relates to teaching, learning, and instructional design. As a cognitive tool and pedagogical approach, AR is primarily aligned with situated and constructivist learning theory, as it positions the learner within a real-world physical and social context while guiding, scaffolding and facilitating participatory and meta-cognitive learning processes such as authentic inquiry, active observation, peer coaching, reciprocal teaching and legitimate peripheral participation with multiple modes of representation.
3
Graulty, Christian, Orestis Papaioannou, Phoebe Bauer, Michael A. Pitts e Enriqueta Canseco-Gonzalez. "Hearing Shapes: Event-related Potentials Reveal the Time Course of Auditory–Visual Sensory Substitution". Journal of Cognitive Neuroscience 30, n. 4 (aprile 2018): 498–513. http://dx.doi.org/10.1162/jocn_a_01210.
Testo completoAbstract (sommario):
In auditory–visual sensory substitution, visual information (e.g., shape) can be extracted through strictly auditory input (e.g., soundscapes). Previous studies have shown that image-to-sound conversions that follow simple rules [such as the Meijer algorithm; Meijer, P. B. L. An experimental system for auditory image representation. Transactions on Biomedical Engineering, 39, 111–121, 1992] are highly intuitive and rapidly learned by both blind and sighted individuals. A number of recent fMRI studies have begun to explore the neuroplastic changes that result from sensory substitution training. However, the time course of cross-sensory information transfer in sensory substitution is largely unexplored and may offer insights into the underlying neural mechanisms. In this study, we recorded ERPs to soundscapes before and after sighted participants were trained with the Meijer algorithm. We compared these posttraining versus pretraining ERP differences with those of a control group who received the same set of 80 auditory/visual stimuli but with arbitrary pairings during training. Our behavioral results confirmed the rapid acquisition of cross-sensory mappings, and the group trained with the Meijer algorithm was able to generalize their learning to novel soundscapes at impressive levels of accuracy. The ERP results revealed an early cross-sensory learning effect (150–210 msec) that was significantly enhanced in the algorithm-trained group compared with the control group as well as a later difference (420–480 msec) that was unique to the algorithm-trained group. These ERP modulations are consistent with previous fMRI results and provide additional insight into the time course of cross-sensory information transfer in sensory substitution.
4
Corbi, Alberto, Olga C. Santos e Daniel Burgos. "Intelligent Framework for Learning Physics with Aikido (Martial Art) and Registered Sensors". Sensors 19, n. 17 (24 agosto 2019): 3681. http://dx.doi.org/10.3390/s19173681.
Testo completoAbstract (sommario):
Physics is considered a tough academic subject by learners. To leverage engagement in the learning of this STEM area, teachers try to come up with creative ideas about the design of their classroom lessons. Sports-related activities can foster intuitive knowledge about physics (gravity, speed, acceleration, etc.). In this context, martial arts also provide a novel way of visualizing these ideas when performing the predefined motions needed to master the associated techniques. The recent availability of cheap monitoring hardware (accelerometers, cameras, etc.) allows an easy tracking of the aforementioned movements, which in the case of aikido, usually involve genuine circular motions. In this paper, we begin by reporting a user study among high-school students showing that the physics concept of moment of inertia can be understood by watching live exhibitions of specific aikido techniques. Based on these findings, we later present Phy + Aik, a tool for educators that enables the production of innovative visual educational material consisting of high-quality videos (and live demonstrations) synchronized/tagged with the inertial data collected by sensors and visual tracking devices. We think that a similar approach, where sensors are automatically registered within an intelligent framework, can be explored to teach other difficult-to-learn STEM concepts.
5
Aliakbari, Mohammad, e Elham Mahjub. "Analytical/intuitive EFL learners and gender effect". International Journal of Pedagogies and Learning 6, n. 1 (gennaio 2010): 41–48. http://dx.doi.org/10.5172/ijpl.6.1.41.
Testo completo
6
Kaur, Gurjeet. "Seeing Light". Contemporary Education Dialogue 14, n. 1 (gennaio 2017): 22–48. http://dx.doi.org/10.1177/0973184916678697.
Testo completoAbstract (sommario):
Despite its familiarity and the fact that it becomes a formal area of study in early upper primary grades, optics remains a cognitive challenge for young as well as advanced learners, not only because much of it is counter-intuitive but also because its conceptual comprehension involves negotiating the vocabulary and graphical symbolism involved in the study of the subject. In this article, I will attempt to trace the comprehension difficulties faced by learners in the area of optics to the nature of the subject, the intuitive notions associated with it and its textbook representations. I will also describe an investigation into prospective teachers’ ideas in optics and discuss the effect of an intervention that was conceptualised as a way forward in its teaching.
7
Linebaugh, Gary, e Thomas Roche. "Learning to hear by learning to speak". Australian Review of Applied Linguistics 36, n. 2 (1 gennaio 2013): 146–59. http://dx.doi.org/10.1075/aral.36.2.02lin.
Testo completoAbstract (sommario):
In this paper we explore English pronunciation teaching within an English as an International Language (EIL) framework, arguing that teaching learners how to produce English phonemes can lead to an improvement in their aural ability. English as an Additional Language (EAL) learners often have difficulty discriminating between and producing specific sounds of the target language; Arabic speakers, for example, typically have difficulty distinguishing between /p/ and /b/ in words such as pin and bin. The research described here indicates that explicit articulatory training in the production of two problematic sounds, /p/ and /b/, improves learners’ ability to perceptually discriminate between the two. Following articulatory training, participants were better at correctly identifying which member of a minimal pair they heard (pack or back, for example), whereas simply providing focused aural exposure to those sounds, as advocated in the non-form focused intuitive-imitative approach, did not lead to similar improvement. This suggests that for sounds that are perceptually difficult for learners, complementing exposure as advocated by the intuitive-imitative approach with articulatory training may produce the best results in terms of segmental discrimination and ultimately target language production. We also point to evidence that accuracy in segmental production is especially relevant in the EIL context.
8
Vaezi, Shahin, e Hamid Reza Shahroosvand. "Iranian EFL Learners' and Teachers' Sensory Preferences and the Learners' Speaking Ability". International Journal of English Language Education 3, n. 2 (18 maggio 2015): 14. http://dx.doi.org/10.5296/ijele.v3i2.7627.
Testo completo
9
Lomax, Kendra, Kristin Alfonzo, Sarah Dietz, Ellen Kleyman e Elham Kazemi. "Trying Three-Act Tasks with Primary Students". Teaching Children Mathematics 24, n. 2 (ottobre 2017): 112–19. http://dx.doi.org/10.5951/teacchilmath.24.2.0112.
Testo completoAbstract (sommario):
An extended vignette demonstrates a new take on problem solving: how to provide multiple entry points for K–grade 2 learners, leverage their intuitive understandings of the world around them to make sense of and solve problems, and engage them in rich mathematical modeling.
10
Stacy, Stephanie, Qingyi Zhao, Max Kleiman-Weiner e Tao Gao. "Intuitive Visual Communication Through Physical-Social Commonsense". Journal of Vision 20, n. 11 (20 ottobre 2020): 1517. http://dx.doi.org/10.1167/jov.20.11.1517.
Testo completo
11
Zhang, Huiying, e Weijie Zhou. "A CLEC-based Study on the Spatial Metaphor of HIGH Collocations". Journal of Language Teaching and Research 10, n. 6 (1 novembre 2019): 1237. http://dx.doi.org/10.17507/jltr.1006.11.
Testo completoAbstract (sommario):
Metaphor is conceived as understanding and experiencing one kind of thing in terms of another. Metaphor is pervasive not just in language, but also in our thoughts and actions. The conceptual system is metaphoric in nature. Previous studies on metaphor are done through linguistic researchers’ intuitive analysis. Few quantitative studies have been done to metaphor from corpus and the perspective of learners in second or foreign language learning. This paper, based on CLEC corpus, attempts to explore the relationship between spatial metaphor and second language acquisition and learning. Using ‘HIGH’ as a spatial measurement adjective, the paper hopes to understand different types of metaphorical collocations of HIGH in CLEC—a Chinese EFL learners' corpus, and to indicate the relationship of metaphor output ability with learners’ language proficiency. The studies have demonstrated eight types of HIGH collocations from Chinese EFL learners and the metaphor output ability is directly related to the learners’ language proficiency.
12
Tewell, Eamon C. "Cataloguers May Tend to Have Learning Styles Different from Other Library Job Responsibilities". Evidence Based Library and Information Practice 11, n. 2 (20 giugno 2016): 198. http://dx.doi.org/10.18438/b8jw46.
Testo completoAbstract (sommario):
Objective – To determine whether relationships exist between academic librarians’ learning styles and their professional work responsibilities.
Design – Self-selecting survey.
Setting – Email listservs.
Subjects – 1579 academic librarians.
Methods – The authors used the Index of Learning Styles questionnaire, based on the Felder-Silverman Learning Styles model consisting of eight dimensions on four scales: Active/Reflective, Sensing/Intuitive, Visual/Verbal, and Sequential/Global. The multiple choice survey was distributed online to 23 email listservs for academic librarians in 2011, and to 14 additional listservs in 2013 targeting technical services librarians. 1579 responses were received in total, which were analyzed using ANOVA with a Tukey-Kramer post-hoc mean separation, and descriptively using observed frequencies.
Main Results – In examining the relationship between positions and learning styles, the study revealed there to be five statistically significant p-values when the data were analyzed. Catalogers (n=145) were found to be more reflective learners compared to Administrative (n=321) and Instruction librarians (n=228) at the p = 0.009 level. Administrative, Instruction, and “Other” librarians were found to be more intuitive learners than Catalogers, who are more likely to be sensing learners, at the p = 0.0004 level. Digital librarians (n=40) are more likely to be visual learners and Catalogers more likely to be sequential learners when compared to several other librarian categories, at the p = 0.020 and p = 0.001 levels respectively.
Conclusions – The authors concluded that there were some statistically significant differences between librarians’ learning styles scores according to job responsibilities. Catalogers were found to have different learning styles than other types of librarians for three out of four scales. Based on these findings, the authors indicate that further research into how librarians’ work responsibilities impact learning styles is justified.
13
Washington, Taylor, e Jason Fischer. "Intuitive physics does not rely on visual imagery". Journal of Vision 21, n. 9 (27 settembre 2021): 2894. http://dx.doi.org/10.1167/jov.21.9.2894.
Testo completo
14
Muller, Chris M. P., Eli Brenner e Jeroen B. J. Smeets. "Testing a counter-intuitive prediction of optimal cue combination". Vision Research 49, n. 1 (gennaio 2009): 134–39. http://dx.doi.org/10.1016/j.visres.2008.10.006.
Testo completo
15
Schwettmann, Sarah, Jason Fischer, Joshua Tenenbaum e Nancy Kanwisher. "Neural representation of the intuitive physical dimension of mass". Journal of Vision 18, n. 10 (1 settembre 2018): 731. http://dx.doi.org/10.1167/18.10.731.
Testo completo
16
Shiyyab, Muad Mahmood. "Innovative Graphing Skills Through Interrogation Of Silent Ingredients". International Journal of Emerging Technologies in Learning (iJET) 15, n. 12 (26 giugno 2020): 32. http://dx.doi.org/10.3991/ijet.v15i12.11675.
Testo completoAbstract (sommario):
Interrogation of silent ingredients and features method provides an intuitive opportunity for learners to interrogate and utilize features that seems for the first impression worthless for developing mathematical function sense and enhancing graphing skills. Yet, it challenges the learner to connect small pieces to build a rationalized complex interrelated structure. This method was demonstrated and discussed with learners through interactive communications. The result of the demonstrations and discussion were qualitatively analyzed. It showed positive progress in the learner's ability, disposition, and skills to graph functions and understand interrelationships through meaningful schema. Moreover, it helps provide rational and logical reasoning for mathematical phenomena such as concavity, and issues related to the limits of a function.
17
Umam, Khoerul, e Kowiyah Kowiyah. "The Effect of Non-Routine Geometry Problem on Elementary Students Belief in Mathematics: A Case Study". JETL (Journal Of Education, Teaching and Learning) 3, n. 1 (30 marzo 2018): 99. http://dx.doi.org/10.26737/jetl.v3i1.552.
Testo completoAbstract (sommario):
Many learners hold traditional beliefs about perimeter and area that a shape with a larger area must have a larger perimeter while shape with the same perimeter must have the same area. To address this issue, non-routine geometry problem is given. This qualitative descriptive research used to reach the goal and to explore the effect of non-routine geometry problem on elementary student belief in mathematics. The instrument has been developed to accommodate intuitive student belief and student’s belief about the concept of perimeter. The results provide evidence that students’ intuitive belief about perimeter can be change through non-routine geometry problem which is required understanding and some mathematical analysis. Fortunately, the problem has helped the elementary students revise and correct their beliefs, thoughts, and understandings relating to the circumference of shape.
18
Van Hoof, Jo, Lieven Verschaffel, Wim De Neys e Wim Van Dooren. "Intuitive errors in learners’ fraction understanding: A dual-process perspective on the natural number bias". Memory & Cognition 48, n. 7 (26 maggio 2020): 1171–80. http://dx.doi.org/10.3758/s13421-020-01045-1.
Testo completo
19
Tsamir, Pessia. "Enhancing Prospective Teachers’ Knowledge of Learners’ Intuitive Conceptions: The Case of Same A–Same B". Journal of Mathematics Teacher Education 8, n. 6 (dicembre 2005): 469–97. http://dx.doi.org/10.1007/s10857-005-5119-8.
Testo completo
20
K Alenizi, Mogbel Aid. "Effectiveness of a Program Based on A Multi-Sensory Strategy in Developing Visual Perception of Primary School Learners with Learning Disabilities: A Contextual Study of Arabic Learners". International Journal of Educational Psychology 8, n. 1 (24 febbraio 2019): 72. http://dx.doi.org/10.17583/ijep.2019.3346.
Testo completoAbstract (sommario):
The current study aims to assess the effectiveness of a program based on a multi-sensory strategy in developing of visual perception for primary school learners with learning disabilities. The study employed the quasi-experimental method on the experimental group of learners. A training program based on multi-sensory strategy was employed on a group of third and fourth graders (n = 30) who were exposed to draw upon their sensorimotor memories and familiarities to recognize the mentally stimulating texts. The other group of 30 learners i.e. the control group was exposed to the regular reading comprehension instructions. Pre-to-post test differences were examined in terms of the learners’ visual perception to evaluate the teaching’s effectiveness. The results illustrates that there is a difference in the level of visual perception skills of the learners of both groups. And the differences were in favor of multi-sensory strategy. The findings of this study suggest that it is constructive for learners to connect their sensorimotor experiences to the text/or the reading materials they are exposed to.
21
Azeem, Muhammad, Momina Akram, Rubbab Asghar, Arfan ul Haq, Nadeem Tarique e Saadia Ata. "Learning strategies of dental undergraduates of orthodontics and prosthodontics." Professional Medical Journal 26, n. 08 (10 agosto 2019): 1311–14. http://dx.doi.org/10.29309/tpmj/2019.26.08.3875.
Testo completoAbstract (sommario):
It is very important for faculty members to know how students learn so that they can modify teaching methods accordingly. To measure the learning preferences of dental undergraduates at Faisalabad Medical University, Pakistan. Study Design: A Cross-sectional study. Setting: Orthodontic Department, Dental Section- Faisalabad Medical University, Faisalabad. Period: Session 2017-18. Materials and Methods: Present study was conceived on the final year dental undergraduates (n=40) of Faisalabad Medical University, Pakistan to determine the learning preferences. Questionnaire was administered using Felder and Soloman’s Index of Learning Styles. The descriptive statistics were applied and survey data were converted in to scores. Results: The results showed that most of the undergraduate dental students were verbal learners (50%). On the sequential/global scale, 55% were balanced and 40% were sequential learners. On the active/reflective scale, 45% were balanced, and 30% were active. On the sensing/intuitive scale, 50% were balanced, and 38% were sensing. Conclusion: The undergraduate dental students were found to be mostly verbal learners.
22
Chen, Chih-Ming, Jung-Ying Wang e Yu-Chieh Lin. "A visual interactive reading system based on eye tracking technology to improve digital reading performance". Electronic Library 37, n. 4 (5 agosto 2019): 680–702. http://dx.doi.org/10.1108/el-03-2019-0059.
Testo completoAbstract (sommario):
Purpose Developing attention-aware systems and interfaces based on eye tracking technology could revolutionize mainstream human–computer interaction to make the interaction between human beings and computers more intuitive, effective and immersive than can be achieved traditionally using a computer mouse. This paper aims to propose an eye-controlled interactive reading system (ECIRS) that uses human eyes instead of the traditional mouse to control digital text to support screen-based digital reading. Design/methodology/approach This study uses a quasi-experimental design to examine the effects of an experimental group and a control group of learners who, respectively, used the ECIRS and a mouse-controlled interactive reading system (MCIRS) to conduct their reading of two types of English-language text online – pure text and Q&A-type articles on reading comprehension, cognitive load, technology acceptance, and reading behavioural characteristics. Additionally, the effects of learners with field-independent (FI) and field-dependence (FD) cognitive styles who, respectively, used the ECIRS and MCIRS to conduct their reading of two types of English-language text online – pure text and Q&A-type articles on reading comprehension are also examined. Findings Analytical results reveal that the reading comprehension of learners in the experimental group significantly exceeded those in the control group for the Q&A article, but the difference was insignificant for the pure text article. Moreover, the ECIRS improved the reading comprehension of field-independent learners more than it did that of field-dependent learners. Moreover, neither the cognitive loads of the two groups nor their acceptance of the technology differed significantly, whereas the reading time of the experimental group significantly exceeded that of the control group. Interestingly, for all articles, the control group of learners read mostly from top to bottom without repetition, whereas most of the learners in the experimental group read most paragraphs more than once. Clearly, the proposed ECIRS supports deeper digital reading than does the MCIRS. Originality/value This study proposes an emerging ECIRS that can automatically provide supplementary information to a reader and control a reading text based on a reader’s eye movement to replace the widely used mouse-controlled reading system on a computer screen to effectively support digital reading for English language learning. The implications of this study are that the highly interactive reading patterns of digital text with ECIRS support increase motivation and willingness to learn while giving learners a more intuitive and natural reading experience as well as reading an article online with ECIRS support guides learners’ attention in deeper digital reading than does the MCIRS because of simultaneously integrating perceptual and cognitive processes of selection, awareness and control based on human eye movement.
23
Cheminal, Alexandre, Jérémie Léonard, So-Young Kim, Kwang-Hwan Jung, Hideki Kandori e Stefan Haacke. "100 fs photo-isomerization with vibrational coherences but low quantum yield in Anabaena Sensory Rhodopsin". Physical Chemistry Chemical Physics 17, n. 38 (2015): 25429–39. http://dx.doi.org/10.1039/c5cp04353k.
Testo completo
24
Zaric, Nadja, Vlatko Lukarov e Ulrik Schroder. "A Fundamental Study for Gamification Design: Exploring Learning Tendencies’ Effects". International Journal of Serious Games 7, n. 4 (4 dicembre 2020): 3–25. http://dx.doi.org/10.17083/ijsg.v7i4.356.
Testo completoAbstract (sommario):
In this paper, we present the fundamental concepts, design, and preliminary findings of a personalized gamification project in the educational context. The project aims to create a balanced, gamified learning environment in which all learners are equally engaged and interested. However, finding the balance between heterogenic learners’ traits and the variety of gamification design elements is a challenging, multistep process. Therefore, this paper presents the first steps towards the design of a balanced gamified environment, in which we a) proposed the Personalized Gamification Design Model (PeGaM) to assist gamification designers in applying a learner-center approach to gamification; b) explored learners’ learning tendencies as personalization criteria and applied PeGaM in the e-learning course, and c) conducted the exploratory study with 124 students to investigate behavioral differences in and between students in the control and treatment group. The study revealed a positive influence of badges, leaderboards, and experience points on learners with reflective, global, visual, and intuitive learning tendencies, and negative on students with sensing learning tendencies. Hence, this study supported the idea of introducing learning tendencies in the gamification design process and indicates the need for further research in this direction.
25
Qin, Ying. "Machine Learning Based Taxonomy and Analysis of English Learners' Translation Errors". International Journal of Computer-Assisted Language Learning and Teaching 9, n. 3 (luglio 2019): 68–83. http://dx.doi.org/10.4018/ijcallt.2019070105.
Testo completoAbstract (sommario):
This study extracts the comments from a large scale of Chinese EFL learners' translation corpus to study the taxonomy of translation errors. Two unsupervised machine learning approaches are used to obtain the computational evidences of translation error taxonomy. After manually revision, ten types of English to Chinese (E2C) and eight types Chinese to English (C2E) translation errors are finally confirmed. There probably exists three categories of top-level errors according to the hierarchical clustering results. In addition, three supervised learning methods are applied to automatically recognize the types of errors, among which the highest performance reaches F1 = 0.85 on E2C and F1 = 0.90 on C2E translation. Further comparison to the intuitive or theoretical studies on translation taxonomy shows some phenomenon accompanied by language skill improvement of Chinese learners. Analysis on translation problems based on machine learning provides the objective insight and understanding on the students' translations.
26
Morańska, Danuta. "Innovative methods of adult learners’ educationin the framework of scientific and social partnership". International Journal of Pedagogy, Innovation and New Technologies 7, n. 1 (30 giugno 2020): 69–75. http://dx.doi.org/10.5604/01.3001.0014.4460.
Testo completoAbstract (sommario):
Development of network technologies creates more and more friendly conditions contributing to the development of e-learning platforms. Thanks to simpler and more intuitive operation, e-learning platforms are applicable in the implementation of educational objectives among adult learners. E-platforms contribute to the integration and creation of cooperation networks among environments implementing common objectives, although they function in remote localizations. In the paper the opportunities of innovative applications of the e-learning Moodle platform was characterized. This platform was used to implement objectives connected with intercultural and intergenerational education in the process of Long Life Learning among Polish people living abroad. The aim of the implemented project was common development of innovative methodology of adult learners’ education in order to provide the high level of teaching with the application of e-learning solutions.
27
Wang, Jinjing (Jenny), Yang Yang, Carla Macias e Elizabeth Bonawitz. "Children With More Uncertainty in Their Intuitive Theories Seek Domain-Relevant Information". Psychological Science 32, n. 7 (28 giugno 2021): 1147–56. http://dx.doi.org/10.1177/0956797621994230.
Testo completoAbstract (sommario):
How do changes in learners’ knowledge influence information seeking? We showed preschoolers ( N = 100) uncertain outcomes for events and let them choose which event to resolve. We found that children whose intuitive theories were at immature stages were more likely to seek information to resolve uncertainty about an outcome in the related domains, but children with more mature knowledge were not. This result was replicated in a second experiment but with the nuance that children at intermediate stages of belief development—when the causal outcome would be most ambiguous—were the most motivated to resolve the uncertainty. This effect was not driven by general uncertainty at the framework level but, rather, by the impact that framework knowledge has in accessing uncertainty at the model level. These results are the first to show the relationship between a learning preference and the developmental stage of a child’s intuitive theory.
28
Crooks, Shelagh. "The Concept of Argument in Philosophy as a Threshold for Learners". Teaching Philosophy 43, n. 1 (2020): 1–27. http://dx.doi.org/10.5840/teachphil202018115.
Testo completoAbstract (sommario):
It is commonplace for undergraduate students to find certain concepts inherent to the disciplines of study troublesome. While some concepts are troublesome simply because they represent new vocabulary for the students, other concepts are troublesome in a more significant sense. Concepts of this kind are troublesome because they highlight an aspect of the deep structure of the discipline, a way of thinking and inquiry, that the students are likely to find strange and even, counter-intuitive, relative to their own pre-existing conceptual frameworks. In this paper, I will argue that the concept of ‘argument’ in the discipline of philosophy, is one such concept. To make the case for this, I will be drawing upon a relatively new and important framework for inquiry into troublesome disciplinary concepts, known as “threshold concept theory” (Meyer and Land 2006, 2008). In addition, I propose to consider the implications, in terms of the design of curriculum and pedagogy for the philosophy classroom, of conceiving argument in threshold concept terms.
29
Martinez-Garza, Mario M., Douglas Clark e Brian Nelson. "Advances in Assessment of Students' Intuitive Understanding of Physics through Gameplay Data". International Journal of Gaming and Computer-Mediated Simulations 5, n. 4 (ottobre 2013): 1–16. http://dx.doi.org/10.4018/ijgcms.2013100101.
Testo completoAbstract (sommario):
In this paper, the authors present advances in analyzing gameplay data as evidence of learning outcomes using computational methods of statistical analysis. These analyses were performed on data gathered from the SURGE learning environment (Martinez-Garza, Clark, & Nelson, 2010). SURGE is a digital game designed to help students articulate their intuitive concepts of motion physics and organize them toward a more normative scientific understanding. Various recurring issues of assessment, which pervade assessment of learning in games more generally, prompted the authors to consider whether gameplay (actions of learners in the context of the game) can be analyzed to produce evidence of learning. The authors describe their approach to the analysis of game play in terms of qualitative assessment that the authors believe may lay the groundwork for the application of similar computationally-intensive techniques in other educational game contexts.
30
Alghamdi, Fatimah M. A. "Self-directed Learning in Preparatory-year University Students: Comparing Successful and Less-successful English Language Learners". English Language Teaching 9, n. 7 (13 maggio 2016): 59. http://dx.doi.org/10.5539/elt.v9n7p59.
Testo completoAbstract (sommario):
<p>There is consensus among those involved in teaching English as a foreign language (EFL) in the Saudi educational context that students’ achievement in language learning is below expectations. Much research has been directed towards finding the reasons for low achievement amongst learners. However, very few studies have looked at parameters of learners’ agency and learners’ responsibility in the learning process. This study examines learners’ efforts at self-directed learning, measured with reference to a set of behavioral and metacognitive constructs. The primary objective is to diagnose efficiency problems in EFL learning and compare successful learners to those who fail to progress from one academic language level to the next. A secondary objective in this study is to find out if the General Aptitude Test (GAT) score is a predictor of success in language learning.</p><p>The findings reveal significant differences between successful learners and less-successful learners in aggregate self-directedness scores. However, while the analysis of the component constructs shows statistically significant differences between successful and less-successful learners in the self-management and study time measures, differences in the self-monitoring and motivation measures were non-significant. The lack of significant differences between some of the measures is attributed to the relative baseline similarity of the two groups. Moreover, the GAT measure yielded a counter-intuitive result; namely that less-successful learners had higher GAT scores than the successful ones, though the difference wasn’t statistically significant. The study concludes with implications for further research; for example, calling for a larger scale investigation of self-directedness, as well as other meta-cognitive strategies, and the possible relationship of these to GAT scores. Academic coaching of self-directedness and self-regulation strategies for college students is recommended.</p>
31
McBride, Nicole, e Karen Seago. "Bridging the gap: grammar as hypertext". ReCALL 9, n. 2 (novembre 1997): 17–25. http://dx.doi.org/10.1017/s0958344000004742.
Testo completoAbstract (sommario):
We argue that grammar is an important element of language learning and that adult learners need a combination of exposure and cognitive learning processes. We addres the pragmatics of reource driven grammar teaching and identify grammar as suitable for independent study if computer based. With reference to a hypertext grammar package developed at the University of North London, we argue that the interactivity of hypertext-based grammar bridges the gap between embedded grammar teaching and theoretical explanation of language. Which allow an intuitive gateway to grammar learning.
32
Kruk, Mariusz. "A look at the advanced learners' use of mobile devices for English language study: Insights from interview data". EuroCALL Review 25, n. 2 (23 ottobre 2017): 18. http://dx.doi.org/10.4995/eurocall.2017.7461.
Testo completoAbstract (sommario):
<p>The paper discusses the results of a study which explored advanced learners of English engagement with their mobile devices to develop learning experiences that meet their needs and goals as foreign language learners. The data were collected from 20 students by means of a semi-structured interview. The gathered data were subjected to qualitative and quantitative analysis. The results of the study demonstrated that, on the one hand, some subjects manifested heightened awareness relating to the advantageous role of mobile devices in their learning endeavors, their ability to reach for suitable tools and retrieve necessary information so as to achieve their goals, meet their needs and adjust their learning of English to their personal learning styles, and on the other, a rather intuitive and/or ad hoc use of their mobile devices in the classroom.</p>
33
ACEDO, NOAH F. "Sensory Details for Descriptive Writing". International Journal of English Language Studies 2, n. 4 (30 ottobre 2020): 13–22. http://dx.doi.org/10.32996/ijels.2020.2.4.2.
Testo completoAbstract (sommario):
This study was conducted to determine the effectiveness of sensory details in writing descriptive essay to grade twelve STEM students, University of Cebu-Main Campus. The result was used as basis for a proposed action plan. Specifically, the study sought answers to the pretest performances of the control and experimental groups, the posttest performances of the control and experimental groups, the significant difference between their pretest performances, the significant difference between their pretest-posttest performances, and the significant difference between their posttest performances. A quasi-experimental design was used with the control and experimental group. There were 60 grade twelve students as subject in the study. The experimental group was taught with the use of sensory details while the control was taught using the lecture method. Pretest and posttest evaluations were used to measure the academic performance of the students in both groups. Most of the students had good level performances. The posttest scores of both groups marked an increase and the posttest mean value of the experimental group was significantly higher compared to the control group. Writing for students is more fun and engaging when they are able to actually feel, see, smell, touch, or hear what they are writing about. Sensory detailed composition writing also explores the creative skills of learners. Learners would exercise realistic yet creative way of writing a descriptive essay.
34
Kawakami, Ayako. "Digit and Shape Memory Function in Soroban Learners: Are Soroban Learners Superior in General?" Perceptual and Motor Skills 81, n. 1 (agosto 1995): 75–80. http://dx.doi.org/10.2466/pms.1995.81.1.75.
Testo completoAbstract (sommario):
The memory function of 15 soroban learners and 13 novices was examined on visual memory tasks. Analysis showed soroban learners were superior in performance of digit recall but not of shape recall. This result seems to reflect the tendency for soroban groups to be better in processing some kinds of spatial than categorical properties. Based upon these results, effects of soroban learning on brain function were discussed.
35
Borsipour, Behnoosh, Reza Pishghadam e Elham Naji Meidani. "The Role of Sensory Emotions in Increasing Willingness to Read in EFL Learners". PUBLICACIONES 49, n. 2 (1 luglio 2019): 169–89. http://dx.doi.org/10.30827/publicaciones.v49i2.8094.
Testo completoAbstract (sommario):
It seems that one of the factors contributing to language learners’ interest in reading comprehension texts is the sensory emotions they may have for reading topics. In this study, the association between language learners’ sensory emotions towards some topics and their willingness to read (WTR) about them was examined. To do so, 201 intermediate and upper-intermediate English as a foreign langauge (EFL) learners were asked to complete a newly-deigned scale measuring their sensory emotions, frequency of exposure, and WTR regarding 18 topics from various fields. Structural equation modeling (SEM) and analysis of variance (ANOVA) were employed to analyze the data. Moreover, semi-structured interviews were conducted with 21 participants regarding their emotions and WTR towards topics. The results showed that the higher the level of sensory emotions towards a topic, the higher the WTR. In the end, the findings were discussed in the context of language education and implications were provided.
36
Reit, Xenia-Rosemarie, e Marc Schäfer. "AN ANALYSIS OF LEARNERS’ SOLUTION STRATEGIES IN THE CONTEXT OF MODELLING TASKS". Journal on Mathematics Education 11, n. 3 (7 ottobre 2020): 501–12. http://dx.doi.org/10.22342/jme.11.3.11345.501-512.
Testo completoAbstract (sommario):
It remains a challenge for teachers to integrate modeling tasks in everyday mathematics classes. Many studies have been conducted that show the difficulties faced by teachers. One of the challenging aspects in this regard is that of assessment. In the present study, a connection between structures of learners’ solution strategies and cognitive considerations is established to develop a practice-oriented instrument to determine and assess the complexity of solution strategies of modeling tasks. In this paper, the selected learners’ strategies’ structure was analyzed in-depth to identify the underlying cognitive structure. The results show that thought operations carried out in parallel complicated a solution strategy. However, the results also support a purely sequential thought operation approach without weighting parallel thought operations, which corresponds to an intuitive assessment procedure by mathematics teachers. As assessment is a great challenge for many teachers in the context of modeling tasks, this study provides a promising frame of reference for further research in this important domain of assessment and modeling.
37
Lu, Hui-Ping, e Hsin-Hung Lin. "Exploring the Impact of Intuitive Thinking on Creativity with Gray Relational Analysis". Sustainability 12, n. 7 (8 aprile 2020): 2989. http://dx.doi.org/10.3390/su12072989.
Testo completoAbstract (sommario):
Creativity is important and constitutes a part of competitiveness in all walks of life. In the case of designers’ visual images, creativity is vital. Based on the perspective of visual design, visual image thinking has always been a widely used thinking mode in the field of design. Regarding whether or not other sensory stimuli can also provide a source of inspiration for designers, many studies have pointed out that different sources of inspiration can create different thinking patterns and even affect the behavior of a designer. Therefore, this study explores whether or not different sensory stimuli have an impact on the thinking of a designer, which in turn allows the designer to spark different inspirations. Here, we explore the relationships between creativity and vision, hearing, smell, taste, and touch. In this study, novice designers are required to use their creativity to design their works. Through the execution of design tasks, works are produced in two stages. First of all, a scenic spot is decided as the main theme, while the data of the field are collected through observation and experience. Next, the five senses are used to feel the stimulation delivered by the field when located in the field. Last but not least, the five stimuli are transformed into abstract visual pictures. Different sensory stimuli do affect the thinking of a designer and inspire different types of works. A multiple-attribute decision-making (MADM) forecasting method is also used to establish a method for evaluating creative designs. By making a comparison between the students and the experts, the results of the creative thinking test show that different sensory stimuli do affect the thinking of a designer and inspire different types of works.
38
Saito, Yukie, e Kazuya Saito. "Differential effects of instruction on the development of second language comprehensibility, word stress, rhythm, and intonation: The case of inexperienced Japanese EFL learners". Language Teaching Research 21, n. 5 (13 aprile 2016): 589–608. http://dx.doi.org/10.1177/1362168816643111.
Testo completoAbstract (sommario):
The current study examined in depth the effects of suprasegmental-based instruction on the global (comprehensibility) and suprasegmental (word stress, rhythm, and intonation) development of Japanese learners of English as a foreign language (EFL). Students in the experimental group ( n = 10) received a total of three hours of instruction over six weeks, while those in the control group ( n = 10) were provided with meaning-oriented instruction without any focus on suprasegmentals. Speech samples elicited from read-aloud tasks were assessed via native-speaking listeners’ intuitive judgments and acoustic analyses. Overall, the pre-/post-test data showed significant gains in the overall comprehensibility, word stress, rhythm, and intonation of the experimental group in both trained and untrained lexical contexts. In particular, by virtue of explicitly addressing first language / second language linguistic differences, the instruction was able to help learners mark stressed syllables with longer and clearer vowels; reduce vowels in unstressed syllables; and use appropriate intonation patterns for yes/no and wh-questions. The findings provide empirical support for the value of suprasegmental-based instruction in phonological development, even with beginner-level EFL learners with a limited amount of second-language conversational experience.
39
Downing, June, e Joanne Eichinger. "Instructional Strategies for Learners with Dual Sensory Impairments in Integrated Settings". Research and Practice for Persons with Severe Disabilities 36, n. 3-4 (dicembre 2011): 150–57. http://dx.doi.org/10.2511/027494811800824525.
Testo completoAbstract (sommario):
This article presents information on instructional strategies and the effective use of personnel needed for educating students with dual sensory impairments in integrated learning environments. To counter the practice of educating students in separate environments according to their most apparent weaknesses and limitations, the authors contend that learners with dual sensory impairments can benefit from shared learning environments (cross-categorical) and from daily interactions with nondisabled peers. Specific examples and practical intervention strategies to accommodate for the sensory losses are provided.
40
Downing, June, e Joanne Eichinger. "Instructional Strategies for Learners with Dual Sensory Impairments in Integrated Settings". Journal of the Association for Persons with Severe Handicaps 15, n. 2 (giugno 1990): 98–105. http://dx.doi.org/10.1177/154079699001500206.
Testo completo
41
Muriira, Lawrence, Zhiwei Zhao e Geyong Min. "Exploiting Linear Support Vector Machine for Correlation-Based High Dimensional Data Classification in Wireless Sensor Networks". Sensors 18, n. 9 (28 agosto 2018): 2840. http://dx.doi.org/10.3390/s18092840.
Testo completoAbstract (sommario):
Linear Support Vector Machine (LSVM) has proven to be an effective approach for link classification in sensor networks. In this paper, we present a data-driven framework for reliable link classification that models Kernelized Linear Support Vector Machine (KLSVM) to produce stable and consistent results. KLSVM is a linear classifying technique that learns the “best” parameter settings. We investigated its application to model and capture two phenomena: High dimensional multi-category classification and Spatiotemporal data correlation in wireless sensor network (WSN). In addition, the technique also detects anomalies within the network. With the optimized selection of the linear kernel hyperparameters, the technique models high-dimensional data classification and the examined packet traces exhibit correlations between link features. Link features with Packet Reception Rate (PRR) greater than 50% show a high degree of negative correlation while the other sensor node observations show a moderate degree of positive correlation. The model gives a good visual intuition of the network behavior. The efficiency of the supervised learning technique is studied over real dataset obtained from a WSN testbed. To achieve that, we examined packet traces from the 802.15.4 network. The technique has a good performance on link quality estimation accuracy and a precise anomaly detection of sensor nodes within the network.
42
Cox, S. Michelle, e Kuan Chen Tsai. "Exploratory Examination of Relationships between Learning Styles and Learner Satisfaction in Different Course Delivery Types". International Journal of Social Science Research 1, n. 1 (8 agosto 2013): 64. http://dx.doi.org/10.5296/ijssr.v1i1.4100.
Testo completoAbstract (sommario):
Many scholars have underscored the importance of recognizing the variety of students’ learning preferences and then adapt appropriate teaching strategies to fit this variance in order to create an optimal learning situation for most students in classes. The purpose of this study was to identify which of the learning preferences would be related to learner satisfaction. Two major findings were found. First, the learning preferences of this sample showed that most of students were balanced learners in the Active-Reflective and the Sequential-Global dimensions. Second, the regression analysis indicated that the Sensing-Intuitive dimension was the strongest predictor of students’ learning satisfaction.
43
Treagust, David, Martina Nieswandt e Reinders Duit. "Sources of students difficulties in learning Chemistry". Educación Química 11, n. 2 (30 agosto 2018): 228. http://dx.doi.org/10.22201/fq.18708404e.2000.2.66458.
Testo completoAbstract (sommario):
<span>Chemistry is a difficult subject to teach and to learn at both secondary and tertiary levels. Major learning difficulties are due to the particular views of chemistry phenomena that in many ways contradict intuitive and everyday views of the learners. As a result, major misunderstandings occur when students try to comprehend chemical explanations within the framework of their pre-instructional conceptions. This paper describes research findings on students pre-instructional conceptions in the domain of chemistry and on attempts to guide students from their conceptions to the core ideas of chemistry.</span>
44
DuFrene, Debbie D., Carol M. Lehman, Franz W. Kellermanns e Rodney A. Pearson. "Do Business Communication Technology Tools Meet Learner Needs?" Business Communication Quarterly 72, n. 2 (2 aprile 2009): 146–62. http://dx.doi.org/10.1177/1080569909334012.
Testo completoAbstract (sommario):
While institutions of higher education are enthusiastically embracing technology-mediated learning (TML), little research has been conducted to identify factors that influence student use of TML tools or determine whether use of them increases student learning. This study of business communication students at two universities found that (1) students tend to be sensing, visual, active, and sequential learners; (2) perceived usefulness and perceived ease of use of TML tools are positively associated with perceived learning success; (3) learning styles do influence the students' usage behavior of certain TML tools; and (4) students' sensing/intuitive learning style is related to their perceived learning success.
45
Flowerdew, John. "Use of signalling nouns in a learner corpus". Lexical Cohesion and Corpus Linguistics 11, n. 3 (30 agosto 2006): 345–62. http://dx.doi.org/10.1075/ijcl.11.3.07flo.
Testo completoAbstract (sommario):
Signalling nouns are nouns which have cohesive properties across and within clauses. A signalling noun is potentially any abstract noun the full meaning of which can only be made specific by reference to its context. Examples of nouns which can function as signalling nouns are attitude, assistance, difficulty, endurance, process, reason, result etc. Signalling nouns in discourse are closely associated with nominalisation and are problematic for learners. Based on a corpus of argumentative essays written by Cantonese L1 learners of English, this paper presents a taxonomy of error types and frequency data of the different error types in the use of signalling nouns. The paper then compares the average number of signalling nouns used per essay with grades awarded to the essays, on the one hand, and the numbers of signalling noun errors according to grades, on the other. In both cases there is a significant correlation. The findings confirm the intuitive idea that the use of signalling nouns adds to the overall coherence of a text.
46
Reys, Barbara J. "Promoting Number Sense in the Middle Grades". Mathematics Teaching in the Middle School 1, n. 2 (settembre 1994): 114–20. http://dx.doi.org/10.5951/mtms.1.2.0114.
Testo completoAbstract (sommario):
Phrases such as “number sense,” “Operation sense,” and “intuitive understanding of number” are used throughout the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) to describe an intangible quality possessed by successful mathematics learners. Number sense refers to an intuitive feeling for numbers and their various uses and interpretations, an appreciation for various levels of accuracy when computing, the ability to detect arithmetical errors, and a common-sense approach to using numbers (Howden 1989; McIntosh, Reys, and Reys 1991). Number sense is not a finite entity that a student either has or does not have but rather a process that develops and matures with experience and knowledge. It does not develop by chance, nor does being skilled at manipulating numbers necessarily reflect this acquaintance and familiarity with numbers. Above all, number sense is characterized by a desire to make sense of numerical situations, including relating numbers to context and analyzing the effect of manipulations on numbers. It is a way of thinking that should permeate all aspects of mathematics teaching and learning.
47
Clark, Barbara. "Some Principles of Brain Research for Challenging Gifted Learners". Gifted Education International 16, n. 1 (settembre 2001): 4–10. http://dx.doi.org/10.1177/026142940101600103.
Testo completoAbstract (sommario):
Evidence from the neurosciences indicates that the potential of brain development is essentially unlimited for most individuals. Children are not born gifted, but with a limitless potential based on the existence of over a hundred billion brain cells. They become gifted only with appropriate stimulation of their vast, unique genetic potential. Intelligence and the growth of the brain have been found to be dynamic with high levels of intelligence actualized only when appropriate challenge is provided. Stimulation, actions, sensations, and memories are constantly shaping both the function and the anatomy of the brain. The static, genetically inherited, immutable view of intelligence can no longer be justified. Also, because of this research the definition of intelligence and its nurture can no longer be restricted to the linear, rational cognitive function, but must include the integration of all of the functions of the brain; the cognitive (both linear and spatial), the emotional-social, the physical, and the intuitive. Parents and educators can now become better informed regarding how the brain develops, the impact of early experience on the brain, and how they might make learning and teaching more effective and efficient. Understanding the implications from brain research allows a clearer understanding of giftedness and its development. The challenge now becomes to provide experiences that can optimize learning and maximize each child's potential. In this article principles of teaching and learning supported by the brain research are discussed so that this potential may be actualized and the challenge of gifted development can be met.
48
R. Mirzaeian, Vahid, e Hamedreza Kohzadi. "The Relationship between Computer Anxiety and Learning Styles(Sensory-intuitive and Verbal-visual) among Persian University Students". Khazar Journal of Humanities and Social Sciences 22, n. 1 (maggio 2019): 52–62. http://dx.doi.org/10.5782/2223-2621.2019.22.1.52.
Testo completoAbstract (sommario):
This study was conducted in central Iran among all first-year university students studying engineering courses at Arak University of Technology. All students (No = 310) were included in this study. Instruments used mostly consisted of a computer anxiety questionnaire plus a learning style questionnaire. The data was analyzed by both descriptive and inferential statistics (Mean, Frequency, Standard Deviations, Independent T-test as well as Point Biserial Correlation Coefficient). The results indicated that there was a statistically significant relationship between computer anxiety and sensory-intuitive learning styles, in that the students having sensory learning style suffered from computer anxiety more frequently than the student having intuitive learning styles. In addition, there was a statistically significant relationship between computer anxiety and verbal-visual learning style, given that the students having visual learning style suffered from computer anxiety more than the students having verbal learning style. No statistically significant relationship, however, was found between computer anxiety and gender.
49
Hashemian, Mahmood, e Maryam Farhang-Ju. "Relationship Between Iranian L2 Learners’ Intercultural Communicative Competence and Personality Traits". Khazar Journal of Humanities and Social Sciences 23, n. 1 (2020): 69–82. http://dx.doi.org/10.5782/2223-2621.2020.23.1.69.
Testo completoAbstract (sommario):
The rapid development of communication technologies has facilitated communication between citizens with diverse personality traits. As intercultural communicative competence (ICC) has recently found its way into L2 theory and research, not only is it important for L2 learners to gain knowledge of ICC but also it is essential to be aware of personality traits. Therefore, through investigating the (possible) relationship between ICC and personality traits, this study was an attempt to gain knowledge of L2 learners’ ICC and personality traits/types profiles. For this purpose, 165 upper-intermediate L2 learners (70 males and 95 females) participated in this study. Then, they filled out the ICC questionnaire and the Myers-Briggs Type Indicator (MBTI) in different sessions. Data were analyzed through Pearson product-moment correlation coefficients, independent samples t-test, and one–way ANOVA. Results indicated that (1) the participants were stronger at the introvert trait and extravert, intuitive, feeling, and judging type, (2) there was no relationship between the eight personality traits and the ICC scores, (3) the participants’ gender differences had no significant effect on their ICC scores, (4) and there were no statistically significant differences between the participants’ ICC scores for the three age groups. Findings are theoretically and practically significant. Pedagogical implications and suggestions are discussed in detail.
50
Gossack-Keenan, K. L., T. M. Chan, E. Gardiner, M. Turcotte, K. de Wit e J. Sherbino. "LO16: Showing your work: experiences with mind maps and faculty teaching". CJEM 20, S1 (maggio 2018): S12. http://dx.doi.org/10.1017/cem.2018.78.
Testo completoAbstract (sommario):
Introduction: Cognitive processing theories postulate that decision making depends on both fast and slow thinking. Experienced physicians (EPs) make diagnoses quickly and with less effort by using fast, intuitive thinking, whereas inexperienced medical students rely on slow, analytical thinking. This study used a cognitive task analysis to examine EPs cognitive processes and ability to provide knowledge translation to learners. Methods: A novel mind mapping approach was used to examine how EPs translate their clinical reasoning to learners, when evaluating a patient for a possible venous thromboembolism (VTE). Nine EPs were interviewed and shown two different videos of a medical student patient interview (randomized from six possible videos). Results: EPs were asked to demonstrate their clinical approach to the scenario using a mind map, assuming they were teaching a learner in the Emergency Department. EPs were later re-interviewed to examine response stability, and given the opportunity to make clarifying or substantive mind map modifications. Maps were broken into component pieces and analyzed using mixed-methods techniques. A mean of 15.7 component pieces were identified within each mind map (standard deviation (SD) 7.8). Maps were qualitatively coded, with a mean of 2.8 clarifying amendments (e.g. adding a time course caveat) (SD 1.5-5.75) and 4.4 substantive modifications (e.g. changing the flow of the map) (SD 2-5). Conclusion: Resulting mind maps displayed significant heterogeneity in teaching points and the degree to which EPs used slow thinking. EPs frequently made fast thinking jumps, although learners could prompt slow thinking by questioning unclear points. This is particularly important as learners engage in cognitive apprenticeship throughout their training. An improved understanding of EPs cognitive processes through mind mapping will allow learners to improve their own clinical reasoning (Merrit et al., 2017). Educating EPs on these processes will allow modification of their teaching styles to better suit learners.