279 research outputs found
Evaluation Report for the Southern Regional Education Board Institute on Teaching and Mentoring, 2011-2016
No full textWith funding from the National Science Foundation, a 2018 study surveyed nearly 2,000 participants of the Institute on Teaching and Mentoring from 2011 to 2016 and compared the results against data from the Survey of Doctorate Recipients for a national benchmark of Ph.D. graduates. David Feldon conducted the study with a grant from the NSF Directorate for Education and Human Resources, Division of Human Resource Development
Modeling Theories and Theorizing Models
No full textSupplementary files for: Feldon, D. F., & Litson, K. (2021). Modeling Theories and Theorizing Models: An Attempted Replication of Miller-Cotto & Byrnes’ (2019) Comparison of Working Memory Models Using ECLS-K Data. Educational Psychology Review, 33(4), 1907-1934
Modeling Theories and Theorizing Models
No full textSupplementary files for: Feldon, D. F., & Litson, K. (2021). Modeling Theories and Theorizing Models: An Attempted Replication of Miller-Cotto & Byrnes’ (2019) Comparison of Working Memory Models Using ECLS-K Data. Educational Psychology Review, 33(4), 1907-1934
Modeling Theories and Theorizing Models
No full textSupplementary files for: Feldon, D. F., & Litson, K. (2021). Modeling Theories and Theorizing Models: An Attempted Replication of Miller-Cotto & Byrnes’ (2019) Comparison of Working Memory Models Using ECLS-K Data. Educational Psychology Review, 33(4), 1907-1934
The effects of cognitive task analysis-basedinstruction on students’ motivation in an undergraduate biology course
No full textTheoretical FrameworkThe gaps in instructional content that result from the inadvertent omission of important steps in problem-solving procedures induce higher levels of cognitive load in learners (e.g., Chandler & Sweller, 1991; Kirschner, Sweller, & Clark, 2006). With inherently challenging material the additional, extraneous cognitive load typically results in significant drops in motivation—especially persistence (Britt, 2005; Paas, Tuovinen, van Merriënboer, & Darabi, 2005). Cognitive Task Analysis (CTA) is an effective tool for eliciting, analyzing, and representing expert knowledge in a more accurate and complete manner (Clark, Feldon, van Merriënboer, Yates, & Early, 2008). Empirical evidence suggests that CTA-based training systems which have explicitly accommodated the tacit nature of experts’ knowledge are significantly more effective than those that have not (e.g., Feldon et al., 2010; Merrill, 2002; Velmahos et al., 2004; see Feldon, 2007 for review).
Objective, Data Source, and MethodsThis study employed a double-blind experimental design to evaluate the impact of CTA-based instruction on undergraduate biology students’ motivation compared to traditional instruction provided by a senior biology professor who has received multiple teaching awards. Supplemental online instructional videos were delivered to students in a laboratory-based undergraduate biology course (n = 2079). These lectures were either written by the professor (traditional) or derived from cognitive task analyses conducted with expert biologists (CTA-based). The biology professor was the presenter in both sets of videos.The Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich, Smith, García, & McKeachie, 1991, 1993) was administered at the beginning and the end of each semester. Participants were categorized based on the patterns of their pre and post MSLQ subscale scores (i.e., low-to-high, high-to-low, low-to-low, and high-to-high on self-efficacy and task value subscales). One-sided Z tests were performed to determine whether the CTA-based group had higher proportions of participants with strengthened motivation, or lower proportions of participants with weakened motivation than the traditional group.ResultsResults show that for participants majored in disciplines not related to biology, proportion of participants (21.7%) whose self-efficacy changed from low to high in the CTA-based group was significantly higher than that (12.1%) in the traditional group, z = 2.177, 1-tailed p = .015 \u3c .05. The participants who received CTA-based instruction perceived increasing self-efficacy at twice the rate of participants who received traditional instruction. For participants majored in biology related disciplines, results show that the proportion of participants (21.8%) whose task value changed from low to high in the CTA-based group was significantly higher than that (16.7%) in the traditional group, z = 2.227, 1-tailed p = .013 \u3c .05. The participants who received CTA-based instruction perceived increasing task value 1.4 times more often than participants who received traditional instruction.SignificanceThese results suggest that the CTA-based instruction holds promise for boosting students’ motivation in biological sciences through streaming video formats
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Comparison of Cluster Analysis Methodologies for Characterization of Classroom Observation Protocol for Undergraduate STEM (COPUS) Data
No full textThe Classroom Observation Protocol for Undergraduate STEM (COPUS) provides descriptive feedback to instructors by capturing student and instructor behaviors occurring in the classroom. Due to the increasing prevalence of COPUS data collection, it is important to recognize how researchers determine whether groups of courses or instructors have unique classroom characteristics. One approach uses cluster analysis, highlighted by a recently developed tool, the COPUS Analyzer, that enables the characterization of COPUS data into one of seven clusters representing three groups of instructional styles (didactic, interactive, and student centered). Here, we examine a novel 250 course data set and present evidence that a predictive cluster analysis tool may not be appropriate for analyzing COPUS data. We perform a de novo cluster analysis and compare results with the COPUS Analyzer output and identify several contrasting outcomes regarding course characterizations. Additionally, we present two ensemble clustering algorithms: 1) k-means and 2) partitioning around medoids. Both ensemble algorithms categorize our classroom observation data into one of two clusters: traditional lecture or active learning. Finally, we discuss implications of these findings for education research studies that leverage COPUS data
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Prevailing Questions and Methodologies in Biology Education Research: A Longitudinal Analysis of Research in CBE-Life Sciences Education and at the Society for the Advancement of Biology Education Research.
No full textBiology education research (BER) is a growing field, as evidenced by the increasing number of publications in CBE-Life Sciences Education ( LSE) and expanding participation at the Society for the Advancement of Biology Education Research (SABER) annual meetings. To facilitate an introspective and reflective discussion on how research within LSE and at SABER has matured, we conducted a content analysis of LSE research articles ( n = 339, from 2002 to 2015) and SABER abstracts ( n = 652, from 2011 to 2015) to examine three related intraresearch parameters: research questions, study contexts, and methodologies. Qualitative data analysis took a combination of deductive and inductive approaches, followed by statistical analyses to determine the correlations among different parameters. We identified existing research questions, study contexts, and methodologies in LSE articles and SABER abstracts and then compared and contrasted these parameters between the two data sources. LSE articles were most commonly guided by descriptive research questions, whereas SABER abstracts were most commonly guided by causal research questions. Research published in LSE and presented at SABER both prioritize undergraduate classrooms as the study context and quantitative methodologies. In this paper, we examine these research trends longitudinally and discuss implications for the future of BER as a scholarly field
Supersmart mice: surprising or surprised? Theoretical comment on Singer, Boison, Mohler, Feldon, and Yee (2007).
No full textThe glycine transporter (GlyT1) regulates levels of the neurotransmitter glycine, a coagonist of the N-methyl-D-aspartate receptor (NMDAR), and as such may represent a novel site for developing cognition-enhancing drugs. Genetically modified mice with reduced levels of GlyT1 have been generated to test this hypothesis. P. Singer, D. Boison, H. Möhler, J. Feldon, and B. K. Yee now show, through a spontaneous exploration task, that mice in which GlyT1 has been deleted, specifically in neurons in the forebrain, demonstrate enhanced object recognition memory. Whereas both control and mutant mice show a preference for a novel object over a familiar object 2 min after the initial presentation of 1 of the objects, only the mutant mice show a preference for the novel object when tested after a 2-hr delay. The longer-lasting habituation displayed by the GlyT1 mice is consistent with a role for glycine/NMDAR-dependent synaptic plasticity in supporting a nonassociative, short-term memory trace of a recently experienced stimulus. This short-term habituation process may be independent of associative learning mechanisms and may be best described by A. R. Wagner's (1981) sometimes opponent process model
The Hybrid Identity of Alvisa Zambelli, a.k.a Lea Gaon: Jewish convert, Christian Mystic and Demoniac
No full textIl saggio ricostruisce la storia di Alvisa Zambelli alias Lea Gaon, convertita dall’ebraismo al cattolicesimo e inquisita dal Sant’Uffizio di Venezia nel XVIII secolo per sospetti di simulazione di santità e di possessione diabolica. Sulla base della documentazione inquisitoriale – che comprende relazioni di esorcisti e confessori, una lunga relazione “autobiografica”, una sorta di diario redatto nel 1730 (con racconti dettagliati di visioni e di battaglie con i demoni – l’autrice si concentra in particolare sul rapporto tra “ego-documenti” e identità ibride. L’identità ebraica, costantemente negata ma che riemerge continuamente nella vita e nella scrittura “autobiografica” di Alvisa/Lea, è presentata come un tratto caratterizzante della cultura religiosa e dell’identità individuale della neofita. Il saggio mette in luce la tensione tra una narrazione che per la sua stessa natura tende all’unità e alla linearità, e un’esperienza biografica segnata dalla sofferenza della conversione e dalla frammentarietà di un’identità “multipla”.The article reconstructs the story of the Jewish convert Alvisa Zambelli a.k.a. Lea Gaon, questioned by the Holy Office in Venice in the eighteenth century because of suspicions of demonic possession and simulated sanctity. Relying on inquisitorial sources—containing reports by exorcists and confessors, a long and supposedly “autobiographical” account, and a kind of diary written in 1730 with detailed reports of visions and demonic battles—the author draws on the case of Alvisa Zambelli to address the relationship between ego-documents and hybrid identities. The neophyte’s Jewish identity, constantly obliterated yet continuously resurfacing in the life and in the “autobiographic” narrative of Alvisa/Lea, is presented as a defining trait of her religious culture and identity. The article focuses on the tension between a story which by its very nature strives for unity and reformulation, and a biographical experience characterized by the suffering brought about by conversion and the fragmentary nature of a multiple identity
Modulation of cognitive behaviour in mice via targeted molecular and systemic pharmacological interference of glycine transporter 1 function
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