Zobrazeno 1 - 10
of 322
pro vyhledávání: '"Mark A. McDaniel"'
Publikováno v:
Computers and Education Open, Vol 5, Iss , Pp 100143- (2023)
Experiments have failed to support the matching hypothesis that students’ learning style preferences should be matched to instructional modality to optimize learning. These studies have generally been restricted to considering sensory modality lear
Externí odkaz:
https://doaj.org/article/98232eda7672442ea8c74c8de8402f8e
Publikováno v:
Cognitive Research, Vol 4, Iss 1, Pp 1-17 (2019)
Abstract Background Most science categories are hierarchically organized, with various high-level divisions comprising numerous subtypes. If we suppose that one’s goal is to teach students to classify at the high level, past research has provided m
Externí odkaz:
https://doaj.org/article/93d307f1760f44a1bbfd256d9aa70c07
Publikováno v:
Physical Review Physics Education Research, Vol 16, Iss 1, p 010105 (2020)
The Force Concept Inventory (FCI) can serve as a summative assessment of students’ conceptual knowledge at the end of introductory physics, but previous work has suggested that the knowledge measured by this instrument is not a unitary construct. I
Externí odkaz:
https://doaj.org/article/0a47d64dbaf54ee7bd389619dbe52c42
Autor:
Michael J. Cahill, Mark A. McDaniel, Regina F. Frey, K. Mairin Hynes, Michelle Repice, Jiuqing Zhao, Rebecca Trousil
Publikováno v:
Physical Review Physics Education Research, Vol 14, Iss 1, p 010107 (2018)
Student attitudes, defined as the extent to which one holds expertlike beliefs about and approaches to physics, are a major research topic in physics education research. An implicit but rarely tested assumption underlying much of this research is tha
Externí odkaz:
https://doaj.org/article/e704d18055ae4c22a22b6c455c47b748
Autor:
Mark A. McDaniel, Siera M. Stoen, Regina F. Frey, Zachary E. Markow, K. Mairin Hynes, Jiuqing Zhao, Michael J. Cahill
Publikováno v:
Physical Review Physics Education Research, Vol 12, Iss 2, p 020141 (2016)
The existing literature indicates that interactive-engagement (IE) based general physics classes improve conceptual learning relative to more traditional lecture-oriented classrooms. Very little research, however, has examined quantitative problem-so
Externí odkaz:
https://doaj.org/article/dbba947e24df41fc884d55d0788f4254
Autor:
Michael J. Cahill, K. Mairin Hynes, Rebecca Trousil, Lisa A. Brooks, Mark A. McDaniel, Michelle Repice, Jiuqing Zhao, Regina F. Frey
Publikováno v:
Physical Review Special Topics. Physics Education Research, Vol 10, Iss 2, p 020101 (2014)
Interactive-engagement (IE) techniques consistently enhance conceptual learning gains relative to traditional-lecture courses, but attitudinal gains typically emerge only in small, inquiry-based curricula. The current study evaluated whether a “sca
Externí odkaz:
https://doaj.org/article/a083ec266ba84e658c0e95540e1a3198
The international bestseller that has helped millions of students, teachers, and lifelong learners use proven approaches to learn better and remember longer.“We have made Make It Stick a touchstone for our instructors … to gain a real advantage f
Publikováno v:
Journal of Applied Research in Memory and Cognition. 12:70-81
Autor:
Matthias Kliegel, Mark A. McDaniel
Over the last decade, the topic of prospective memory � the encoding, storage and delayed retrieval of intended actions � has attracted much interest, and this is reflected in a rapidly growing body of literature: 350 scientific articles have bee
Autor:
Mark A. McDaniel, Gilles O. Einstein
While there are many books on retrospective memory, or remembering past events, Prospective Memory: An Overview and Synthesis of an Emerging Field is the first authored text to provide a straightforward and integrated foundation to the scientific stu