Zobrazeno 1 - 10
of 147
pro vyhledávání: '"William B. Whitten"'
Chapter 2 defines Guided Cognition design. We explain the Guided Cognition experimental paradigm and tell how we identified learning behaviors, which we are calling “cognitive events,” to use in homework questions and tasks. We show how some of t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::199ebbfa2d536765b429b83259164fad
https://doi.org/10.1016/b978-0-12-817538-5.00002-x
https://doi.org/10.1016/b978-0-12-817538-5.00002-x
This chapter reports 11 experiments that were done to determine whether Guided Cognition-designed homework facilitates learning middle school mathematics, and if so, to determine how it helps and what is learned. Experiments were performed in two mid
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ef5146b91c3866ef4f6b8b80214fa332
https://doi.org/10.1016/b978-0-12-817538-5.00004-3
https://doi.org/10.1016/b978-0-12-817538-5.00004-3
This chapter introduces the key concepts of the book and provides context for the experimental work to be reported in later chapters. First, we discuss the importance of unsupervised individual learning in education and the importance of homework. A
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::883402bee4ef6669815976e02837cd3d
https://doi.org/10.1016/b978-0-12-817538-5.00001-8
https://doi.org/10.1016/b978-0-12-817538-5.00001-8
This chapter reports 11 experiments that were done to determine whether Guided Cognition-designed homework would facilitate learning in high school and middle school literature classes. The experiments were done in an authentic learning environment,
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::aad80bf1005ac762651b5d7e5052aa15
https://doi.org/10.1016/b978-0-12-817538-5.00003-1
https://doi.org/10.1016/b978-0-12-817538-5.00003-1
This chapter summarizes benefits of Guided Cognition design and identifies applications of Guided Cognition design. A major benefit is that Guided Cognition homework facilitates learning for students of various abilities. Results from several of our
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::90eb8896f062201fdab36c0fc3a22230
https://doi.org/10.1016/b978-0-12-817538-5.00008-0
https://doi.org/10.1016/b978-0-12-817538-5.00008-0
This chapter is focused on the students' perceptions and preferences for types of homework questions. We begin this chapter with a brief discussion about how to think about students and how that affects how we approach the design of educational mater
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::16d8816d74dc9e2633c1c3098f976b87
https://doi.org/10.1016/b978-0-12-817538-5.00005-5
https://doi.org/10.1016/b978-0-12-817538-5.00005-5
This chapter discusses many ways, in addition to Guided Cognition design, to improve unsupervised individual learning. The ways to do this fall into three categories: improving the student, improving the to-be-learned content, and improving questions
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::506c9349b3745f04a3fe204d41bf673f
https://doi.org/10.1016/b978-0-12-817538-5.00007-9
https://doi.org/10.1016/b978-0-12-817538-5.00007-9
Guided Cognition for Learning: Unsupervised Learning and the Design of Effective Homework details a new instructional design approach called Guided Cognition where homework tasks are designed to guide learners to engage in specific, observable cognit