ABSTRACT This article is part of a larger project focusing upon explanatory illustrations that ch... more ABSTRACT This article is part of a larger project focusing upon explanatory illustrations that children encounter in pre- and primary school education. The research questions concerned (a) how preschool children make sense of iconic symbols when placing items of refuse on illustrations of refuse bins in a sorting task and (b) what stumbling blocks they encounter when interpreting these symbols. Video data were collected with 30 children between four and five years of age. From the children’s verbal and non-verbal interactions, four different categories of sense-making were constructed: by material, by object type, by appearance and by function. Three stumbling blocks were identified. The first had to do with giving the symbols a different logical meaning to the intended one; the second related to what materials the different refuse items were made of; the third was being able to stick to one correct way of interpreting each symbol.
The question at issue in this study is whether the use of visual effects may facilitate learning ... more The question at issue in this study is whether the use of visual effects may facilitate learning of hierarchically organized information in a computerized data base. Two versions of such a data base were constructed, one (VE) including visual effects emphasizing the direction of a move within the structure, and one (NE) without. The efficiency with which subjects (13-year-old students), using the VE (N = 50) or NE (N = 52) versions, learned the content of the data base was measured by a paper-and-pencil test. Scores on a battery of ability tests were used to form a hierarchical model of intelligence, in which a general factor was identified together with specialized verbal and spatial factors. In addition, a measurement model for the achievement test was fitted to the data. Performance was then related to the ability factors in a series of LISREL models. No main effects could be detected. However, differential effects were found, the main finding being that the addition of visual effects seems to have lowered the demands on general ability, a result that fits into a more general pattern of results from research on aptitude-treatment interaction (ATI) effects.
Many studies show that students self-report to having bought, downloaded and ghostwritten essays,... more Many studies show that students self-report to having bought, downloaded and ghostwritten essays, as well as to failing to attribute quoted material and other similar actions. These actions are all classified as plagiarism, and based on this classification these students are ...
In the present study, three different pre‐school settings were investigated. The dual aim of the ... more In the present study, three different pre‐school settings were investigated. The dual aim of the study was to analyse the teachers' ways of relating to the computer as a tool in pre‐school activity, and to describe the three learning environments focusing upon how the ...
Abstract: Children are increasingly being confronted with graphic forms of communi-cation in thei... more Abstract: Children are increasingly being confronted with graphic forms of communi-cation in their learning and their daily living. In their formal education experiences, children encounter a considerable range of graphic representations of data in a quanti-tative form. Previous ...
ABSTRACT This article is part of a larger project focusing upon explanatory illustrations that ch... more ABSTRACT This article is part of a larger project focusing upon explanatory illustrations that children encounter in pre- and primary school education. The research questions concerned (a) how preschool children make sense of iconic symbols when placing items of refuse on illustrations of refuse bins in a sorting task and (b) what stumbling blocks they encounter when interpreting these symbols. Video data were collected with 30 children between four and five years of age. From the children’s verbal and non-verbal interactions, four different categories of sense-making were constructed: by material, by object type, by appearance and by function. Three stumbling blocks were identified. The first had to do with giving the symbols a different logical meaning to the intended one; the second related to what materials the different refuse items were made of; the third was being able to stick to one correct way of interpreting each symbol.
The question at issue in this study is whether the use of visual effects may facilitate learning ... more The question at issue in this study is whether the use of visual effects may facilitate learning of hierarchically organized information in a computerized data base. Two versions of such a data base were constructed, one (VE) including visual effects emphasizing the direction of a move within the structure, and one (NE) without. The efficiency with which subjects (13-year-old students), using the VE (N = 50) or NE (N = 52) versions, learned the content of the data base was measured by a paper-and-pencil test. Scores on a battery of ability tests were used to form a hierarchical model of intelligence, in which a general factor was identified together with specialized verbal and spatial factors. In addition, a measurement model for the achievement test was fitted to the data. Performance was then related to the ability factors in a series of LISREL models. No main effects could be detected. However, differential effects were found, the main finding being that the addition of visual effects seems to have lowered the demands on general ability, a result that fits into a more general pattern of results from research on aptitude-treatment interaction (ATI) effects.
Many studies show that students self-report to having bought, downloaded and ghostwritten essays,... more Many studies show that students self-report to having bought, downloaded and ghostwritten essays, as well as to failing to attribute quoted material and other similar actions. These actions are all classified as plagiarism, and based on this classification these students are ...
In the present study, three different pre‐school settings were investigated. The dual aim of the ... more In the present study, three different pre‐school settings were investigated. The dual aim of the study was to analyse the teachers' ways of relating to the computer as a tool in pre‐school activity, and to describe the three learning environments focusing upon how the ...
Abstract: Children are increasingly being confronted with graphic forms of communi-cation in thei... more Abstract: Children are increasingly being confronted with graphic forms of communi-cation in their learning and their daily living. In their formal education experiences, children encounter a considerable range of graphic representations of data in a quanti-tative form. Previous ...
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