How to foster STEM learning during Covid-19 remote schooling: Combining virtual and video experiments [0.03%]
疫情期间如何在远程教学中开展STEM教育：虚拟实验与视频实验相结合
Salome Flegr,Jochen Kuhn,Katharina Scheiter
Salome Flegr
Understanding scientific concepts is a fundamental aim of science education. Conceptual understanding can be fostered through inquiry learning with experiments. However, during the Covid-19 pandemic school closures hands-on experiments coul...
University students in COVID-19 lockdown: The role of adaptability and fluid reasoning in supporting their academic motivation and engagement [0.03%]
新冠肺炎疫情封锁期间的大学生：适应性和流体推理在支持其学术动机和参与度方面的作用
Andrew J Martin,Paul Ginns,Rebecca J Collie
Andrew J Martin
This study drew on Job Demands-Resources theory and data from 500 Australian university students to investigate the role of COVID-related lockdown, perceived adaptability, and fluid reasoning in students' self-efficacy-and the role of these...
Higher education students' achievement emotions and their antecedents in e-learning amid COVID-19 pandemic: A multi-country survey [0.03%]
COVID-19大流行期间在线学习的高等教育学生成就情绪及其先决条件：多国调查结果
Daniela Raccanello,Roxana Balbontín-Alvarado,Denilson da Silva Bezerra et al.
Daniela Raccanello et al.
The outbreak of the COVID-19 pandemic has had a wide range of negative consequences for higher education students. We explored the generalizability of the control-value theory of achievement emotions for e-learning, focusing on their antece...
The inattentive on-screen reading: Reading medium affects attention and reading comprehension under time pressure [0.03%]
分心的屏幕阅读：阅读介质影响时间压力下的注意力和阅读理解
Pablo Delgado,Ladislao Salmerón
Pablo Delgado
This study explored the influence of reading media and reading time-frame on readers' on-task attention, metacognitive calibration, and reading comprehension. One hundred and forty undergraduates were allocated to one of four experimental c...
Self-derivation through memory integration: A model for accumulation of semantic knowledge [0.03%]
通过记忆整合的自我推导：积累语义知识的模型
Patricia J Bauer,Alena G Esposito,James J Daly
Patricia J Bauer
Semantic knowledge accumulates through explicit means and productive processes (e.g., analogy). These means work in concert when information explicitly acquired in separate episodes is integrated, and the integrated representation is used t...
Jeanette Joyce,Drew H Gitomer,Charles J Iaconangelo
Jeanette Joyce
We investigate classroom assignments and resulting student work to identify important characteristics of assignments in terms of instructional quality and their validity as measures of teaching quality. We examine assignment quality within ...
Better together: Simultaneous presentation of speech and gesture in math instruction supports generalization and retention [0.03%]
更好的教学方式：在数学教学中同时呈现言语和手势支持知识的迁移和保持
Eliza L Congdon,Miriam A Novack,Neon Brooks et al.
Eliza L Congdon et al.
When teachers gesture during instruction, children retain and generalize what they are taught (Goldin-Meadow, 2014). But why does gesture have such a powerful effect on learning? Previous research shows that children learn most from a math ...
How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence [0.03%]
教师情感支持如何激发学生：同伴接纳、自主支持和能力的中介作用研究
Erik A Ruzek,Christopher A Hafen,Joseph P Allen et al.
Erik A Ruzek et al.
Multilevel mediation analyses test whether students' mid-year reports of classroom experiences of autonomy, relatedness with peers, and competence mediate associations between early in the school year emotionally-supportive teacher-student ...
Moderating effects of executive functions and the teacher-child relationship on the development of mathematics ability in kindergarten [0.03%]
执行功能和教师儿童关系通过哪些机制影响幼儿数学能力的发展？一项纵向调停和调解模型研究
Clancy Blair,Rachel D McKinnon;Family Life Project Investigators
Clancy Blair
Academic preparedness, executive function abilities, and positive relationships with teachers have each been shown to be uniquely important for school readiness and success in the early elementary grades. Few studies, however, have examined...
Gender differences in developmental dyscalculia depend on diagnostic criteria [0.03%]
发育性计算障碍的性别差异取决于诊断标准
Amy Devine,Fruzsina Soltész,Alison Nobes et al.
Amy Devine et al.
Developmental dyscalculia (DD) is a learning difficulty specific to mathematics learning. The prevalence of DD may be equivalent to that of dyslexia, posing an important challenge for effective educational provision. Nevertheless, there is ...