Literaturnachweis - Detailanzeige
Autor/inn/en | Cunningham, Ann C.; Stewart, Loraine Moss |
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Titel | A Systems Analysis Approach to Learning Theory in Pre-service Teacher Education: Using Technology To Facilitate Representation of Complex Relationships in Educational Theory and Practice. |
Quelle | In: Action in Teacher Education, 24 (2003) 4, S.18-26Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0162-6620 |
Schlagwörter | Computer Uses in Education; Diagrams; Educational Psychology; Educational Technology; Educational Theories; Elementary Secondary Education; Higher Education; Learning Theories; Preservice Teacher Education; Student Evaluation Computernutzung; Charts; Diagram; Diagramm; Tabellarische Überischt; Tabelle; Erziehungspsychologie; Pädagogische Psychologie; Unterrichtsmedien; Educational theory; Theory of education; Bildungstheorie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning theory; Lerntheorie; Lehramtsstudiengang; Lehrerausbildung; Schulnote; Studentische Bewertung |
Abstract | Examined whether performance on causal influence diagraming activities (CID) influenced performance on traditional assessment while engaging teacher candidates with software that facilitated representation of knowledge in nontraditional ways. Participants demonstrated understanding of complex learning domains through CID, and performance on diagrams and multiple choice tests was compared. Performance on test items was higher on questions associated with CID activities than on questions about learning theories not in CID activities. (SM) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |