The Impact of Cross-curricular Competences and Prior Knowledge on Learning Outcomes

Neuenhaus, Nora; Artelt, Cordula; Schneider, Wolfgang

doi:10.5430/ijhe.v2n4p214

Cited by 4 publications

(3 citation statements)

References 86 publications

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“…Bài học theo chủ đề (BHTCĐ) (themebased lessons) với sự tích hợp cao về kiến thức, kĩ năng đang ngày một phổ biến và được áp dụng trong nhiều chương trình giáo dục tiểu học trên thế giới. Nó được thừa nhận có khả năng trong việc giúp giải quyết một số vấn đề trong giáo dục phổ thông hiện nay, trong đó có việc giúp học sinh phát triển các năng lực tư duy bậc cao và cả năng lực sáng tạo [6][7][8]. Mặc dù vậy, cho đến nay, rất thiếu vắng các nghiên cứu tập trung vào tìm hiểu việc thiết kế bài học theo chủ đề nhằm phát triển năng lực sáng tạo cho học sinh tiểu học, đưa ra được mô tả rõ ràng về cấu trúc, đặc điểm mô hình của một bài học theo chủ đề, cho thấy được sự giống và khác nhau giữa bài học theo chủ đề với bài học dựa theo kiến thức môn học (subject-based lesson).…”

Section: đặT Vấn đề *unclassified

Designing a Theme-Based Lesson to Develop Creativity Competency for Primary Students

Hang

2024

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Creativity is an important competency that needs to be formed and developed for primary school students. This competency can be educated to students through appropriately designed theme-based lessons. This paper provides some theoretical issues about theme-based lessons and creativity competency, builds a model that shows the characteristics and structure of a theme-based lesson. The paper also shows a process for designing theme-based lessons to help develop creativity competency for primary school students. It provides a possible example of a theme-based lesson designed with the application of the above process that primary school teachers can learn and apply in classroom practices, helping to develop creativity competency for primary students, contributing to the successful implementation of the General Education Program 2018.

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Section: đặT Vấn đề *unclassified

Designing a Theme-Based Lesson to Develop Creativity Competency for Primary Students

Hang

2024

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“…According to Britt and Rouet (2012, p. 276), "studying multiple documents to learn about a topic can lead to a deeper, more complex understanding of the topic." Moreover, since the CORA study requires students to autonomously find source material online to evaluate the source (website) given in the CORA task and to verify this information, this study is also related to research on self-regulated learning based on metacognitive skills (e.g., Neuenhaus et al, 2013; for "search as learning, " see Hoppe et al, 2018) as well as on information problem-solving (Brand-Gruwel et al, 2009).…”

Section: Prior Researchmentioning

confidence: 99%

Narratives and Their Impact on Students’ Information Seeking and Critical Online Reasoning in Higher Education Economics and Medicine

Banerjee

Zlatkin‐Troitschanskaia

Roeper

2020

Front. Educ.

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The digital and information age has fundamentally transformed the way in which students learn and the study material they have at their disposal, especially in higher education. Students need to possess a number of higher-order cognitive and metacognitive skills, including effective information processing and critical reasoning to be able to navigate the Internet and use online sources, even those found outside of academically curated domains and in the depths of the Internet, and to solve (domainspecific) problems. Linking qualitative and quantitative research and connecting the humanities to empirical educational science studies, this article investigates the role of narratives and their impact on university students' information seeking and their critical online reasoning (COR). This study focuses on the link between students' online navigation skills, information seeking behavior and critical reasoning with regard to the specific domains: economics and medicine. For the empirical analysis in this article, we draw on a study that assesses the COR skills of undergraduate students of economics and medicine at two German universities. To measure COR skills, we used five tasks from the computer-based assessment "Critical Online Reasoning Assessment" (CORA), which assesses students' skills in critically evaluating online sources and reasoning using evidence on contentious issues. The conceptual framework of this study is based on an existing methodologynarrative economics and medicineand discusses its instructional potential and how it can be used to develop a new tool of "wise interventions" to enhance students' COR in higher education. Based on qualitative content analyses of the students' written responses, i.e., short essays, three distinct patterns of information seeking behavior among students have been identified. These three patterns-"Unambiguous Fact-Checking," "Perspective-Taking Without Fact-Checking," and "Web Credibility-Evaluating"-differ substantially in their potential connection to underlying narratives of information used by students to solve the CORA tasks. This analysis suggests that training university students in narrative analysis can strongly contribute to enhancing their critical online reasoning.

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“…In realistic production systems, experience (or prior knowledge) exerts a great impact on the learning effect from the perspective of cognitive psychology [25], [26], [27]. For instance, workers in factories are usually classified into junior, intermediate and senior ones according to their experience.…”

Section: Introductionmentioning

confidence: 99%

Methods for Scheduling Problems Considering Experience, Learning, and Forgetting Effects

Jiang

Ruíz

2018

IEEE Trans. Syst. Man Cybern, Syst.

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Workers with different levels of experience and knowledge have different effects on job processing times. By taking into account three factors: the sum-of-processing-time, the job-position, and the experience of workers, a more general learning model is introduced for scheduling problems. We show that this model generalizes existing ones and brings the consideration of learning and forgetting effects closer to reality. We demonstrate that some single machine scheduling problems are polynomially solvable under this general model. Considering the forgetting effect caused by the idle time on the second machine, we construct a learning-forgetting model for the two-machine permutation flow shop scheduling problem with makespan minimization. A branch and bound method and four heuristics are presented to find optimal and approximate solutions respectively. The proposed heuristics are evaluated over a large number of randomly generated instances. Experimental results show that the proposed heuristics are effective and efficient.

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The Impact of Cross-curricular Competences and Prior Knowledge on Learning Outcomes

Cited by 4 publications

References 86 publications

Designing a Theme-Based Lesson to Develop Creativity Competency for Primary Students

Designing a Theme-Based Lesson to Develop Creativity Competency for Primary Students

Narratives and Their Impact on Students’ Information Seeking and Critical Online Reasoning in Higher Education Economics and Medicine

Methods for Scheduling Problems Considering Experience, Learning, and Forgetting Effects

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