Using CHAINS, a QuickBASIC 4.5 Program, to Teach Single-Subject Experimentation with Humans

Dermer, Marshall

doi:10.1207/s15328023top3104_9

Cited by 6 publications

(5 citation statements)

References 14 publications

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“…When textbooks are reviewed superficially, this could be a plausible conclusion: introductory psychology textbooks tend to have high production qualities, cover the same general topics, and often share a similar organisation. However, when textbooks are systematically examined, there is actually just a very small core of terms that are common across multiple textbooks (e.g., Griggs, Bujak-Johnson, & Proctor, 2004;Landrum, 1993). One issue to address in the future is whether differences across textbooks relate to factors associated with student performance.…”

Section: Does the Textbook Make A Difference?mentioning

confidence: 99%

“…Textbook research can be separated into two broad major categories: content and pedagogical aids. Research has examined the content of textbooks, particularly looking for similarity of core concepts (Griggs, Bujak-Johnson, & Proctor, 2004), and suggests that introductory and even upper level textbooks may have similar chapters or topics, but vary considerably in terms of coverage, terms used, and citations (Christopher, Griggs, & Hagans, 2000;Griggs & Marek, 2001).…”

Section: The Importance Of the Textbookmentioning

confidence: 99%

“…Regardless of ratings, however, learning as assessed by quiz performance did not differ across these groups. Thus, a complicated picture emerges -although textbooks are clearly different from one another based on systematic study (e.g., Griggs et al, 2004;Landrum, 1993), instructors who hold to the notion that textbooks are alike may be correct in the context of student learning (measured via quiz scores). A key question for future research would be to determine those variables, if any, that would lead to enhanced learning as evidenced by student quiz scores.…”

Section: Does the Textbook Make A Difference?mentioning

confidence: 99%

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Textbook Use and Learning: A North American Perspective

Gurung

Landrum

Daniel

2012

Psychology Learning & Teaching

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Eight hundred and ninety students at 35 US institutions of higher education participated in a comprehensive study of textbook use and its relation to ratings of textbook quality and helpfulness, a student self-report of learning, student self-report of their deep approach to learning, student perceptions of instructors, and a measure of quiz performance. Intercorrelations between key measures revealed surprising relationships about the influence of these variables on self-reported learning and quiz performance. An analysis of textbook differences revealed some significant differences between the books in terms of quality and helpfulness as well as self-reported learning, but not on quiz performance. The authors identified significant predictors of self-reported learning (deep approach and student perceptions of instructor) and quiz performance (grade point average and textbook helpfulness). These results highlight the complexity of examining student learning and suggest some important variables and problems for future research especially the need for a valid, reliable, measure of learning.How can instructors optimise student learning in the college classroom? A key step towards answering this question involves gaining a thorough knowledge of how students, teachers, and textbooks interact to impact learning. How do students interact with the textbook? What are key student characteristics that predict their learning? The current research was designed to address these questions. Students commonly use the textbook as an aid in studying for exams, but many students do not read the textbook to the extent that they should (Gurung & Martin, 2011). In a comprehensive study conducted in the United States, we assessed how student attitudes (about their textbook, about learning, about study strategies, and about their instructor) are related to student performance (measured with a self-report of deep learning and an actual quiz).

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Section: Does the Textbook Make A Difference?mentioning

confidence: 99%

Section: The Importance Of the Textbookmentioning

confidence: 99%

Section: Does the Textbook Make A Difference?mentioning

confidence: 99%

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Textbook Use and Learning: A North American Perspective

Gurung

Landrum

Daniel

2012

Psychology Learning & Teaching

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“…In the decades that followed, innovative psychologists used computer technology to devise their own solutions for instructional efficiency (cf. Beins, 1989) either by programming their own software (e.g., Dermer, 2004; Goldstein & Strube, 1995; Gregory, 1977; Pettijohn, 1985; Raffle & Brooks, 2005) or by customizing existing software for classroom use (e.g., Goernert, 1994; Masip, Garrido, Herrero, Ullan, & Conde, 2012; Pittenger, 1992; Renner, 2004).…”

mentioning

confidence: 99%

How to Create Automatically Graded Spreadsheets for Statistics Courses

LoSchiavo

2016

Teaching of Psychology

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Instructors often use spreadsheet software (e.g., Microsoft Excel) in their statistics courses so that students can gain experience conducting computerized analyses. Unfortunately, students tend to make several predictable errors when programming spreadsheets. Without immediate feedback, programming errors are likely to go undetected, and as a result, students will likely encounter difficulty mastering this new skill. In this article, I share techniques for creating spreadsheets that grade themselves either by providing immediate feedback or by delaying feedback until instructors have completed necessary evaluations of student performance. Students prefer automatically graded spreadsheets to more traditional methods for checking answers, and in the long run, automatically graded spreadsheets can save instructors’ valuable time. Furthermore, the techniques that I discuss can be adapted to create automatically graded assignments for other courses.

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“…Sonuçta öğrencinin uygulama olan periyotlarda iyileşme kaydettiğini göstermiştir. Uygulamalar tek bir kişiye olduğu gibi bir gruba da yapılabilir(Cohen, Manion ve Morrison, 2007;Dermer, 2004; Barlow ve Hayes, 1979;Lee, 2010; La Grow ve Hamilton, 2000).Birinci safhada, A, geleneksel yöntemle dersler anlatılmıştır. Sonraki, ikinci safhada, B, akıllı tahta ile dersler anlatılmıştır.…”

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Students’ perceptions about interactive white board used in physics class<p>Fizik dersinde öğrencilerin akıllı tahta kullanımı ile ilgili algıları

Gürel

Olgun²,

Arslan

2016

HumanSciences

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The purpose of this study is to reveal high school students’ perceptions about interactive white board (IWB) usage in physics class. In this study perceptions of students from a high school in Zonguldak city of Turkey about usage of IWB in instruction of topics from physics taken as an elective course. Action research carried out in two classes alternately one with traditional plane White board-projection system and in the other IWB used. Process applied with ABAB design and data collected with qualitative methods and tools. Research sample consists of 16 girls 13 boys from two classes. Data collected from journals and surveys written by the students. Questions given in the journals and surveys takes three categories; (1) Benefits, (2) Limitations and, (3) Advices for future uses. According to the results of the study, it appears that multimedia uses and attractive features of IWB makes it interesting for students. Moreover some advices were given by students in the usage of IWB. By the results of the data collected in this research educators will find useful information and future users will get practical preferences in using IWB. ÖzetBu çalışmanın amacı ortaöğretim öğrencilerinin fizik dersinde akıllı tahtanın kullanımı ile ilgili algılarını ortaya koymaktır. Çalışmada Türkiye’nin Zonguldak ilindeki bir lisede Seçmeli Fizik dersini alan öğrencilerin bu derslerdeki akıllı tahta kullanımıyla ilgili algıları incelenmiştir. Çalıma, iki sınıfta akıllı tahta ile beyaz tahta-projeksiyon sistemlerinin kullanımlarının dönüşümlü olarak uygulanması şeklinde gerçekleştirilmiştir. Süreç ABAB modeli ile uygulanmış ve veriler nitel yöntem ve araçlar ile toplanmıştır. Çalışmada 16 kız ve 13 erkek olmak üzere toplam 29 öğrenciye uygulanan anketler ve derslerde tutulan günlükler ile elde edilen veriler kullanılmıştır. Günlük ve anketlerdeki sorular üç alanı ele almaktadır: (1) Faydalar, (2) Sınırlılıklar ve (3) Gelecek için tavsiyeler. Çalışmanın sonuçlarına göre, akıllı tahtanın çoklu ortam kullanımı ve çekici yönü ile öğrenciler tarafından ilgi uyarıcı bulunduğu ortaya çıkmıştır. Ayrıca, akıllı tahtanın gelecekteki kullanımları için tavsiyelerde de bulunulmuştur. Bu çalışmanın ortaya koyduğu verilerle eğitimciler akıllı tahtanın sınıflarda kullanımı ile ilgili bilgi edinebilecekler ve gelecekteki kullanıcılar akıllı tahta ile ilgili faydalı ipuçları bulabileceklerdir.

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Using CHAINS, a QuickBASIC 4.5 Program, to Teach Single-Subject Experimentation with Humans

Cited by 6 publications

References 14 publications

Textbook Use and Learning: A North American Perspective

Textbook Use and Learning: A North American Perspective

How to Create Automatically Graded Spreadsheets for Statistics Courses

Students’ perceptions about interactive white board used in physics class<p>Fizik dersinde öğrencilerin akıllı tahta kullanımı ile ilgili algıları

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