Components of interesting science experiments

Martinez, Michael E.; Haertel, Edward H.

doi:10.1002/sce.3730750408

Cited by 10 publications

(7 citation statements)

References 13 publications

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“…If students select not to learn then that is that. In an analysis of what high school students found motivating in science experiments, Martinez and Haertel (1991) suggested that to the extent science experiments could be made cognitively challenging, they would engage the interest of students. Higher-Order Thinking Skills (HOTS) are now being encouraged in principle (Lawrenz, 1990) if not in uniform practice.…”

Section: Schemamentioning

confidence: 99%

Reducing cognitive load in multimedia navigation

Hedberg

Harper

Brown

1993

AJET

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The emergence of integrated technologies is facilitating the configuration of vision and sound in ways previously impossible with discrete technologies. The attributes of infinite storage, continually increasing speed of access and phenomenal manipulation of images and sound are moving rapidly towards the notion of virtual reality in technology based information and presentation systems. What are the implications for instructional design? This paper discusses effective multimedia design strategies which results in the creation of multimedia programs. Implications for the development of materials with groups located at geographically different places are discussed. This impacts on the possibility of developing multimedia material between different groups in different countries.Navigation is a unique problem for the interactive multimedia environment -the user must browse information often with a number of options and choices. These options are cued by a number of different devices. Navigation can take a series of forms: it can allow increased learner control, by indicating learning options; it can provide a physical model of either the learning sequence or the layout of the information; or it can be adapted to meet the learner's requirements and even allow the user to specify the relationships he or she wishes for the information. Information in a multimedia environment can include any form of representation: text, graphic, picture, sound, animation or motion video. These options increase the difficulty in organising information by the learner. Faced with a multitude of possible choices, inputs and paths through information landscapes, a learner can easily become confused and a powerful vehicle for learning can become a time consuming problem. This paper reports on a study of the navigational demands of hierarchical, 158Australian Journal of Educational Technology, 1993, 9(2) relational and sequential navigation systems in interactive multimedia learning materials and discusses the instructional design implications for learner generated and instructor generated interactive multimedia materials. BackgroundConsiderable interest in the educational efficacy of the application of interactive multimedia resources for learning has developed as the use of this technology has emerged. A number of interactive multimedia simulation packages have been developed to incorporate high quality visual materials in the form of graphics, pictures, sound, animation or motion video. Some of the packages are prototypes and we are now starting to see some commercial products produced and released on the market. This major growth in the application and use of interactive multimedia resources for learning has occurred through changes in information technology software and hardware which allow the integration of multiple sources of information to be linked and presented together (Ambron & Hooper, 1990). This development has occurred coincidentally with the proliferation of sophisticated software authoring tools, which have not only give...

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Section: Schemamentioning

confidence: 99%

Reducing cognitive load in multimedia navigation

Hedberg

Harper

Brown

1993

AJET

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“…Em relação à componente "social" da motivação, que é discutida por diversos autores [9,10], percebe-se a importância do papel motivacional do contato interpessoal. Esses autores destacam a importância na aprendizagem da convivência em um meio cooperativo e da satisfação e do prazer produzidos pelo trabalho conjunto.…”

Section: A Motivac ¸ãO Intrínseca Ligada Ao Relacionamento Interpessoalunclassified

“…Eles as caracterizaram como necessidades básicas do ser humano: de competência, de autonomia e de vínculo ou relacionamento. De modo semelhante, Martinez e Haertel [10] agrupam em três dimensões o interesse na aprendizagem de sujeitos intrinsecamente motivados: apelo cognitivo, apelo à maestria e apelo social. No contexto escolar, essas abordagens buscam relacionar os elementos presentes em alunos que se percebem como o centro de suas ações, ao invés daqueles que agem sob influências de agentes externos, quer por meio de pressões, quer por meio de recompensas.…”

Section: Introductionunclassified

Motivação e eficiência em estratégias de ensino de física no nível médio

Battistel

Holz

Sauerwein

2022

Rev. Bras. Ensino Fís.

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O presente estudo teve como objetivo analisar como os alunos avaliam as cinco estratégias de ensino escolhidas e utilizadas pelos professores nas aulas de Física. Além de verificar quais as estratégias eles consideram mais motivadoras e mais eficientes, buscamos explicitar a orientação motivacional dos mesmos. O instrumento utilizado foi constituído por questões fechadas, respondidas por meio de uma escala Likert, e questões abertas, dissertativas. Para a análise dos dados da pesquisa nos baseamos na Análise de Conteúdo, desenvolvida por Bardin. Verificamos que a estratégia de ensino considerada a mais motivante é a aula prática de laboratório, enquanto as mais eficientes são a aula de resolução de problemas/exercícios e a aula expositiva com quadro branco. No que se refere à orientação motivacional, os dados indicam que a motivação apresentada pelos alunos possui elementos em um amplo espectro, envolvendo diferentes categorias de motivação intrínseca e de motivação extrínseca.

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“…Students themselves have stated that there are various reasons for the benefits of EA (Gunel, Kabatas Memis, & Buyukkasap, 2010;Kampa, Neumann, Heitmann, & Kremer, 2016). In a study by Martinez and Haertel (1991), a sample of seventh-grade students stated that experiments are interesting and the discovery approach attracts them. Additionally, they stated that they liked doing something different, being responsible for their own learning and having the ability to manipulate things and communicate with their friends about it.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

İlkokul Öğretmen Adaylarının Deney Etkinliklerinin Faydalarına İlişkin Düşünceleri: Deney Etkinlikleri Öncesi ve Sonrası

Baysen¹

2018

Kastamonu Eğitim Dergisi

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Bu çalışma ilkokul öğretmen adaylarının (n=20) deney etkinliklerinin faydalarına ilişkin kavramlarının, deneysel etkinlikleri içeren ders öncesi ve sonrası, çeşitliliğini ve uygulanan dersin etkisini ortaya çıkarmayı amaçlamakatadır. Çalışmada araştırma deseni olarak fenomenografi, veri olarak ise yazılı cevaplar, raporlar ve görüşme ve gözlem notları kullanılmıştır. Araştırmada temel ve ileri düzey olmak üzere iki çeşit faydaya ulaşılmıştır. Temel faydalar, düşük, nedene dayalı, geleceğe dönük profesyonel plan içeren, ve tutku içeren olmak üzere dört kategoride toplanmıştır. İleri düzey fayda ise, umut verici, orta düzeyde umut verici ve yüksek düzeyde umut verici olmak üzere üç kategoride toplanmıştır. Öğretmen adaylarının fayda kavramları derse bağlı olarak gelişmiştir.

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Components of interesting science experiments

Cited by 10 publications

References 13 publications

Reducing cognitive load in multimedia navigation

Reducing cognitive load in multimedia navigation

Motivação e eficiência em estratégias de ensino de física no nível médio

İlkokul Öğretmen Adaylarının Deney Etkinliklerinin Faydalarına İlişkin Düşünceleri: Deney Etkinlikleri Öncesi ve Sonrası

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