Using context to promote learning from information-seeking tasks

Oliver, Ron; Oliver, Helen

doi:10.1002/(sici)1097-4571(199706)48:6<519::aid-asi5>3.0.co;2-x

Cited by 16 publications

(12 citation statements)

References 2 publications

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“…The flexibility in topic selection and modification combined with children's preference of the fully self‐generated task (by 47%) may have influenced their success rate. This finding is congruent with the results of prior studies (Garland, 1995; Hirsh, 1999; Oliver & Oliver, 1997; Pitts, 1995; Small, 1999; Solomon, 1994), which revealed that children were more motivated, challenged, and engaged in completing their tasks when they selected topics that interested them.…”

Section: Discussionsupporting

confidence: 91%

“…When children carry out tasks that do not require use of their content knowledge creatively, they are less likely to succeed (Hirsh, 1999) and recover from system breakdowns (Solomon, 1994). Oliver and Oliver (1997) maintains that to lead to higher levels of knowledge acquisition, learning, and engagement, tasks given to children should be based on contextual purposes. Small (1999) notes that the type of tasks children are given should stimulate and encourage intellectual curiosity, information seeking, and exploration behaviors.…”

Section: Introductionmentioning

confidence: 99%

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Children's use of the Yahooligans! Web search engine. III. Cognitive and physical behaviors on fully self‐generated search tasks

Bilal

2002

J. Am. Soc. Inf. Sci.

187

162

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This article presents the third part of a research project that investigated the information-seeking behavior and success of seventh-grade science children in using the Yahooligans! Web search engine/directory. In parts 1 and 2, children performed fully assigned tasks to pursue in the engine. In the present study, children generated their tasks fully. Children's information seeking was captured from the cognitive, physical, and affective perspectives using both quantitative and qualitative inquiry methods. Their information-seeking behavior and success on the fully self-generated task was compared to the behavior and success they exhibited in the two fully assigned tasks. Children were more successful on the fully self-generated task than the two fully assigned tasks. Children preferred the fully self-generated task to the two fully assigned tasks due to their ability to find the information sought and satisfaction with search results rather than the nature of the task in itself (i.e., selfgenerated aspect). Children were more successful when they browsed than when they searched by keyword on the three tasks. Yahooligans! design, especially its poor keyword searching, contributed to the breakdowns children experienced. Implications for system design improvement and Web training are discussed.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Children's use of the Yahooligans! Web search engine. III. Cognitive and physical behaviors on fully self‐generated search tasks

Bilal

2002

J. Am. Soc. Inf. Sci.

187

162

View full text Add to dashboard Cite

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“…The conclusion of the evaluation was that both techniques could be very useful for IR instruction. Olivier & Olivier (1997) showed that providing context is very important in order to improve the quality of the search, and consequently the results.…”

Section: Methodological Approaches In the Classroommentioning

confidence: 99%

Teaching and Learning in Information Retrieval

Johnson¹

2011

The Information Retrieval Series

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This is the unspecified version of the paper.This version of the publication may differ from the final published version. From the analysis of the literature a taxonomy was built and it is used to structure the paper. Permanent repository linkInformation Retrieval (IR) is presented from different points of view: technical levels, educational goals, teaching and learning methods, assessment and curricula. The review is organized around two levels of abstraction which form a taxonomy that deals with the different aspects of pedagogy as applied to information retrieval. The first level looks at the technical level of delivering information retrieval concepts, and at the educational goals as articulated by the two main subject domains where IR is delivered: computer science (CS) and library and information science (LIS). The second level focuses on pedagogical issues, such as teaching and learning methods, delivery modes (classroom, online or e-learning), use of IR systems for teaching, assessment and feedback, and curricula design.The survey, and its bibliography, provides an overview of the pedagogical research carried out in the field of IR. It also provides a guide for educators on approaches that can be applied to improving the student learning experiences.

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“…31-32). Research since then supports this emphasis on the critical role of a conceptual framework in creating lasting understanding (SUNY et al, 1980;Waern, 1981;Cavallo, 1992;Oliver and Oliver, 1997;NRC, 2000;Mayer, 2002).…”

Section: Highlighting Concepts and Placing Details In Contextmentioning

confidence: 99%

A Hierarchical Biology Concept Framework: A Tool for Course Design

Khodor¹,

Halme²,

Walker³

2004

CBE

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A typical undergraduate biology curriculum covers a very large number of concepts and details. We describe the development of a Biology Concept Framework (BCF) as a possible way to organize this material to enhance teaching and learning. Our BCF is hierarchical, places details in context, nests related concepts, and articulates concepts that are inherently obvious to experts but often difficult for novices to grasp. Our BCF is also cross-referenced, highlighting interconnections between concepts. We have found our BCF to be a versatile tool for design, evaluation, and revision of course goals and materials. There has been a call for creating Biology Concept Inventories, multiple-choice exams that test important biology concepts, analogous to those in physics, astronomy, and chemistry. We argue that the community of researchers and educators must first reach consensus about not only what concepts are important to test, but also how the concepts should be organized and how that organization might influence teaching and learning. We think that our BCF can serve as a catalyst for community-wide discussion on organizing the vast number of concepts in biology, as a model for others to formulate their own BCFs and as a contribution toward the creation of a comprehensive BCF. INTRODUCTIONThe idea of a Concept Inventory as an assessment tool dates back to 1992, when the Force Concept Inventory (FCI) was developed to measure students' conceptual understanding of motion and force . A major accomplishment of this work was to create a multiple-choice test in which the erroneous answers diagnose the misconceptions held by students about particular concepts. The FCI has been used over the past decade by physicists at several institutions of higher learning to assess the effectiveness of different teaching methods (Hake, 1998). Similar multiple-choice exams have been developed for astronomy (Astronomy Diagnostic Test [Zeilik et al., 1997;Deming, 2002;Hufnagel, 2002;Zeilik, 2003]) and chemistry (ConcepTests: http://chem.wisc.edu/∼concept/).Efforts to create similar standardized tests in biology are now under way. A group headed by Michael Klymkowsky at the University of Colorado at Boulder has been creating concept tests to cover "introductory, genetics, molecular, cellular, and developmental biology" (Klymkowsky et al., 2003). Before these tests can be useful for a variety of courses and institutions, there needs to be agreement as to which concepts are important. Bio2010: Transforming Undergraduate Education for Future Research Biologists, a report produced by the National Research Council (NRC, 2002), provides support for this effort, in stating that "understanding the unity and diversity of life requires mastery of a set of fundamental concepts" (Recommendation 1.1). Lists of biology concepts important for high school students can be found in the American Association for the Advancement of Science (AAAS) Project 2061 report Benchmarks for Scientific Literacy and the NRC report National Science Education Standards (AAAS, 198...

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Using context to promote learning from information-seeking tasks

Cited by 16 publications

References 2 publications

Children's use of the Yahooligans! Web search engine. III. Cognitive and physical behaviors on fully self‐generated search tasks

Children's use of the Yahooligans! Web search engine. III. Cognitive and physical behaviors on fully self‐generated search tasks

Teaching and Learning in Information Retrieval

A Hierarchical Biology Concept Framework: A Tool for Course Design

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