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EFFECTS OF SELF-PACED POSTINFORMATIVE FEEDBACK INTERVALS AND TASK COMPLEXITY ON CONCEPT IDENTIFICATION (INTERTRIAL, COMPUTER)
Title
EFFECTS OF SELF-PACED POSTINFORMATIVE FEEDBACK INTERVALS AND TASK COMPLEXITY ON CONCEPT IDENTIFICATION (INTERTRIAL, COMPUTER).
Creator
PALACIO, FRANCES LABRIOLA., Florida Atlantic University
Abstract/Description
The purpose of this study was to determine the effects of the self-paced postinformative feedback interval (PIFI) and task complexity on concept identification. Eight independent groups of learners served in a factorial design which combined four PIFI durations (self-paced - 15 sec) and two levels of task complexity (2 and 4 irrelevant stimulus dimensions). Instructions and tasks were presented to 64 subjects via microcomputers. The criterion performance of 16 consecutively correct stimulus...
Show moreThe purpose of this study was to determine the effects of the self-paced postinformative feedback interval (PIFI) and task complexity on concept identification. Eight independent groups of learners served in a factorial design which combined four PIFI durations (self-paced - 15 sec) and two levels of task complexity (2 and 4 irrelevant stimulus dimensions). Instructions and tasks were presented to 64 subjects via microcomputers. The criterion performance of 16 consecutively correct stimulus identifications as well as total number of trials and total time to criterion were recorded by the computer program. Factorial analyses of variance, a priori tests, Newman-Keuls' pairwise comparisons, and one-way analyses of variance were used to statistically determine significant differences among the means of the groups studied. Results of all statistical analyses were considered significant at the .05 level. Results indicated that there was no significant difference in terms of total trials or total time to criterion between the self-paced PIFI condition and the combined data for the three fixed PIFI conditions. For the low complexity task, the 8-second PIFI condition required significantly fewer trials to criterion than self-paced PIFI. For the higher complexity task, the self-paced PIFI condition required significantly less total time to criterion than 15-second fixed PIFI. Results also indicated that self-paced PIFI durations for initial trials were significantly longer than those of final trials for performances at both levels of task complexity. Findings were interpreted as demonstrating a need for absorption time during PIFIs which may not be adequately provided in a totally self-paced environment. Thus, a reduction in the efficiency inherent in the self-paced mode, stemming from the gradual decrease in PIFI durations as problem solution is approached, is experience.
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Date Issued
1986
PURL
http://purl.flvc.org/fcla/dt/11884
Subject Headings
Learning, Psychology of, Concept learning
Format
Document (PDF)
effect of a modified self-paced postinformative feedback interval on concept formation and identification tasks
Title
The effect of a modified self-paced postinformative feedback interval on concept formation and identification tasks.
Creator
Nilsen, June A., Florida Atlantic University, Kauffman, Dan
Abstract/Description
The purpose of this study was to determine if a modified self-paced postinformative feedback interval (mixed PIFI) is more efficient in concept formation and identification tasks than a pure self-paced or fixed PIFI. One hundred fourteen subjects randomly assigned to three different PIFI groups (mixed, self-paced, 6-second fixed) were presented with a two-category concept formation (CF) task followed by a four-category concept identification (CI) task. A computer program presented...
Show moreThe purpose of this study was to determine if a modified self-paced postinformative feedback interval (mixed PIFI) is more efficient in concept formation and identification tasks than a pure self-paced or fixed PIFI. One hundred fourteen subjects randomly assigned to three different PIFI groups (mixed, self-paced, 6-second fixed) were presented with a two-category concept formation (CF) task followed by a four-category concept identification (CI) task. A computer program presented instructions and task stimuli to subjects via microcomputer as well as regulated PIFIs and collected data. The composition and duration of the mixed PIFIs were determined after an analysis of the results of a pilot study. On the CF task, subjects received 5-second fixed PIFIs on the first 10 trials, followed by 5-second fixed PIFIs on positive instances of incorrect responses, 2-second fixed PIFIs on negative instances of incorrect responses and self-pacing on the rest of the trials. On the CI task the first 10 trails were set to 6-second fixed PIFIs and thereafter to 3-second fixed PIFIs on error trials and self-pacing on the rest of the trials. One-way analyses of variance were used to determine differences among the means of the groups studied with results considered significant at the.05 level. On the CF task, although time to criterion on the mixed and self-paced PIFIs were not significantly different, learners in the mixed PIFI group completed the task more quickly than those in the fixed PIFI group. There were no significant differences between groups on trials to criterion. On the CI task, although mixed and fixed PIFIs were not significantly different for trials to criterion, learners in the mixed PIFI group used fewer trails to solve the problems than those in the self-paced group. There were no significant differences between groups in time to criterion. Findings indicated that on the CI task, the mixed PIFI tested might be the compromise needed to reconcile the theoretical and practical dilemma of needing longer PIFIs for absorption and shorter PIFIs for subject satisfaction. Further research examining the composition of the mixed PIFI is needed.
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Date Issued
1989
PURL
http://purl.flvc.org/fcla/dt/11938
Subject Headings
Concept learning, Feedback (Psychology)
Format
Document (PDF)
Using concept maps to explore preservice teachers' perceptions of science content knowledge, teaching practices, and reflective processes
Title
Using concept maps to explore preservice teachers' perceptions of science content knowledge, teaching practices, and reflective processes.
Creator
Somers, Judy L., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
This qualitative study examined seven preservice teachers' perceptions of their science content knowledge, teaching practices, and reflective processes through the use of the metacognitive strategy of concept maps. Included in the paper is a review of literature in the areas of preservice teachers' perceptions of teaching, concept development, concept mapping, science content understanding, and reflective process as a part of metacognition. The key questions addressed include the use of...
Show moreThis qualitative study examined seven preservice teachers' perceptions of their science content knowledge, teaching practices, and reflective processes through the use of the metacognitive strategy of concept maps. Included in the paper is a review of literature in the areas of preservice teachers' perceptions of teaching, concept development, concept mapping, science content understanding, and reflective process as a part of metacognition. The key questions addressed include the use of concept maps to indicate organization and understanding of science content, mapping strategies to indicate perceptions of teaching practices, and the influence of concept maps on reflective process. There is also a comparison of preservice teachers' perceptions of concept map usage with the purposes and practices of maps as described by experienced teachers. Data were collected primarily through interviews, observations, a pre- and post-concept mapping activity, and an analysis of those concept maps using a rubric developed for this study. Findings showed that concept map usage clarified students' understanding of the organization and relationships within content area and that the process of creating the concept maps increased participants' understanding of the selected content., The participants felt that the visual element of concept mapping was an important factor in improving content understanding. These participants saw benefit in using concept maps as planning tools and as instructional tools. They did not recognize the use of concept maps as assessment tools. When the participants were able to find personal relevance in and through their concept maps they were better able to be reflective about the process. The experienced teachers discussed student understanding and skill development as the primary purpose of concept map usage, while they were able to use concept maps to accomplish multiple purposes in practice.
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Date Issued
2009
PURL
http://purl.flvc.org/FAU/221953
Subject Headings
Science, Study and teaching, Methodology, Concept learning, Metacognition in children, Education, Effect of technological innovations on
Format
Document (PDF)
Cognitive styles and concept mapping dimensions of hypermedia computer users
Title
Cognitive styles and concept mapping dimensions of hypermedia computer users.
Creator
Kessler, Rohn., Florida Atlantic University, Morris, John D., Hunt, John J.
Abstract/Description
Computers are increasingly a part of college and university instruction. Interactive hypermedia applications are being introduced throughout much of the curriculum as a possible solution to both improving educational outcomes and expanding educational horizons. The purpose of the present study was to investigate the effects of an interactive hypermedia application and a section of text on a measure of learning and understanding called concept mapping. The inter-rater reliability of concept...
Show moreComputers are increasingly a part of college and university instruction. Interactive hypermedia applications are being introduced throughout much of the curriculum as a possible solution to both improving educational outcomes and expanding educational horizons. The purpose of the present study was to investigate the effects of an interactive hypermedia application and a section of text on a measure of learning and understanding called concept mapping. The inter-rater reliability of concept map scores has not been reported previously in the literature. Results in this study concerning the reliability of concept map scoring procedures indicated that the continued improvement of inter-rater reliability is desirable if concept mapping is to actualize its potential as a practical, useful, and unique learning tool. Results suggest that concept mapping appears capable of assessing: (a) baseline knowledge, (b) meaningful learning, (c) the construction of new knowledge, and (d) knowledge change. Its usefulness in these areas and as an alternative or addition to standardized assessment is contingent, however, upon demonstrations of validity and reliability. Suggestions for further concept map research included: (a) replicating the present study with other measures of cognitive style across a wide variety of interactive hypermedia software applications, (b) doing longitudinal studies of concept mapping, (c) improving the reliablity of concept map scoring and evaluation, (d) looking at other aspects of cognition and information processing related to concept mapping, (e) using computer-based concept mapping tools, and (f) using concept maps as templates for the organization and integration of hypermedia elements.
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Date Issued
1995
PURL
http://purl.flvc.org/fcla/dt/12404
Subject Headings
Hypertext systems, Interactive multimedia, Concept learning, Computer-assisted instruction, Curriculum planning, Human-computer interaction
Format
Document (PDF)
An examination of how middle school science teachers conduct collaborative inquiry and reflection about students’ conceptual understanding
Title
An examination of how middle school science teachers conduct collaborative inquiry and reflection about students’ conceptual understanding.
Creator
Todd-Gibson, Christine, Weber, Roberta K., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
This qualitative case study examined how middle school science teachers conducted collaborative inquiry and reflection about students’ conceptual understanding, and how individual teachers in the middle school science group acted and made reflections in response to their collaborative inquiry. It also examined external influences that affected the teachers’ ability to engage in collaborative inquiry. Observational, written, and interview data were collected from observations of teachers’ face...
Show moreThis qualitative case study examined how middle school science teachers conducted collaborative inquiry and reflection about students’ conceptual understanding, and how individual teachers in the middle school science group acted and made reflections in response to their collaborative inquiry. It also examined external influences that affected the teachers’ ability to engage in collaborative inquiry. Observational, written, and interview data were collected from observations of teachers’ face-to-face meetings and reflections, individual interviews, a focus group interview, and online reflections. The results of this study revealed that collaborative inquiry is a form of professional development that includes answering curricular questions through observation, communication, action, and reflection. This approach was developed and implemented by middle school science teachers. The premise of an inquiry is based on a need with students. Middle school science teachers came to consensus about actions to affect students’ conceptual understanding, took action as stated, and shared their reflections of the actions taken with consideration to current and upcoming school activities. Activities involved teachers brainstorming and sharing with one another, talking about how the variables were merged into their curriculum, and how they impacted students’ conceptual understanding. Teachers valued talking with one another about science content and pedagogy, but did find the inquiry portion of the approach to require more development. The greatest challenge to conducting collaborative inquiry and reflection was embedding teacher inquiry within a prescribed inquiry that was already being conducted by the Sundown School District. Collaborative inquiry should be structured so that it meets the needs of teachers in order to attend to the needs of students. A conducive atmosphere for collaborative inquiry and reflection is one in which administrators make the process mandatory and facilitate the process by removing an existing inquiry.
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Date Issued
2013
PURL
http://purl.flvc.org/fau/fd/FA0004066
Subject Headings
Achievement in education, Concept learning -- Study and teaching (Middle school), Inquiry (Theory of knowledge), Middle school teaching, Science -- Study and teaching (Middle school), Team learning approach in education
Format
Document (PDF)