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A review of the use of portable technologies as observational aids in the classroom
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Joint modeling of users, questions and answers for answer selection in CQA
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Changes in science attitudes, beliefs, knowledge and physiological arousal after implementation of a multimodal, cooperative intervention in primary school science classes
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Carroll, Annemaree; Gillies, Robyn M.; Cunnington, Ross; McCarthy, Molly; Sherwell, Chase; Palghat, Kelsey; Goh, Felicia; Baffour, Bernard; Bourgeois, Amanda; Rafter, Mary; Seary, Tennille. - : Emerald Publishing Limited, 2019
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Abstract:
Purpose: Student competency in science learning relies on students being able to interpret and use multimodal representations to communicate understandings. Moreover, collaborative learning, in which students may share physiological arousal, can positively affect group performance. This paper aims to observe changes in student attitudes and beliefs, physiology (electrodermal activity; EDA) and content knowledge before and after a multimodal, cooperative inquiry, science teaching intervention to determine associations with productive science learning and increased science knowledge. Design/methodology/approach: A total of 214 students with a mean age of 11 years 6 months from seven primary schools participated in a multimodal, cooperative inquiry, science teaching intervention for eight weeks during a science curriculum unit. Students completed a series of questionnaires pertaining to attitudes and beliefs about science learning and science knowledge before (Time 1) and after (Time 2) the teaching intervention. Empatica E3 wristbands were worn by students during 1 to 3 of their regularly scheduled class sessions both before and after the intervention. Findings: Increases in EDA, science knowledge, self-efficacy and a growth mindset, and decreases in self-esteem, confidence, motivation and use of cognitive strategies, were recorded post-intervention for the cohort. EDA was positively correlated with science knowledge, but negatively correlated with self-efficacy, motivation and use of cognitive strategies. Cluster analysis suggested three main clusters of students with differing physiological and psychological profiles. Practical implications: First, teachers need to be aware of the importance of helping students to consolidate their current learning strategies as they transition to new learning approaches to counter decreased confidence. Second, teachers need to know that an effective teaching multimodal science intervention can not only be associated with increases in science knowledge but also increases in self-efficacy and movement towards a growth mindset. Finally, while there is evidence that there are positive associations between physiological arousal and science knowledge, physiological arousal was also associated with reductions in self-efficacy, intrinsic motivation and the use of cognitive strategies. This mixed result warrants further investigation. Originality/value: Overall, this study proposes a need for teachers to counter decreased confidence in students who are learning new strategies, with further research required on the utility of monitoring physiological markers.
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Keyword:
1706 Computer Science Applications; 3304 Education; 3309 Library and Information Sciences; Collaborative learning; Electrodermal activity; Science attitudes; Science beliefs; Science content knowledge; Science learning
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URL: https://espace.library.uq.edu.au/view/UQ:ea04d99
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Characterising postgraduate students’ corpus query and usage patterns for disciplinary data-driven learning
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Learning factorized representations for open-set domain adaptation
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Multilevel topic dependency models for assessment design and delivery: A hypergraph based approach
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Detecting and visualizing context and stress via a fuzzy rule-based system during commuter driving
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Discovering correlations between sparse features in distant supervision for relation extraction
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Engagement and performance in a first year natural resource science course
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Deep context of citations using machine-learning models in scholarly full-text articles
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Using an online social media space to engage parents in student learning in the early-years: enablers and impediments
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Willis, Linda-Dianne; Exley, Beryl. - : Universitat de Barcelona * Grup de Recerca Ensenyament i Aprenentatge Virtual, Observatorio de la Educacion Digital (OED), 2018
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Measuring communication difficulty through effortful speech production during conversation
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An investigation of Chinese postgraduate students' experiences on a data-visualized English writing feedback platform
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Dai, Kun. - : Institute of Electrical and Electronics Engineers, 2017
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Social moments: A perspective on interaction for social robotics
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Retesting the limits of data-driven learning: feedback and error correction
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Searching for My Lady’s Bonnet: discovering poetry in the National Library of Australia’s newspapers database
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An investigation of differences and changes in L2 writing anxiety between blended and conventional english language learning context
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