Search results for author:"David F. Feldon"
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Do Psychology Researchers Tell It like It Is? A Microgenetic Analysis of Research Strategies and Self-Report Accuracy along a Continuum of Expertise
Instructional Science: An International Journal of the Learning Sciences Vol. 38, No. 4 (July 2010) pp. 395–415
Acquiring research skills is considered to be a highly challenging aspect of developing expertise in the social sciences. Because instruction and mentoring in these skills are typically grounded in the self-report of researchers, difficulties in...
Educational Technology Research and Development Vol. 56, No. 5 (December 2008) pp. 575–593
This paper examines the use of mixed methods for analyzing users' avatar-related activities in a virtual world. Server logs recorded keystroke-level activity for 595 participants over a six-month period in Whyville.net, an informal science website....
The Value of Modularity in Instructional Design: Implications for Improved Validity in the Evaluation of New Techniques in Distance Learning
Annual Meeting of the Association for Educational Communications and Technology 2004 (October 2005)
In the development of distance learning, advances in cognitive science merge with new technology to deliver instruction worldwide. However, one major difficulty in evaluating the efficacy of these tools is determining which elements of instruction...
Promoting Conceptual Change for Complex Systems Understanding: Outcomes of an Agent-Based Participatory Simulation
Journal of Science Education and Technology Vol. 25, No. 4 (2016) pp. 610–627
Components of complex systems apply across multiple subject areas, and teaching these components may help students build unifying conceptual links. Students, however, often have difficulty learning these components, and limited research exists to...
Self-efficacy change associated with a cognitive load-based intervention in an undergraduate biology course
Learning and Instruction Vol. 56, No. 1 (August 2018) pp. 64–72
Cognitive load theory (CLT) holds that discovery learning and other instructional strategies imposing high levels of extraneous load on novice learners hinder learning. Such learning conditions are also associated with significant drops in...