Search results for author:"John Merrill"
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Levels of Questioning and Forms of Feedback: Instructional Factors in Courseware Design
John Merrill
High and low level questions as determined by a panel of evaluators were combined with corrective feedback and attribute isolation feedback to form four versions of a computer-based science lesson. The sample consisted of 154 high school chemistry...
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Levels of Questioning and Forms of Feedback: Instructional Factors in Courseware Design
John Merrill
Journal of Computer-Based Instruction Vol. 14, No. 1 (1987) pp. 18–22
Examines the importance of levels of questioning and types of feedback in designing courseware for computer-based education. Test results are analyzed for four groups of high school students who completed different versions of a computer-based...
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Do Hybrid Lecture Formats Influence Laboratory Performance in Large, Pre-Professional Biology Courses?
Samuel Riffell; John Merrill
Journal of Natural Resources and Life Sciences Education Vol. 34 (2005) pp. 96–100
Introductory biology courses for pre-professional majors at large universities are usually high-enrollment lectures with associated labs that complement the lecture, but are independently taught and administered. Although web-based instructional...
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What Are They Thinking? Automated Analysis of Student Writing about Acid-Base Chemistry in Introductory Biology
Kevin C. Haudek; Luanna B. Prevost; Rosa A. Moscarella; John Merrill; Mark Urban-Lurain
CBE - Life Sciences Education Vol. 11, No. 3 (September 2012) pp. 283–293
Students' writing can provide better insight into their thinking than can multiple-choice questions. However, resource constraints often prevent faculty from using writing assessments in large undergraduate science courses. We investigated the use...
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Lab-on-a-Chip Design-Build Project with a Nanotechnology Component in a Freshman Engineering Course
Yosef Allam; David L. Tomasko; Bruce Trott; Phil Schlosser; Yong Yang; Tiffany M. Wilson; John Merrill
Chemical Engineering Education (CEE) Vol. 42, No. 4 (2008) pp. 185–192
A micromanufacturing lab-on-a-chip project with a nanotechnology component was introduced as an alternate laboratory in the required first-year engineering curriculum at The Ohio State University. Nanotechnology is introduced in related reading and...
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Applying Computerized-Scoring Models of Written Biological Explanations across Courses and Colleges: Prospects and Limitations
Minsu Ha; Ross H. Nehm; Mark Urban-Lurain; John E. Merrill
CBE - Life Sciences Education Vol. 10, No. 4 (December 2011) pp. 379–393
Our study explored the prospects and limitations of using machine-learning software to score introductory biology students' written explanations of evolutionary change. We investigated three research questions: 1) Do scoring models built using...
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Supplementing Introductory Biology with On-Line Curriculum
Estelle McGroarty; Joyce Parker; Merle Heidemann; Heejun Lim; Mark Olson; Tammy Long; John Merrill; Samuel Riffell; James Smith; Janet Batzli; David Kirschtel
Biochemistry and Molecular Biology Education Vol. 32, No. 1 (January 2004) pp. 20–26
We developed web-based modules addressing fundamental concepts of introductory biology delivered through the LON-CAPA course management system. These modules were designed and used to supplement large, lecture-based introductory biology classes....
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Harnessing Technology to Improve Formative Assessment of Student Conceptions in STEM: Forging a National Network
Kevin C. Haudek; Jennifer J. Kaplan; Jennifer Knight; Tammy Long; John Merrill; Alan Munn; Ross Nehm; Michelle Smith; Mark Urban-Lurain
CBE - Life Sciences Education Vol. 10, No. 2 (2011) pp. 149–155
Concept inventories, consisting of multiple-choice questions designed around common student misconceptions, are designed to reveal student thinking. However, students often have complex, heterogeneous ideas about scientific concepts. Constructed...