We know that the task demands of cognitive tests most scores: if one version of a problem requires more work (e.g., gratuitously verbose or unclear wording, open response rather than multiple choice), people will perform worse.
Providing slides helps when students are not in class. If the participant groups are both equally likely to attend class, then this important detail is missed if the metric is, "does bringing slides to class improve test scores?".
If there is no harm in providing increased access, I say do it regardless of whether you think it'll improve test scores. That's why I recorded and shared each class lecture on a web portal, so students had more flexibility engaging the material.
Thanks to Claire Stoneman, Joelle Larrieu & (with added best wishes) Brendan Munhall who will defend this thesis at Sthlm Univ March 27❣️Please forward if among your contacts!
Do spread here or in networks elsewhere- this website is meant to be used… Have a restful day!
To me, it seems bizarre that classical education appeals to people who are paranoid about wokeism in schools. The “Western” tradition does not vindicate conservative Judeo-Christian thought or debunk either progressive thought or non-religious traditions.
It’s Sunday morning & 2 posts were added to this searchable & translatable collection of links to free access #edu content: https://saraslistofedresources.wordpress.com
Both texts address issues that educators in many countries face these days…
Thanks to authors, Prof Larry Cuban & UK teacher Dawn Cox
Please forward if among your contacts & spread this here or in networks elsewhere- this website is meant to be used
It’s Sunday & 1 post was added to this searchable & translatable collection of links to free access #edu content
It’s about false & ingrained concepts, hard to avoid & get rid of in schoolbooks, teaching or politics https://saraslistofedresources.wordpress.com
Are #philosophy students’ intuitions about thought experiments different because of expertise?
Longitudinal studies of philosophy and #CogSci students (N = 226) didn't seem to reveal as much: there were some group differences in intuitions, but a selection/indoctrination effect seemed more likely than “a general expertise” or “expertise specific to particular subfields”.
@ErikJonker no. but for schools it was the solution within teams all students works where private. No outside all public. Strange thing in the beginning i paid for it. Then become edu free.
If mapping arguments improves critical thinking, then argument mapping skills should correlate with critical thinking skills, right?
Alas, they didn't correlate among 115 Advanced Placement students across 4 high schools who mapped arguments for universal basic income (from a Douglas Murray article).