The Use of Microgenetic Method to Measures the Cognitive Change by Introducing New Education Tool
Abstract
This paper presents a student cognitive change measurement study by introducing new education tool. Plus students also participated in two ways of thought reflection i.e. submitting their response in mini report and verbal question-answer session with lecturer. By Microgenetic Method the student performance is measured repetitively and all of these are recorded. The result of p = 0.99 (99%) for the student getting above passing marks stimulated by education tool and question-answer session. And based on the total of 30 marks, on average student that exposed to the three matters gained about 29 marks and those who are not expose to the three matter gained about 13 marks.
References
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Chen, Z., & Klahr, D. (1999). All other things being equal: Acquisition and transfer of the control of variables strategy. Child development, 70(5), 1098-1120.
Granott, N., & Parziale, J. (2002). Microdevelopment: A process-oriented perspective for studying development and learning. In N. Granott & J. Parziale (Eds.), Microdevelopment: Transition processes in development and learning (pp. 1–28). Cambridge, UK: Cambridge University Press.
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Jason T. Abbit (2011). Measuring Technological Pedagogical Content Knowledge in Preservice Teacher Education: A Review of Current Methods and Instruments. Journal of Research on Technology in Education. Vol 43 Num. 4.
Karmiloff-Smith, A. (1992). Beyond Modularity, Cambridge, MA: MIT Press.
Kuhn, D. (1995). Microgenetic study of change: What has it told us? Psychological Sc., 6, 133-139.
Kuhn, D., & Phelps, E. (1982). The development of problemsolving strategies. In H. Reese (Ed.), Advances in child development and behavior (Vol. 17, pp. 1–44). New York: Academic Press.
Kuhn, D., Garcia-Mila, M., Zohar, A., & Andersen, C. (1995). Strategies of knowledge acquisition. Monographs of the Society for Research in Child Development, 60(4, Serial No. 245).
Kuhn, D., & Franklin, S. (2006). The second decade: What develops (and how). In W. Damon & R. M. Lerner (Series Eds.) & D. Kuhn & R. S. Siegler (Vol. Eds.), Handbook of child psychology: Volume 2: Cognition, perception, and language (6th ed., pp. 953–993). Hoboken, NJ: Wiley.
McClelland, J. L. (2001). Failures to learn and their remediation: A Hebbian account. In J. L. McClelland and R. S. Siegler (Eds.), Mechanisms of cognitive development: Behavioral and neural perspectives, (pp. 97-121). Mahwah, NJ: Lawrence Erlbaum Associates.
Metz, K. E. (1998). Emergent understanding and attribution of randomness: Comparative analysis of the reasoning of primary grade children and undergraduates. Cognition and Instruction, 16, 285-365.i
Reeves, T. C. (2007). Design research from a technology perspective. Educational design research, 1(3), 52-66.
Schauble, L. (1996). The development of scientific reasoning in knowledge-rich contexts. Developmental Psychology, 32, 102–119.
Siegler, R. S., & Jenkins, E. A. (1989). How children discover new strategies. Hillsdale, NJ: Erlbaum.
Siegler, R. S., & Leamire, P. (1997). Older and younger adults’ strategy choices in mulplication: Testing prediction of ASCM using the choice/no choice method. Journal of Experimental Psychology: General, 126, 71-92.
Siegler, R. S. (2002). Microgenetic studies of self-explanation. In N. Granott & J. Parziale (Eds.), Microdevelopment: Transition processes in development and learning (pp. 31–58).
Suzanne Young (2006). Student Views of Effective Online Teaching in Higher Education. The American Journal of Distance Education, 20(2), 65-77.
Thelen, E., & Ulrich, B. D. (1991). Hidden skills. Monographs of the Society for Research in Child Development, 56(Serial No. 223).
Casey, B. J., Davidson, M., & Rosen, B. (2002). Functional magnetic resonance imaging: Basic principles of and application to developmental science. Developmental Science, 5, 301–309.
Chen, Z., & Klahr, D. (1999). All other things being equal: Acquisition and transfer of the control of variables strategy. Child development, 70(5), 1098-1120.
Granott, N., & Parziale, J. (2002). Microdevelopment: A process-oriented perspective for studying development and learning. In N. Granott & J. Parziale (Eds.), Microdevelopment: Transition processes in development and learning (pp. 1–28). Cambridge, UK: Cambridge University Press.
Granott, N. (1998). A paradigm shift in the study of development: Essay review of Emerging Minds by R. S. Siegler. Human Development, 41, 360–365.
Jason T. Abbit (2011). Measuring Technological Pedagogical Content Knowledge in Preservice Teacher Education: A Review of Current Methods and Instruments. Journal of Research on Technology in Education. Vol 43 Num. 4.
Karmiloff-Smith, A. (1992). Beyond Modularity, Cambridge, MA: MIT Press.
Kuhn, D. (1995). Microgenetic study of change: What has it told us? Psychological Sc., 6, 133-139.
Kuhn, D., & Phelps, E. (1982). The development of problemsolving strategies. In H. Reese (Ed.), Advances in child development and behavior (Vol. 17, pp. 1–44). New York: Academic Press.
Kuhn, D., Garcia-Mila, M., Zohar, A., & Andersen, C. (1995). Strategies of knowledge acquisition. Monographs of the Society for Research in Child Development, 60(4, Serial No. 245).
Kuhn, D., & Franklin, S. (2006). The second decade: What develops (and how). In W. Damon & R. M. Lerner (Series Eds.) & D. Kuhn & R. S. Siegler (Vol. Eds.), Handbook of child psychology: Volume 2: Cognition, perception, and language (6th ed., pp. 953–993). Hoboken, NJ: Wiley.
McClelland, J. L. (2001). Failures to learn and their remediation: A Hebbian account. In J. L. McClelland and R. S. Siegler (Eds.), Mechanisms of cognitive development: Behavioral and neural perspectives, (pp. 97-121). Mahwah, NJ: Lawrence Erlbaum Associates.
Metz, K. E. (1998). Emergent understanding and attribution of randomness: Comparative analysis of the reasoning of primary grade children and undergraduates. Cognition and Instruction, 16, 285-365.i
Reeves, T. C. (2007). Design research from a technology perspective. Educational design research, 1(3), 52-66.
Schauble, L. (1996). The development of scientific reasoning in knowledge-rich contexts. Developmental Psychology, 32, 102–119.
Siegler, R. S., & Jenkins, E. A. (1989). How children discover new strategies. Hillsdale, NJ: Erlbaum.
Siegler, R. S., & Leamire, P. (1997). Older and younger adults’ strategy choices in mulplication: Testing prediction of ASCM using the choice/no choice method. Journal of Experimental Psychology: General, 126, 71-92.
Siegler, R. S. (2002). Microgenetic studies of self-explanation. In N. Granott & J. Parziale (Eds.), Microdevelopment: Transition processes in development and learning (pp. 31–58).
Suzanne Young (2006). Student Views of Effective Online Teaching in Higher Education. The American Journal of Distance Education, 20(2), 65-77.
Thelen, E., & Ulrich, B. D. (1991). Hidden skills. Monographs of the Society for Research in Child Development, 56(Serial No. 223).
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2017-12-06
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