Do classroom exemplars promote the application of principles in teacher education? A comparison of videos, animations, and narratives

Students learned about teaching principles with a multimedia program that either did not include a classroom exemplar illustrating how to apply the learned principles to the teaching practice (control group) or included a classroom exemplar in video, animation, or text format. Across two experiments, video and animation groups reported more favorable attitudes towards learning and were better able to apply the learned principles than the control group. Text and control groups did not differ in their learning or attitudes towards learning, suggesting that format is an important factor in determining the effectiveness of classroom exemplars as pedagogical tools for teacher education. Results encourage the use of visual classroom exemplars to promote the application of theory into practice.

[1]  A. Whitehead.  The aims of education , 1929 .

[2]  E. Tulving,et al.  Episodic and semantic memory , 1972 .

[3]  E. Tulving,et al.  Organization of memory. , 1973 .

[4]  Edward E. Smith,et al.  Categories and concepts , 1984 .

[5]  R. Clark.  Reconsidering Research on Learning from Media , 1983 .

[6]  C SchankRoger,et al.  Dynamic Memory: A Theory of Reminding and Learning in Computers and People , 1983 .

[7]  John R. Anderson.  The Architecture of Cognition , 1983 .

[8]  A. Bandura.  Social Foundations of Thought and Action: A Social Cognitive Theory , 1985 .

[9]  B. Ross.  This is like that: The use of earlier problems and the separation of similarity effects. , 1987 .

[10]  J. M. Rolfe,et al.  Flight simulation , 1988 .

[11]  Carne Barnett,et al.  Building a Case-Based Curriculum to Enhance the Pedagogical Content Knowledge of Mathematics Teachers , 1991 .

[12]  Judith H. Shulman.  Case Methods in Teacher Education , 1992 .

[13]  Susan M. Williams,et al.  Putting Case-Based Instruction Into Context: Examples From Legal and Medical Education , 1992 .

[14]  Shelagh A. Gallagher,et al.  Problem-Based Learning: As Authentic as It Gets. , 1993 .

[15]  Janet L. Kolodner,et al.  Case-Based Reasoning , 1989, IJCAI 1989.

[16]  Katherine K. Merseth,et al.  Cases, Hypermedia, and Computer Networks: Three Curricular Innovations for Teacher Education , 1993 .

[17]  Agnar Aamodt,et al.  Case-Based Reasoning: Foundational Issues, Methodological Variations, and System Approaches , 1994, AI Commun..

[18]  C. Douglas Wetzel,et al.  Instructional Effectiveness of Video Media , 1994 .

[19]  Magdalene Lampert,et al.  Using Technology to Support a New Pedagogy of Mathematics Teacher Education , 1994 .

[20]  R. Clark.  Media will never influence learning , 1994 .

[21]  S. Hidi,et al.  The Role Of Interest In Learning And Development , 1994 .

[22]  K. Dunbar.  HOW SCIENTISTS REALLY REASON: SCIENTIFIC REASONING IN REAL-WORLD LABORATORIES , 1995 .

[23]  Woodrow Barfield,et al.  Virtual environments and advanced interface design , 1995 .

[24]  Stephen R. Ellis.  Origins and elements of virtual environments , 1995 .

[25]  Donna Y. Ford,et al.  The Handbook of Research on Multicultural Education , 1996 .

[26]  Wim H. Gijselaers,et al.  Bringing Problem-Based Learning To Higher Education: Theory And Practice , 1996 .

[27]  The nature of insight , 1996 .

[28]  G. Borich.  Educational Psychology: A Contemporary Approach , 1996 .

[29]  J. Ormrod.  Educational Psychology : Developing Learners , 1997 .

[30]  Priscilla L. Griffith,et al.  Using literature cases to examine diversity issues with preservice teachers , 1997 .

[31]  Paul D. Eggen,et al.  Educational Psychology: Windows on Classrooms , 1998 .

[32]  Gail Fitzgerald,et al.  The effects of learner differences on usage patterns and learning outcomes with hypermedia case studies , 1998 .

[33]  Barbara B. Levin,et al.  Who learns what from cases and how? : the research base for teaching and learning with cases , 1999 .

[34]  Daniel L. Schwartz,et al.  Rethinking transfer: A simple proposal with multiple implica-tions , 1999 .

[35]  J. Eccles,et al.  Expectancy-Value Theory of Achievement Motivation. , 2000, Contemporary educational psychology.

[36]  Ralph T. Putnam,et al.  What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? , 2000 .

[37]  Ellen van den Berg,et al.  Learning with Multimedia Cases: An Evaluation Study. , 2000 .

[38]  Robert J. Beck,et al.  Effects of Videocase Construction on Preservice Teachers' Observations of Teaching , 2002 .

[39]  M. Braaksma,et al.  Observational learning and the effects of model-observer similarity. , 2002 .

[40]  Matthew J. Koehler,et al.  Designing Case-Based Hypermedia for Developing Understanding of Children's Mathematical Reasoning , 2002 .

[41]  D. Gentner,et al.  Learning and Transfer: A General Role for Analogical Encoding , 2003 .

[42]  P. Pintrich.  Motivation and Classroom Learning , 2003 .

[43]  Thomas Fetsco,et al.  Educational Psychology: An Integrated Approach To Classroom Decisions , 2004 .

[44]  John A. Wise,et al.  Handbook of aviation human factors , 2009 .