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DIRECT, HANDS-ON OR INQUIRY INSTRUCTION: A STUDY OF INSTRUCTIONAL SEQUENCING AND MOTIVATION IN THE SCIENCE CLASSROOM
Title
DIRECT, HANDS-ON OR INQUIRY INSTRUCTION: A STUDY OF INSTRUCTIONAL SEQUENCING AND MOTIVATION IN THE SCIENCE CLASSROOM.
Creator
Vander Wiede, Jamie, Gill, Michele, University of Central Florida
Abstract / Description
Currently, a debate exists between the strengths and weaknesses of direct and inquiry instruction. Inquiry instruction is related to positive effect on learner motivation whereas supporters of direct instruction point to its ability to adequately support learners' working memories (Hmelo-Silver, Duncan, & Chinn, 2007; Kirschner, Sweller, & Clark, 2006; Kuhn, 2007; Sweller, 1988). This study examined the possibility of combining the best features of both inquiry and direct instruction by...
Show moreCurrently, a debate exists between the strengths and weaknesses of direct and inquiry instruction. Inquiry instruction is related to positive effect on learner motivation whereas supporters of direct instruction point to its ability to adequately support learners' working memories (Hmelo-Silver, Duncan, & Chinn, 2007; Kirschner, Sweller, & Clark, 2006; Kuhn, 2007; Sweller, 1988). This study examined the possibility of combining the best features of both inquiry and direct instruction by sequencing them together. A two-part lesson on electrical circuits was presented in three separate sequences of instruction to middle school students to determine if differences in student motivation and academic achievement emerge depending on whether a guided inquiry lab followed or preceded direct instruction. Results indicated equal levels of perceived competence by students across all instructional sequences and greater interest/enjoyment and perceived autonomy support when the instructional sequence began with a guided inquiry lesson. No significant differences in achievement were reported among the sequences.
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Date Issued
2011
Identifier
CFE0003902, ucf:48737
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003902
Objectively Defining Scenario Complexity: Towards Automated, Adaptive Scenario-Based Training
Title
Objectively Defining Scenario Complexity: Towards Automated, Adaptive Scenario-Based Training.
Creator
Dunn, Robert, Sivo, Stephen, Hoffman, Bobby, Hartshorne, Richard, Bowers, Clint, University of Central Florida
Abstract / Description
Effective Scenario-Based Training (SBT) is sequenced in an efficient trajectory from novice to mastery and is well-grounded in pedagogically sound instructional strategies and learning theory. Adaptive, automated SBT attempts to sequence scenarios according to the performance of the student and implement the sequence without human agency. The source of these scenarios may take the form of a matrix constructed by Instructional Systems Designers (ISD), software engineers or trainers. The domain...
Show moreEffective Scenario-Based Training (SBT) is sequenced in an efficient trajectory from novice to mastery and is well-grounded in pedagogically sound instructional strategies and learning theory. Adaptive, automated SBT attempts to sequence scenarios according to the performance of the student and implement the sequence without human agency. The source of these scenarios may take the form of a matrix constructed by Instructional Systems Designers (ISD), software engineers or trainers. The domain being instructed may contain procedures or concepts that are easily differentiated thus allowing quick and accurate determination of difficulty. In this instance, the sequencing of the SBT is relatively simple. However, in complex, domain-integrated instructional environments accurate and efficient sequencing may be extremely difficult as ISD, software engineers and trainers, without an objective means to calculate a scenario's complexity must rely on subjectivity. In the Military, where time, fiscal and manpower constraints may lead to ineffective, inefficient and, perhaps, negative training SBT is a growing alternative to live training due to the significant cost avoidance demonstrated by such systems as the United States Marine Corps' (USMC) Abrams Main Battle Tank (M1A1) Advanced Gunnery Training System (AGTS). Even as the practice of simulation training grows, leadership such as the Government Accountability Office asserts that little has been done to demonstrate simulator impact on trainee proficiency. The M1A1 AGTS instructional sub system, the Improved Crew Training Program (ICTP), employs an automated matrix intended to increase Tank Commander (TC) and Gunner (GNR) team proficiency. This matrix is intended to guide the team along a trajectory of ever-increasing scenario difficulty. However, as designed, the sequencing of the matrix is based on subjective evaluation of difficulty, not on empirical or objective calculations of complexity. Without effective, automated SBT that adapts to the performance of the trainee, gaps in combat readiness and fiscal responsibility could grow large.In 2010, the author developed an algorithm intended to computationally define scenario complexity (Dunne, Schatz, Fiore, Martin (&) Nicholson, 2010) and conducted a proof of concept study to determine the algorithm's effectiveness (Dunne, Schatz, Fiore, Nicholson (&) Fowlkes, 2010). Based on results of that study, and follow-on analysis, revisions were made to that Scenario Complexity (SC) algorithm. The purpose of this research was to examine the efficacy of the revised SC algorithm to enable Educators and Trainers, ISDs, and software engineers to objectively and computationally define SC. The research process included a period of instruction for Subject Matter Experts (SME) to receive instruction on how to identify the base variables that comprise SC. Using this knowledge SMEs then determined the values of the scenarios base variables. Once calculated, these values were ranked and compared to the ICTP matrix sequence.Results indicate that the SMEs were very consistent in their ratings of the items across scenario base variables. Due to the highly proceduralized process underlying advanced gunnery skills, this high degree of agreement was expected. However, the significant lack of correlation to the matrix sequencing is alarming and while a recent study has shown the AGTS to increase TC and GNR team proficiency (PM TRASYS, 2014a), this research's findings suggests that redesign of the ICTP matrix is in order.
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Date Issued
2014
Identifier
CFE0005789, ucf:50062
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005789
DATA MINING METHODS FOR MALWARE DETECTION
Title
DATA MINING METHODS FOR MALWARE DETECTION.
Creator
Siddiqui, Muazzam, Wang, Morgan, University of Central Florida
Abstract / Description
This research investigates the use of data mining methods for malware (malicious programs) detection and proposed a framework as an alternative to the traditional signature detection methods. The traditional approaches using signatures to detect malicious programs fails for the new and unknown malwares case, where signatures are not available. We present a data mining framework to detect malicious programs. We collected, analyzed and processed several thousand malicious and clean programs to...
Show moreThis research investigates the use of data mining methods for malware (malicious programs) detection and proposed a framework as an alternative to the traditional signature detection methods. The traditional approaches using signatures to detect malicious programs fails for the new and unknown malwares case, where signatures are not available. We present a data mining framework to detect malicious programs. We collected, analyzed and processed several thousand malicious and clean programs to find out the best features and build models that can classify a given program into a malware or a clean class. Our research is closely related to information retrieval and classification techniques and borrows a number of ideas from the field. We used a vector space model to represent the programs in our collection. Our data mining framework includes two separate and distinct classes of experiments. The first are the supervised learning experiments that used a dataset, consisting of several thousand malicious and clean program samples to train, validate and test, an array of classifiers. In the second class of experiments, we proposed using sequential association analysis for feature selection and automatic signature extraction. With our experiments, we were able to achieve as high as 98.4% detection rate and as low as 1.9% false positive rate on novel malwares.
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Date Issued
2008
Identifier
CFE0002303, ucf:47870
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002303
Inquiry as Practice for Continuous Improvement: A Framework for the Curricular Redesign of the Education Doctorate in Curriculum and Instruction Research Continuum at the University of Central Florida.
Title
Inquiry as Practice for Continuous Improvement: A Framework for the Curricular Redesign of the Education Doctorate in Curriculum and Instruction Research Continuum at the University of Central Florida.
Creator
Clark, Paola, Boote, David, Vitale, Thomas, Hopp, Carolyn, Swan, Bonnie, University of Central Florida
Abstract / Description
This design-based research study was conducted at the University of Central Florida with the aim of informing the Education Doctorate in Curriculum and Instruction research course sequence within the College of Education and Human Performance. The main purpose of this dissertation was to enhance and enrich the Ed.D. in Curriculum and Instruction research continuum courses to ensure that they support the use of applied research and practical theory as central to the development of scholarly...
Show moreThis design-based research study was conducted at the University of Central Florida with the aim of informing the Education Doctorate in Curriculum and Instruction research course sequence within the College of Education and Human Performance. The main purpose of this dissertation was to enhance and enrich the Ed.D. in Curriculum and Instruction research continuum courses to ensure that they support the use of applied research and practical theory as central to the development of scholarly practitioners. In order to fulfill its purpose, this study addressed three main goals: clarifying the Ed.D. in Curriculum and Instruction program goals, objectives, and research continuum learning outcomes; developing research course sequence curriculum maps; and redesigning sample curriculum units for individual research courses.The curriculum mapping and redesign process was supported by research-based design choices in alignment with the practice-oriented nature of the program. These design choices included the Carnegie Project on the Education Doctorate Working Principles and Design Concepts, in particular the use of Inquiry as Practice as the main redesign framework in combination with improvement science principles. These frameworks were first used as foundations to clarify the Ed.D. in Curriculum and Instruction program goal and overall objectives. Later, user-centered design principles were applied to create faculty and student personas in order to inform the redefinition of individual research course learning outcomes. In addition, the frameworks were used to create alignment matrices and demonstrate where they supported each of the program objectives. This iterative process was carried out simultaneously with the course curriculum map redesign for each of the research continuum courses using backward design principles, the spiral curriculum model, and taking into consideration the most suitable instructional modality for learning outcomes, including the best suited education technology choices. Further, some proposed sample course units were developed in greater detail utilizing Universal Design for Learning principles and the prioritization of learning outcomes. Course contents were selected based on cognitive and reasoning learning theories pertaining to mixed method courses for professional practitioners.The developed prototypes support the continuous Ed.D. in Curriculum and Instruction curriculum redesign efforts of the program and College of Education and Human Performance at the University of Central Florida and clearly distinguish the Ed.D. in Curriculum and Instruction program from traditional, research-based doctorates. Similarly, at the national level, this study also sought to benefit other CPED-influenced professional practice programs, as they also consider the careful redesign of their research or inquiry sequences to define their programs as ones that fully address the needs of advanced professional educators. Acknowledging the limitations of this study, further studies should identifying the motivational, cognitive, and organizational causes affecting student learning outcomes. Implementing and evaluating the prototypes developed to ensure their effectiveness in preparing scholarly practitioners to act as agents of change in their professional practices.
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Date Issued
2016
Identifier
CFE0006285, ucf:51585
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006285