Teacher / learner setting

Ballard, K. (2004a). Learners and outcomes Where did all the children go Version containing material deleted by SET Research Information for Teachers, 1, 20-22 Ballard, K. (2004b). Ideology and the origins of exclusion A case study. In L. Ware (Ed.), Ideology and the politics of in/exclusion. New Ya-k Peter Lang... 

Earlier in the chapter, it was suggested that constructivist teachers should seek to offer an optimal level of guidance to learners, which can be understood as making the task demand high enough to offer challenge, without becoming so difficult that the learner perceives the chances of success as low and becomes demotivated. That matches the set of conditions in which flow is said to be possible. In the remainder... 

The instructional agent should be able to arbitrarily set the simulation s time and state for its own pedagogical purposes. (This goes beyond the standard simulation tactic of time compression in order to achieve future states faster than real time). We are envisioning a system that can rewind the simulation to an earlier critical juncture and either step through what happened with the learner as a form of review or to give the learner another opportunity to practice with either the same simulation state first encountered or a similar one. Another potential use of this capability would be to provide episodic summaries of learner behavior to an interested third party such as a teacher, mentor, or fellow learner cast in the role of critic. 

Satisfaction. Satisfaction can be developed and supported by rewards such as praise from the teacher. The learner should experience worth of the learning, e.g. by allowing them application of the acquired knowledge in a new setting. 

This is still the state of theory today. There is not one single recipe (or set of recipes) to foster students motivation and interest in chemistry education. Every student reacts individually to options given by teachers, be it the themes or methods (Hflussler Hoffmann, 2002 Hofstein Kempa, 1985). The motivational precondition has to be as well considered as does the cognitive abilities of the learners. Hofstein and Kempa suggested that regular science class students will be different in their motivational traits the achievers, curious, conscientious, and the socially motivated (Table 3). 

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