Andrew Tolmie

University of London

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James A. Thomson

Royal Manchester Children's Hospital

Hugh Foot

University of Strathclyde

Christine Howe

University of Cambridge

Emily K. Farran

University of Surrey

Erica McAteer

University of Glasgow

Michael S. C. Thomas

University of Washington

Kirstie Whelan

University College Dublin

Donald Christie

University of Strathclyde

Keith J. Topping

University of Dundee

Penelope Sarvary

University of Strathclyde

Cooperative Institutions

University of Toronto

University College London

Birkbeck, University of London

University of London

Universidad de Londres

University of Strathclyde

Sunnybrook Health Science Centre

University of British Columbia

University of Alberta

University of Glasgow

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Computer support for collaborative learning of child pedestrian skills

Routledge eBooks (2003)

Hugh Foot Andrew Tolmie James A. Thomson Kirstie Whelan Sheila Morrison

Practical training is highly effective at improving pedestrian skills amongst children as young as 5 years, but can be difficult to conduct at the roadside. The present project therefore aimed to assess the potential of computer-based training, within four areas of pedestrian skill. Each was addressed by simulation materials that presented problems such as deciding when it was safe for an on-screen character to cross a road; and provided support for interaction aimed at solving the problems between small groups of children and an adult trainer. A large-scale evaluation of these materials found almost uniform benefits across the primary age range, with training producing substantial and cumulative improvements at the roadside in all four skills, with one partial exception. These results confirm the potential of computer-based training, although the evidence suggests its value is as a support mechanism and as a complement to, not a substitute for, roadside training.

Trainer

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Citations (3)

Educational psychology: Research on cognitive and biological factors

BPS Blackwell eBooks (2011)

Andrew Tolmie

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Conceptual change in biology: Group interaction and the understanding of inheritance

British Journal of Developmental Psychology (2000)

Joanne M. Williams Andrew Tolmie

Conceptual conflict, especially that generated by group discussion, has been shown to advance children's understanding of physics. The present study assessed whether this effect holds for biology, and more specifically concepts of inheritance, despite apparent differences between the characteristics of knowledge in the two domains. Pre‐test interviews gauged 8‐ to 12‐year‐olds’ initial ideas of heritable characteristics and inheritance mechanisms in animals. On the basis of these interviews, children were placed in one of three intervention conditions: individuals, groups holding similar ideas, or groups holding different ideas. They then completed a task designed to engender conceptual conflict via feedback, and either reflection on ideas (individuals) or group discussion. Post‐test interviews revealed greatest advance among children in groups with different initial concepts. The lower levels of progress in the individual condition indicated that group discussion was more effective than feedback alone in promoting change. Dialogue analysis showed the impact of discussion to be attributable to resolutions of conflict within the groups with differing concepts. During discussions regarding physics, such resolutions have previously been found to occur spontaneously only among older students. The results are discussed in relation to the nature of naïve biological concepts and domain‐specific development.

Conceptual Change

Inheritance

10.1348/026151000165896

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Citations (47)

Factors influencing the success of computer mediated communication (CMC) environments in university teaching: a review and case study

Computers & Education (2000)

Andrew Tolmie James Boyle

Implementation

Empirical Research

Empirical evidence

10.1016/s0360-1315(00)00008-7

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Citations (233)

Software style and interaction around the microcomputer

Computers & Education (1993)

Anthony Anderson Andrew Tolmie Erica McAteer Ayal Demissie

Micro computer

10.1016/0360-1315(93)90023-c

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Influence of Virtual Reality Training on the Roadside Crossing Judgments of Child Pedestrians.

Journal of Experimental Psychology Applied (2005)

James A. Thomson Andrew Tolmie Hugh Foot Kirstie Whelan Penelope Sarvary

The roadside crossing judgments of children aged 7, 9, and 11 years were assessed relative to controls before and after training with a computer-simulated traffic environment. Trained children crossed more quickly, and their estimated crossing times became better aligned with actual crossing times. They crossed more promptly, missed fewer safe opportunities to cross, accepted smaller traffic gaps without increasing the number of risky crossings, and showed better conceptual understanding of the factors to be considered when making crossing judgments. All age groups improved to the same extent, and there was no deterioration when children were retested 8 months later. The results are discussed in relation to theoretical arguments concerning the extent to which children's pedestrian judgments are amenable to training.

Pedestrian crossing

10.1037/1076-898x.11.3.175

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Citations (136)

Educational neuroscience and learning

SAGE Publications Ltd eBooks (2016)

Andrew Tolmie

Advances in neuroscience have had a profound impact on psychological understanding of learning, and evidence continues to be accumulated in relation to the complex characteristics which it exhibits. Educational neuroscience attempts to coordinate evidence from behavioural and neuroimaging studies in order to obtain a more complete understanding of learning that can then be used to specify the pedagogical approaches and educational systems that will support these most effectively. This chapter offers a realistic portrayal of the ways that such evidence might influence teaching now and in the future. The translational nature of the field poses challenges because of its requirement for collaboration between researchers and educational practitioners. However, research in literacy, number development, science learning and executive function illustrates the potential of the field to explain both typical and atypical learning in a coherent fashion and to identify novel pedagogical strategies that fully address individual variation in capability.

10.4135/9781473921405.n8

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A short-term intervention improved children’s insights into causal processes

Psychology of Education Review (2019)

Selma Dündar‐Coecke Andrew Tolmie

Understanding of causal mechanisms has largely been ignored in past work on science learning, with studies typically assessing multiple aspects of children’s knowledge or focusing on their explanations without differentiating between accounts of factors, variables and mechanisms. Recent evidence suggests that grasp of mechanisms is in fact a crucial predictor of children’s science achievement; and that spatial-temporal ability is a key driver of this grasp, helping children to envisage the transformations involved in the continuous causal processes they encounter in science lessons. The present research tested the impact of a short-term intervention designed to promote spatial-temporal thinking with regard to one such process, sinking. Children across Years one to three from a school in a disadvantaged area (5 to 8 year-olds, six classes, N=171) were taken through a three-stage classroom exercise: Making initial predictions and observations; engaging in an imaginative game to explore the interactions between objects and water; and then testing further predictions supported by the introduction of scientific terminology. These stages modelled on a scientific investigation, targeting five key steps: (1) perception; (2) representation; (3) analysis; (4) mental imagery; and (5) use of feedback. The exercise produced substantial improvements in children’s performance, regardless of age; better observation and more accurate prediction; more coordinated representations; greater incidence of imagery and mechanism-related analysis; better sensitivity to feedback and increased use of scientific terminology. The data suggest that the ability to utilise spatial-temporal elements in causal inference is highly malleable and that giving children space to think and talk imaginatively about mechanisms is central to their progress. At present, science lessons typically focus on the ‘what’ rather than the ‘why’, and do not actively support such thinking about causal processes.

Representation

Causal structure

10.53841/bpsper.2019.43.2.20

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Networked Learning: Perspectives and Issues

Hamish Macleod Erica McAteer Charles Crook Andrew Tolmie Kerry Musselbrook

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Front Matter

Educational Neuroscience (2013)

Brian Butterworth Denis Mareschal Andrew Tolmie

The prelims comprise: Half-Title Page Title Page Copyright Page Dedication Page Contents List of Contributors Preface Foreword: Imaging the Future

10.1002/9781394259588.fmatter

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