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عنوان فارسی مقاله:
زوال دانش بین ترم
عنوان انگلیسی مقاله:
Knowledge decay between semesters
سال انتشار : 2016
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مقدمه انگلیسی مقاله:
1. Introduction
The knowledge that students accumulate in a semester should prepare them for better performance in future coursework, particularly in closely related courses. However, students typically retain only a portion of the material they learn. Estimates of how much they retain are mixed. Deslauriers and Wieman (2011) claim that a majority of factual information is lost within the first year if there is not further relearning or reviewing, and most of that forgetting occurs within the first three months.Elementary and secondary school students may also suffer learning loss during the summer. The claim is that, while home from school, students forget academic material more quickly than when in school; this may be particularly true for lower income students (Alexander, Entwisle, & Olson, 2001) with less-enriching summer environments such as camps and lessons. Out of concern for summer learning loss, some K-12 schools have recently begun taking shorter breaks between terms, with mixed results (Cooper, Nye, Charlton, Lindsay, & Greathouse, 1996; Cooper, Valentine, Charlton, & Melson, 2003). To date, the analysis of summer learning loss has been limited to K-12. We consider this possibility of knowledge decay in a previously unexamined group: college students. We analyze student performance in the second course of a collegiate two-course sequence as a function of the time lapse between the two courses. When courses are sequenced, such as Spanish 101 and Spanish 102, students typically take the sequence in subsequent semesters. However, the semester in which a given student starts a sequence, fall or spring, determinesthe amount of time between these courses. Taking the first course in a two-course sequence in the fall means the follow-up course occurs in the spring semester, after a month-long winter break. When a student takes the first course in the spring semester but still enrolls in the second course one semester later during the fall semester, there is a longer, three-month break between the courses. We examine whether this longer break between courses affects the student’s grade in the subsequent course. We take advantage of a unique data set that allows us to look at detailed student-level variation. Utilizing 20 years of institutional data from Clemson University, we analyze records of students’ entire academic careers. Since the typical college student completes multiple two-course sequences throughout a college career, we observe the same student’s outcomes in multiple sequences with differences in the time between the courses. This within-student variation allows us to include student fixed effects and control for unobservable student traits that could be correlated with course scheduling choices. OLS estimates suggest that longer gaps between the sequenced courses leads to knowledge decay that is measureable and statistically significant. However, this effect disappears with the inclusion of student-level fixed effects. Only one previous study (McMullen & Rouse, 2012) has been able to estimate knowledge decay both with and without student-level fixed effects. Like them, we find that knowledge decay found in the baseline estimates are driven by student-level differences, not the time lapsed between the courses. We do find some situations where knowledge decay still exists with the inclusion of student-level fixed effects: in language courses, for students who score below the sample median in SAT Math, and for students with majors outside of the STEM fields.
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کلمات کلیدی:
Half-life of knowledge - Wikipedia https://en.wikipedia.org/wiki/Half-life_of_knowledge The half-life of knowledge or half-life of facts is the amount of time that has to elapse before half ... In it he explains that this churn of knowledge is like radioactive decay: you cannot predict which individual fact is going to succumb to it, but you ... Decay theory - Wikipedia https://en.wikipedia.org/wiki/Decay_theory Decay theory proposes that memory fades due to the mere passage of time. Information is therefore less available for later retrieval as time passes and memory, ... Harvard Kennedy School - Decay of Knowledge Among Young Students https://www.hks.harvard.edu/news.../decay-of-knowledge-among-young-students Decay of Knowledge Among Young Students. Development. Faculty Researcher Asim Ijaz Khwaja, Associate Professor of Public Policy, Harvard Kennedy ... Knowledge Decay - The Teaching Professor Article https://www.magnapubs.com/newsletter/the.../130/Knowledge-Decay-14290-1.html Its jargon, and in this case knowledge decay refers to how fast students forget what they have learned for a test. Theres a general sense among faculty that they ... [PDF]Mind the Gap: Exploring knowledge decay in online sequential ... search.ror.unisa.edu.au/media/researcharchive/open/.../53116579290001831 minimise gaps and found no significant evidence for knowledge decay over periods of up to 12 months. Nevertheless, to support student learning in open online ... Searches related to Knowledge decay half life of medical knowledge obsolete knowledge definition half life of knowledge samuel arbesman half life of facts google scholar
