A sourcebook for whom? Review of Adaptive learning: Behavior modification with children.

1974 ◽  
Vol 15 (4) ◽  
pp. 382-385
Author(s):  
Eric J. Mash
Keyword(s):  
Behavior Modification ◽  
Adaptive Learning ◽  
Learning Behavior

scholarly journals PERUBAHAN PERILAKU MEMBANGUN RUMAH PASCA GEMPA 2006 DI YOGYAKARTA - STUDI KASUS PENGEMBANGAN 18 RUMAH BANTUAN JRF DI KABUPATEN BANTUL

NALARs ◽  
2016 ◽  
Vol 15 (1) ◽  
pp. 45
Author(s):  
Johanita Anggia Rini ◽  
Sugeng Triyadi ◽  
Tri Yuwono
Keyword(s):  
Behavior Change ◽  
Learning Process ◽  
Adaptive Learning ◽  
Development Process ◽  
Learning Behavior ◽  
Physical Vulnerability ◽  
Earthquake Resistant ◽  
Object Of Study

ABSTRAK. Masyarakat korban gempa 2006 di Yogyakarta menerima berbagai bantuan dalam proses membangun kembali rumahnya yang hancur, antara lain dengan bantuan Java Reconstruction Fund (JRF). Bantuan ini tidak hanya berbentuk dana untuk membangun rumah, namun juga pembelajaran membangun dengan prinsip tahan gempa, dan pengawasan selama proses pembangunan. Dengan cara pembelajaran adaptif ini, diharapkan pemilik rumah dapat mengadaptasi cara membangun rumah yang tahan gempa untuk seterusnya. Bertahun-tahun kemudian, pemilik rumah mulai mengembangkan rumahnya secara mandiri, tanpa bantuan dan pengawasan dari pihak luar. Penelitian ini mengkaji apakah perilaku membangun rumah dengan prinsip tahan gempa sudah dipraktekkan secara lestari oleh pemilik rumah, dengan cara meninjau fisik bangunan tambahan yang dibangun secara mandiri. Lebih lanjut, penelitian juga melihat sejauh mana keberhasilan pembelajaran adaptif yang diterima oleh pemilik rumah dilihat dari kacamata tahapan perubahan perilaku membangun. Hasil penelitian dapat digunakan untuk menggambarkan kerentanan fisik rumah yang menjadi obyek studi mengingat potensi gempa masih selalu mengancam Kabupaten Bantul, dan menduga pengaruh proses pembelajaran adaptif terhadap perubahan perilaku membangun. Kata kunci: prinsip tahan gempa, pembelajaran adaptif, perubahan perilakuABSTRACT. The victims of the 2006 earthquake in Yogyakarta have received assistance in the reconstruction of their destroyed houses. One of them is Java Reconstruction Fund (JRF) program. This assistance came not only in the form of funds to rebuild houses, but also learning to build a house with earthquake resistant principles, and supervision during the development process. This system is referred to as adaptive learning. Homeowners are expected to be able to adapt the new way to build earthquake-resistant houses forever. Years later, homeowners began to develop their home independently, without help and supervision from outside. This study has examined whether the behavior to build earthquake-resistant houses have already been practiced in a sustainable manner by the homeowners, by means of reviewing the physical of additional buildings that has been constructed independently later. Furthermore, the study also looked at the level of adaptive learning received by the homeowner as perceived stages of behavior change. Results of the study can be used to describe the physical vulnerability of houses that became the object of study given the potential for an earthquake in Bantul is always threatening, and suspect the influence of the adaptive learning process to behavior change.  Keywords: earthquake resistant principles, adaptive learning, behavior change

Complex Problem Solving and Worked Examples

2009 ◽  
Vol 23 (2) ◽  
pp. 129-138 ◽  
Author(s):  
Florian Schmidt-Weigand ◽  
Martin Hänze ◽  
Rita Wodzinski
Keyword(s):  
Problem Solving ◽  
Cognitive Load ◽  
Learning Experience ◽  
Worked Examples ◽  
Complex Problem ◽  
Complex Problem Solving ◽  
Strategic Learning ◽  
Learning Behavior ◽  
Worked Example ◽  
8Th Grade

How can worked examples be enhanced to promote complex problem solving? N = 92 students of the 8th grade attended in pairs to a physics problem. Problem solving was supported by (a) a worked example given as a whole, (b) a worked example presented incrementally (i.e. only one solution step at a time), or (c) a worked example presented incrementally and accompanied by strategic prompts. In groups (b) and (c) students self-regulated when to attend to the next solution step. In group (c) each solution step was preceded by a prompt that suggested strategic learning behavior (e.g. note taking, sketching, communicating with the learning partner, etc.). Prompts and solution steps were given on separate sheets. The study revealed that incremental presentation lead to a better learning experience (higher feeling of competence, lower cognitive load) compared to a conventional presentation of the worked example. However, only if additional strategic learning behavior was prompted, students remembered the solution more correctly and reproduced more solution steps.

Risk Attitudes and Behavior Among Norwegian Adolescents

2005 ◽  
Vol 10 (1) ◽  
pp. 25-38 ◽  
Author(s):  
Hilde Iversen ◽  
Torbjørn Rundmo ◽  
Hroar Klempe
Keyword(s):  
Public Health ◽  
Traffic Safety ◽  
Behavior Modification ◽  
Health Programs ◽  
Risk Attitudes ◽  
Community Based ◽  
Public Health Programs ◽  
The Core ◽  
And Behavior ◽  
Attitudes And Behavior

Abstract. The core aim of the present study is to compare the effects of a safety campaign and a behavior modification program on traffic safety. As is the case in community-based health promotion, the present study's approach of the attitude campaign was based on active participation of the group of recipients. One of the reasons why many attitude campaigns conducted previously have failed may be that they have been society-based public health programs. Both the interventions were carried out simultaneously among students aged 18-19 years in two Norwegian high schools (n = 342). At the first high school the intervention was behavior modification, at the second school a community-based attitude campaign was carried out. Baseline and posttest data on attitudes toward traffic safety and self-reported risk behavior were collected. The results showed that there was a significant total effect of the interventions although the effect depended on the type of intervention. There were significant differences in attitude and behavior only in the sample where the attitude campaign was carried out and no significant changes were found in the group of recipients of behavior modification.

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