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The role of mediated learning experi...

Kinard, Robert Franklin.

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The role of mediated learning experience (MLE) for cognitive development among high school art students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The role of mediated learning experience (MLE) for cognitive development among high school art students./
作者:	Kinard, Robert Franklin.
面頁冊數:	206 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3167.
Contained By:	Dissertation Abstracts International64-09A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3106552

The role of mediated learning experience (MLE) for cognitive development among high school art students.
Kinard, Robert Franklin.

The role of mediated learning experience (MLE) for cognitive development among high school art students. - 206 p.

Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3167.

Thesis (Ph.D.)--Walden University, 2003.

This study investigated the effectiveness of mediated learning experience (MLE) as an instructional model for promoting the development of thinking skills among a small group of high school Art I students. Before this study, research had not been conducted on MLE and the art curriculum. Forty students participated in an exploratory research method that used five instruments for collection of qualitative and quantitative data. The most significant finding revealed was that MLE, if used consistently, can help Art I students practice effective thinking skills during art lessons. The findings also suggest that poorly performing schools incorporating MLE in their curriculum might experience improved achievement test scores and an increased interest in student learning.Subjects--Topical Terms:

1018432
Education, Art.

The role of mediated learning experience (MLE) for cognitive development among high school art students.
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520 $a This study investigated the effectiveness of mediated learning experience (MLE) as an instructional model for promoting the development of thinking skills among a small group of high school Art I students. Before this study, research had not been conducted on MLE and the art curriculum. Forty students participated in an exploratory research method that used five instruments for collection of qualitative and quantitative data. The most significant finding revealed was that MLE, if used consistently, can help Art I students practice effective thinking skills during art lessons. The findings also suggest that poorly performing schools incorporating MLE in their curriculum might experience improved achievement test scores and an increased interest in student learning.
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