Marci S Decaro
Biographic Data
| ID | 2746033 |
|---|---|
| NAME | Marci S Decaro |
| GIVEN NAMES | Marci S |
| FAMILY NAME | Decaro |
| SIGNATURE | DECARO M S |
| AFFILIATIONS | University of Louisville |
| ORCID | 0000-0001-6753-0725 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 15 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
“A Kicked Abandoned Dog”: Institutional Ethnography Reveals Differential Impact of Academic Capitalism on Tenure-Track and Non-Tenure-Track STEM Faculty
Flipping a simulation before instruction can improve students' learning, interest and perceived competence
BACKGROUND: Using simulations in science instruction can help make abstract topics more concrete and boost students' understanding. AIMS: The current research examined whether using a simulation as an exploratory learning activity before an accompanying lecture has additional learning and motivational benefits compared to a more common lecture-then-simulation approach. SAMPLES: Participants (Experiment 1, N = 168; Experiment 2, N = 357) were unde…
Increasing contrasting cases during exploration or practice problems given before or after instruction
Comparing effectiveness of exploratory learning activities given before instruction: Generating Multiple Strategies vs. Inventing One Strategy
Bringing exploratory learning online: Problem-solving before instruction improves remote undergraduate physics learning
STEM undergraduate instructors teaching remote courses often use traditional lecture-based instruction, despite evidence that active learning methods improve student engagement and learning outcomes. One simple way to use active learning online is to incorporate exploratory learning. In exploratory learning, students explore a novel activity (e.g., problem solving) before a lecture on the underlying concepts and procedures. This method has been s…
Designing novel activities before instruction: Use of contrasting cases and a rich dataset
BackgroundIn exploratory learning, students first explore a new topic with an activity and then receive instruction. This inversion of the traditional tell-then-practice order typically benefits conceptual knowledge and transfer, but not always.AimsThe current work examines the impact of including contrasting cases in an exploration activity, which can enhance student perception of novel problem features.SamplesUndergraduate physics students (Exp…
When working memory mechanisms compete: Predicting cognitive flexibility versus mental set
Mindfulness, anxiety, and high-stakes mathematics performance in the laboratory and classroom
An alternative time for telling: When conceptual instruction prior to problem solving improves mathematical knowledge
BackgroundThe sequencing of learning materials greatly influences the knowledge that learners construct. Recently, learning theorists have focused on the sequencing of instruction in relation to solving related problems. The general consensus suggests explicit instruction should be provided; however, when to provide instruction remains unclear.AimsWe tested the impact of conceptual instruction preceding or following mathematics problem solving to…
The Role of Contingency and Contiguity in Young and Older Adults' Causal Learning
Contingency and temporal contiguity are important "cues to causality." In this study, we examined how aging influences the use of this information in response-outcome causal learning. Young and older adults judged a generative causal contingency (i.e., outcome is more likely when a response is made) to be stronger when response and outcome were contiguous than when the outcome was delayed. Contiguity had a similar beneficial effect on young adult…
An alternative time for telling: When conceptual instruction prior to problem solving improves mathematical knowledge
BackgroundThe sequencing of learning materials greatly influences the knowledge that learners construct. Recently, learning theorists have focused on the sequencing of instruction in relation to solving related problems. The general consensus suggests explicit instruction should be provided; however, when to provide instruction remains unclear.AimsWe tested the impact of conceptual instruction preceding or following mathematics problem solving to…
Designing novel activities before instruction: Use of contrasting cases and a rich dataset
BackgroundIn exploratory learning, students first explore a new topic with an activity and then receive instruction. This inversion of the traditional tell-then-practice order typically benefits conceptual knowledge and transfer, but not always.AimsThe current work examines the impact of including contrasting cases in an exploration activity, which can enhance student perception of novel problem features.SamplesUndergraduate physics students (Exp…
Increasing contrasting cases during exploration or practice problems given before or after instruction
Comparing effectiveness of exploratory learning activities given before instruction: Generating Multiple Strategies vs. Inventing One Strategy
The Role of Contingency and Contiguity in Young and Older Adults' Causal Learning
Contingency and temporal contiguity are important "cues to causality." In this study, we examined how aging influences the use of this information in response-outcome causal learning. Young and older adults judged a generative causal contingency (i.e., outcome is more likely when a response is made) to be stronger when response and outcome were contiguous than when the outcome was delayed. Contiguity had a similar beneficial effect on young adult…
The Role of Contingency and Contiguity in Young and Older Adults' Causal Learning
Contingency and temporal contiguity are important "cues to causality." In this study, we examined how aging influences the use of this information in response-outcome causal learning. Young and older adults judged a generative causal contingency (i.e., outcome is more likely when a response is made) to be stronger when response and outcome were contiguous than when the outcome was delayed. Contiguity had a similar beneficial effect on young adult…
An alternative time for telling: When conceptual instruction prior to problem solving improves mathematical knowledge
BackgroundThe sequencing of learning materials greatly influences the knowledge that learners construct. Recently, learning theorists have focused on the sequencing of instruction in relation to solving related problems. The general consensus suggests explicit instruction should be provided; however, when to provide instruction remains unclear.AimsWe tested the impact of conceptual instruction preceding or following mathematics problem solving to…
Mindfulness, anxiety, and high-stakes mathematics performance in the laboratory and classroom
When working memory mechanisms compete: Predicting cognitive flexibility versus mental set
Bringing exploratory learning online: Problem-solving before instruction improves remote undergraduate physics learning
STEM undergraduate instructors teaching remote courses often use traditional lecture-based instruction, despite evidence that active learning methods improve student engagement and learning outcomes. One simple way to use active learning online is to incorporate exploratory learning. In exploratory learning, students explore a novel activity (e.g., problem solving) before a lecture on the underlying concepts and procedures. This method has been s…
Designing novel activities before instruction: Use of contrasting cases and a rich dataset
BackgroundIn exploratory learning, students first explore a new topic with an activity and then receive instruction. This inversion of the traditional tell-then-practice order typically benefits conceptual knowledge and transfer, but not always.AimsThe current work examines the impact of including contrasting cases in an exploration activity, which can enhance student perception of novel problem features.SamplesUndergraduate physics students (Exp…
Flipping a simulation before instruction can improve students' learning, interest and perceived competence
BACKGROUND: Using simulations in science instruction can help make abstract topics more concrete and boost students' understanding. AIMS: The current research examined whether using a simulation as an exploratory learning activity before an accompanying lecture has additional learning and motivational benefits compared to a more common lecture-then-simulation approach. SAMPLES: Participants (Experiment 1, N = 168; Experiment 2, N = 357) were unde…
Increasing contrasting cases during exploration or practice problems given before or after instruction
Comparing effectiveness of exploratory learning activities given before instruction: Generating Multiple Strategies vs. Inventing One Strategy
“A Kicked Abandoned Dog”: Institutional Ethnography Reveals Differential Impact of Academic Capitalism on Tenure-Track and Non-Tenure-Track STEM Faculty
Psychology (9 works) · Mathematics education (6 works) · Cognition (5 works) · Cognitive psychology (5 works) · Computer Science (5 works) · Exploratory research (5 works) · Developmental psychology (3 works) · Innovative Teaching and Learning Methods (3 works) · Science Education and Pedagogy (3 works) · Visual and Cognitive Learning Processes (3 works)