Sophia Mahler
Biographic Data
| ID | 8901890 |
|---|---|
| NAME | Sophia Mahler |
| GIVEN NAMES | Sophia |
| FAMILY NAME | Mahler |
| SIGNATURE | MAHLER S |
| AFFILIATIONS | Ben-Gurion University of the Negev |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1986 |
| LATEST PUBLICATION YEAR | 1989 |
| H-INDEX | 0 |
Cognitive Congruence Between Teachers’ Questions and Students’ Answers
The purpose of the present study was to assess the impact of a teacher‐training workshop in a medical school upon the cognitive congruence between teachers’ questions and students’ answers. The major findings of this study were: (a) The average number of student‐teacher verbal interactions significantly exceeded the number of separate statements by teacher and students, (b) After the workshop, the number of interactions increased, especially in m…
The Ssa Technique as a Means to Reflect Pre‐post Workshop's Modifications in Medical Instruction
This study examines the relationships between the activity and cognitive dimensions of lessons assessed in medical teaching and their interactions with a four day workship, using the SSA technique. The major findings of this study indicate that: (a) after the workshop, there was a significant increase in both activity and cognitve dimensions; (b) six cognitive levels were identified, as expected according to Bloom's (1956) theory; (c) within each…
The Class‐size Effect Upon Activity and Cognitive Dimensions of Lessons in Higher Education
This study examines the effects of class size upon the verbal interactions and the cognitive level of medical instruction. The major findings of this study indicate that: (a) the percentage of the teacher's verbal activities increases with the group size; (b) the shortest teacher‐lectures are given in medium‐size classes; (c) the longest student‐answers and student initiations are observed in medium‐size classes; (d) the maximal diversity of verb…
No prominent works on this page.
The Class‐size Effect Upon Activity and Cognitive Dimensions of Lessons in Higher Education
This study examines the effects of class size upon the verbal interactions and the cognitive level of medical instruction. The major findings of this study indicate that: (a) the percentage of the teacher's verbal activities increases with the group size; (b) the shortest teacher‐lectures are given in medium‐size classes; (c) the longest student‐answers and student initiations are observed in medium‐size classes; (d) the maximal diversity of verb…
The Ssa Technique as a Means to Reflect Pre‐post Workshop's Modifications in Medical Instruction
This study examines the relationships between the activity and cognitive dimensions of lessons assessed in medical teaching and their interactions with a four day workship, using the SSA technique. The major findings of this study indicate that: (a) after the workshop, there was a significant increase in both activity and cognitve dimensions; (b) six cognitive levels were identified, as expected according to Bloom's (1956) theory; (c) within each…
Cognitive Congruence Between Teachers’ Questions and Students’ Answers
The purpose of the present study was to assess the impact of a teacher‐training workshop in a medical school upon the cognitive congruence between teachers’ questions and students’ answers. The major findings of this study were: (a) The average number of student‐teacher verbal interactions significantly exceeded the number of separate statements by teacher and students, (b) After the workshop, the number of interactions increased, especially in m…
Cognition (3 works) · Mathematics education (3 works) · Psychology (3 works) · Class size (2 works) · Clinical Reasoning and Diagnostic Skills (2 works) · Computer Science (2 works) · Innovations in Medical Education (2 works) · Comprehension (1 work) · Cultural diversity (1 work) · Developmental psychology (1 work)