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{
    "pk": 28735,
    "title": "Resource-Rich versus Resource-Poor Assessment in Introductory Computer Science\nand its Implications on Models of Cognition: An in-Class Experimental Study",
    "subtitle": null,
    "abstract": "Outside university, students encounter disciplinary practices\nmediated by technological resources. In this sense, the real\nworld is decidedly resource-rich. In contrast, most educational\nassessments remain decidedly resource-poor. Situated versus\nmindbased perspectives of cognition fundamentally differ in\nthe role they ascribe to such resources in cognition and\nlearning. To mindbased perspectives, they are a source of input,\nto situated perspectives they are constitutive to cognition itself.\nWe assessed the validity of resource-rich versus resource-poor\nassessments of learning outcomes from resource-rich versus\nresource-poor learning activities. The study implemented an\nin-class 2x2 between-subjects experimental design in an\nintroductory programming course with 192 first semester BSc\nengineering students. Both types of assessment were sensitive\nto differences in learning outcomes, indicating validity for\nboth. Results indicate resource-rich assessments may be more\necologically valid, while – intriguingly – the resource-poor\nassessments were more sensitive to transfer of learning.\nFurthermore, the resource-rich learning activities better\nfacilitated learning for transfer.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "assessment; examinations; resource-rich\nassessment; resource-affordances; higher education; learning\nscience; computer science education; e-assessment;\neducational technology; situated cognition"
        }
    ],
    "section": "Papers with Poster Presentations",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/8s28n505",
    "frozenauthors": [
        {
            "first_name": "Tobias",
            "middle_name": "",
            "last_name": "Halbherr",
            "name_suffix": "",
            "institution": "ETH Zurich",
            "department": ""
        },
        {
            "first_name": "Hermann",
            "middle_name": "",
            "last_name": "Lehner",
            "name_suffix": "",
            "institution": "ETH Zurich",
            "department": ""
        },
        {
            "first_name": "Manu",
            "middle_name": "",
            "last_name": "Kapur",
            "name_suffix": "",
            "institution": "ETH Zurich",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2019-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28735/galley/18606/download/"
        }
    ]
}