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1.
Abstract

Six hundred fifty-two Ss were divided alphabetically into cooperative and competitive sets of eights. Each S was given a play booklet with 12 targets from which to develop rules for placing the target correctly. After 20 minutes, play booklets were collected and a 30-item matrix test was administered in which each S was to identify if the targets were correctly placed. Comparisons of the results observed between groups were made by ANOVA. It was found that a cooperative learning environment is not more conducive to the learning of a mental task than is a competitive learning environment.  相似文献   

2.
Students studied instructional materials under two choice conditions. In one case, students were free to choose the topic of study from six alternatives; in the other, the topic was assigned randomly. In addition, some of the students received immediate tests on the materials while the others took placebo tests. When free to choose the topic, students had higher affect for the material, showed greater willingness to continue work on the topic later, and spent more time studying the materials. While the presence of an immediate test increased delayed retention, freedom to choose the topic did not. A measure of students’ perceptions of the amount of freedom they felt in the choice and no-choice situations suggested that they felt relatively but not absolutely freer when able to choose the topic. Apparently, the relative increase in feeling of freedom was sufficient to influence affective but not cognitive outcomes.  相似文献   

3.
ABSTRACT

The present study investigated fluid and crystallized intelligence as well as strategic task approaches as potential sources of age-related differences in adult learning performance. Therefore, 45 young and 45 old adults were asked to learn pictured objects. Overall, young participants outperformed old participants in this learning test. However, more than 2/3 of the interindividual variability in learning performance was explained by interindividual differences in fluid intelligence and strategic task approach, with age not being a reliable predictor. Results indicate that personal resources and task approach influence learning performance directly and independently.  相似文献   

4.
"ABSTRACT In an investigation of the improvement of mastery learning techniques through instruction based on a validated learning hierarchy, it was found that it was highly effective to present tasks in a sequence consistent with the requirements of the hierarchy, and to require learners to demonstrate clearly their achievement of each task in turn before being allowed to proceed to the next. With this technique, nearly all of a group of relatively young students were able to perform the skill better than a group of students three grades higher who had been taught the skill as part of their normal lessons.  相似文献   

5.
The experiment examined the relationship among several variables affecting extra-dimensional (ED) shift performance. Children and adults were trained to one of three criteria and given one of two ED shifts. All tasks required S to choose one of two colored geometric forms projected on a screen. The results are: (a) older Ss made fewer errors in training and transfer than younger Ss; (b) overtraining did not facilitate the ED shift wherein stimuli remained the same from training to transfer for the adults, but it did for the 7- and 8-year-old children; (c) overtraining inhibited the performance of the 5- and 6-year-old Ss given this ED shift; (d) overtraining neither facilitated nor inhibited the ED shift wherein stimuli changed from training to transfer. An interpretation was given in terms of verbal labeling, discrimination of change, perservative errors, and task difficulty.  相似文献   

6.
ABSTRACT

The purpose of this study was to answer the following two questions: (1) Do significant differences exist in high-school learning experience, interests, self-efficacy, and career aspirations between male and female science, technology, engineering, and mathematics (STEM) students? (2) Can high-school learning experiences, interests, and self-efficacy significantly predict career aspirations, and do differences exist between male and female STEM students? This study highlighted the gender gap between male and female university students who had already chosen STEM majors with similar academic ability. A total of 407 first-year students were surveyed at a 4-year research university in Taiwan. For the data analysis, a t-test and multiple regression analysis were used, and the findings indicated that male STEM students had greater family support than their female counterparts. The variable of task value could significantly predict STEM career aspirations for both male and female students, whereas the variable of STEM course self-efficacy could only significantly predict that of male students. In conclusion, the findings highlighted that the motivation of task value was a vital factor for predicting STEM career aspirations, whereas the factor of family support was the main gap between male and female STEM students in terms of their high-school learning experiences.  相似文献   

7.
Abstract

We examined the role of epistemic cognition in calibration to task complexity before and during learning. Sixty-six undergraduate students were presented with two learning tasks—a simple task and a more complex task—in random order. Prior to learning, offline measures of learners’ epistemic beliefs about climate change were taken. An open-ended questionnaire was then used to capture task definitions, goals, and plans. To assess online epistemic cognition and learning strategies used during learning, a think-aloud protocol was employed. Results showed that epistemic beliefs before learning predicted epistemic cognition during learning. Further, results demonstrated that calibration to task complexity before learning was not related to epistemic beliefs but was related to epistemic cognition during learning. These findings suggest that individuals engage in epistemic cognition during learning to better understand the nature of the knowledge to be learned and that this results in better calibration of learning processes to task complexity.  相似文献   

8.
Abstract

In calibration tasks students assess exemplar texts using criteria against which their own work will be assessed. Typically, these tasks are used in the context of training for peer assessment. Little research has been conducted on the benefits of calibration tasks, such as benchmarking, as learning opportunities in their own right. This paper examines a dataset from a long-running benchmarking task (～500 students per semester, for four semesters). We investigate the relationship of benchmarking performance to other student outcomes, including ability to self-assess accurately. We show that students who complete the benchmarking perform better, that there is a relationship between benchmarking performance and self-assessment performance, and that students appreciate the support for learning that benchmarking tasks provide. We discuss implications for teaching and learning flagging the potential of calibration tasks as an under-explored tool.  相似文献   

9.
Two experiments were conducted to determine if expectancy to teach serves to increase learning beyond that produced by expectancy to be objectively tested. In the first experiment, Ss (N = 54) listened to a tape recorded lesson, with one-half the Ss expecting a following test and the other half expecting both to teach the same lesson to two other Ss and to be tested. Test results for both incentive conditions were nearly identical. In the second experiment, Ss (N = 54) read the lesson with half expecting to have their own lecture performances taped for playing before large audiences. Once, again, expectancy to teach did not affect learning. It was suggested that expectancy to teach may enhance learning only where students are motivated to increase amount of study activity, and have the opportunity to do so.  相似文献   

10.
任务型语言教学模式下任务的分析和设计   总被引：2，自引：0，他引：2  
任务型教学是20世纪80年代兴起的一种强调“做中学”的语言教学模式。而其中的“做”指的就是“完成任务的过程”。那么到底什么是任务呢？是“传统教学法”中的语言练习吗？“任务”又和哪些因素息息相关呢？教师又应该怎样来设计这个所谓的“任务”呢？其实“任务”就是“做事情”,而这些事情可以说就是日常生活中所做事情的翻版。但是值得强调的是：这种任务指的是用“目的语”来做事情,在做事情当中习得语言,所以“任务”强调的是语言的意义,而不是语言的形式。  相似文献   

11.
Abstract

English language learners (ELL) are students with a primary language spoken other than English enrolled in U.S. educational settings. As ELL students take on the challenges of learning English and U.S. culture, they must also learn academic content. The expectation to succeed academically in a foreign culture and language, while learning to speak and comprehend the language itself, would be a stressful and challenging task for almost anyone. In comparison with non-ELL students, ELL students tend to demonstrate lower levels of academic achievement. The current study examined ELL students' perceptions on teacher power and its' influences on self-perceptions of learner empowerment. Quantitative data was collected measuring perceptions of teacher power use and self-perceptions of learner empowerment. Qualitative data consisted of twenty in-depth interviews with ELL students illuminating their perceptions of teacher power and its relationship to their perceptions of learner empowerment. Differences were found by language in coercive, legitimate, and expert teacher power. Four themes emerged from interviews; what good teachers do, what bad teachers do, what teachers should know, and understanding ELL students. Implications for educators and future research are discussed.  相似文献   

12.
The Support Model for interactive assessment   总被引：1，自引：1，他引：0  
The two most common models for assessment involve measuring how well students perform on a task (the quality model), and how difficult a task students can succeed on (the difficulty model). By exploiting the interactive potential of computers we may be able to use a third model: measuring how much help a student needs to complete a task. We assume that every student can complete it, but some need more support than others. This kind of tailored support will give students a positive experience of assessment, and a learning experience, while allowing us to differentiate them by ability. The computer can offer several kinds of support, such as help with understanding a question, hints on the meanings of key concepts, and examples or analogies. A further type of support has particular importance for test validity: the computer can probe students for a deeper explanation than they have so far given. In subjects like geography or science, markers often would like to ask ‘yes, but why?’, suspecting that students understand more than they have written. We describe a series of studies in which students were given a high level task as an oral interview and then as an interactive computerised assessment with varying types of support. Implications of the support model for future modes of assessment are discussed.  相似文献   

13.
Abstract

Normals, Institutionalized retardates, and non-Institutionallzed retardates, matched on the basis of MA, were tested on a simple performance task under social and tangible reinforcement conditions. Differences in performance under the two reinforcement conditions were belle red to reflect differences In the motivational systems of the groups. The performances of the normals and institutionalized retardates were very similar, as these two groups did not perform significantly longer or faster than each other on the task. The non-institutionalized retardates performed significantly longer than either of the other two groups, and significantly faster than the Institutionalized retardate group. This result was explained In terms of the greater frustration and failure which these Ss may experience In their daily lives.  相似文献   

14.
Goodson  Ivor F.  Schostak  John F. 《Prospects》2021,51(1-3):29-45

The coronavirus crisis has appeared like some vast, cruel sociological experiment. It has confined people to their homes, radically disturbed their taken-for-granted knowledge and beliefs, and forced them to alter behaviors once casually, even unthinkingly, employed in their everyday personal, working, and social lives. What has been learned? How might this experience stimulate a reimagining of the curriculum? More fundamentally, how might it lead to the development of a knowledgeable, intelligent, effective public, able to engage freely and equally in decision-making at all levels of social, cultural, political, and economic life, as a condition for personal freedom? This article explores the implications of “lockdown” or “confinement” to homes, which has suspended freedom of movement, limited the freedom to associate with others, and established rituals of hygiene regarding surfaces. These experiences of physical confinement and limitation of ordinary freedoms raise the central question of how to return to “normal” and, indeed, what will count as normal. In exploring the issues posed by these questions, this article offers an approach to pedagogical and curriculum practice that seeks to embed democratic practice at all levels of organization and interaction between individuals.

  相似文献   

15.
《学校用计算机》2013,30(1-2):169-182
Abstract

This paper introduces the Global Forum on School Leadership (GFSL) as a Type II application of interactive computing technology suitable for 21st century learners, teachers, and school leaders. Simply put, the concept of the GFSL brings together learners who share a common goal, a common subject area, or a common profession, and encourages them to interact and learn together. Among the many differences that learners bring to the learning task, the one central and very obvious difference upon which the GFSL depends is culture. In the example presented here, the GFSL creates a learning partnership between a class of neophyte school leaders enrolled in a school leader preparation program in the United States and a similar class of students enrolled in a school leader preparation program in Australia (it could be anywhere else in the world). The discussion begins with a focus on the evolution of technology use in schools and the related evolution of learning in technologically rich environments. The GFSL is introduced as a Type II application increasingly necessary in a learning world where a global focus is being forced upon learners and where global understanding and awareness is becoming a basic survival skill. The paper generates a global version of the five characteristics of Type II applications, and concludes with an analysis of the impact of the Global Forum on participants' learning experiences and professional skills.  相似文献   

16.
Abstract

Pupils learned a German vocabulary task either working in pairs or working alone. Those working in pairs could either assume a teacher role, a pupil role, or alternate these roles. The time taken to undertake the task was measured and achievement was appraised by means of an achievement test. Thus it was possible to estimate the amount of learning per unit of time. The latter is a measure of efficiency of learning. Those who worked alone tended to learn more per unit of time than those who worked in pairs. Subjects showed an increase in efficiency from the fourth to the sixth grade.  相似文献   

17.
This paper argues that recent English education policy has been influenced by external, economic and political factors, rather than founded on a valid understanding of how children's learning actually takes place. I will argue that the ‘performance’ model of education that has dominated the 1990s is inadequate in terms of its implied model of learning. I will review socio-cultural theory and propose it as a more valid conceptualisation. At some point in the future, I believe that the performance model will begin to collapse. An important task for researchers and practitioners is therefore to prepare a more secure alternative.  相似文献   

18.
When solving a scientific problem through experimentation, students may have the responsibility to design the experiment. When students work in a conventional condition, with paper and pencil, the designed procedures stay at a very general level. There is a need for additional scaffolds to help the students perform this complex task. We propose a computer environment (copex-chimie) with embedded scaffolds in order to help students to design an experimental procedure. A pre-structuring of the procedure where the students have to choose the actions of their procedure among pre-defined actions and specify the parameters forces the students to face the complexity of the design. However, this is not sufficient for them to succeed; they look for some feedback to improve their procedure and finally abandon their task. In another condition, the students were provided with individualized feedbacks on the errors detected in their procedures by an artificial tutor. These feedbacks proved to be necessary to accompany the students throughout their experimental design without being discouraged. With this kind of scaffold, students worked longer and succeeded better to the task than all the other students.  相似文献   

19.
This article reports on an analysis of the process in which knowledge to be taught was transposed into knowledge actually taught, concerning a task including proportional relationships in an algebra setting in a grade 6 classroom. We identified affordances and constraints of the task by describing the mathematical praxeology of the two different types of knowledge exposed, in the task as such and in the activity of the classroom. Through the teacher’s explicit process of reasoning, modeling, revising, solving, and repeatedly explaining the task, we found that the transposition of knowledge was seriously affected by the contextualization of the task. Modeling word problems about everyday situations has its limitations and can, as in this case, make the problem unsolvable unless it is accepted as a “textbook task” disguised as real but adjusted to the norms of school mathematics. Such constraints may obscure mathematical ideas afforded by the task. We conclude that learning opportunities embedded in a task do not necessarily surface when a task is treated in a classroom setting.  相似文献   

20.
Abstract

The objective of this experiment was to determine the effect of different levels of mediational aids on a paired associate task when presented to sixth-grade students for amount and rate of original learning and long term retention. Three levels of strategies were employed. High level mediational aids were found to significantly effect the amount and rate of original learning; the retention data also suggest similar inferences.  相似文献   

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