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1.
Two experiments were performed to evaluate the effects of definition adjunct questions on concept learning. Each experiment included 132 undergraduates at a large midwestern university. In both experiments, subjects studied a passage containing matched or unmatched application questions only, matched or unmatched application questions preceded by a definition question, definition questions only, or no questions at all. The critical attributes of the to-be-learned concepts were more salient in the sets of examples and nonexamples presented in the matched application questions than in the unmatched application questions. Subjects took a criterion test which consisted of novel matched and unmatched application questions. In both experiments, only unmatched application adjunct questions preceded by a definition question produced significantly higher performance on the criterion questions than definition questions only. The discussion focused on the importance of definition questions for effective use of different types of application questions. 相似文献
2.
Sally B. Bing 《Instructional Science》1982,11(2):129-138
This research evaluated the effect of question type (rote, conceptual) and adjunct question response mode (multiple choice, short answer) on rote and conceptual learning outcomes of high and low ability readers. Subjects were 98 freshman students of a small, historically black, undergraduate institution. Students studied a passage containing either rote- or conceptual-level adjunct questions or no questions. They were then administered a rote and a conceptual post-test over the presented concepts. A 2 × 2 × 2 factorial design was used. The results indicated, contrary to most other research, that rote adjunct questions were more helpful to readers than conceptual adjunct questions on both rote and conceptual post-tests. As expected, high reading ability students performed better than low reading ability students within treatments. There were no significant aptitude-treatment interactions. 相似文献
3.
Summaries English Subjects’ knowledge and technique in statistical problem‐solving, as well as their ability to detect their own problem‐solving errors, were studied. Twenty subjects were asked to solve two statistical problems, and then to explain their solutions to the experimenter. Finally, each subject was asked successively more detailed questions about his/her solution, particularly in reference to its erroneous parts. The results showed that subjects tended to describe rather than explain their solutions. Subjects eliminated three errors (4%) when accounting for their solutions and another 20 errors (24%) in the following interview. About one‐third of all errors were analysed as being due to deficiencies in subjects’ problem‐solving techniques. For 62% of the errors where subjects showed knowledge deficiencies, there were deficiencies in propositional knowledge, i.e. in subjects’ understanding of statistical concepts and their interrelations. The results showed that misunderstandings of concepts and methods of solution were much more common than lack of conceptions as such. In addition, the results suggest that deficiencies in subjects’ problem‐solving are related to motivational factors, such as a tendency to minimize cognitive strain. Pedagogical implications of the results are discussed. 相似文献
4.
In a large introductory physics course, structured weekly journals (weekly reports) regularly encouraged students to ask questions about the material. The resulting questions were collected for one quarter and coded based on difficulty and topic. Students also took several conceptual tests during the quarter. The reports contained more questions than typically observed in a college classroom, but the number of questions asked was not correlated to any measure of conceptual performance. Relationships among different types of questions and performance on these tests were explored. Deeper‐level questions that focus on concepts, coherence of knowledge, and limitations were related to the variance in student conceptual achievement. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 776–791, 2003 相似文献
5.
David R. Kaufman Vimla L. Patel Sheldon A. Magder 《International Journal of Science Education》2013,35(3):369-386
Analogical reasoning is increasingly recognized as an important instrument for promoting conceptual change in science learning. This study characterized students' and physicians' spontaneous use of analogies in reasoning about concepts related to the mechanical properties of cardiovascular physiology. The analogies were made in response to questions at different levels of abstraction from basic physiology to clinical problems. The results indicate that analogies generated by subjects facilitated explanations in a number of ways. These include creating coherent representations in novel situations, bridging gaps in understanding, and triggering associations which result in modified explanations. Subjects at different levels of expertise used analogies differently. The more expert subjects used analogies to facilitate articulation and communication; that is, to illustrate and expand on their explanations. Novices and advanced medical students used more between‐domain analogies to explain all categories of questions. This is less evident in physicians' responses to pathophysiological and clinical problems. The paper discusses ways in which analogies can be used productively, and identifies factors that can lead to a counter‐productive use of analogies resulting in misconceptions and erroneous explanations. 相似文献
6.
Chouinard MM 《Monographs of the Society for Research in Child Development》2007,72(1):vii-ix, 1-112; discussion 113-26
7.
This paper explores the effectiveness of using ‘structured examples in concert with prompting reflective questions’ to address misconceptions held by mechanical engineering students about thermodynamic principles by employing pre-test and post-test design, a structured questionnaire, lecture room observation, and participants’ interviews. Students’ misconceptions were identified through pre-tests that evaluated students’ understanding of the chosen concepts, while conceptual change was assessed in pre-test–post-test design that revealed students’ ability to apply the concepts and transfer skills from a worked example to satisfactorily undertake a fairly complex similar problem. The use of worked examples in concert with prompting reflective questions is effective for inducing correct conceptual change and effective problem-solving skills. However, it is recommended that engineering tutors should incorporate inquiry-based learning approach and computer simulations alongside the use of worked examples with prompting reflective questions in order to enhance students’ conceptual understanding of thermodynamic concepts. 相似文献
8.
Components of Conceptual Ecologies 总被引：1，自引：0，他引：1
Hyun Ju Park 《Research in Science Education》2007,37(2):217-237
The theory of conceptual change is criticized because it focuses only on supposed underlying logical structures and rational
process processes, and lacks attention to affective aspects as well as motivational constructs in students’ learning science.
This is a vast underestimation of the complexity and diversity of one’s change of conceptions. The notion of conceptual ecology
provides a context for understanding individuals’ conceptual change learning, as it is the environment through which all information
is interpreted. This research investigated how high school students’ statements, made in answering questions, reflect selected
components of their conceptual ecologies. Data for this study was collected from six interviews in which seven students took
part. The data also include the science teacher’s profiles of each student, the students’ personal journals, their assignments,
and their examinations and answers in class. The analysis presented will here include only those components that were represented
in the discourse of the seven high school students who were interviewed. When students were asked questions, there was evidence
of the engagement of the various components of conceptual ecologies. These components include: epistemological commitments,
metaphysical beliefs, the affective domain and emotional aspects, the nature of knowledge, the nature of learning, the nature
of conceptions, and past experience. Evidence from this study suggests that these components might function as constraints
to learning. This study contributes to the field by expanding our knowledge of the components of high school students’ conceptual
ecologies through its definition of the categories and themes associated with those components. In examining across the range
of components, the study illustrates the variety and sources of science conceptions within high school students’ conceptual
ecologies. 相似文献
9.
《Contemporary educational psychology》1988,13(3):296-307
The effects of level of adjunct question (factual, application) and type of feedback (no feedback, correct answer feedback, self-correction feedback) on learning concepts from prose were examined. Feedback influenced performance on the questions asked during instruction, but did not facilitate concept learning. Adjunct application questions produced better concept learning when there was a 1-day interval between study and test (Experiment 1), but not when the test was immediate (Experiment 2). The results suggest that, contrary to widely held views, feedback does not necessarily facilitate concept learning and that adjunct application questions do not always facilitate the learning of concepts through reading. 相似文献
10.
The purpose of this study was to (a) find out the types of questions that pupils ask for open-ended science investigations, and (b) discuss how teachers can help pupils to identify problems and pose questions that are feasible for investigations. The study was conducted in a class of 39 primary 6 pupils of mixed ability. The pupils wrote down questions for two investigations that they would like to work on. The questions for the first investigation were generated individually, but those for the second investigation were posed in groups after the pupils were shown some examples of investigable questions. Among the questions that were posed individually, only 11.7% could be answered by performing hands-on investigations. Most of the questions asked were based on general knowledge and covered a wide range of topics. However, when questions were generated in groups after examples were shown, there was a significant increase in the number of questions that were amenable to science investigations (71.4%) but they related to fewer topics. A typology of investigable and non-investigable questions is proposed. Suggestions on how teachers can help pupils to pose problems and questions that are feasible for investigations are given. 相似文献
11.
Peter G. Cole Josephene Cilia 《International Journal of Disability, Development & Education》1990,37(3):235-244
ADOLESCENT MALE and female students from two high schools were asked to rate the academic and social characteristics of a male peer from an adjacent school district. The peer had previously been videotaped in two target roles, once playing the part of a highly competent student and once playing the role of an average ability student. In addition, half the students were told the target was gifted, the other half were told he was average. Students were asked to judge the academic potential, social attributes and personal attractiveness of the target. The dominant effect was observed under the highly competent role condition. The students judged the target who performed the competent role as likely to be more successful in academic subjects, more socially acceptable and a better leader than the less competent peer. Students rated the target labelled gifted as having higher skills in academic subjects than the target labelled average, but the labels did not affect perceptions of social attributes or personal attractiveness. Male and female students differed in their judgments of the personal attributes of the target figure, males viewing him as a more potentially acceptable member of their peer group. 相似文献
12.
J. Peeck A. B. van den Bosch W. J. Kreupeling 《Contemporary educational psychology》1985,10(4):303-313
Ninety-seven fifth graders read a 900-word text followed by a multiple-choice test consisting of factual and guess questions that, respectively, could or could not be answered on the basis of the text. They received informative feedback either immediately after the test, after a day, or no feedback. All children were retested 7 days after the initial test and subsequently asked to identify their initial-test responses. On the delayed test, subjects in the feedback conditions outperformed subjects in the no-feedback condition on both types of question, but they did not identify more initial responses correctly. There were no differences between the feedback conditions. Initial-response identification was better for factual than for guess questions. Analysis of identification scores in relation to initial- and delayed-test response sequences suggested that awareness of initial errors may be helpful rather than detrimental for the acquisition of correct responses through feedback. 相似文献
13.
Students are commonly asked to learn declarative concepts in many courses. One strategy students report using involves generating concrete examples of abstract concepts. If students have difficulties evaluating the quality of their generated examples, then instructors will need to provide students with appropriate scaffolds or feedback to improve judgmentaccuracy. No prior research has investigated if students can accurately evaluate the quality of the examples they generate, which was the first aim of the current research. The second aim of this research was to investigate the extent to which providing feedback while students evaluate their generated examples can improve the accuracy of their example-quality judgments. In two experiments, students generated examples for declarative concepts from social psychology and then judged the quality of their examples. When making judgments, students received no feedback (in which they were only given the key term), full definition feedback (in which they were shown the definition of the declarative concept) or idea unit feedback (in which they first evaluated if they represented each idea unit of the definition within their example). Outcomes showed that students were overconfident when judging the quality of their examples, specifically for commission errors (i.e., examples that were entirely incorrect). Surprisingly, full definition and idea unit feedback did not help students improve the accuracy of their example-quality judgments. Thus, until scaffolds are discovered to reduce student overconfidence, instructors will need to assist in evaluating generated examples as students use this strategy to learn declarative concepts. 相似文献
14.
This study examined the concurrent validity of concept maps as vehicles for documenting and exploring conceptual change in biology. Students (N = 91) who enrolled in an elementary science methods course were randomly assigned to one of two treatment groups. Subjects in both groups were administered a multiple-choice/free-response inventory which assayed their knowledge of “Life Zones in the Ocean,” and then were asked to construct a concept map on the same topic. Those in the experimental group subsequently received 45 minutes of computer-assisted instruction on marine life zones, while those in the control (“placebo”) group received an equivalent exposure to an unrelated topic (“Body Defenses”). Upon completing the instructional sequence, subjects were again administered the “Life Zones” inventory and asked to develop a postinstruction concept map on marine life zones. The data analysis employed a split plot factorial design with repeated measures. Differences among treatment groups were documented by analysis of variance and chi-square procedures. Subjects in the experimental group showed evidence of significant and substantial changes in the complexity and prepositional structure of the knowledge base, as revealed in concept maps. No such changes were found in the control group. Results suggest that concept mapping offers a valid and potentially useful technique for documenting and exploring conceptual change in biology. 相似文献
15.
This phenomenographic study documented changes in student-held electrical concepts the development of meaningful learning
among students with both low and high prior knowledge within a problem-based learning (PBL) undergraduate electrical engineering
course. This paper reports on four subjects: two with high prior knowledge and two with low prior knowledge. Subjects were
interviewed at the beginning and end of the course to document their understanding of basic electrical concepts. During the
term, they were videotaped while solving problems in lab. Concept maps were generated to represent how subjects verbally connected
concepts during problem-solving. Significant to PBL research, each subject’s body of meaningful learning changed with each
new problem, according to how the subject idiosyncratically interpreted the activity. Prior knowledge among the four subjects
was a predictor of final knowledge, but not of problem-solving success. Differences in success seemed related more to mathematical
ability and habits of mind. The study concluded that, depending on context, meaningful learning and habits of mind may contribute
significantly to problem-solving success. The article presents a testable model of learning in PBL for further research. 相似文献
16.
Hezekiah Ukegbu Emereole 《International Journal of Science and Mathematics Education》2009,7(5):1033-1056
The conceptual knowledge of science processes possessed by University of Botswana science students and senior secondary school
science teachers was sought through a three-part questionnaire. One part requested demographic data of subjects, the second
part asked them to select their level of familiarity with the processes, and the third part probed their conceptual definitions
of the science processes. The definitions were scored as incorrect, partially correct and correct on an ordinal scale. Statistical
analysis was done using Spearman rho correlation and one sample t test. The findings revealed that the science teachers did
not have sufficient conceptual knowledge of science processes to help their students to understand in a meaningful way; both
students’ and teachers’ views of their familiarity of science processes did not corroborate their demonstrated ability to
provide acceptable conceptual definitions of the processes; there was no association between students’ and teachers’ conceptions
of the science processes; and if conceptual knowledge of science processes was demanded, the entering students, who were the
immediate graduates of the senior secondary schools, might not have enough to pursue tertiary level science courses. It is
suggested that both conceptual and operational knowledge of science processes be required at secondary and tertiary levels
of science education. 相似文献
17.
College undergraduates classified by the Hidden Figures Test as high, medium, or low analytic studied one of two lesson types. Both lessons taught four complex nondimensioned concepts from the area of social learning by presenting a definition followed by either positive examples or positive and negative examples. Immediate acquisition was assessed by a test requiring subjects to identify positive and negative examples. A multivariate analysis of variance revealed a significant interaction on the dependent variable requiring the identification of positive examples. 相似文献
18.
Ayodele Olayemi Iyiola∗ William J. Wilkinson 《Research in Science & Technological Education》2013,31(2):139-152
This study describes the concepts used by two classes of middle school (Grade 8) children, one advanced and the other of average ability, to explain the changes that occur when water is heated to boiling point. There was little difference between the advanced and average group in terms of the personal misconceptions used to explain boiling. The study also examines the changes that take place in conceptual knowledge immediately after instruction using a specific strategy of conceptual conflict resolved through the mediation of analogy. Results show that some pupils acquire a scientific understanding of the process of boiling but for others personal misconceptions continue to be held. 相似文献
19.
G. V. Prosser 《Instructional Science》1978,7(4):359-383
Both active questions i.e. questions asked by subjects, and provided (or passive) questions i.e. offered to subjects as problems for solution, had been found to facilitate learning and retention of prose material when subjects were faced with a task of sufficient difficulty to challenge their competence. With difficult prose, boys and low ability subjects had gained most from active questions. These effects were more pronounced in the long term. In this study, the effects of relevant active questions i.e. questions which subjects can put alongside answers, are investigated and compared with those of active and provided questions, over a series of six presentations for both the short and the long term (i.e. after ten months). In the short term, although active questions give greater help than provided questions on the first presentation, and relevant active questions give the greatest improvement between the first and second presentations, provided questions are the most helpful overall. In the long term, however, both the active questions treatments prove to be as effective as provided questions. For low ability boys, the difference between treatments is negligble even in the short term; under the relevant active questions treatment the number of questions asked is greater; and the decline in inspection time over presentations is negligible.This study formed part of a Schools' Council Research project (Director: Dr. W. P. Robinson) in the Department of Psychology, University of Southampton. 相似文献
20.
Julian Roelle Natalie Rahimkhani-Sagvand Kirsten Berthold 《European Journal of Psychology of Education - EJPE》2017,32(3):367-384
Adjunct questions are a common means to foster learning from instructional explanations. As the benefit of adjunct questions is mitigated if learner performance on them is low, it is also common to provide feedback as an add-on if learners fail to correctly respond to them. However, if adjunct questions are highly demanding, feedback might not only beneficially affect learning because it helps learners revise their comprehension difficulties; at the same time, it could also detrimentally affect learning by causing learners to invest less time in responding to subsequent adjunct questions, which lowers learner performance on these questions. This, in turn, could reduce learning outcomes. To address these potential detrimental effects of feedback, we experimentally varied whether N?=?59 students received immediate feedback after they responded to highly demanding adjunct questions. We found that the feedback did indeed have detrimental effects: At least for the learners who perceived the task of responding to the adjunct questions as highly demanding, the feedback decreased both the time the learners invested in responding to the adjunct questions and their performance on them. This detrimental effect on the performance on the adjunct questions, in turn, entailed a detrimental effect on learning outcomes. We conclude that immediate feedback is not necessarily a beneficial add-on to adjunct questions in all situations. 相似文献