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1.
In this article we analyze the dialogic learning of one pair of students in order to investigate how these students cope with a collaborative learning situation in the classroom. Our aim is to substantiate the claims that not only are young students (8 year olds) capable of solving mathematical problems collaboratively, but that they also take an active role in regulating their collaborative learning activities. More specifically, our claim is that children appear to apply constructs of “mathematical level raising”, “social interaction” and “division of time” to steer their own collaborative learning and that they are rather successful in balancing these three aspects. The analysis is exploratory, but this new perspective on collaborative learning is relevant theoretically and consequential for classroom practice. 相似文献
2.
The research issue in this study is how to structure collaborative learning so that it improves solving physics problems more than individual learning. Structured collaborative learning has been compared with individual learning environments with Schoenfeld’s problem‐solving episodes. Students took a pre‐test and a post‐test and had the opportunity to solve six physics problems. Ninety‐nine students from a secondary school in Shanghai participated in the study. Students who learnt to solve problems in collaboration and students who learnt to solve problems individually with hints improved their problem‐solving skills compared with those who learnt to solve the problems individually without hints. However, it was hard to discern an extra effect for students working collaboratively with hints—although we observed these students working in a more structured way than those in the other groups. We discuss ways to further investigate effective collaborative processes for solving physics problems. 相似文献
3.
S. Aslι Özgün-Koca 《Journal of Mathematics Teacher Education》2010,13(1):49-71
Although growing numbers of secondary school mathematics teachers and students use calculators to study graphs, they mainly
rely on paper-and-pencil when manipulating algebraic symbols. However, the Computer Algebra Systems (CAS) on computers or
handheld calculators create new possibilities for teaching and learning algebraic manipulation. This study investigated the
views of Turkish prospective secondary mathematics teachers on the use of advanced calculators with CAS in algebra instruction.
An open-ended questionnaire and group interviews revealed prospective teachers’ views and beliefs about when and why they
prefer three possible uses of CAS—black box, white box, or Symbolic Math Guide (SMG). The results showed that participants
mainly preferred the white box methods and especially SMG to the black box method. They suggested that while the black box
method could be used after students mastered the skills, the general white box method and SMG could be used to teach symbolic
manipulation. 相似文献
4.
Lori Beckett 《The Australian Educational Researcher》2011,38(1):109-124
This paper reports on the work of a small group of Education academics to build a professional learning community in a regional
university in the north of England. Their efforts form part of a ‘Leading Learning’ school–university partnership serving
schools in disadvantaged communities in inner city Leeds. This is designed to support teachers’ professional learning and
development and reclaim their sense of collaborative professionalism in a new era of austerity Britain. The account given
here is about the new partnerships being created between and among academic colleagues, who are learning to work effectively
with each other and their schooling colleagues on their collective professional learning and to build their collaborative
sense of professionalism. The complexities of this task—of working in a professional learning community within Faculty in
order to model and support a city-wide professional learning community with teacher partners, school communities, and civil
servants in the local Authority—are framed in terms of knowledge-building for the improvement of educational provision for
disadvantaged students in local schools and the university. 相似文献
5.
基于CTCL研究范式,从"学习之前的认知状况"的角度,对信息技术学科学习心理进行研究。以"汉字的处理"及"计算机病毒"学习内容为例,采用非概率随意抽样的方法选取了即将初中毕业的70名学生,对其认知状况进行了开放式问卷调查。研究表明:高中信息技术学习之前的认知可以分为术语模糊替换、认知结构不当、认知零星分散、认知黑箱四种类型。对于学生在日常生活中不太熟悉的学习内容,学习之前认知类型以认知结构不当、认知零星分散及认知黑箱居多;对于学生在日常生活中较为熟悉的学习内容,学习之前认知类型集中在认知结构不当及认知黑箱两种类型中。最后,尝试对高中信息技术基于学生认知的教学设计提出一些建议。 相似文献
6.
Past research has shown that working memory capacity, attention and students’ approaches to learning are all important predictors for educational achievement. In this study the interrelations between these three variables are investigated. Participants were 128 university students. Results show a negative relationship between attention and deep approaches to learning: students with a lower level of attention seem to use more deep approaches to learning than students with higher levels of attention. It was also found that students with a high working memory capacity score lower on both the surface and deep approaches to learning than students with a low working memory capacity. A possible explanation is that these high capacity students might not need a consistent profound strategy to be successful because they are very good at acquiring, processing and integrating all types of new information before moving it to storage. 相似文献
7.
《Journal of Further & Higher Education》2012,36(9):1239-1254
ABSTRACTWe need to know what it means to be an expert in working life today. Universities are often accused of neglecting the basic idea that higher education should be relevant to working life, and research on the subject of expertise in today’s workplace is lacking. Thirteen experts from different fields were interviewed and the obtained data were analysed using grounded theory as an analytical approach. The research questions were: (1) How do experts define expertise? (2) What kind of problems persist in their work? and (3) How are ‘routine’ and ‘adaptive’ expertise performed? The results revealed that expertise is more a social and collaborative phenomenon than an individual property. Experts develop new solutions and seek constant learning in their work. They excel at spontaneous problem solving. These findings suggest that, to prepare students to become experts, deliberate learning and practice should be provided within a framework of collaborative problem solving. 相似文献
8.
《The Internet and Higher Education》2010,13(4):226-232
Adult, professional students in a doctoral-level course used Web 2.0 tools such as wikis, blogs, and online discussions to develop answers to six “Big Questions” related to higher education finance and also produced a research paper that used original data or the research literature to improve understanding of a specific topic. At the close of the course, students were asked to provide examples of learning for each question and each tool, and to evaluate the tools used. Bloom's Digital Taxonomy was used to evaluate levels of learning. Results indicated that the level of learning mirrored that of the Big Question or was at higher levels when students used new tools. Wikis generated objections from students who did not care for group work, although others found it a good collaborative tool. Blogs were more acceptable, but online discussions were preferred because of the interaction and sharing among students. Research papers allowed students to learn material of their own interest and to do so in depth. 相似文献
9.
Betty Collis 《Education and Information Technologies》1998,3(3-4):231-245
Since 1994, we have been involved in the design and use of a series of WWW-based environments to support collaborative group work for students in a technical university in The Netherlands. These environments, and the course re-design that accompanies each new environment, began in April 1994 and continue to the present (March 1998). What are the major issues emerging from this stream of experiences? What are the major lessons we have learned about the design and deployment of WWW-based environments to support collaborative learning in project groups in higher education? How has HCI (human-computer interaction) research informed our work? These questions will be addressed in this paper. One conclusion is that HCI research needs to become more focused on supporting HHD (human-human dialogue) than on human- computer interaction in order to better support collaborative learning in higher education. © IFIP, published by Kluwer Academic Publishers 相似文献
10.
This study aimed to provide an account of how learning takes place in problem-based learning (PBL), and to identify the relationships
between the learning-oriented activities of students with their learning outcomes. First, the verbal interactions and computer
resources studied by nine students for an entire PBL cycle were recorded. The relevant concepts articulated and studied individually
while working on the problem-at-hand were identified as units of analysis and counted to demonstrate the growth in concepts
acquired over the PBL cycle. We identified two distinct phases in the process—an initial concept articulation, and a later
concept repetition phase. To overcome the sample-size limitations of the first study, we analyzed the verbal interactions
of, and resources studied, by another 35 students in an entire PBL cycle using structural equation modeling. Results show
that students’ verbal contributions during the problem analysis phase strongly influenced their verbal contributions during
self-directed learning and reporting phases. Verbal contributions and individual study influenced similarly the contributions
during the reporting phase. Increased verbalizations of concepts during the reporting phase also led to higher achievement.
We found that collaborative learning is significant in the PBL process, and may be more important than individual study in
determining students’ achievement. 相似文献
11.
Collaborative working has been part of official government policy for some time and whilst a great deal has been claimed about its benefits, in terms of better quality services and improved outcomes, it would seem that translating policy intentions into practice has hitherto proved a challenge. Moreover, evidence concerning the effectiveness of collaborative working in education, health and social care remains limited and thinly spread. One response to this dilemma has been to introduce shared learning opportunities through the incorporation of inter‐professional education (IPE) modules into the curriculum of professional training programmes. This paper presents the findings from a study to evaluate the experience of a cohort of students from a range of different nursing specialities, undertaking a collaborative working module as part of their professional training at one UK university. The module aimed to critically analyse the philosophy of collaborative working and to encourage role appreciation and the values of different nursing, health and social care cultures. The module used shared learning during lectures, small group work and presentations in order to promote collaborative working within the educational setting. Using a mixed method design, incorporating a pre‐ and post‐survey and semi‐structured interviews, it was found that students revealed a strong commitment to collaborative working despite awareness of the problems that frequently have to be overcome. The major barriers identified from the survey were professional tribalism along with status and power differentials. These themes were explored in greater depth during the interviews where the module was seen to have enabled students to develop greater confidence in applying their professional knowledge, alongside developing improved communication and teamwork skills. The study offers some fresh insights into the most effective way of training nurses for collaborative working and the importance of promoting critical models of collaborative practice. 相似文献
12.
雅尼斯·迪米特里亚迪斯(Yannis Dimitriadis)教授任职西班牙巴利亚多利德大学远程信息技术工程系,兼任信息通讯技术与教学研究中心GSIC/EMIC研究团队负责人,主持和参与了五十多项国际国内科研项目,在教育技术顶级期刊发表了八十多篇学术论文,组织了多次学习科学高端国际学术专题研讨会和工作坊。研究方向包括学习设计、计算机支持协作学习、学习分析等。本次访谈着重于介绍学习设计的核心思想,即无论外部学习技术如何变化,“教学法为王”的原则在教育教学情境中的主导地位不能变。因此,人工智能时代的学习技术仍需为创新教学服务。从教师角度看,联结学习设计与学习分析为教师技术创新教学提供了突破口。一方面,学习设计为学习分析提供理论引导,便于教师精准知晓学习者在不同学习活动中的学习情况,另一方面,学习分析为优化学习设计提供基于数据驱动的方法指导,便于教师靶向式更新学习活动设计。践行学习设计与学习分析双向互动的发展路径,需要建立研究者与教师合作设计机制,引导教师参与学习设计;推进隐性设计知识在学习设计中的应用;关注教师探究学习者学习过程。本次访谈对新时代背景下信息技术与教学应用的深度融合提供了新的理念和方法指导。 相似文献
13.
Two research questions are answered: how did teacher instructional skills develop during a whole school year? What is the
influence of this development on the interactions between students during the co-operative learning moments? From the analysis,
it appeared that the teachers’ instruction changed from direct instruction to a more process and group-oriented coaching style,
and that students started to work collaboratively, using the graphic calculator in an exploratory and investigative manner.
This more process and group-oriented coaching style may have supported the change in the interaction pattern during this school
year. The analysis showed that students gradually developed a more exploratory way of collaborating, confirming improved collaborative
learning. At the commencement of the school year, students were focused on each other and did not argue much, while at the
end, they were discussing with one another. 相似文献
14.
This research examines the effectiveness of collaborative learning pedagogies from the perspective of students. There is a
rich history of research on collaborative learning demonstrating the effectiveness and this has led to indexing educational
quality by student engagement. However, the findings from this study question the efficacy of collaborative pedagogies in
their actual implementation. While collaboration was a part of the most highly rated learning experiences, these pedagogies
were typically described as ineffective. Key factors that students see associated with effective collaboration are reported.
The students’ perceptions of learning as reflected in their comments on collaborative learning, implications for setting expectations
for college learning, and needs for faculty development are discussed. 相似文献
15.
The demographic changes in Greek schools underline the need for reconsidering the way in which migrant pupils move from their
everyday culture into the culture of school science (a process known as “cultural border crossing”). Migrant pupils might
face difficulties when they attempt to transcend cultural borders and this may influence their progress in science as well
as the construction of suitable academic identities as a means of promoting scientific literacy. In the research we present
in this paper, adopting the socioculturally driven thesis that learning can be viewed and studied as a meaning-making, collaborative
inquiry process, we implemented an action research program (school year 2008–2009) in cooperation with two teachers, in a
primary school of Athens with 85% migrant pupils. We examined whether the two teachers, who became gradually acquainted with
cross-cultural pedagogy during the project, act towards accommodating the crossing of cultural borders by implementing a variety
of inclusive strategies in science teaching. Our findings reveal that both teachers utilized suitable cross-border strategies
(strategies concerning the establishment of a collaborative inquiry learning environment, and strategies that were in accordance
with a cross-border pedagogy) to help students cross smoothly from their “world” to the “world of science”. A crucial key
to the teachers’ expertise was their previous participation in collaborative action research (school years 2004–2006), in
which they analyzed their own discourse practices during science lessons in order to establish more collaborative inquiry
environments. 相似文献
16.
Dorothy Faulkner Richard Joiner Karen Littleton Dorothy Miell Linda Thompson 《European Journal of Psychology of Education - EJPE》2000,15(4):417-430
There has been considerable research concerning peer interaction and the acquisition of children’s scientific reasoning. This study investigated differences in collaborative activity between pairs of children working around a computer with pairs of children working with physical apparatus and related any differences to the development of children’s scientific reasoning. Children aged between 9 and 10 years old (48 boys and 48 girls) were placed into either same ability or mixed ability pairs according to their individual, pre-test performance on a scientific reasoning task. These pairs then worked on either a computer version or a physical version of Inhelder and Piaget’s (1958) chemical combination task. Type of presentation was found to mediate the nature and type of collaborative activity. The mixed-ability pairs working around the computer talked proportionally more about the task and management of the task; had proportionally more transactive discussions and used the record more productively than children working with the physical apparatus. Type of presentation was also found to mediated children’s learning. Children in same ability pairs who worked with the physical apparatus improved significantly more than same ability pairs who worked around the computer. These findings were partially predicted from a socio-cultural theory and show the importance of tools for mediating collaborative activity and collaborative learning. 相似文献
17.
18.
Karen Goodnough 《Research in Science Education》2010,40(2):239-265
In this study, the author implemented a problem-based learning (PBL) experience that allowed students in an advanced science
methodology course to explore differentiated instruction. Through working systematically in small, collaborative groups, students
explored the nature of differentiated instruction. The objective of the study was to examine pre-service teachers’ developing
conceptions of differentiated instruction (DI) as a way to teach for diversity. The author adopted action research as a strategy
to explore students’ perceptions of DI in the context of science teaching and learning. Several data collection methods and
sources were adopted in the study, including student-generated products, student interviews, classroom observation, and journal
writing. Outcomes report on students’ perceptions of both the potential and challenges associated with adopting a DI approach
to science teaching and learning. 相似文献
19.
Vivienne Light Paul Light Vicky Wright 《European Journal of Psychology of Education - EJPE》2000,15(4):467-478
Student mobility and trans-national collaborative modes of learning at University level have been strongly promoted within Europe. However, such initiatives are expensive, difficult to organise and do not always attain their objectives. Recently there has been considerable interest in the extent to which computer-mediated communication between students in different countries can either supplement or substitute for actual student mobility. This paper reports an evaluation of a project in which video-conferencing was introduced in the context of an established Anglo-Spanish programme in which UK and Spanish Fashion students undertake collaborative projects in each others’ countries. Project aims included fostering and supporting second language use, providing an innovative context for collaborative art and design projects and offering an opportunity to simulate trans-national working conditions. Questionnaires, observation and interview data indicate that not all these objectives were realised, though student reaction to the technology and to the benefits it afforded for collaboration were broadly positive. The strengths and weaknesses of video-conferencing as a support to collaborative learning in this context are discussed. 相似文献
20.
《International Journal of Research & Method in Education》2013,36(3):268-278
Within Higher Education, current changes in levels of funding available and the increasingly diverse profiles of students participating have placed a greater emphasis on the need for institutions to provide more ‘flexible methods’ of delivery. In addition to traditional face-to-face, collaborative environments, the widespread use of information and communication technologies allows individuals around the globe to participate in collaborative learning. Dillenbourg emphasizes the need to differentiate the ‘notion of culture’ in the context of intercultural group learning, with that of developing a common ground or ‘micro-culture’ through which to successfully interact. The importance of building a micro-culture is echoed by Ashcraft and Treadwell, as the basis for successful collaborative learning. This article highlights the experiences of a university based, intercultural, mixed methods research project at Master's degree level, where student researchers with diverse backgrounds, worked collaboratively to create a tentative conceptual framework, in order to map research trends at the 2010 American Educational Research Association conference. This article suggests that collaborative learning in intercultural groups, rather than benefiting from one approach over another, can actually be enhanced by the combining of methods, resulting in a deeper learning experience for those participating. Furthermore, in the initial stages of negotiating and re-negotiating collective understandings and meaning, face-to-face collaboration can provide a basis for deeper learning and understanding in subsequent online collaboration, as experienced by the intercultural collective research group, which is the case study of this article. 相似文献