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Two studies are reported in this paper. The object of learning in both is the economic principle of changes in price as a function of changes in the relative magnitude of changes in demand and supply. The patterns of variation and invariance, defining the conditions compared were built into pedagogical tools (text, graphs, and worksheets). The first study is the latest in a series of studies aiming to test the fundamental conjecture of the Variation Theory of Learning that new meanings are acquired from experiencing differences against a background of sameness, rather than experiencing sameness against a background of differences. The study compares the learning outcomes under conditions consistent with the basic conjecture with the learning outcomes under conditions not consistent with the theory. The results support the conjecture. The second study shows, however, that the conditions that are consistent with the theory cannot be decided unless the learners’ pre-requisites for the task in question are taken into consideration. One set of the pedagogical tools was found to be highly effective for learners with a better initial grasp of the object of learning, while another set was found to be equally effective for learners with a weaker initial grasp of the object of learning. The two sets were equally ineffective when used for the “wrong” group of learners. 相似文献
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Chia-Wen Tsai Pei-Di Shen I-Chun Chiang Wen-Yu Chen Yi-Fen Chen 《Interactive Learning Environments》2018,26(6):815-826
The application of online learning and educational technologies in higher education has changed teaching methods, the channels of delivering learning materials, and modes of communication between teachers and students. This study is aimed to improve learning effects and investigate, via quasi-experiments, the effects of web-mediated socially-shared regulation of learning (SSRL) and experience-based learning (ExBL) on improving students’ learning results. The experimental design in this study was a 2 (SSRL vs. non-SSRL)?×?2 (ExBL vs. non-ExBL) factorial pretest/post-test design. Four classes in a one-semester course titled “Applied Information Technology: Data Processing” at university level were chosen for this study. Based on the analysis carried out in this study, students who received the treatments of web-mediated SSRL and/or ExBL did not have significantly better computing skills in using Excel. The reasons for these insignificances and implications thereof are discussed in this paper. Nevertheless, students in the SSRL and non-ExBL class had significant increases in scores for their learning motivation at the end of semester compared with the beginning. 相似文献
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Trevor Gale 《International Journal of Inclusive Education》2013,17(3):253-269
The dialogue of this paper operates at two levels. First, it seeks to rethink the various perspectives on social justice evident in the academic literature, reviewing what is collectively known about it and where current thinking is taking and/or should be taking us. Second, it reports on research concerning the schooling of students with disabilities or, more accurately, research concerning the practices of teachers in relation to the inclusion of students with disabilities within ‘mainstream’ classrooms. These two discussions come together through their collaborative interest in recognizing social justice when they ‘see’ it; the data from the research are used to inform the theory it illustrates and the theory is used to explain teachers' practices. In this critical sense it is more than a dialogue, with its parts dialectically related. The paper's critique also extends to questioning whose interests are served (and whose are not) by various social justice perspectives and their applications to schooling. It concludes that ‘a critical theory of social justice must consider not only distributive patterns, but also the processes and relationships that produce and reproduce those patterns’ (Young 1990: 241). 相似文献
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Min Liu Emily McKelroy Stephanie B. Corliss Jamison Carrigan 《Educational technology research and development : ETR & D》2017,65(6):1605-1625
Educators agree on the benefits of adaptive learning, but evidence-based research remains limited as the field of adaptive learning is still evolving within higher education. In this study, we investigated the impact of an adaptive learning intervention to provide remedial instruction in biology, chemistry, math, and information literacy to first-year students (n = 128) entering a pharmacy professional degree program. Using a mixed methods design, we examined students’ learning in each of the four content areas, their experience using the adaptive system, and student characteristics as related to their choice of participating in the intervention. The findings showed the adaptive learning intervention helped address the knowledge gap for chemistry, but the same effect was not observed for the other three content areas. Math anxiety was the only student characteristic that showed a significant relationship with students’ participation. While the students reported an overall positive experience, the results also revealed time factor and several design flaws that could have contributed to the lack of more student success. The findings highlight the importance of design in adaptive learning. 相似文献
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Maura Iori 《Educational Studies in Mathematics》2018,98(1):95-113
While many semiotic and cognitive studies on learning mathematics have focused primarily on students, this study focuses mainly on teachers, by seeking to bring to light their awareness of the semiotic and cognitive aspects of learning mathematics. The aim is to highlight the degree of awareness that teachers show about: (1) the distinction between what the institution (school, university, society, etc.) proposes as a mathematical object (not in itself but as the content to be learned) and one of its semiotic representations; (2) the different aspects of a semiotic representation that the student able to handle the representation and the student who handles the representation with difficulty may focus on; (3) the semiotic conflicts generated by the contents of semiotic representations that are similar to each other in some respect. For this purpose, in this study, the semio-cognitive approach introduced by Raymond Duval was complemented with the semiotic-interpretative approach of the Peircean tradition. By embracing the pragmatist research paradigm, the methodology was based on the research questions, which guided the selection of the research methods within a qualitatively driven mixed methods design. The research results clearly show the need for a review of professional teacher training programs, as regards the role the semiotic handling plays in the cognitive construction of the mathematical objects and the learning assessment. 相似文献
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Rosalind Driver 《International Journal of Science Education》2013,35(5):481-490
This introductory article to the Special Issue of the International Journal of Science Education attempts to review the theoretical contexts for research into children's conceptions in science and to identify future directions for research programmes in this field. 相似文献
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When people begin to study new material, they may first judge how difficult it will be to learn. Surprisingly, these ease of learning (EOL) judgments have received little attention by metacognitive researchers so far. The aim of this study was to systematically investigate how well EOL judgments can predict actual learning, and what factors may moderate their relative accuracy. In three experiments, undergraduate psychology students made EOL judgments on, then studied, and were tested on, lists of word-pairs (e.g., sun – warm). In Experiment 1, the Goodman-Kruskal gamma (G) correlations showed that EOL judgments were accurate (G = .74) when items varied enough in difficulty to allow for proper discrimination between them, but were less accurate (G = .21) when variation was smaller. Furthermore, in Experiment 1 and 3, we showed that the relative accuracy was reliably higher when the EOL judgments were correlated with a binary criterion (i.e., if an item was recalled or not on a test), compared with a trials-to-learn criterion (i.e., how many study and test trials were needed to recall an item). In addition, Experiments 2 and 3 indicate other factors to be non-influential for EOL accuracy, such as the task used to measure the EOL judgments, and whether items were judged sequentially (i.e., one item at a time in isolation from the other items) or simultaneously (i.e., each item was judged while having access to all other items). To conclude, EOL judgments can be highly accurate (G = .74) and may thus be of strategic importance for learning. Further avenues for research are discussed. 相似文献
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Catherine Milne 《Cultural Studies of Science Education》2014,9(1):133-139
In Space, relations, and the learning of science, Wolff-Michael Roth and Pei-Ling Hsu use ethnomethodology to explore high school interns learning shopwork and shoptalk in a research lab that is located in a world class facility for water quality analysis. Using interaction analysis they identify how spaces, like a research laboratory, can be structured as smart spaces to create a workflow (learning flow) so that shoptalk and shopwork can projectively organize the actions of interns even in new and unfamiliar settings. Using these findings they explore implications for the design of curriculum and learning spaces more broadly. The Forum papers of Erica Blatt and Cassie Quigley complement this analysis. Blatt expands the discussion on space as an active component of learning with an examination of teaching settings, beyond laboratory spaces, as active participants of education. Quigley examines smart spaces as authentic learning spaces while acknowledging how internship experiences all empirical elements of authentic learning including open-ended inquiry and empowerment. In this paper I synthesize these ideas and propose that a narrative structure might better support workflow, student agency and democratic decision making. 相似文献
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AbstractThe present study investigated whether and how learning-specific inner speech predicted students’ learning strategy and academic performance. Frequencies of inner speech use in specific learning settings were assessed. Four dimensions of inner speech including self-criticism, self-reinforcement, self-management, and social assessment were investigated and linked to the learning strategy and academic performance. Data were collected from both secondary school students and university students. The results indicated that both the cognitive regulative function (self-management) and the affective regulatory function (self-criticism or self-reinforcement) of inner speech contributed to students’ learning strategy, while only the cognitive regulative function of inner speech significantly predicted students’ academic performance. Furthermore, the prediction of inner speech to academic performance was partly mediated by the learning strategy. 相似文献
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Birgitte Holm S?rensen Oluf Danielsen Janni Nielsen 《Education and Information Technologies》2007,12(1):17-27
This paper builds on a key finding of a 5-year Danish research project con-cerning children in the 7 to 15 age group: children’s
principal use of computers and the internet takes place in their spare time, and it is during their spare time that the majority
of children really learn how to use interactive media. The project shows that in children’s spare-time use of ICT they employ
informal forms of learning based to a large extent on their social interaction both in physical and virtual spaces. These
informal learning forms can be identified as learning hierarchies, learning communities and learning networks; they are important
contributions to the school of the knowledge society. The ICT in New Learning Environments project based on anthropologically inspired methods and social learning theories shows that students bring their informal
forms of learning into the school context. This happens particularly when the school has undergone physical alterations and
when its organisation of learning and teaching are also restructured, with project-based learning becoming an important part
of the school work and with the media available in the learning environment. Using organisation theory, the school working
with ICT and project-based learning is shown to simultaneously constitute a mixed mode between the school of the industrial
and the knowledge society. The research shows that it is possible to tip the balance in the direction of the school of the
knowledge society, and thus of the future, by comprehensively using ICT and project work in the day-to-day activities of the
school, alongside and integrated with the traditional forms of learning, and not least by employing the informal learning
processes children develop outside school. For teachers this will mean an extension of their function: no longer merely communicators
of knowledge, they will have to become knowledge managers and overall leaders of projects, and this entails much more dialogue
with the pupils.
相似文献
| Janni NielsenEmail: |
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Clare Carruthers Brenda McCarron Peter Bolan Adrian Devine Una McMahon-Beattie Amy Burns 《Assessment & Evaluation in Higher Education》2015,40(3):352-370
This study aims to ascertain student and staff attitudes to and perceptions of audio feedback made available via the virtual learning environment (VLE) for summative assessment. Consistent with action research and reflective practice, this study identifies best practice, highlighting issues in relation to implementation with the intention of redesigning activities in the light of the findings. It utilises four case studies where audio feedback was provided to students using the Wimba voice authoring tool within Blackboard Learn+ for various types of summative assessment. The intention was to identify how and in what context audio feedback via the VLE is effective and why. The research was undertaken via a combination of techniques, including a student survey and staff reflective logs. The findings indicate that students liked the convenience, effectiveness, flexibility and personalised nature of this feedback, but raised concerns with some aspects of the technology. This paper also makes practical recommendations for the use of the feedback mechanism, focusing on the most effective use of the digital medium, and highlights directions for future research. 相似文献
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This study investigated the relationship between problem familiarity and students’ learning in a problem-based course. Problem familiarity in this study refers to the extent to which a problem fits with students’ prior knowledge and experiences. As part of regular course work, 172 students were given two problems on different occasions. These problems varied in the extent of problem familiarity. Students’ report of their learning activities and tutor’s assessment of the students’ learning were collected at the end of the problems. Results showed that both the students and tutors found the familiar problem to be better for learning. However, some elements of unfamiliarity may not be all that bad. For instance, unfamiliarity may result in more questioning, thinking and reasoning. However, this did not contribute to significant difference in terms of overall critical reasoning. Results also indicated a need to closely examine students’ critical reasoning (in terms of evaluating multiple perspectives) and students’ collaborative learning (in terms of brainstorming and discussion) when given familiar/unfamiliar problems. 相似文献
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Chia-Wen Tsai 《高等教育研究与发展》2015,34(6):1270-1280
Many education institutions and teachers are recognizing and applying online learning and related educational technologies to help students achieve satisfactory learning performance. Due to the free entertainment on the Internet that may distract students’ attention from online courses and with the purpose of developing students’ teamwork abilities, the author in this study adopted team-based learning (TBL) and co-regulated learning (CRL) to develop students’ involvement in a blended computing course. The subjects in this study were 111 first-year students from three classes taking a compulsory course titled ‘Applied information technology: data processing’. The first group (G1, which received online TBL and CRL) and the second group (G2, which received online TBL only) were the experimental groups. The last group (CG), which received the traditional teaching method in a blended learning environment, served as the control group. The results in this study indicate that students who receive the online TBL have significantly higher involvement than those without. However, the online CRL does not contribute to better development of students’ involvement in the implementation of TBL. The insights for teachers who plan to adopt e-learning, and the reasons for the ineffectiveness of CRL, are discussed in this study. 相似文献
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VALERIE WILSON URSULA SCHLAPP JULIA DAVIDSON 《International Journal of Lifelong Education》2013,32(4):380-395
This article explores the use of open learning to meet pharmacists' continuing development needs in the UK—a topic that the researchers first explored in 1996. First, it sets those needs in the context of the changing role of the pharmacist within the health care team. Second, the authors report the findings from a one-year study conducted in 1999–2000 by the Scottish Council for Research in Education of continuing professional development (CPD) provided by the Centre for Pharmacy Postgraduate Education at the University of Manchester. Data were collected from a 10% sample of registered pharmacists, telephone interviews with some employers and focus group meetings with a sample of pharmacists and tutors. Changes in pharmacists' attitudes to, and uptake of, CPD over the period are highlighted, the most significant of which is the growth in informal learning, an approach that now requires to be incorporated into an integrated model of CPD. 相似文献
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Sören Podschuweit Sascha Bernholt Maja Brückmann 《Research in Science & Technological Education》2016,34(2):142-163
Background: Complexity models have provided a suitable framework in various domains to assess students’ educational achievement. Complexity is often used as the analytical focus when regarding learning outcomes, i.e. when analyzing written tests or problem-centered interviews. Numerous studies reveal negative correlations between the complexity of a task and the probability of a student solving it.
Purpose: Thus far, few detailed investigations explore the importance of complexity in actual classroom lessons. Moreover, the few efforts made so far revealed inconsistencies. Hence, the present study sheds light on the influence the complexity of students’ and teachers’ class contributions have on students’ learning outcomes.
Sample: Videos of 10 German 8th grade physics courses covering three consecutive lessons on two topics each (electricity, mechanics) have been analyzed. The sample includes 10 teachers and 290 students.
Design and methods: Students’ and teachers’ verbal contributions were coded manual-based according to the level of complexity. Additionally, pre-post testing of knowledge in electricity and mechanics was applied to assess the students’ learning gain. ANOVA analysis was used to characterize the influence of the complexity on the learning gain.
Results: Results indicate that the mean level of complexity in classroom contributions explains a large portion of variance in post-test results on class level. Despite this overarching trend, taking classroom activities into account as well reveals even more fine-grained patterns, leading to more specific relations between the complexity in the classroom and students’ achievement.
Conclusions: In conclusion, we argue for more reflected teaching approaches intended to gradually increase class complexity to foster students’ level of competency. 相似文献
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Marlies Baeten Filip Dochy Katrien Struyven 《European Journal of Psychology of Education - EJPE》2013,28(2):315-336
Previous research has shown the difficulty of enhancing students’ approaches to learning, in particular the deep approach, through student-centred teaching methods such as problem- and case-based learning. This study investigates whether mixed instructional methods combining case-based learning and lectures have the power to enhance students’ approaches to learning, compared to instructional methods using either case-based learning or lectures. A quasi-experimental research was set up using a pre-/post-test design. Participants were 1,098 first-year student teachers taking a course on child development. Statistical analysis showed that students in a gradually implemented case-based setting, in which lectures gradually made way for case-based learning, scored significantly higher on the scales organised studying and effort management and significantly lower on the surface approach, compared to students in a completely case-based setting. Therefore, students in a gradually implemented case-based setting worked in a better organised way and spent more effort and concentration than students who experienced only case-based learning. Nevertheless, the gradually implemented case-based setting did not encourage students to apply deep approaches that aimed at understanding. Quantitative content analysis revealed that students in the gradually implemented case-based setting especially appreciated the variation in teaching methods and the specific combination of lectures and case-based learning. 相似文献