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1.
ABSTRACT

The improvement of teaching has taken on heightened significance at the college level during the past five years. While research and scholarship remain priorities, the quality of teaching is being assessed through the documentation of teaching methods and strategies for active learning in the classroom. The product of super teaching, enhanced student participation, is a major reward. This article describes techniques for active learning and how students react to the use of a series of techniques to enhance their participation in the classroom.  相似文献   

2.
ABSTRACT

An engineering professor of a first-year thermodynamics course and a PhD student with a focus in engineering education in a large research university in Canada participated in an ethnographic action research study with the intention of increasing active learning in the classroom to enhance student engagement and learning. Unexpected findings included transformative changes to the professor’s epistemology of teaching and learning. Through the action research cycle of planning, implementing, observing, and critically reflecting, modifications were made to the instructional strategies and the learning environment that created a micro engineering community of practice where both students and teaching assistants engaged in deep learning and legitimate peripheral participation on the trajectory to ‘becoming engineers’. Qualitative interview data from the professor, three students, and three teaching assistants are analysed through approaches to learning research and situated learning theory. Engaging in action research had profound repercussions in this case. The authors make the argument for action research as a catalyst for transformative learning required for teachers to engage students in the twenty-first century classroom.  相似文献   

3.
ABSTRACT

Students at open-enrollment institutions enter college with a wide range of academic preparedness and are often required to take developmental classes to increase their academic skills to be successful in higher education. Further, few students possess self-regulated learning skills to aid in their learning. Researchers posited that academically at-risk students benefit from gains in self-regulated learning skills when a modeling and scaffolding approach is used to implement self-regulated learning tools. Self-regulated skills coupled with an active learning environment like the flipped classroom provide positive synergistic effects for academically at-risk students. This study compared several iterations of the flipped classroom in a general chemistry class at an open-enrollment college where high school class rank and mathematics placement level varied significantly. The results of the multiple regression analysis indicated that mathematics level and class rank were significant when predicting overall course grade regardless of the learning environment. The results of a paired-samples t test did not reveal a significant difference upon addition of note-taking and exam wrappers in a flipped classroom learning environment. However, students graduating high school in the top third, middle third, and bottom third of their graduating class increased their overall course grades in a flipped classroom using self-regulated tools by 7%, 3%, and 6%, respectively. To enhance the quantitative results, the author provides student comments on note-taking and the use of exam wrappers.  相似文献   

4.
Gertrud L. Kraut 《PRIMUS》2015,25(8):683-693
Abstract

The inverted classroom allows more in-class time for inquiry-based learning and for working through more advanced problem-solving activities than does the traditional lecture class. The skills acquired in this learning environment offer benefits far beyond the statistics classroom. This paper discusses four ways that can make the inverted classroom successful in an Introductory Statistics class: how to motivate students to prepare for each class, how to move the teaching of technology out of the classroom, how to balance student classwork, and how to create a mindset for learning.  相似文献   

5.
ABSTRACT

This paper examines the online learning experience as related to work–life balance from the student’s perspective. Four open-ended discussion questions were asked of 302 students in sixteen graduate business courses, over a three-year period. Two hundred and ten students voluntarily responded with their observations and perceptions of their personal online learning experience and how this experience impacted their work/life/school balance. This paper, using content analysis and qualitative coding, is focused on understanding the student’s perception of how online learning impacts their work–life balance, especially as compared to brick-and-mortar classroom learning. This paper concludes that online learning can enhance work–life balance for most students, especially when compared to the alternative of traditional fixed time and place classroom learning.  相似文献   

6.
ABSTRACT

With specific reference to Yangzhong city in China, this study investigates students’ citizenship competence learning – political identity, scientific spirit, legal awareness and public participation. The study uses a mixed methodology of questionnaires, classroom observations, document analyses and interviews to collect data and identifies three patterns of students’ citizenship competence learning. This study provides empirical data that supplements the existing literature on citizenship-as-practice in the context of China.  相似文献   

7.
Abstract

This article reports on a project which involved enabling teachers in Hong Kong primary schools to use an online integrated learning environment (ILE) to design lesson plans to cater for students with different learning abilities. Teachers explored ways of using technology to enhance student learning. A case-study approach was used to collect data on individual teacher developments and document evolving classroom teaching strategies. The findings revealed that when using the ILE teachers were able to: 1. effectively design and create lessons which catered for different ability groups within the class; 2. employ varied teaching strategies to cater for different learning needs of students in the class; 3. shift from more traditional pedagogical approaches to embracing learner-centred principles which achieve a higher degree of classroom interaction; and 4. collaborate with others, discuss their feelings more honestly, evaluate and reflect on their own practice.  相似文献   

8.
Abstract

Although native family students often learn more than immigrant family students in school (e.g. civics), scholars have not systematically demonstrated the mechanisms through which native family students outperform immigrant family students. The Opportunity-Propensity framework guides this study. We examine the link between students’ immigrant status and civic knowledge, with antecedent factors (socioeconomic status [SES] and language spoken at home), opportunity factors (civic learning at school, civic participation at school, and political discussion), and propensity factors (perceived open classroom climate and student-teacher relationship). Two-level path analysis of the responses to the International Civic and Citizenship Education Study (ICCS) 2016 by 6254 eighth graders in Denmark showed that the civic knowledge of native family students exceeded that of immigrant family students, mediated by their own and schoolmates’ higher family SES. Meanwhile, immigrant family students had more political discussions, which are linked to better civic knowledge.  相似文献   

9.
Abstract

The authors assessed how classroom structure influenced student achievement goal orientation for mathematics. Three elementary school classes were assigned randomly to 1 classroom structure condition: token economy, contingency contract, or control. Students in each condition were required to set individual achievement goals on a weekly basis. The authors assessed differences in goal orientation by comparing the number of learning vs. performance goals that students set within and across classroom structure conditions. Results indicated that students in the contingency-contract condition set significantly more learning goals than did students in other classroom structure conditions. No significant differences were found for performance goals across classroom structure conditions. Within classroom structure conditions, students in the contingency-contract group set significantly more learning goals than performance goals, whereas students in the token-economy condition set significantly more performance goals than learning goals.  相似文献   

10.
ABSTRACT

Under the framework of self-determination theory, choice is a supporting factor for autonomy in the classroom. The provision of choice in the classroom is a distinct feature of higher education, through which students experience a shift from mandatory tasks to those are more learner-controlled. This study explores Chinese master’s students’ perspectives on choice and the relationship between choice and motivation, also, compares the choice-making opportunities in different learning contexts (China vs. UK). 60 Chinese master’s students, studying in China and the UK, participated in this study. The findings of this study indicate that most master’s students hold a positive attitude towards classroom choice, considering choice contributes to increased learning motivation in the classroom in most cases. Then, limited choices may not automatically decrease students’ motivation and students studying in China possess fewer opportunities for choice-making than students in the UK, which is influenced by the social and academic culture.  相似文献   

11.
《学校用计算机》2013,30(1):189-211
Abstract

This study was part of a two-year review regarding the use of Web-based case conferencing to enhance, extend, and transform the learning of pre-service teachers in an introductory educational psychology course. First, Web conferencing enhanced the learning opportunities within educational psychology by providing an electronically shared space for hundreds of students to share, discuss, and reflect on case situations common in K-12 school settings. Second, this environment extended learning by including students from other universities and countries. Finally, instead of strictly relying on instructor cases and commentary, the Web transformed the learning process by allowing students to generate cases online and provide timely and relevant peer feedback. Across the two years of this study, students generated more than a thousand case situations that tended to focus on classroom management, motivation, and controversial issues or hot topics. Within these case situations, students were extremely task focused and offered each other extensive peer feedback. Despite many positive findings, various problems were encountered such as procrastination, limited text referencing, and few justified statements. Several future directions and recommendations are outlined.  相似文献   

12.
Abstract

Our particular flavor of inquiry-based learning (IBL) uses mathematical discourse, conversations, and discussions to empower students to deepen their mathematical thinking, building on strengths of students in the humanities. We present an organized catalog of powerful questions, discussion prompts, and talk moves that can help faculty facilitate a classroom focused on mathematical discourse. The paper brings this discourse alive through classroom vignettes and explores various teacher moves and their impacts. The mathematical theme of the classroom investigations, Maypole dance patterns, stems from the learning guide “Discovering the Art of Mathematics: Dance.” Both authors are part of the NSF-funded project “Discovering the Art of Mathematics,” which provides IBL materials for mathematics for liberal arts courses, see www.artofmathematics.org.  相似文献   

13.
ABSTRACT

This article explores the use of digital tools to enhance learning through the use of technology, specifically as an enhancement to regular classroom practices. Consideration was given to the relationship between the use of digital technologies and student learning, the level of rigor expected of each student, and the overall effectiveness of the learning environment. The variability of technology use based on school level and the content discipline being taught were analyzed to evaluate the relationship between the use of digital learning tools and observable practices of active learning in the classroom. The data analyzed in this research study provide a snapshot of practice in 5,070 classrooms in 393 schools over a five-year period.  相似文献   

14.
ABSTRACT

A narrative case study exploring the course design and implementation of a capstone undergraduate course for future teachers taught with a lens of pedagogical intersectionality, an integration of K-12 history-social science content, advocating for students, and technology. Four undergraduate students’ perspectives on the taught concepts of culturally sustaining pedagogies, universal design for learning and social justice through multimodal approaches resulting in the creation and facilitation of a digital one-day lesson (DODL) that incorporates course tenets and use of technology. Data was collected from course surveys, reflections, DODL lesson plan, and DODL Post microteaching reflections. Themes generated from the data sources were personal learning experiences, cultural respect and acknowledgement, pedagogical growing pains, fatigue, and synthesis occurring in DODL. Collaborators responded to student comments and reflected on course design and goals to foster independent learning of course tenets. Future research will involve additional analysis of subsequent sections of the course based on feedback and reflective modifications learned through this project.  相似文献   

15.
ABSTRACT

Background: As inquiry-based instruction is not universally implemented in science classrooms, it is crucial to introduce instructional strategies through the use of contextualized learning activities to allow students with different background knowledge and abilities to learn the essential competencies of scientific inquiry and promote their emotional perception and engagement.

Purpose: This study explores how essential scientific competencies of inquiry can be integrated into classroom teaching practices and investigates both typical and gifted secondary students’ emotional perception and engagement in learning activities.

Sample: A case teacher along with 226 typical and 18 gifted students from a suburban secondary school at Taiwan participated in this study.

Design and methods: After attending twelve 3-hour professional development workshops that focused on scientific inquiry teaching, the case teacher voluntarily developed and elaborated her own teaching activities through the discussions and feedback that she received from workshop participants and science educators. Quantitative and qualitative data were collected through activity worksheet, questionnaire, video camera, and tape recorders. Frequency distribution, Mann-Whitney U test, and discourse analysis were used for data analyses.

Results: Case teacher’s teaching activities provide contextual investigations that allow students to practice making hypotheses, planning investigations, and presenting and evaluating findings. Students’ learning outcomes reveal that typical students can engage in inquiry-based learning with positive emotional perception as well as gifted students regardless of their ability level. Both gifted and typical students’ positive emotional perception of and active engagement in learning provide fresh insight into feasible instructions for teachers who are interested in inquiry-based teaching but have little available time to implement such instructions into their classrooms.

Conclusions: The results of our work begin to address the critical issues of inquiry-based teaching by providing an exemplary teaching unit encompassing essential scientific competencies  相似文献   

16.
Pro Bono Publico     
Abstract

The dynamics of classroom authority are not always simple. Students come to school to increase their knowledge, and teachers presumably know more about their subject than do their students, but learning is not exclusively a one-way downward flow of information. Teachers learn from students and students often learn best when teachers do not exert their authority, at least in the conventional sense. Instructors who provoke thinking encourage students to encounter their own moments of illumination. This article presents the idea that learning through active resistance makes the information that students discover more valuable to them. Examples from the author's own classroom experiences are provided.  相似文献   

17.
ABSTRACT

What do Jewish day school students believe constitutes good understanding and worthwhile learning in the context of their encounter with rabbinic texts in the classroom? This article shares findings from an interview study of Jewish day school students in grades 9 through 12 regarding their attitudes toward the study of Talmud. I argue that high school students’ estimations of the value of Talmud study are shaped, not only by individually held tastes, talents, and commitments, but also by a set of shared intellectual values. These values, related to their beliefs about the purposes of learning and what good learning should accomplish for the learner, develop in the context of their schools and communities and frame how students set goals for and assess their own understanding of Talmud.  相似文献   

18.
Abstract

In the current global push to examine the diverse and complex approach in which classroom culture contributes to the shaping of students’ learning cultural identity. Classroom culture plays a fundamental role in constructing students’ learning competencies, perceptions and behaviors. Thus, this study conceptualizes and contextualizes a collective individualism learning model to explicate a specific learning model in classroom culture at Chinese particular context historically and traditionally. The collective individualism model is identified as the individualized learning style of students in Chinese classroom culture characterized by nine symbolic objects, including a textbook, an exercise book, a pen, a blackboard, a screen, a computer, a table, a chair and platform in a Chinese collective class. In addition, two core components of formal collectivism and substantive individualism derived from constructive learning theory, social learning theory, Mezirow’s transformative learning theory and Kolb’s experiential learning theory. The implications for examining the collective individualism model of Chinese classroom culture are likewise linked to innovative talent cultivation and fulfillment of ‘Four Good Teachers’ goal. Both the discussion and conclusion led to the construction of promising classroom culture at Chinese context practically.  相似文献   

19.
Reform recommendations around the world call for an understanding about the nature of science and the work of scientists. However, related research findings provide evidence that students hold stereotypical views of scientists and the nature of their work.

Purpose

The aim of this case study was to examine the impact of an intervention on 15 elementary school students’ views of scientists.

Sample

An urban, fifth-grade, European elementary school classroom defined the context of this study.

Design and method

The intervention was an 11-week-long investigation of a local problem concerning water quality. In carrying out this investigation the students collaborated with a young metrology scientist to collect and analyse authentic data that would help them to construct a claim about the quality of the water. The students’ initial views of scientists were investigated through a drawing activity, classroom discussions and interviews.

Results

Analysis of these data indicated that all students but one girl held very stereotypical views on scientists and the nature of their work. Analysis of interviews with each student and classroom discussions after the intervention illustrated that they reconstructed their stereotypical views of scientists and the nature of their work owing to their personal engagement in the investigation and their collaboration with the scientist.

Conclusions

The findings of this study suggest that more in-depth study into project-based approaches, out-of-school learning and school–scientist partnerships is warranted, for the purpose of determining appropriate pedagogies that support students in developing up-to-date understanding about scientists and the nature of their work.  相似文献   

20.

Contemporary textbooks in criminal justice use A Clockwork Orange to illustrate issues of correctional and sentencing practices. This article challenges criminal justice faculty and students to use the film to explore the political and social realities of punishment, in particular the examination of the moral question of “voluntariness” and the implications for “treatment” as a mechanism of social control. This paper explores the moral questions of state sponsored social control and using the film satire invites the student to examine their beliefs about the political and social realities of punishment and rehabilitation.  相似文献   

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