共查询到20条相似文献，搜索用时 46 毫秒
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Fink Maximilian C. Radkowitsch Anika Bauer Elisabeth Sailer Michael Kiesewetter Jan Schmidmaier Ralf Siebeck Matthias Fischer Frank Fischer Martin R. 《Educational technology research and development : ETR & D》2021,69(2):809-841
Collaborations between researchers and practitioners have recently become increasingly popular in education, and educational design research (EDR) may benefit greatly from investigating such partnerships. One important domain in which EDR on collaborations between researchers and practitioners can be applied is research on simulation-based learning. However, frameworks describing both research and design processes in research programs on simulation-based learning are currently lacking. The framework proposed in this paper addresses this research gap. It is derived from theory and delineates levels, phases, activities, roles, and products of research programs to develop simulations as complex scientific artifacts for research purposes. This dual-level framework applies to research programs with a research committee and multiple subordinate research projects. The proposed framework is illustrated by examples from the actual research and design process of an interdisciplinary research program investigating the facilitation of diagnostic competences through instructional support in simulations. On a theoretical level, the framework contributes primarily to the literature of EDR by offering a unique dual-level perspective. Moreover, on a practical level, the framework may help by providing recommendations to guide the research and design process in research programs.
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《Learning and Instruction》2006,16(3):213-227
This article develops a theoretical framework for the study of students' construction of mixed multiple external representations in design-based learning situations involving an adaptation of professional tasks and tools to a classroom setting. The framework draws on research on professional design processes and on learning with multiple external representations. An authentic classroom situation and student dialogue and productions from one dyad were interpreted in the light of the framework in order to uncover major pitfalls of design-based learning situations. In particular, students showed a preoccupation with geometrical features of problems and solutions in contrast to the framework-derived importance of geometrical, material and functional features of future artefacts. Lack of occurrences of deep understanding in relating representations by students might be due to them being novices to the design task as the intertwined construction and representation of a future artefact. 相似文献
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Mei Chen 《Instructional Science》1995,23(1-3):183-220
This paper presents a methodology for characterizing computer-based learning environments, focusing on the cognitive, pedagogical, and interactive features. The framework for this characterization is explained in relation to the relevant theories and findings in cognitive and instructional research. The methodology is illustrated by a characterization of computer-based learning environments developed by student teachers and professionals. The usability of these environments is analyzed along the dimensions of the framework presented. The results showed that this methodology can systematically and precisely characterize the cognitive, pedagogical, and interactive features of computer-based learning environments. It can be used to predict and explain the success or failure that a given software program promotes for learning particular types of knowledge. The applications of this methodology for the evaluation and design of computer-based learning environments, for instructional research in various instructional contexts, as well as for the study of expertise in the development of computer-based learning environments, are discussed. 相似文献
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Wolfgang Schnotz 《Educational Psychology Review》2002,14(1):101-120
Visuo-spatial text adjuncts such as static or animated pictures, geographic maps, thematic maps, graphs, and knowledge maps that have been analyzed in the articles contained in this special issue provide complex pictorial information that complements the verbal information of texts. These spatial text adjuncts are considered as depictive representations that can support communication, thinking, and learning. An essential precondition of this supportive function is that the visuo-spatial displays interact appropriately with human visual perception and the individual's cognitive system, which is characterized by prior knowledge, cognitive abilities, and learning skills. Accordingly, effective learning with visuo-spatial text adjuncts can be fostered by instructional design and by adequate processing strategies, both dependent on sufficient understanding of how the human cognitive system interacts with these displays. Perspectives for further research in this area are provided. 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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A problematic, yet common, assumption among educational researchers is that when teachers provide authentic, problem-based experiences, students will automatically be engaged. Evidence indicates that this is often not the case. In this article, we discuss (a) problems with ignoring motivation in the design of learning environments, (b) problem-based learning and scaffolding as one way to help, (c) how scaffolding has strayed from what was originally equal parts motivational and cognitive support, and (d) a conceptual framework for the design of scaffolds that can enhance motivation as well as cognitive outcomes. We propose guidelines for the design of computer-based scaffolds to promote motivation and engagement while students are solving authentic problems. Remaining questions and suggestions for future research are then discussed. 相似文献
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Research shows that multiple representations can enhance student learning. Many curricula use multiple representations across multiple task types. The temporal sequence of representations and task types is likely to impact student learning. Research on contextual interference shows that interleaving learning tasks leads to better learning results than blocked practice, but this research has not investigated whether it matters on which dimension we interleave learning tasks. Many educational materials include multiple task types and multiple representations. Should we interleave representations or task types? We conducted a classroom experiment to investigate the effects of interleaving task types (while blocking representations) and interleaving representations (while blocking task types). The participants (158 5th- and 6th-graders) worked with a corresponding version of an intelligent tutoring system for fractions. Our results show an advantage for interleaving task types over interleaving representations. These results extend prior work on contextual interference by showing that this effect is sensitive to the dimension being interleaved. We also extend the literature on learning with multiple representations by investigating the effect of interleaved practice with different representations. The results provide guidance to designers of complex curricula. 相似文献
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Marold Wosnitza Susan Beltman 《European Journal of Psychology of Education - EJPE》2012,27(2):177-193
This paper presents the development of a heuristic framework that integrates three aspects of context (perspective, content and level) from a number of established theoretical approaches. In this framework, context is viewed from different perspectives (subjective and objective), it comprises different contents (physical, social and formal) and it is conceptualised as being multi-level (micro-, meso-, exo- and macrolevel). The resulting graphical representation has 24 individual elements. Examples of empirical studies are used to illustrate how the different elements in the framework may be operationalised to examine learning and motivation. A number of studies by the authors and other researchers are provided that exemplify different combinations of the perspectives, contents and levels of context. The empirical research used reflects a variety of quantitative and qualitative methods including questionnaires, interviews and graphical representations. Examples are drawn not only from academic learning settings but also from domains such as sport and music. Unifying diverse perspectives and incorporating research from multiple settings can deepen our understanding of learning and motivation. The heuristic framework represents a useful way of organising multiple aspects of context. It enables researchers to locate current studies and to generate further empirical work. Conceptual and methodological issues associated with operationalising the framework are briefly discussed, and the complexity of representing multiple, dynamic contexts is highlighted, with some directions for future research noted. 相似文献
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Hai-Ning Liang 《Interactive Learning Environments》2013,21(1):53-75
Interactive learning environments (ILEs) are increasingly used to support and enhance instruction and learning experiences. ILEs maintain and display information, allowing learners to interact with this information. One important method of interacting with information is navigation. Often, learners are required to navigate through the information space of an ILE, a process which can be quite difficult and cognitively exacting as the information space becomes very large and complex. Proper design can make this process less exacting and, at the same time, facilitate better learning of the information space. However, this is not easy to do, especially for ILEs. Frameworks can assist in the effective analysis and design of interactive environments. However, there is lack of conceptual frameworks for guiding the analysis and design of navigation in ILEs. This paper tries to address this issue by presenting a framework which can be used to characterize navigation within ILEs. To create this framework, this paper brings together research from various disciplines, such as human-computer interaction design, educational multimedia design, cognitive technologies and learning sciences. This framework prescribes a three-stage process for designing and analyzing navigation: 1. content structuring; 2. information navigation modeling; 3. interface presentation structuring. By bringing these three stages together, it is intended to provide a conceptual framework to assist and guide designers in the proper analysis and design of navigation in ILEs. 相似文献
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Despite a decline in popularity within US society, posters continue to hold a prominent place within middle and high school science classrooms. Teachers’ demand is satisfied by governmental and non-profit science organizations that produce and disseminate posters as tangible products resulting from their research, and instruments to communicate scientific content to teachers and students. In this paper, we examine the design of such posters for their implied, underlying assumptions about learning and their alignment to the unique setting of the classroom. Based on this analysis and research into both cognition and the design of multimedia, we propose a design framework for educational posters that activates students’ attention, catalyzes cognitive processing, provides a framework to guide student’s construction of knowledge and connects to extended learning through live or web-based exploration of phenomenon. Based on this framework, we present a prototype poster and explore implications for poster producers, teachers, and academic researchers. 相似文献
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Compared with research on the role of student engagement with expert representations in learning science, investigation of the use and theoretical justification of student-generated representations to learn science is less common. In this paper, we present a framework that aims to integrate three perspectives to explain how and why representational construction supports learning in science. The first or semiotic perspective focuses on student use of particular features of symbolic and material tools to make meanings in science. The second or epistemic perspective focuses on how this representational construction relates to the broader picture of knowledge-building practices of inquiry in this disciplinary field, and the third or epistemological perspective focuses on how and what students can know through engaging in the challenge of representing causal accounts through these semiotic tools. We argue that each perspective entails productive constraints on students’ meaning-making as they construct and interpret their own representations. Our framework seeks to take into account the interplay of diverse cultural and cognitive resources students use in these meaning-making processes. We outline the basis for this framework before illustrating its explanatory value through a sequence of lessons on the topic of evaporation. 相似文献
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Bas Kolloffel Tessa H. S. Eysink Ton de Jong Pascal Wilhelm 《Instructional Science》2009,37(6):503-517
The current study investigated the effects of different external representational formats on learning combinatorics and probability
theory in an inquiry based learning environment. Five conditions were compared in a pre-test post-test design: three conditions
each using a single external representational format (Diagram, Arithmetic, or Text), and two conditions using multiple representations
(Text + Arithmetic or Diagram + Arithmetic). The major finding of the study is that a format that combines text and arithmetics
was most beneficial for learning, in particular with regard to procedural knowledge, that is the ability to execute action
sequences to solve problems. Diagrams were found to negatively affect learning and to increase cognitive load. Combining diagrams
with arithmetical representations reduced cognitive load, but did not improve learning outcomes. 相似文献
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Tommi Kokkonen 《Science & Education》2017,26(7-9):777-798
Model-based learning (MBL) has an established position within science education. It has been found to enhance conceptual understanding and provide a way for engaging students in authentic scientific activity. Despite ample research, few studies have examined the cognitive processes regarding learning scientific concepts within MBL. On the other hand, recent research within cognitive science has examined the learning of so-called relational categories. Relational categories are categories whose membership is determined on the basis of the common relational structure. In this theoretical paper, I argue that viewing models as relational categories provides a well-motivated cognitive basis for MBL. I discuss the different roles of models and modeling within MBL (using ready-made models, constructive modeling, and generative modeling) and discern the related cognitive aspects brought forward by the reinterpretation of models as relational categories. I will argue that relational knowledge is vital in learning novel models and in the transfer of learning. Moreover, relational knowledge underlies the coherent, hierarchical knowledge of experts. Lastly, I will examine how the format of external representations may affect the learning of models and the relevant relations. The nature of the learning mechanisms underlying students’ mental representations of models is an interesting open question to be examined. Furthermore, the ways in which the expert-like knowledge develops and how to best support it is in need of more research. The discussion and conceptualization of models as relational categories allows discerning students’ mental representations of models in terms of evolving relational structures in greater detail than previously done. 相似文献
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Pedagogical Affordances of Multiple External Representations in Scientific Processes 总被引：2，自引：2，他引：0
Multiple external representations (MERs) have been widely used in science teaching and learning. Theories such as dual coding theory and cognitive flexibility theory have been developed to explain why the use of MERs is beneficial to learning, but they do not provide much information on pedagogical issues such as how and in what conditions MERs could be introduced and used to support students?? engagement in scientific processes and develop competent scientific practices (e.g., asking questions, planning investigations, and analyzing data). Additionally, little is understood about complex interactions among scientific processes and affordances of MERs. Therefore, this article focuses on pedagogical affordances of MERs in learning environments that engage students in various scientific processes. By reviewing literature in science education and cognitive psychology and integrating multiple perspectives, this article aims at exploring (1) how MERs can be integrated with science processes due to their different affordances, and (2) how student learning with MERs can be scaffolded, especially in a classroom situation. We argue that pairing representations and scientific processes in a principled way based on the affordances of the representations and the goals of the activities is a powerful way to use MERs in science education. Finally, we outline types of scaffolding that could help effective use of MERs including dynamic linking, model progression, support in instructional materials, teacher support, and active engagement. 相似文献
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Ah-Fur Lai Chih-Hung Chen Gon-Yi Lee 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):232-247
Reading has been regarded as a medium for learning science, revealing the importance of enhancing learners’ reading competence in science education. The critical features of science texts are their multiple representations, such as text and visual elements, which assist the representation of science concepts. A multimedia learning environment can present relevant materials in various formats and help students to process the materials in meaningful ways, for example, by integrating learning materials with relevant prior concepts, and organizing them into a consistent and coherent cognitive structure. However, some issues with multimedia instructional design have been proposed, such as students’ cognitive load and learning motivations. In this study, an augmented reality-based science learning system was developed based on the contiguity principle of multimedia learning in order to promote students’ science learning. Moreover, an experiment was conducted on a natural science course in an elementary school to assess the effectiveness of the implemented system on students’ learning. The experimental results display that the students learning with this approach found made significant gains in their learning achievements and motivations compared to those learning science with conventional multimedia science learning; moreover, their perceptions of extraneous cognitive load were significantly reduced during the learning activity. 相似文献
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Learning outcomes and processes in massively multiplayer online games: exploring the perceptions of players 总被引：1，自引：0，他引：1
Iro Voulgari Vassilis Komis Demetrios G. Sampson 《Educational technology research and development : ETR & D》2014,62(2):245-270
Over the past decade research has recognised the learning potential of massively multiplayer online games (MMOGs). MMOGs can be used by the technology-enhanced learning research community to study and identify good educational practices that may inspire engaging, creative and motivating approaches for education and learning. To this end, in this research paper, we aim to explore the learning outcomes and processes emerging in the environment of MMOGs by initially studying the relevant perceptions of the players. Based on a theoretical framework referring to the cognitive, the social, and the affective aspects of a technology-supported learning environment, and through a mixed-method research and the analysis of qualitative data from 22 individual and group interviews, and quantitative data from a wider survey (minimum N = 221), we map and examine the cognitive, the skill-based, the social, and the affective potential impact of MMOGs. More specifically this study presents the perceptions of players on the learning impact of MMOGs, the potential transfer of skills to other domains, the learning practices they employ, and elements of the design of the environment that may present positive conditions for learning. We attempt to contribute to the research field and also provide insights for the design of technology-enhanced learning environments, by examining and mapping elements of MMOGs from the perspective of the design of an effective learning environment and based on empirical data. 相似文献