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1.
Promoting discussion in peer instruction: Discussion partner assignment and accountability scoring mechanisms 
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下载免费PDF全文 Chih‐Yueh Chou Pin‐Hsun Lin 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(4):839-847
Peer instruction (PI) involves students answering questions and peer discussion learning activities. PI can enhance student performance and engagement in classroom instruction. However, some students do not engage in the discussions. This study proposes two mechanisms, discussion partner assignment and accountability scoring mechanisms, to form positive interdependence among students and individual accountability for each student to promote student discussions in PI. The evaluation results show that the student discussion rate with the promoting mechanisms is significantly higher than the rate without the mechanisms. The results from the questionnaire reveal that the mechanisms form positive interdependence and individual accountability to promote students to engage in the discussions. 相似文献
2.
课程与教学论本土化,既指外来课程与教学论思想理论体系中国化,也指中国传统课程与教学论的现代适切性改造与转化。课程与教学论本土化包括传统的现代化、外来的中国化、实践的理论化和范式的本土化。课程与教学论本土化的策略主要有:继承与创造性转化传统(原有)课程与教学论思想;借鉴与创造性转化国外课程与教学论思想;积极开展课程与教学实验并对其经验进行理论概括与提升;推进和实现中国当代课程与教学论从理论基础、概念范畴、理论体系到建构方法的整体创新和原创性探索。 相似文献
3.
Several mathematics educators have expressed their concern about conflicting visions of educational reform among parents and
teachers, which could result in the emergence of multiple voices in discussions of achievement and instruction. The aim of
this article is to examine the multiple voices of educational reform in the discourse of a third grade classroom community.
In order to achieve our aim, we integrated the social and the individual as well as the past, present, and future in our analysis
of the discourse in this classroom community using theoretical frameworks and methods from cultural psychology. Although our
analyses focused on the classroom teacher, we employed units of analysis capable of bridging the individual and her social
context. We began our analysis by focusing on a sample of whole-class discussions of students’ strategies for solving multi-digit
word problems. This analysis isolated two distinct voices: one that occurred during discussions of students’ invented strategies
and the other that emerged during talk about standard algorithms. We extended our analysis to include information about the
historical, social, and institutional context of the classroom community in order to understand the origins and functions
of these two voices. This additional information helped us appreciate the interconnections between the teacher’s personal
feelings, beliefs, recollections, and expectations; and her interpersonal transactions with her students, their parents, and
other educators. We concluded with a discussion of the implications of the study for understanding one of the dilemmas of
educational reform and for advancing research in classroom discourse.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
4.
Todd Reynolds 《Studying Teacher Education》2016,12(2):205-221
During my English Language Arts methods class, I noticed that my discussion patterns were teacher-focused and in an Initiation-Response-Evaluation format. Because I wanted to model dialogic methods of whole-class discussions for my preservice teachers, I recoiled from this finding and began a self-study using an action research method to examine the techniques and comments I used while leading whole-class discussion. Using dialogic instruction as the theoretical perspective, I examined 11 class sessions, including 32 whole-class discussion events. I found that I was using phrases that stopped student-to-student interaction and that I often took over the conversations. These findings led to more questions about the nuance in the analysis of whole-class discussion, as well as some specific concepts that I incorporated into my teaching of the next year’s class. 相似文献
5.
Paul Joseph Wendel 《Science & Education》2008,17(1):131-141
In Modeling Theory in Science Education, Halloun (2004) adopts the word ‘paradigm’, but his use of the term is radically different from that of Kuhn. In this paper,
I explore some of the differences between Kuhn’s paradigms and Halloun’s paradigms. Where Kuhn’s paradigms are public, community-defining
exemplars of practice, Halloun’s paradigms are private, individualized ways of thinking. Where Kuhn writes of the paradigm
shift as a revolutionary, vision-altering conversion experience, Halloun writes of a gradual evolution from one way of thinking
to another and an easy back-and-forth switch between paradigms. Since Kuhn’s paradigms are self-enclosed and incommensurable,
there is no objective standard by which one paradigm can be shown to be superior to the other. But Halloun uses ‘viability’
as a standard for paradigm choice. Underlying all of this is the more basic question of whether the history of science is
an appropriate metaphor for student progress in the classroom. I conclude with some brief thoughts on this question. 相似文献
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Scaffolding provides content-area teachers (CATs) with an effective means to integrate language instruction into content-area instruction for English language learners (ELLs). Data for this study were derived from 33 CAT discussions while they were pursuing professional development in an American university classroom over 32 weeks. The discussions yielded 408 scaffolding statements that were coded and analyzed. The findings identified linguistic, conceptual, social and cultural scaffolding as part of the CATs’ personal practical knowledge. Also, the findings demonstrated that CATs’ knowledge of cultural scaffolding is limited in comparison to other scaffolding strategies. The findings have an impact on the nature of ELL instruction and its effectiveness. 相似文献
8.
Assessment of individual children and young people has remained a major focus of professional activity for educational psychologists (EPs) and one surrounded by continuing controversy. Despite the arguments of the 'reconstructing movement' of the 1970s, and ensuing debates, individual assessment has survived seemingly as strong as ever. Subsumed within arguments concerning the prominence given to individual assessment, another set of discussions has concerned the paradigms from which such professional activity might derive. Located among constructs contrasting environment with individual and static with interactive perspectives, the particular debate within individual assessment has centred on the relative merits of norm-referenced, criterion-referenced, curriculum-based and dynamic methods. This article presents a taxonomy of purposes and procedures deriving from these major assessment paradigms. This collection is illustrated by examples taken from EP reports, and the relative familiarity and use of each approach by one major audience group is evaluated through examining questionnaire responses from 59 Special Educational Needs Coordinators within one Local Education Authority. 相似文献
9.
Desna Wallin Hansen 《Community College Journal of Research & Practice》2013,37(3):207-230
In a time of declining resources and restricted faculty mobility, faculty mobility, faculty development has become increasingly important. This study addressed faculty development activities, their evaluation, and their perceived impact on the improvement of instruction in the community colleges of Illinois. Data gathered through the use of a questionnaire mailed to the chief academic officer of each of the state's community colleges were analyzed and interpreted. It was found that a wide variety of activities — orientation, inservice, professional, individual, and group — are available to faculty members. Orientation activities were viewed as being moderately useful for the improvement of instruction. Respondents saw professional activities as somewhat more useful than inservice activities. With some qualifications, group activities were perceived as being more useful than individual activities. Evaluation efforts, for the most part, are as yet sporadic and unsophisticated. The results of this study suggest that perhaps the traditional inservice‐type activities may not be the “one best way” to deliver quality faculty development aimed at the improvement of instruction. Faculty‐development planners may want to examine more closely the needs of their faculty in relation to the activities available. In addition to continuing the most useful of the group and inservice activities, attention should be directed toward those individual and professional activities not frequently offered but rated as highly effective in improving instruction. 相似文献
10.
从新行为主义程序教学理论的角度,探讨了在计算机辅助语言学习环境下高等学校《大学英语》课程在线教学与学习系统的设计原则,将程序教学论的一些积极因素引入到现代计算机辅助英语教学与学习系统中来,并且结合高等学校《大学英语》课程教学的特点,对程序教学论应用于计算机辅助高等学校《大学英语》教学作了进一步的讨论。 相似文献
11.
Paul T. Cirino Tammy D. Tolar Lynn S. Fuchs 《The Journal of educational research》2019,112(2):179-191
Algebra I is a crucial course for middle and high school students for successful STEM-related coursework. A key issue is whether students should take Algebra I in Grade 8 versus Grade 9. Large-scale policy studies show conflicting results, and there are few (particularly longitudinal) individual difference studies. In the study, 53 students were assessed in Grade 6 on cognitive, numerosity, and mathematical skills, and then followed; 26 students took Algebra I in Grade 8, and the other 27 in Grade 9. Comparisons between groups at Grade 6 revealed gaps in some (but not all) cognitive skills and on mathematical competencies, but not on numerosity. By Algebra I, gaps in cognitive skills diminished, but gaps in mathematical skills remained constant. Gaps in algebra skills were also apparent, despite the age difference between groups. Results suggest that the additional year of instruction was not optimally tuned to pave the way for strong Algebra I performance. 相似文献
12.
Harry Svensson 《Educational Media International》2013,50(2):90-93
Abstract A couple of years ago most of us were deeply involved in discussions concerning the threats and the possibilities of new information technology. At that time the arguments were rather general and education was mentioned only as an exception. Looking back I am surprised that the picture of threat was not stressed more emphatically as only a few years earlier we had finally put educational technology, especially programmed instruction and the simple stimulus‐response paradigm, to death. Visually impaired students were hardly mentioned in the discussions and even then the question was merely how to give them access to the new technology. The nature of discussions in 1988 is very similar. One of the reasons why we have not painted a picture of threat results, in my opinion, from our limited knowledge. This is especially true when it comes to the use of technology for the education of blind students, integrated within ordinary schools. By new technology I mean computers and microprocessor‐controlled aids. 相似文献
13.
Various studies have promoted instruction in the history and philosophy of science (HPS) in science classes, but the best way of putting this perspective into practice remains undetermined. To contribute to this issue, we developed a pedagogical project in some high schools in Brazil that aimed to present science content using an historical–philosophical approach focusing on the HPS from a social perspective. The content was developed broadly, highlighting the dialogues between science and the cultures in which scientific knowledge was accumulated. The results of the first stage of project implementation show that some strategies efficiently encouraged student discussion about science using an historical–philosophical approach. One successful strategy was the use of artistic material, such as movies and plays. The creative language and images in these elements allowed teachers to broaden historical–philosophical discussions without compromising science content. This project shows that a social approach to the HPS stimulates interdisciplinary discussions in science classes, enabling students to reflect on the nature of science. 相似文献
14.
The purpose of this study was to examine the experiences of preservice elementary teachers in a content-specific field-based
experience with elementary science specialists. Data collected from electronic discussions, interviews, and observations in
the field revealed preservice teachers experienced a wide range of instructional and assessment strategies in specialists’
classrooms, but failed to generalize aspects of the specialist model of science instruction to traditional models for delivery
of science instruction at the elementary level. Implications for supporting preservice teachers’ learning to teach science
through participation in a field experience with specialists are discussed. 相似文献
15.
James P. Concannon Marcelle A. Siegel Kristy Halverson Sharyn Freyermuth 《Journal of Science Education and Technology》2010,19(2):177-186
In this study, we examined 96 undergraduate non-science majors’ conceptions of stem cells, stem cell research, and cloning.
This study was performed at a large, Midwest, research extensive university. Participants in the study were asked to answer
23 questions relating to stem cells, stem cell research, and cloning in an on-line assessment before and after instruction.
Two goals of the instruction were to: (1) help students construct accurate scientific ideas, and (2) enhance their reasoning
about socioscientific issues. The course structure included interactive lectures, case discussions, hands-on activities, and
independent projects. Overall, students’ understandings of stem cells, stem cell research, and cloning increased from pre-test
to post-test. For example, on the post-test, students gained knowledge concerning the age of an organism related to the type
of stem cell it possesses. However, we found that some incorrect ideas that were evident on the pre-test persisted after instruction.
For example, before and after instruction several students maintained the idea that stem cells can currently be used to produce
organs. 相似文献
16.
Judith Suissa 《Journal of Philosophy of Education》2013,47(1):1-19
In this article, I look at some discussions of praising children in contemporary parenting advice. In exploring what is problematic about these discussions, I turn to some philosophical work on moral praise and blame which, I argue, indicates the need for a more nuanced response to questions about the significance of praise. A further analysis of the moral aspects of praise suggests a significant dimension of the parent‐child relationship that is missing from, and obscured by, the kind of parenting advice exemplified by the discussions of praise with which I began. 相似文献
17.
职业教育课程、教学范式的演变 总被引：6，自引：0，他引：6
徐国庆 《河南职业技术师范学院学报(职业教育版)》2002,(6):63-67
随着经济的发展，以及认识论、学习理论等相关理论的演进，职业教育研究范式也经历了从社会效率主义到新职业主义的演变。但是，目前这些范式都遇到了困难，制约了知识经济时代职业教育课程、教学的进一步改革。为此，我们需要寻求新的范式。笔认为，当前在教育研究中比较流行的一种认识论－建构主义，可以为此提供很好的范式。 相似文献
18.
THOMAS A. ROMBERG 《教育心理学家》2013,48(1):61-63
Merlin C. Wittrock was a friend and colleague who influenced me and many other contemporary mathematics educators on how students learn. In this article I summarize my interactions with Merl beginning in 1965, and how over the following half-century he influenced my thinking on student learning for understanding and, in turn, on how to design instruction based on generative principles. I situate our initial discussions in terms of behaviorism, mathematical abilities, and mathematical problem solving. Based on Merl's ideas since first expressed in “A Generative Model of Mathematics Learning” in 1974, today it is clear that instruction should involve the stimulation of a student's store of relevant background experiences in relation to information to be learned, so they can construct meaning from it. Only by doing so can the use of such organized structures of previously acquired knowledge and experiences facilitate the understanding of new information. 相似文献
19.
《Journal of moral education》2012,41(2):232-251
This study investigated the effect of scaffolding computer-mediated discussions to improve moral reasoning and argumentation quality in pre-service teachers. Participants of this study were 76 teaching education students at a Turkish university. They were divided into three groups: (1) a computer-supported argumentation group; (2) a computer-mediated discussion group; and (3) a control group. Participants in the computer-supported argumentation group were instructed in argumentation, and were provided with note starters and graphical argumentation tools. The computer-mediated discussion group, however, was engaged in unstructured interaction on the Moodle forum, a free popular learning management system having a threaded discussion forum. The control group did not receive any instruction and neither did they participate in any discussions. As for the results, the computer-supported argumentation group outperformed the control group, but not the computer-mediated discussion group on DIT score and argumentation quality. Thus, it was concluded that both giving instruction on argumentation and appropriately designing the interfaces of computer-mediated discussion environments can enhance argumentation quality in students’ writings and also their moral reasoning. 相似文献
20.
Memory of incidentally learned material was investigated across three developmental levels in immediate and delay conditions. Subjects (56 first graders, 56 sixth graders, and 56 college students) were assigned randomly within developmental level to one of four experimental conditions: Type I immediate, Type I delay, Type II immediate, or Type II delay. In the Type I paradigm, subjects looked at pictures but were given no explicit instruction to remember, and in the Type II paradigm, subjects were instructed to remember specific pictures when shown all stimuli. Paradigm interacted with recall condition and significant amounts of incidental learning proved durable for sixth graders and college students. Incidental learning increased with age in both paradigms, suggesting that previously reported divergent developmental trends may not be the result of the type of paradigm. 相似文献