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In the field of developmental social psychology there is a consensus concerning the social nature of intelligence. In spite of the important empirical investigations in this field over the last fifteen years, the influence of the quality of a relationship on joint problem-solving and learning is still poorly understood. This explorary study investigated the influence of socio-affective context on the interactive modalities surrounding social problem-solving discussions conducted with 32 dyads of 8-year-old Swiss francophone children. Sociometric interviews with children and teachers were carried out to identify the following naturally-ocurring socio-affective contexts: reciprocal friendship (RF), asymmetrical friendship (AF) and reciprocal absence of friendship (“reciprocal non-friendship” RNF; excluding enemies). Comparisons of verbal exchanges and dyadic performance across the three groups suggests that reciprocal friendship facilitates collaboration and the organization of collective work. Two rival hypotheses opposing socio-affective proximity (reciprocal friendship) and socio-affective distance (asymmetrical friendship and reciprocal absence of friendship) are discussed with respect to the influence of social interactions on social problem-solving. 相似文献
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Anton E. Lawson 《科学教学研究杂志》1983,20(4):297-310
Two selection hypothesis testing tasks and nine evaluation hypothesis testing tasks which varied systematically with respect to causality, response alternatives, and context continuity were administered to two samples of adults to determine the effects of those variables and to determine the degree to which subjects (Ss) reasoned with material conditional, material biconditional, partial, or partial plus biconditional connectives. On the causal selection task the majority of Ss responded “yes” to all four instances, while on the evaluation tasks all three variables were found to affect performance. Ss responded consistently with the material biconditional connective especially when the tasks called for them to state their expectations or were written with context continuity. Results were interpreted to support the hypothesis that hypothesis testing reasoning in causal contexts begins with the material biconditional connective and involves schemata of controlling variables, probability, and correlations. A strictly “logical” falsification strategy is not viewed as operative. Implications for teaching students how to effectively test hypotheses in science classes are discussed. 相似文献
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Donna M. Gibson Colette T. Dollarhide Kayleena Brashear Jenny Huynh Bowen Marshall Kristian Robinson 《Counselor Education & Supervision》2023,62(3):222-232
In this study, a qualitative content analysis of the professional identity development research in counseling was conducted to describe elements of the development of “elective identities” of leader, research, counselor educator, and social justice practitioner. Predisposing, process, and outcome codes reveal experiences and contexts that influence this development in students, educators, and counselors. 相似文献
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Michael R. Lissack 《Performance Improvement Quarterly》2007,20(2):67-74
The very notion of productivity improvement involves measurement against a context. The success of computers and other quantitative approaches during the past half century has led to an ideational context wherein transmitters of information often assume that the content of their message is like code—ascertainable to the recipient by means of a look‐up table. Complexity science suggests that contexts themselves need to be continually examined lest a boundary or frame be inappropriately assumed. When, for example, efficiency improvements are the result of externality creation, a loss of resilience is often the price and a shift in frame would reveal the“improvement”to be either an increase in risk or a resetting of a boundary. Improvements are not al‐ways“code”for“better,”but may, in the light of a complex systems approach, be a cue for danger ahead. 相似文献
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陈李翔 《武汉职业技术学院学报》2020,(1):5-11
目前,一些技工院校的专业课教师在探索如何在工学一体化的专业课教学中培养学生的职业素养。他们的课程教学设计方案虽然很用心,也有不少创意,但是往往忽视企业的工作组织形式和客户需求与标准,“以学生中心”的理念也没有完全落到实处。在进行工学一体课程教学设计时,教师应该根据企业的工作组织形式确定学生学习分组原则,关注学生成长尤其是职业素养的发展,了解、落实客户的需求,解决工作过程中“成人”与“成事”的统一性;准确理解职业素养与专业活动的关系,通过科学设计的每一节课的目标与内容、策划与设计、实施和评价、反思和构建等环节,使学生在完成具体工作任务的过程中,既提高知识和技能,又提升职业素养。 相似文献
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以情境效度为微观视角,阐述情境创设在测评英语学科核心素养试题命制中的重要价值和意义。基于情境效度的判定标准,结合具体的试题命制案例,透视命题情境的优化和改进。在此基础上,对基于情境效度的英语学科核心素养测评命题提出3点建议:1)重视主观题的试题情境设计;2)避免试题情境传递冗余信息;3)体现试题情境的育人价值。 相似文献
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Clark McKown 《Child development》2013,84(4):1120-1136
In the United States, racial‐ethnic differences on tests of school readiness and academic achievement continue. A complete understanding of the origins of racial‐ethnic achievement gaps is still lacking. This article describes social equity theory (SET), which proposes that racial‐ethnic achievement gaps originate from two kinds of social process, direct and signal influences, that these two kinds of processes operate across developmental contexts, and that the kind of influence and the setting in which they are enacted change with age. Evidence supporting each of SET's key propositions is discussed in the context of a critical review of research on the Black–White achievement gap. Specific developmental hypotheses derived from SET are described, along with proposed standards of evidence for testing those hypotheses. 相似文献
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Research into parental homework-related experiences has predominantly focused on parental attitudes to homework. This research has shown that parental attitudes can affect the formation of attitudes in children and subsequently their academic success. Most research has focused on a secondary school context, but there is still a lack of knowledge within primary school contexts. The present study qualitatively investigated parental homework-related experiences in a Scottish primary school context and the factors influencing these experiences, using the Theory of Planned Behaviour as a framework. Semi-structured interviews were conducted with 13 Scottish parents (12 mothers, mean age [M] = 35, standard deviation [SD] = 2.7; and one father, age = 38 years) and were analysed using a hybrid approach to Thematic Analysis. The three themes identified were: “theory of planned behaviour”, “factors influencing parental control” and “coping mechanisms”. Parents provided help with homework regardless of their attitude to homework but their homework experience was influenced by factors encountered during homework and the coping mechanisms adopted. 相似文献
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Soumela Atmatzidou Stavros Demetriadis Panagiota Nika 《Journal of Science Education and Technology》2018,27(1):70-85
Educational robotics (ER) is an innovative learning tool that offers students opportunities to develop higher-order thinking skills. This study investigates the development of students’ metacognitive (MC) and problem-solving (PS) skills in the context of ER activities, implementing different modes of guidance in two student groups (11–12 years old, N1 = 30, and 15-16 years old, N2 = 22). The students of each age group were involved in an 18-h group-based activity after being randomly distributed in two conditions: “minimal” (with minimal MC and PS guidance) and “strong” (with strong MC and PS guidance). Evaluations were based on the Metacognitive Awareness Inventory measuring students’ metacognitive awareness and on a think-aloud protocol asking students to describe the process they would follow to solve a certain robot-programming task. The results suggest that (a) strong guidance in solving problems can have a positive impact on students’ MC and PS skills and (b) students reach eventually the same level of MC and PS skills development independently of their age and gender. 相似文献
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Masood Badri Karima Al Mazroui Asma Al Rashedi Guang Yang 《Journal of Science Education and Technology》2016,25(2):232-243
Abu Dhabi high school students’ interest in physics in different contexts was investigated with a survey conducted in connection with the international project, The Relevance of Science Education (ROSE). The sample consisted of 2248 students in public and private schools. Means of most items that belong to the school physics context for both girls and boys were below the score of (3.0). The most interesting topics for both genders were connected with fantasy items. The least interesting items (particularly for girls) were connected with artifacts and technological processes. Girls assigned the highest scores for “why we dream” and “life and death.” Boys assigned the highest scores for “inventions and discoveries” and “life outside of earth.” The main message of the study is that new curricular approaches and textbooks can be developed through combining technological and human contexts. The implications for curriculum development, teacher professional development programs, and other education strategies in Abu Dhabi are discussed in light of the ROSE survey. 相似文献
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The design and evaluation of hypertext structures for supporting design problem solving 总被引：3，自引：0，他引：3
Computer-based complex information systems are used increasingly more often, for a growing variety of purposes, in both educational and professional contexts. Since the effectiveness of information systems will largely depend on the particular purpose and the particular task context at hand, at least part of our research efforts should be directed at studying specific application areas. This paper reports a study on the use of hypertext information systems during architectural-design problem solving. Theoretical notions on design problem solving, such as distinguishing between a problem-structuring and a problem-solving phase, provide us with expectations about the changing informational needs during the design process. Specific information structures are proposed, incorporating design principles from learning research, to accommodate these informational needs. Results of an empirical study indeed showed interactions between design phase and information structure when separately inspecting the outcomes for problem structuring and problem solving. Educational implications include the use of a combination of hierarchical decomposition and cross-referencing for certain instructional goals, such as teaching complexity and abstraction. 相似文献
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基于重庆高职院校数据，利用社会统计软件（SPSS），对“双师素质”教师培养九个影响因素进行了实证分析，最后针对专业素质、制度建设、激励机制、发展前景、培养过程五个主要影响因素提出对策建议。 相似文献
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David R. Thomas Alan R. McKelvie Michael Ranney Thomas B. Moye 《Learning & behavior》1981,9(4):581-586
In Experiment 1, three (experimental) groups of pigeons (n=8) acquired a successive wavelength discrimination in Phase 1 and a reversal in Phase 2; then, after a 24-h delay, they received a wavelength generalization test in extinction (Phase 3). For one group (“Context Same”), the same context was present throughout; for both others, a different context was used for Phase 1 and Phase 2. One group received the generalization test in the presence of Context 1, the other in Context 2. The Context Same and Context 2 experimental groups showed “recency,” with all gradients peaking at the reversal S+ value. The Context 1 group yielded several different response patterns but never showed recency, thus revealing context-generated proactive interference. In Experiment 2, eight subjects learned the original discrimination and its reversal in different contexts, and each bird was tested alternately (within a session) in both contexts. Under this condition, the test contexts were effective retrieval cues. In every case, the gradients obtained in each context peaked sharply at the appropriate S+ value. These experiments indicate that conflicting memories may be stored along with their associated contexts such that they can be retrieved by an appropriate manipulation of contextual cues at the time of retention testing. 相似文献
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左步雷 《辽宁师范大学学报(社会科学版)》2014,(1):125-128
“言传语境”与“意会语境”是对低语境和高语境内涵的表征,是跨文化交际的核心问题。两种语境差异有着不同的溯源,容易令交际者产生困惑、误解和不适。在“意会语境”中从事跨文化交际,应该在语言风格、逆向思维和交际观念等策略层面寻找突破口,并坚持差异性、倾向性和合作性三大语境交流原则。随着全球一体化进程的加剧、传播技术手段的进步和民权思想的崛起,“意会”语境中的中国文化有着向“言传”语境迁移的态势,不仅要求“知识共享”,还要求“价值互补”,既要坚持文化“本土特色”,又要加强外部语言文化的“认同”,这对于培养我们对文化差异的敏感度、理解度和宽容度,增强我们处理文化差异的灵活性,缩小不同文化之间的差距,从而促进跨文化交流,有着积极的意义。 相似文献
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Leanne Lavina 《Journal of Early Childhood Teacher Education》2020,41(3):241-261
ABSTRACT Given that identity continually evolves within socio-cultural contexts of meaning, is there any perceived connectedness between place-based identity and the development of teacher identity? How might shifting personal and professional stories of experience influence teachers’ sense of place, whereby place is conceptualized through interconnected ways of living and working in time and place with others in early childhood contexts? In this ongoing Sydney-based project, six teachers working in prior-to-school (long day care) settings critically reflected on and represented their identity journeys across the professional experience. Using a new place-based framework for exploring identity development, teachers traced their encounters with the place(s), with multi-modal forms of representation and reflection supporting teachers’ re-examination of significant biography events and social-cultural locatedness. Using aesthetic ways of thinking and representing, this article provides insight into the place-based nature of early childhood teachers’ lives and work, illustrating the interwoven nature of teacher identity often formed “out of view”. Challenges associated with shifting personal and professional terrains are clarified, opening possibilities for renewal of pedagogies and transformation of identity understandings. 相似文献
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Andreas Rausch 《Vocations and Learning》2017,10(2):177-199
It was investigated how domain-specific knowledge, fluid intelligence, vocational interest and work-related self-efficacy predicted domain-specific problem-solving performance in the field of office work. The participants included 100 German VET (vocational education and training) students nearing the end of a 3-year apprenticeship program as an industrial clerk (n?=?63) which usually leads to a position in office work, lower or middle management, or a similar apprenticeship program to become IT-systems management assistants (n?=?37). The participants worked on three computer-based problem scenarios dealing with operative controlling, a relevant domain to both training occupations, and completed further assessments to measure the variables listed above. Theoretical considerations, prior research and domain analyses suggested that industrial clerks would have greater domain-specific problem-solving competence (H1a) and domain-specific knowledge (H1b) than IT-systems management assistants and that domain-specific knowledge would be the strongest predictor of problem-solving competence (H2: “knowledge-is-power” hypothesis); all hypotheses were confirmed. Hypothesis 3, the “Elshout-Raaheim hypothesis,” predicts that fluid intelligence and problem-solving competence are most strongly correlated in the context of intermediate levels of task-related content knowledge, however the highest correlation was found in the group with low domain-specific knowledge. The findings suggest that intelligence plays a minor role in later stages of competence development whereas typical problem situations in later stages particularly require prior knowledge. The relationship of intelligence, knowledge and problem solving as well as limitations of the study, particularly weaknesses in the measurement of non-cognitive dispositions, are discussed. 相似文献
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Patrick Löffler Marcela Pozas Alexander Kauertz 《International Journal of Science Education》2013,35(16):1935-1956
ABSTRACTIn science education, context-based learning is mostly based on problem-oriented tasks [Gilbert, J. K. (2006). On the nature of “context” in chemical education. International Journal of Science Education, 28(9), 957–976]. Therefore, a relevant question is, how do students integrate the information given in the task into their problem-solving process? The basic assumption is that there is a transition from the situation described in the task to a science model needed to solve the problem [Mestre, J. (2002). Probing adults’ conceptual understanding and transfer of learning via problem posing. Journal of Applied Developmental Psychology, 23(1), 9–50]. The transition needs to be described by parameters of the situation, the science model and the transition process itself. This investigation focuses on the influence of these three elements on the problem-solving process to understand variations in performance [Bennett, J., Lubben, F., & Hogarth, S. (2007). Bringing science to life: A synthesis of the research evidence on the effects of context-based and STS approaches to science teaching. Science Education, 91(3), 347–370]) and the interaction with interest. Despite the large body of research on the mutual influence of context-based problem-solving and interest, research attempting to examine their interplay regarding performance is still lacking. We conducted a hierarchical regression analysis with 178 participants from German high-track schools to investigate three parameters with regard to their influence on affective variables and successful problem-solving: contextualisation of the situation described in the task; the complexity of the scientific model underlying the task; and transparency, which assesses whether and how the learner can identify this model [Löffler, P., & Kauertz, A. (2015). Modellanwendung in kontextualisierten Problemlöseaufgaben [Applying models in contextualised problem solving tasks]. In S. Bernholt (Ed.), Heterogenität und Diversität - Vielfalt der Voraussetzungen im naturwissenschaftlichen Unterricht (Vol. 35, pp. 648–650). Kiel: IPN; Durik, A., & Harackiewicz, J. (2007). Different strokes for different folks: How individual interest moderates the effects of situational factors on task interest. Journal of Educational Psychology, 99(3), 597–610)]. Our findings suggest that these parameters have different effects on how interest is triggered and maintained. Aspects of transparency exhibit small effects on successful problem-solving processes. The results support the assumption that the transition process is the main aspect of context-based problem-solving and can therefore be operationalised as the use of elements of the scientific model in students’ statements. Surprisingly, the usage of such elements cannot be sufficiently explained by pre-knowledge or cognitive abilities. 相似文献