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1.
This article presents knowledge modelling in an intelligent tutoring system, in which the modelling approach allows the knowledge representation to somewhat depart from its actual or most obvious basis to fit specifically pedagogical needs. The knowledge domain is cost engineering. Although the formulae used in cost engineering problem-solving are usually considered as relations between variables, our approach makes use of these formulae to identify new concepts, the factors, of a more pedagogical nature. The introduction of these concepts should help the student to concentrate either on computations or on economic analysis, and the system to make more accurate and more useful tutoring interventions. Moreover, it leads to important qualitative aspects of the domain modelling and of the tutorial interactions that should also help the learning process. Finally, this concept creation brings to light a hierarchy of intermediate abstraction levels, which can then be used to derive an order of presentation of these concepts, an order of the corresponding prerequisites and an order of the exercise types. All these should facilitate the student's learning. 相似文献
2.
张爱华 《河北能源职业技术学院学报》2012,(1):81-83
学习心理学认为,学生学习英语的过程,是以学生的整体心理活动为基础的英语认知活动和情智活动不断相互统一的过程。在学习过程中,每个学生个体都具有独特的情感体验。因此,在英语教学过程中要加强学生学习情感的培养与激发,以境激情、以知育情、以情生情、以情优教,从而达到学生对英语的有效学〉--j。 相似文献
3.
Paola Foreheri Maria Teresa Molfino 《British journal of educational technology : journal of the Council for Educational Technology》1995,26(1):42-54
The main task of an educational system is to generate instructional situations which induce students to learn knowledge and problem solving abilities as applied to a cognitive domain.
To this end, an instructional dialogue must be seen as a process aimed at making student and teacher learn from each other: the student has to learn the subject matter from the teacher, while the teacher has in turn to learn from the student how to regulate instructional interaction. The process relies on different kinds of expert knowledge: experience of the domain, about the actual student, and of teaching methods and objectives. This means that an instructional dialogue cannot be realised without an explicit representation of all the kinds of knowledge involved.
Research has established that Knowledge Based Educational Systems (KBESs) can be the keystone in building effective learning tools, but because of the difficulty in realising a system of this kind, most existing systems are prototypes and are intended only as workbenches for the computational analysis of educational processes.
This paper analyses the main problems which underlie the realisation of such systems, with reference to research into knowledge based systems intended for use with teaching/learning mathematics. 相似文献
To this end, an instructional dialogue must be seen as a process aimed at making student and teacher learn from each other: the student has to learn the subject matter from the teacher, while the teacher has in turn to learn from the student how to regulate instructional interaction. The process relies on different kinds of expert knowledge: experience of the domain, about the actual student, and of teaching methods and objectives. This means that an instructional dialogue cannot be realised without an explicit representation of all the kinds of knowledge involved.
Research has established that Knowledge Based Educational Systems (KBESs) can be the keystone in building effective learning tools, but because of the difficulty in realising a system of this kind, most existing systems are prototypes and are intended only as workbenches for the computational analysis of educational processes.
This paper analyses the main problems which underlie the realisation of such systems, with reference to research into knowledge based systems intended for use with teaching/learning mathematics. 相似文献
4.
Maria Kordaki 《Technology, Pedagogy and Education》2013,22(4):493-512
This study focuses on the role of multiple solution tasks (MST) incorporating multiple learning tools and representation systems (MTRS) in encouraging each student to develop multiple perspectives on the learning concepts under study and creativity of thought. Specifically, two types of MST were used, namely tasks that allowed and demanded multiple solutions and tasks that allowed but did not demand multiple solutions from each student. Each of these tasks was tested in the field using 14-year-old students, through a comparative experiment on the learning of the mathematical notion of area within the C.AR.ME computer microworld that provides MTRS for the learning of area. Data analysis reveals that all students who were asked to encounter tasks allowing and demanding multiple solutions within C.AR.ME were motivated to invent a plethora of solution strategies to these tasks, by integrating both their intuitive and school-based knowledge with the knowledge embodied within C.AR.ME, and to construct diverse perspectives on the concepts in question which are non-common to paper-and-pencil and school practices. On the other hand, students expressed limited views on these concepts when faced with tasks that allowed but did not demand multiple solutions. 相似文献
5.
As teacher educators, preparing student–teachers who are able to address diverse student needs is our main concern. It has been suggested in the literature that teachers who are adaptive to students’ needs are those who possess adequate pedagogical content knowledge or pedagogical understanding. However, it is not uncommon for teacher educators to find student–teachers with diverse pedagogical understandings even at the point of graduation from the teacher education programme. This paper aims to explain and analyse the development of pedagogical understanding among student–teachers in an initial teacher education programme. The findings are drawn from a study conducted at the Hong Kong Institute of Education where in-depth interviews were carried out during the four-year programme. The findings from the three selected cases provide an explanation for why some individual student–teachers show continuous development, whereas others remain confused in their pedagogical understanding throughout the teacher education programme. While acknowledging individual differences in pedagogical understanding, we attempt to explain such differences by investigating the relationship between different dimensions of the student–teachers’ learning such as the integration of pedagogical understanding with the teaching contexts, integration of feedback from lecturers and supporting teachers, and their focus of concern. The findings reveal that the three cases demonstrate different levels of pedagogical understanding and possess varying ‘senses of agency’. Of the three cases, the first one, Peggy has the strongest sense of agency. Despite influences related to classroom management, diverse learning ability among pupils, and the teaching methods which pupils were accustomed to previously, she actively introduced rhythmic movements into her lessons, developed pupils’ ability to learn gradually and achieved an impact on pupils’ learning which was also recognized by her supporting teacher. The analysis suggests that the second case, Lilian has a weaker sense of agency as she was severely limited by influences in the teaching context in her first teaching practice and resorted to teacher-centered teaching strategies. She improved later on in the programme and started to plan her own learning, drawing on the feedback she received as well as learning from other taught modules, from feedback from various sources, and from her pupils’ responses to her teaching and her own evaluation of her teaching. The third case, Stephanie remained confused throughout the programme and struggled with the implementation of student-centered teaching strategies. The ability to practice one’s own convictions and demonstrate an active sense of agency distinguishes the student–teacher who achieves better pedagogical understanding. Drawing on the findings, the paper concludes that it is crucial for teacher educators to identify ways to nurture a sense of agency among student–teachers. Implications for teacher education programmes are discussed, including providing opportunities for student–teachers to be able to articulate and integrate their pedagogical understandings, as well as negotiate how to accomplish their learning and teaching targets despite complex classroom situations. 相似文献
6.
Concern is increasingly being expressed about the teaching of higher order thinking skills in schools and the levels of understanding
of scientific concepts by students. Metaphors for the improvement of science education have included science as exploration
and science as process skills for experimentation. As a result of a series of studies on how children relate evidence to their
theories or beliefs, Kuhn (1993a) has suggested that changing the metaphor to science as argument may be a fruitful way to
increase the development of higher order thinking skills and understanding in science instruction. This report is of a case
study into the coordination of evidence and theories by a grade 7 primary school student. This student was not able to coordinate
these elements in a way that would enable her to rationally consider evidence in relation to her theories. It appeared that
the thinking skills associated with science as argument were similar for her in different domains of knowledge and context.
Specializations: science learning, scientific reasoning, learning environments, science teacher education.
Specializations: cognition, reasoning in science and mathermatics. 相似文献
7.
《Learning and Instruction》2002,12(6):589-604
In an attmpt to help both students and teachers to change their traditional roles in the classroom, educational psychologists have engaged in two types of projects. The first project can be condensed to “understanding the dynamics of self-regulated learning”. The second project can be summarized as “understanding the dynamics of powerful learning environments as a way to promote self-regulation in the classroom”. In this essay I attempt to establish the centrality of self-regulation as a theoretical assumption and a fundamental psychological construct. I argue that most current psychological models of self-regulation, and by implication the innovation programs that are based on these models, are not well focused, are incomplete, and harbor many misconceptions. I also argue that educational psychologists need to broaden the way they conceptualize the dynamics of learning contexts and find new ways to study the integrated processes that make up self-regulation in the context of the classroom. My main message is that students bring their own goals to the classroom and that these goals are the key to their adaptation system. These personal goals give meaning and organization, or in other words purpose, to a student’s adaptation processes in the classroom. Some of my comments are critical, but I do not intend to discredit the important work that has been done in this area. Rather, I want to argue that educational psychologists nee to broaden the way they conceptualize the dynamics of learning contexts and find new ways to study the integrated processes that make up self-regulation in teh context of the classroom. Doing so requires not only using a kaleidoscope of teaching methods, but also looking beyond these methods to explore the possibilities of theories that remain marginalized in educational research. 相似文献
8.
ABSTRACTThis article examines and analyses the authentic experiences of a doctoral student, Kate, in the period just prior to Confirmation, an academic milestone in the Australian doctoral education context. The article uses qualitative phenomenological inquiry as the methodology and employs ideas drawn from the writings of hermeneutical phenomenologist, Paul Ricoeur, especially his notions of narrative, self, time, and human agency. These ideas are utilised in order to ‘get inside’ the constructions of self, the strategies of learning and adaptation, and the experiences of being a doctoral candidate within the milieu of an Australian university education faculty. The writers argue that such a close and personal examination of experience and a hermeneutical approach to analysis is important for a deep understanding about how Kate negotiated her way through the hurdles of early candidature and adapted her life and identities towards success. Particular focus is given to Kate’s experiences of transition and change and the formation of her academic identity that emerged out of these experiences, which led to successful negotiation of this early period of candidature. The research findings reported in this article suggest that Kate’s deep reflexivity, enjoyment of her research and sense of her own well-being as a doctoral student are significant for her perseverance through difficult milestones and ultimately her successful completion of her PhD. 相似文献
9.
如何利用计算机模拟软件来支持一些在实验室无法完成的实验是目前科学教学中迫切需要解决的问题之一。微世界作为支持发现学习的模拟软件,尤其适合于发展科学学科的探索与发现学习活动。学习者利用它提供的操作方法与指令探索其中的领域知识,并观察产生的现象、检验自己的假设,从而发现并习得微世界中蕴藏的领域知识。文章从理解微世界和科学发现学习的含义出发,分析了微世界支持的科学发现的活动过程和学习者存在的困难,从技术应用和支持学习者科学发现学习认知过程两个维度提出了微世界支持的科学发现学习的策略框架,并通过开展教学实践,探索微世界支持小学科学发现学习的教学策略的实施过程,以促进小学科学课堂教学的有效开展,提升小学生的科学素养。 相似文献
10.
Isabelle Tapiero Sébastien Poitrenaud Guy Denhière 《European Journal of Psychology of Education - EJPE》1988,3(2):235-257
In the first part of this article, we define our view of knowledge acquisition by distinguishing it from text comprehension and memorization, and by presenting the principal characteristics of the concept of knowledge as the formalization used to shape the knowledge domains (Baudet & Denhière, 1988). In the second part, the computerized individual’s knowledge acquisition system we present permits a representation of memory knowledge in accordance with the formalization adopted. This also allows a diagnosis of the learner’s initial knowledge and, according to the diagnosis reached, presents texts and illustrations adapted with the learner’s initial knowledge and with the goal of reaching a particular state of knowledge (Poitrenaud, Denhière & Tapiero, 1987). Finally, in the last part, we relate the first experimental results of learning a particular knowledge domain: sea mammals. This experiment tested the system with children of 7 to 11 years of age (Tapiero, 1987). 相似文献
11.
12.
This study investigated the relationship between epistemological beliefs, prior domain knowledge and self-regulated learning. Biology students (n?=?25) and humanities students (n?=?26) who varied in their epistemological beliefs learned with a hierarchical hypertext about the topic of genetic fingerprinting. During their learning processes, logfiles and questionnaire data were collected. Results indicate that students do metacognitively calibrate their learning process to the complexity of the presented learning material, e.g. by processing more complex deeper-level nodes longer. Furthermore, these calibration processes were significantly related to epistemological beliefs. For example, more ‘sophisticated’ epistemological beliefs were associated with processing more nodes, whereas more ‘naïve’ beliefs were related to spending more time on single nodes. Both effects were especially pronounced on deeper hierarchical hypertext levels. Prior domain knowledge also had an impact, especially on comprehensibility ratings: biology students considered all nodes more comprehensible than humanities students. Additionally, epistemological beliefs as well as prior domain knowledge were also significantly associated with the learning outcome: for example, more prior domain knowledge led to significantly higher learning outcome. 相似文献
13.
Wolff-Michael Roth 《Journal of Science Education and Technology》1996,5(3):171-191
This study focuses on the evolutionary changes in students' language concerning animated objects and associated vector diagrams in a computer-based Newtonian microworld. Emergence, convergence, and interpretive flexibility are introduced as analytical notions to describe and explain changes in student discourse. The present analysis documents how new ways of taling emerge and how the convergence of meaning within student groups and towards scientific meanings arises from the affordances provided by the interpretive flexibility of objects and events in the microworld, the conversations with the teacher, and the microworld as backdrop which assures the topical cohesion of student talk. In the students' learning process, computer microworlds were not cultural tools which embed unique meanings that students can recover on their own. Rather, these microworlds achieved their meaning in part through the teacher's situated practices. 相似文献
14.
ABSTRACTSubject ontology can help implement the structured organization of knowledge for online learners and thus plays an important role in the learning process. However, building ontologies by experts is time-consuming, and the adaptation of such ontologies to different contexts might be a problem. Crowdsourcing, which allows users to build and refine ontologies during their learning process, has exhibited potential for solving this problem. In this study, a crowdsourcing mode-based learning activity flow approach is proposed to guide the learning of online learners while promoting the generation and evolution of subject ontologies using the learners’ contributions to the learning content. This flow makes full use of the learners’ wisdom during the learning process to promote self-regulated learning as well as the generation and evolution of the ontology. Based on the proposed approach, a learning support system was developed and an experiment conducted involving a Chinese lesson on “The Liangzhou Poem”. In the experiment, student participants built 722 triples, of which 584 evolved as formal items in the subject ontology. Moreover, all learners were able to construct a well-organized knowledge graph. Students in both high- and low-scoring groups contributed valuably to the knowledge generation and evolution of the subject ontology. Furthermore, while the widths of the knowledge constructed by students in high- and low-scoring groups were similar, their depths were substantially different. During this process, the crowdsourcing-based activity flow system achieved satisfactory technique acceptance, which means that the proposed approach and system are useful for the effective generation of subject ontologies while helping learners acquire knowledge. 相似文献
15.
ABSTRACTReflective practice can support student learning by enabling praxis: the bridging of the theory of the classroom with the students’ learning experience. Students’ written reflections are the most common mode for practising and documenting reflection. Available typologies for coding the level of student written reflections focus on the cognitive domain. The coding of student reflection data from four locations (Australia, Denmark, Hong Kong and South Korea; n?=?760) revealed that the focus on the cognitive domain could not capture the role and contribution of the affective domain of reflection for learning. This study conceptualises and presents our new two-domain emo-cog taxonomy, together with empirical evidence to substantiate a new way of thinking about reflection for learning. Emo-cog identifies multiple levels of affective responses along with traditional cognitive reflections. Emotions are found to make a significant contribution to student reflections. Learning is clearly a matter of head and heart. 相似文献
16.
《Africa Education Review》2013,10(3):416-433
Abstract The relevance of short learning programmes as an alternative to full time tertiary degree courses at open and distance learning institutions forms the primary focus of this article. A new kind of student is on the increase in higher education: the mature student who prefers to study part-time in order to combine his or her studies with the advancement of his or her professional life. This kind of student is often interested in short duration, non-degree courses, such as short learning programmes, which have a high degree of specificity in order to update or expand the knowledge needed to enhance their occupational lives. Course applicability and effectiveness, evaluated as student satisfaction with these programmes, are vital in terms of the strategic planning of institutions. This article reports on an analysis of the dimensions that determine satisfaction with short learning programmes at a distance learning institution. Data was obtained by an electronic survey of students who had completed short learning programmes. Findings indicate that teaching staff, teaching methods and course administration are key elements to achieving satisfaction, and students’ loyalty to the institution is expressed in their intention to continue with their studies and to recommend the programmes to other prospective students. 相似文献
17.
This article orients a recently proposed alienation-based framework for student learning theory (SLT) to the empirical basis of the approaches to learning perspective. The proposed framework makes new macro-level interpretations of an established micro-level theory, across three levels of interpretation: (1) a context-free psychological state (alienation), (2) a context-bound psychological state (student alienation), and (3) sociological processes from which these psychological states arise. Evidence for the viability of this macro–micro framework is, however, lacking, as is a clear path to seeking such evidence due to the framework’s complexity. The dichotomy of state and process implied by the framework reflects a recognised ‘dual interpretation’ of alienation, by which micro-level experiences are linked to behaviours through mediating macro-level psychological states. We use this dual interpretation together with Seeman’s (Ann Rev Sociol, 1975) six variants of alienation to construct a clear and well-ordered overall framework, and to hypothesize comprehensive explanations for the correlations observed between surface approaches to learning and five dimensions of learning experience emphasized in SLT. These five hypotheses are presented as succinct if…then statements, and assessed according to established qualitative criteria. Overall, the article prepares the way both for empirical verification of what is a complex theoretical structure, and for other future research in this vein. 相似文献
18.
Milena Valenčič Zuljan 《Educational studies》2007,33(1):29-40
In the first part of this paper, conceptions of trainee teachers are defined, together with their importance for the process of teacher education. Many studies concerning teacher conceptions and models of teacher development show that the conceptions of instruction, knowledge, and teacher and learner roles are a key part of the teacher’s professional equipment. They affect his/her thinking, experiences and actions, and thus directly determine the quality of instruction and the teacher’s professional growth. The Slovene school system has been undergoing many changes in the past decade. The success of the reforms largely depends on the way teachers perceive knowledge and other basic educational categories. The purpose of the present study was to identify the conceptions of knowledge, teacher and learner roles held by the student teachers in primary education at the beginning of their professional training. Numerous categorizations of these conceptions were reviewed to form a four‐tiered hierarchic taxonomy of conception categories, ranging from teacher and content centred to learner and learning centred. The study shows that trainee teachers largely hold conceptions typical of the transmission model of education. The key question arising from this is how to shift the students’ conceptions towards a modern, cognitive‐constructivist model of education, which is an important basis for the didactic reform of the Slovene school system. 相似文献
19.
Intelligent educational systems (IESs) have traditionally been thought of in terms of their functional subsystems. The three obligatory subsystems are those containing domain knowledge, a model of the learner's current state, and teaching knowledge. We argue that it is useful to reconceptualise IESs: we should think of them from the point of view of the multiple levels of conversational interaction that they support with a learner. We suggest that in many cases it is useful to identify a task level at which the learner is working, and a higher discussion level at which the learner and system converse about, and reflect on the primary task. If the two levels can be to some extent decoupled, meaning that each level has less than complete knowledge of the other level, IES development might be simplified. In some cases an IES might be built by the addition of a discussion level component to an existing computer tool, simulation, game or microworld. A critical requirement for a decoupled IES is a representation for communication between levels; study of human tutoring is needed to guide identification of suitable representations. 相似文献
20.
Stanley J. Portier Hans A. van Buuren 《European Journal of Psychology of Education - EJPE》1995,10(2):197-207
The present contribution focuses on an interactive learning environment for the delivery of distance education learning materials. The use of such an interactive learning environment is foreseen in a distance education context in which students explore and study (part) of the learning materials by means of a personal computer. Research with interactive learning environments is transposed to the development of a course delivery environment, called ILCE, that also supports the development of a course model and learning materials. A learning environment as used in the present study allows students to access the course materials in a more flexible way. The printed self-study materials often do not correspond with the specific needs of a student, are only weakly related to his or her prior knowledge, or do not take account of differences in learning style. Although the printed course materials include text-embedded support devices (e.g., examples, exercises, illustrations), it is questioned whether the available devices provide enough support for each individual student. Therefore, it is argued that an interactive learning environment — in which a student is actively engaged in selecting learning materials (basic content and embedded support devices) — may provide a valuable tool in order to meet the individual needs of the student. Prototypes of an interactive learning environment were tested in two experimental settings. It appeared that all students were actively engaged in selecting the required support devices. However, the results showed that students with a high prior knowledge state manifested a higher amount of interactive use of support devices than their peers with a low prior knowledge state. The latter was especially found for support devices that either reinforce the acquisition process or provide a tool to test one’s mastery level. 相似文献