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1.
Research has shown that differences in the prior knowledge of the participants and in the learning indexes adopted can explain why some studies show positive learning effects of analogy enriched text while others do not. In the present studies, these two factors were combined into one through the construction of a learning index that measured incremental positive changes in the participants' prior knowledge after reading an analogy enriched or no analogy text. A second learning index was also used to evaluate whether the participants created well-formed conceptual models after reading the science text. These learning indexes were used in two studies in which the effects of analogy enriched versus no analogy text were compared on the learning of the scientific explanations of the day/night cycle and of the seasons. The participants were 3rd and 5th graders in the first study and 6th graders and college students in the other. Although only few of the participants learned the correct scientific explanation, those who read the analogy enriched text produced more incremental positive changes in their pretest explanations at posttest and delayed test and created more well-formed conceptual models close to the scientific one than those who read the no analogy text. They also recalled more information and created fewer invalid inferences in their recalls. The results indicate that analogies can be used without reservation to facilitate the learning of science and have broader implications about how to evaluate the learning of science in general. 相似文献
2.
ABSTRACTFacilitating students’ deep-strategy behaviors and positive learning performances of science inquiry is an important and challenging educational issue. In this study, a contextual science inquiry approach is proposed for developing a 3D experiential game to cope with this problem. To evaluate the impacts of the game on students’ science learning approaches, learning achievements and problem-solving awareness as well as the learning behavioral patterns of the students with different learning achievements, a quasi-experiment was conducted in an elementary school geoscience course. The participants were two classes of sixth graders. One class was the experimental group who learned with the 3D experiential game, and the other was the control group who learned with the conventional technology-enhanced learning approach. The experimental results showed that the students learning with the 3D experiential gaming system showed better learning achievements, problem-solving tendency, deep learning strategies, and deep learning motive than those who learned with the conventional technology-enhanced learning approach. Moreover, the higher-achievement students showed more behavioral patterns of deep learning strategies than the lower-achievement students. The findings of this study provide a good reference for helping lower-achievement students improve their learning performance. 相似文献
3.
Gwo Jen Hwang Po Han Wu Ya Yen Zhuang Yueh Min Huang 《Interactive Learning Environments》2013,21(4):338-354
The advancement of mobile device and wireless communication technologies is having a great influence on the design concept of learning activities. In this study, we attempt to integrate field study into the inquiry-based mobile learning model; moreover, a mobile learning environment that allows students to access both physical and virtual resources is developed accordingly. During the in-field learning activity, the mobile learning system is able to present the learning tasks, guide the students to visit the real-world learning targets for exploration, and provide them with supplementary materials via the mobile devices. The aim of this research focuses on the effects of this mobile learning model on students' cognitive load and learning achievements. The 51 sixth graders who participated in this research were assigned to an experimental and a control group. From the pre and posttests as well as the cognitive load questionnaire, it was found that the students who learned with the inquiry-based mobile learning approach had better learning achievement and less cognitive load than those who learned with the traditional approach. Therefore, it is concluded that the mobile learning model has positive effects on elementary students in local culture learning. 相似文献
4.
Two experiments examined the relative effects of questions requiring decisions, statements providing the decision information to students, questions not requiring decisions, and control procedures on students' memory for chemistry text reading materials. Experiment 1 employed immediate recall. The results of Experiment 1 indicated that students who made and justified decisions about the contents recalled significantly more information than students in any other condition. In addition, students who answered questions that did not require decisions recalled significantly more of the content than students in the control or the statements conditions. No other contrasts reached significance. Experiment 2 employed delayed recall assessed one week after reading. The results confirmed those of Experiment 1. The overall results of the study are discussed in terms of an elaboration perspective on memory. 相似文献
5.
This quasi-experimental study examined the effects of a self-reflection intervention on college (college in this article refers to university-level education) students’ positive thinking, learning motivation and self-regulation in Taiwan. One hundred and two college students were selected to participate in an 18-week intervention forming the experimental group (EG) which emphasized providing main lecture, role-play, self-reflection activity, group discussion and group work. Another 179 college students from two other courses were selected as a comparison group. This study showed that supportive, resourced discussion with peers and instructor, self-reflection activities and assignment as a facilitative agent improved the EG students’ positive thinking, learning motivation and self-regulation. In addition, three structural equation models revealed that positive thinking had a strong and direct relation to Taiwanese college students’ pretest learning motivation (β?=?.85) and self-regulation (β?=?.77); learning motivation had a strong and direct relation to students’ pretest positive thinking (β?=?.86) and self-regulation (β?=?.81); and self-regulation had a strong and direct relation to students’ pretest positive thinking (β?=?.83) and learning motivation (β?=?.86). Instructional implications and research recommendations are discussed. 相似文献
6.
《The Journal of educational research》2012,105(5):292-300
Abstract The effects of 3 instructional methods on mathematical reasoning were investigated. The methods are (a) cooperative learning embedded within multilevel metacognitive training (MMT), (b) cooperative learning embedded within unilevel metacognitive training (UMT), and (c) learning in the whole class with no metacognitive training. MMT was implemented in mathematics and English classrooms; UMT was used only in mathematics classrooms; and the whole class with no metacognitive training served as a control group. Results indicated that students who were exposed to MMT significantly outperformed their counterparts who were exposed to UMT who, in turn, significantly outperformed the control group. Effects of MMT were observed on students while they solved mathematical problems. Theoretical and practical implications of the study are discussed. 相似文献
7.
《The Journal of educational research》2012,105(3):220-232
ABSTRACT Field trips are effective because they situate learning and facilitate knowledge transfer, thereby influencing students learning attitudes, interests, and motivation. Variations in field trip configurations and the subsequent affective and cognitive influences provided the motivation for this study of Outside Day—an environmental education field trip for 6th-grade students. The participants were immediately postassessed on their attitudes toward the event and 1 month later assessed on their event activity recall. Results indicate the students held positive attitudes toward the field trip and recalled a hands-on orienteering activity most frequently. The discussion provides explanations and implications of findings. 相似文献
8.
Floris M. van Blankenstein Diana H. J. M. Dolmans Cees P. M. van der Vleuten Henk G. Schmidt 《Instructional Science》2011,39(2):189-204
Seventy students participated in an experiment to measure the effects of either providing explanations or listening during
small group discussions on recall of related subject-matter studied after the discussion. They watched a video of a small
group discussing a problem. In the first experimental condition, the video was stopped at various points in time, enabling
the participants to verbally respond to the discussion. In the second condition, they listened to the same discussion, without
contributing. In the control condition, they listened to a discussion that was not related to the subject-matter subsequently
studied. After the discussion, all participants studied a text and answered questions that tested their recall of information
from this text. No immediate differences in recall were found. One month later, participants who had actively engaged in explaining
remembered more from the text. The conclusion appears justified that actively providing explanations during a discussion positively
affects long-term memory. 相似文献
9.
Learning and remembering from thematic maps of familiar regions 总被引：2，自引：0，他引：2
Kent A. Rittschof Raymond W. Kulhavy 《Educational technology research and development : ETR & D》1998,46(1):19-38
To examine how four methods of symbolizing data affect learning from thematic maps of familiar regions, two experiments were conducted. In Experiment 1, 86 college students viewed one of three types of thematic map or a control table, then read a map-related text. Recall of regions with their associated theme information was greater for those who studied a map than for those who studied a table. In Experiment 2, 83 college students viewed one of two types of thematic map for either 1 or 3 min, followed by a map-related text. Shaded-region, or choropleth maps were associated with greater recall of theme information, but longer exposure time was not. In both experiments, map-related text information was recalled more than map-unrelated text information. Choropleth maps and proportional symbol maps were associated with higher reported use of metacognitive strategies. Instructional and theoretical implications of these findings are discussed.The authors thank Michael P. Verdi, Janet T. Johnson, and William A. Stock for their assistance with the study and their insightful comments on an early draft. 相似文献
10.
Chiung-Lin Liu 《Interactive Learning Environments》2017,25(8):1009-1024
This study used OpenTTD, a video game that supports in-depth experiential learning, to evaluate undergraduate students’ opinions regarding supply chain and logistics management learning. The 101 undergraduate participants were assigned to either an experimental group or a control group. From the post-test questionnaires, the analytical results suggested that students had more positive attitudes toward video game-based learning than toward traditional education. Additionally, video game-based learning yielded more positive learning experiences than did traditional instruction. In summary, video game-based learning was found to have positive effects on the instruction of undergraduate courses on supply chain and logistics management. 相似文献
11.
There is an increasing use of mobile technologies in the classroom, particularly its use in supporting contextual learning, but comparative research on the effects of mobile learning in mathematics are few. The aim of this research was to examine student perceptions of using mobile technologies and their effect on mathematics achievement in a randomised controlled trial. Seventy-four Grade 5 and 6 students and three teachers participated in the study. Both groups participated in six weeks of active and collaborative learning activities on math. The experimental group used tablets to support them in their activities while the control group had similarly designed activities without the tablets. The tablets were observed to have facilitated constructivist learning activities as students moved in and out of different learning contexts. Most of the experimental group had positive evaluations but their end activity ratings were not significantly different from the control group. Gender differences were found in terms of how students perceived the mobile learning activities. There was no difference found in the groups’ post-test achievement scores following an analysis of covariance with pre-test as covariate. For items relating to student misconception, students in the experimental group performed better. Overall, the study highlights that the success of a mobile learning intervention is dependent on various factors, such as student characteristics, stability of the technology and content compatibility. Implications for practice and future research are discussed. 相似文献
12.
Vassilis Komis Nikolaos Avouris Christos Fidas 《Education and Information Technologies》2002,7(2):169-188
The paper studies undergraduate students' synchronous peer interaction using a shared Activity Space and a text communication tool. Several groups of students collaborated in order to accomplish a data-modelling task in the context of a Databases University undergraduate course. The paper presents the collaboration support environment, i.e. a concept-mapping tool, used in this study. Subsequently, evaluation of the effectiveness of the environment in the educational process is discussed along various dimensions, like group synthesis, task control, content of communication, roles of the students and the effect of the tools used. Special emphasis is given in the ways the tools and the representations used complement each other and support the process. A discussion on the use of computer-supported collaborative problem solving environments is also included. 相似文献
13.
This study examined the effect of different goals (process, performance outcome, and multiple goals) and self-recording on self-regulation of learning a dart-throwing skill. Participants were 105 fifth and sixth graders who were randomly assigned to six (3 Goal type × 2 self-recording) experimental and one control group. Results showed a positive effect of self-recording on students’ performance, while no difference was found between the goal conditions. Moreover, goal group students made more technical attributions and adaptive inferences compared to the control group students. Results are discussed with reference to self-regulated learning, the pursuit of multiple goals and self-recording in physical education. 相似文献
14.
The purpose of this study was to determine the effectiveness of a self-regulated strategy on immediate recall and retention of science knowledge in community-college anatomy and physiology students who participated in a 14-hour (8 weeks) study skills class. The class emphasized the recognition of five common science textbook text structures (cause and effect, classification, enumeration, generalization, and sequence) and the construction of graphic postorganizers of the text structures. A pretest, two immediate posttests, and a retention posttest were used to measure recall and retention. Results indicated that on immediate posttests students who actively constructed graphic postorganizers of the test structure recalled significantly more content than did the control students who simply underlined, reread, or highlighted. On a 3-week retention posttest, those students in the study skills class retained significantly more of the material studied than did the control group of students. 相似文献
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16.
The aim of the present meta-analysis was to examine the effects of feedback on learning from text in conventional readers (ranging from primary school students to university students). Combining 104 contrasts of conditions of reading texts with and without feedback, including 6,124 participants, using the random effects model resulted in a positive effect of feedback on learning from text (g+ = 0.35). Moderator analyses showed that feedback is particularly effective if provided directly after reading, but less so when provided during reading. If feedback is provided directly after reading, elaborate feedback and knowledge-of-correct-response feedback were more effective than knowledge-of-response feedback. If feedback is provided during reading, no differences are found between the effects of different types of feedback. Additionally, computer-delivered feedback is more beneficial for learning from text than non-computer-delivered feedback. Implications for optimizing conditions to support learning from text are discussed. 相似文献
17.
Chaoyun Liang Kuen-Ming Shu Ju-Shih Tseng Chun-Yu Lin 《Interactive Learning Environments》2016,24(7):1647-1664
The purpose of the present study was to design reflective writing mechanisms in a web-based portfolio assessment system and evaluate its effects on self-regulated learning. Participants were two classes of juniors majoring in data processing and taking a course called “Website design” at a vocational high school in Taiwan. One class was randomly selected and assigned as an experimental group (41 students) reflecting on learning processes through a web-based portfolio assessment system, whereas the other class was assigned as a control group (41 students) reflecting on learning processes through a paper-based portfolio. The result revealed that students who were highly satisfied with online reflective writing mechanisms significantly outperformed students who were less satisfied with online reflective writing mechanisms in self-regulated students reflecting on learning processes through a web-based portfolio assessment system significantly outperformed students reflecting on learning processes through a paper-based portfolio in self-regulated learning. 相似文献
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19.
The use of specially designed tasks to enhance student interest in the cadaver dissection laboratory
Cadaver dissection is a key component of anatomy education. Unfortunately, students sometimes regard the process of dissection as uninteresting or stressful. To make laboratory time more interesting and to encourage discussion and collaborative learning among medical students, specially designed tasks were assigned to students throughout dissection. Student response and the effects of the tasks on examination scores were analyzed. The subjects of this study were 154 medical students who attended the dissection laboratory in 2009. Four tasks were given to teams of seven to eight students over the course of 2 weeks of lower limb dissection. The tasks were designed such that the answers could not be obtained by referencing books or searching the Internet, but rather through careful observation of the cadavers and discussion among team members. Questionnaires were administered. The majority of students agreed that the tasks were interesting (68.0%), encouraged team discussion (76.8%), and facilitated their understanding of anatomy (72.8%). However, they did not prefer that additional tasks be assigned during the other laboratory sessions. When examination scores of those who responded positively were compared with those who responded neutrally or negatively, no statistically significant differences could be found. In conclusion, the specially designed tasks assigned to students in the cadaver dissection laboratory encouraged team discussion and collaborative learning, and thereby generated interest in laboratory work. However, knowledge acquisition was not improved. 相似文献
20.
Chia-Wen Tsai 《高等教育研究与发展》2015,34(6):1270-1280
Many education institutions and teachers are recognizing and applying online learning and related educational technologies to help students achieve satisfactory learning performance. Due to the free entertainment on the Internet that may distract students’ attention from online courses and with the purpose of developing students’ teamwork abilities, the author in this study adopted team-based learning (TBL) and co-regulated learning (CRL) to develop students’ involvement in a blended computing course. The subjects in this study were 111 first-year students from three classes taking a compulsory course titled ‘Applied information technology: data processing’. The first group (G1, which received online TBL and CRL) and the second group (G2, which received online TBL only) were the experimental groups. The last group (CG), which received the traditional teaching method in a blended learning environment, served as the control group. The results in this study indicate that students who receive the online TBL have significantly higher involvement than those without. However, the online CRL does not contribute to better development of students’ involvement in the implementation of TBL. The insights for teachers who plan to adopt e-learning, and the reasons for the ineffectiveness of CRL, are discussed in this study. 相似文献