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1.
Learning through writing is a way of learning not only the appropriate written expression of disciplinary knowledge, but also the knowledge itself through reflection and revision. This study investigates the quality of a writing experience provided to university students in a first-year biology subject. The writing instruction methodology used is Genre-based literacy pedagogy, designed to help both with learning disciplinary knowledge and its appropriate written presentation. Evaluative research methodologies from Student Learning Research are used and include the use of three closed-ended questionnaires and an open-ended questionnaire. The results of the research suggest ways of improving the writing instruction by better understanding the previous writing experiences of the students, improving the instructional materials, clarifying goals of the writing tasks at key stages in the writing process, and helping students to improve their approach to the writing experience.in final form: 23 August 2004 相似文献
2.
Simone Volet Tanya McGill Harriett Pears 《European Journal of Psychology of Education - EJPE》1995,10(4):385-400
This paper reports an experimental field study aimed at examining whether a process-oriented form of instruction (combining program planning and interactive teaching) which produced outstanding results when implemented by a tutor/researcher (see Volet, 1991) could be used successfully by regular university tutors given detailed guidelines but minimal training. A second aim of the study was to establish the respective contribution of the two sub-components of the instructional package. The results of the study were inconclusive and raise a number of conceptual, methodological and practical issues. As in the initial study, experimental students were more satisfied with their learning and for those who had the choice, more inclined to undertake further studies in computing but the intervention did not affect students’ achievement. The results of the study are discussed in relation to the earlier work, and suggestions are made for bridging the gap between educational research and educational practice in higher education. 相似文献
3.
Constructing knowledge with an agent-based instructional program: A comparison of cooperative and individual meaning making 总被引：2，自引：2，他引：0
Participants in the present study were 87 college students who learned about botany using an agent-based instructional program with three different learning approaches: individual, jigsaw, or cooperative learning. Results showed no differences among learning approaches on retention. Students in jigsaw groups reported higher cognitive load during learning than students who learned individually; scored lower on a problem-solving transfer test than students in individual and cooperative learning groups; and were less likely to produce elaborated explanations and co-construct knowledge with their peers than students in cooperative groups. Students in cooperative groups reported higher situational interest than their counterparts. Implications for cooperative and individual meaning making in agent-based instructional programs are discussed and future research directions are suggested. 相似文献
4.
Jelle de Boer Piet A. M. Kommers Bert de Brock Jos Tolboom 《Education and Information Technologies》2016,21(5):1135-1151
Video is increasingly used as an instructional tool. It is therefore becoming more important to improve learning of students from video. We investigated whether student learning effects are influenced through an instruction about other viewing behaviours, and whether these learning effects depend on their prior knowledge. In a controlled environment, 115 students watched a number of instructional videos about the technical equipment needed in a course on digital photography. Every second student was instructed about other possible viewing behaviours. A pre-post-retention test was carried out to calculate learning effects. The differences with respect to the learning effects of students who received an awareness instruction on an alternative viewing strategy were not significantly different. The differences as observed in our earlier experiment however could not be reproduced. Students with a broad viewing repertoire showed higher learning effects than students with a narrow repertoire. Furthermore, students with a strategic viewing approach also showed higher learning effects. Certain conditions have to be met: the technical and didactical quality of the video must be good, the integration in a learning task must be apparent, students must be aware of their viewing behaviour, and teachers must be aware of their students’ viewing behaviour in order to enrich the viewing repertoire of students when they have at least some basic knowledge e.g. after several lessons on the topics at hand. In future research, this study should be replicated using more complex video episodes than the instruction videos we used in our experiments that were only on the factual knowledge level of the taxonomy of Bloom. Moreover, replication of this study with a larger sample size could yield a significant improvement in learning effects. This is plausible because students need an amount of prior knowledge beyond a certain threshold value in order to be able to expand their knowledge network in their long term memory. Finally, additional media player functionality, facilitating effective student learning from video, can be described based on the results of this study. 相似文献
5.
A multimediated self‐instructional program was developed to introduce new concepts and techniques in an emerging area of nursing education. Two field testings of this instructional program were conducted with nursing students enrolled in a university. The results indicated that cognitive achievement did not differ between students taught by multimediated self‐instruction and lecture‐discussion. Students were able to effectively learn new nursing content through both teaching methods. There was no significant relationship found between students’ opinions about the instructional method experienced and their cognitive achievement. Students expressed some unfavourable feelings towards multimediated self‐instruction, possibly related to their general lack of prior experience with independent study or videotaped instruction. The effective use of multimediated self‐instruction is discussed. 相似文献
6.
Mine Munyofu William J. Swain Bradley D. Ausman Huifen Lin Khusro Kidwai Francis Dwyer 《Learning, Media and Technology》2007,32(4):407-419
The purpose of this exploratory and small‐scale study was to examine the instructional effects of different chunking strategies used to complement animated instruction in terms of facilitating achievement of higher order learning objectives. Eighty‐five students were randomly assigned to three treatment groups: animated program instruction, simple visual‐text (static images and verbal explanation) chunked animated program instruction and the animated complex visual‐text chunked program instruction. The difference between simple and complex chunked instructions is the content. Simple chunks only deal with one content area while the complex chunks explain two or more related content areas. Students interacted with their respective web‐based instructional treatments and completed four criterion measures. Results (ANOVA) indicated that significant differences in achievement were found to exist in facilitating higher order learning objectives when chunking strategies were specifically designed and positioned to complement the animated instruction. Results also indicated that complex chunking is more effective in reducing the cognitive load present in an animated instructional environment, and that students need prerequisite knowledge before being able to profit from animated instruction designed to facilitate higher order learning outcomes. 相似文献
7.
ABSTRACT This article reports on an intervention study into the effects of a training in the use of social and cognitive strategies on the learning outcomes of students in secondary mathematics education. Special attention is given to differential effects for high‐ and low‐achieving students. The focus on differential effects is derived from studies into learning in small co‐operative groups, and from the results of meta‐analyses into the effects of training in learning strategies. From these studies it can be concluded that in general such programs contribute to learning. However, it seems that low‐achieving students are unable to benefit from interventions of the kind investigated (i.e., co‐operative learning and training in learning strategies). The main question is whether it is possible to design an instructional program from which all students benefit, and from which the low‐achieving students profit more than their counterparts in the control‐program. In the present study three instructional programs for co‐operative learning were compared: (i) an experimental program with special instruction in the use of social strategies; (ii) an experimental program with special instruction in the use of cognitive strategies; and (iii) a control program without training in either cognitive or social strategies. The programs were identical with respect to mathematical content and general instructional settings (a combination of whole‐class instruction, working in co‐operative groups and individual work). The experiment addressed the following research question: what are the general and differential effects of a training in the use of social and cognitive strategies on the results of learning in secondary mathematics? The research was conducted in two schools for secondary education in a total of 21 classes, involving a total of 511 students. The design was a pretest‐posttest control group design, using two experimental groups and one control group. The data were analysed from a multi‐level perspective. The outcomes of the investigation clearly show the effects of the intervention. Teaching cognitive and social strategies has the expected, positive effects. In addition to this main effect, a compensatory effect for the low‐achieving students was found. The low‐achieving students in the experimental conditions outperformed their counterparts in the control group. 相似文献
8.
Formative assessment is considered to be a promising teaching practice for promoting teaching and learning processes. The implementation of teaching practices into instruction involves intervening with a learning environment that is characterised by certain features of instructional quality. Our study aims to contribute to the understanding of formative assessment by analysing the interplay between a formative assessment intervention and aspects of general instructional quality. In a quasi-experimental study design, 15 teachers participated in a control group (n = 361 students) and 20 teachers in the intervention classes (n = 498 students) implemented a curriculum-embedded formative assessment tool in their ninth-grade mathematics classes. No effects were found for the intervention on the assessed aspects of general instructional quality (process-oriented instruction, teacher–student relationship, effective use of instructional time). However, multilevel regression analyses revealed an interaction effect between the intervention and process-orientation and the effective use of instruction time. Our findings suggest that implementing formative assessment tools do not seem to suffice regarding changes in general instructional quality, but that an intervention with detailed material and guidelines can counterbalance effects of instructional quality, fostering students’ achievement in classes with lower degrees of process orientation and a less effective use of instructional time. 相似文献
9.
10.
New instructional procedures have been developed and applied at the University of Helsinki, Department of Psychology since 1986. The aim of these procedures has been to enhance effective study skills. The idea is to stimulate active learning in students by so called activating instruction, which is theoretically based on a combination of Vygotsky’s ideas, applied cognitive science, and process-oriented instruction. In many courses, students have been able to choose a preferred form of instruction among the new and the traditional methods. A six-year longitudinal study was conducted in order to see, what kinds of choices psychology students (N=114) made and how these choices were connected with their academic progress. On the basis of student’s evaluations, the new methods differed significantly from traditional methods. Students associated the development of study skills and understanding more often with activating instruction than with traditional courses. The number of activating courses taken was related to success in final exam and thesis writing. Those who participated in activating instruction studied slower during the first three years of their studying, but were more successful in the long term. 相似文献
11.
This paper reports on the way in which a teacher led the literacy development of two students who were nonreaders and nonwriters. The two students received instruction in a special education room for students with learning disabilities. The teacher implemented an integrated instructional program in reading and writing that was designed to: (a) embed literacy instruction in meaningful and purposive activities, (b) respond to the needs, capabilities and interests of learners, and reflect their zones of proximal development, (c) promote self-regulated learning, and (d) foster students' membership in a literacy community. This paper focuses on the strategies the teacher used to mediate reading and writing development and the effects of the strategies on the narrative and expository writing performance of her students. 相似文献
12.
At institutions striving to maintain face-to-face field placements and instruction amidst the COVID-19 pandemic, circumstances changed daily in response to new developments at the university, local school districts, and personal circumstances. This mixed-methods study explored and evaluated the adaptations made to early childhood teacher preparation courses in an undergraduate program in order to provide relevant training through a variety of instructional modalities including face-to-face, virtual, hypothetical, and mixed reality. Focused on maintaining professional standards through adapted coursework designed to meet student learning outcomes, instructors reflected on multiple instructional modalities and analysis of demonstrable learning outcomes for students in a four-year bachelor’s degree program resulting in state teacher certification. Data were collected from students from three different cohorts (n?=?26) through course assignments, reflections, and instructor- and self-assessments. Results highlight several areas where students found success in meeting professional standards in new ways including: knowledge of development, relevant and responsive curriculum, collaborative engagement, cultural and familial knowledge, inclusive and individualized design, and flexibility and adaptability. Students were prepared to teach in the following ways: designing curriculum, implementation, and reflective practice. Students felt unprepared to teach citing needing more practice and continued skills development. These findings highlight the need for flexibility in the face of the pandemic and underscore the importance of using the new knowledge and practices generated about student learning to reinvent early childhood teacher education programs when faced with post-pandemic realities.
相似文献13.
Christian Förtsch Sonja Werner Lena von Kotzebue Birgit J. Neuhaus 《International Journal of Science Education》2016,38(17):2642-2666
This study examined the effects of teachers’ biology-specific dimensions of professional knowledge – pedagogical content knowledge (PCK) and content knowledge (CK) – and cognitively activating biology instruction, as a feature of instructional quality, on students’ learning. The sample comprised 39 German secondary school teachers whose lessons on the topic neurobiology were videotaped twice. Teachers’ instruction was coded with regard to cognitive activation using a rating manual. Multilevel path analysis results showed a positive significant effect of cognitive activation on students’ learning and an indirect effect of teachers’ PCK on students’ learning mediated through cognitive activation. These findings highlight the importance of PCK in preservice biology teachers’ education. Items of the rating manual may be used to provide exemplars of concrete teaching situations during university seminars for preservice teacher education or professional development initiatives for in-service teachers. 相似文献
14.
There have been many practical obstacles for teachers to implement evidence-based educational technology, especially in STEM classrooms. By implementing learning principles related to Cognitive Load Theory, we developed an innovative Technology-Assisted Guided Learning (TAGL) approach and its web-based instructional tool, combining expertise from educational research and best teaching practices to enhance guided student-centered learning in chemistry. A total of 185 community college students were randomly assigned to learn stoichiometry through either TAGL or one of two active control interventions, traditional direct instruction and Khan Academy, a widely used web learning platform. We found that the TAGL group significantly outperformed both active control groups immediately after instruction, and furthermore, despite the fact that all groups received additional instruction in stoichiometry, the beneficial effects of TAGL compared to the control groups were maintained a month later. Notably, TAGL was able to eliminate the achievement gap between students with low prior knowledge and students with high prior knowledge. Furthermore, prior-knowledge activation was found to be especially beneficial for students with low prior knowledge. Our work contributes to existing research in learning theories and provides new insight toward the development of more effective and adaptive instructional designs. By translating research into practice, this study demonstrates the great potential of using innovative computer-based technology to improve student learning for all. 相似文献
15.
教学效率数学模型建构的教育原理及意义 总被引：1，自引：0，他引：1
查有梁 《现代远程教育研究》2012,(4):3-8
如何提高教学效率,是各层次各类教学研究的重要问题。在教学理论和实践基础上首次提出的“教学效率的数学模型”,可以直观地理解教学效率的三个限制性原理,即在学校教育中不能仅仅强调学生自主学习,不能仅仅强调教师单向传授知识,教与学是相互“耦合”的。其原理表明三个不可能：只要求学生自主学习,不可能高效;只要求教师灌输,不可能高效;不将教师的教学转化为学生的自学,不可能高效。以此模型推论,对于不同学科、不同水平的教师和学生,两条“学历一效率”曲线的交点0是不同的。这就为因材施教地研究教学效率提供了新思路。在系统研究教学模型基础上建构的“教学模型的数学模型”,是“模式的模式”,即元模式。元模式的研究具有方法论价值,为教师在教学中选择合适的教学模型提供了实用的模式“网络结构”。这些数学模型之于远程教育的意义是：远程教学十分需要新的突破。 相似文献
16.
Creativity and knowledge management are both important competences that university students need to strive to develop. This study therefore developed and evaluated an instructional program for improving university students’ creativity based on a blended knowledge-management (KM) model that integrates e-learning and three core processes of KM: knowledge sharing, knowledge internalization, and knowledge creation. Moreover, this study investigated the underlying mechanisms that achieve the effectiveness of this model. A 17-week instructional program was conducted. The findings from both quantitative and qualitative analyses suggest the following. The blended KM model is effective in improving knowledge, dispositions, and abilities of creativity. The online sharing and evaluation of creative products, learning communities and discussions, and the practice of creativity strategies have substantial effects on all three aspects of creativity. The observation and peer evaluation of group assignments and creativity-related feedback enhance the learning of knowledge and dispositions. Finally, the creation of products and scaffolding of a teacher are critical to skill improvement. 相似文献
17.
Patrick Brown Patricia Friedrichsen Sandra Abell 《Journal of Science Teacher Education》2013,24(1):133-155
In order to understand how prospective teachers develop knowledge for teaching, researchers must identify the types of knowledge that are integral to effective science teaching. This case study investigated how 4 prospective secondary biology teachers’ science teaching orientations, knowledge of science learners, and knowledge of instructional sequence, developed during a post-baccalaureate teacher education program. Data sources included a lesson planning task and two interview-observation cycles during the participants’ year-long internship. Over the course of a year, the participants’ science teaching orientations were based primarily on their K-16 learning experiences, and were robust and highly resistant to change. The prospective teachers became more aware of student learning difficulties, and therefore, developed more elaborated knowledge of the requirements of learning. They consistently sequenced instruction in ways that gave priority to transmitting information to students. Prospective teachers’ development of knowledge of student understanding of science and instructional sequence were congruent with their science teaching orientations. Implications are given for teacher education and future research. 相似文献
18.
Although there is a large body of research on the effectiveness of supplemental instruction for college undergraduates, very little of it has focused on transfer students, who often confront additional sources of stress and historically perform more poorly than their native student counterparts. In this study, we investigated the effectiveness of a peer-based supplemental instructional program in general and organic chemistry at a large state university over a six-year period, while considering differences across transfer and nontransfer students. The results suggest that the supplemental instruction improved outcomes overall but that nontransfer students benefit to a greater degree than transfer students, in the form of higher grades and pass rates, from attending supplemental instruction. The results suggest that peer-based supplemental instruction is a useful method to improve undergraduate student performance in chemistry, but more research is needed on ways to enhance the effectiveness of interventions in improving the performance of transfer undergraduate students in STEM fields. 相似文献
19.
《The Journal of educational research》2012,105(5):302-311
Abstract The author investigated whether situated instruction produces more usable, transferable knowledge than instruction that is abstracted from the context of its use. To test that theory, 220 Grade 7 students were instructed on the topic of causality. Half the students were taught how to determine whether a research study shows a cause-and-effect relationship under the situated-learning model. The remaining students were taught the same concept under the abstracted instruction model. An additional factor, teaching for transfer, also was investigated. Although there were significant differences in learning immediately following instruction, there were no differences on the transfer task due to instructional condition or transfer training. Of the 194 participants who completed the transfer task, only 2 students spontaneously transferred their learning. 相似文献
20.
《教育心理学家》2013,48(2):105-117
A methodology for studying change during instruction in content-specific cognitive processes is presented. The methodology borrows both from the cognitive mediational approach in instructional effectiveness research and the instructional approach in cognitive psychology research. It is argued that learning from instruction must be understood in terms of the way in which instruction changes the cognitive processes used to solve tasks. The methodology is illustrated by summarizing a project on instructing middle-school students in semantic processes for solving decimal-fraction problems. The benefits of the methodology, such as tracing the effects of instruction on performance change, are discussed. 相似文献