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1.
Conceptual systems theory predicts four system orientations. System 1 individuals are highly concrete in their reasoning ability and beliefs. System 2 individuals are strongly negative toward authority and institutions and tend to be autonomous and rebellious. System 3 individuals are more abstract than System 1 or System 2 individuals and have strong need to maintain secure relationships. System 4 individuals have the most abstract, flexible, and open-minded orientation and have an analytical approach to problem solving. Conceptual systems orientations of subjects taking a general chemistry laboratory were determined using the “This I Believe” test. Subjects were classified into Systems 1, 2, 3, 4, or admixtures. Laboratory sections were assigned randomly to three instructional methods (traditional approach, learning cycle, computer simulation) for teaching a three-hour laboratory covering spectrophotometry principles. Factorial analysis of covariance indicated no significant conceptual system by instructional method interaction. The main effect for conceptual system was significant, and pairwise comparisons of adjusted mean posttest scores indicated that System 4 subjects as well as System 3 subjects scored significantly higher than System 1 subjects. There was no significant difference in scores between System 4 and System 3 individuals. Conceptual systems orientation is an attribute variable that may influence chemistry learning. 相似文献
2.
Abstract This study examined the efficacy of a behavioral remediation program for oral reading on oral reading errors and comprehension of four moderately mentally retarded children. The remediation program included previewing of the target text, delayed attention to oral reading errors, and positive practice overcorrection of errors plus positive reinforcement for self‐correction of errors. A multiple‐baseline across subjects design was used, with comprehension probes scheduled once every two or three days across both baseline and remediation phases. Comprehension probes consisted of 10 questions based on the target text and aimed to assess the child's literal comprehension, interpretation and critical reading. While the results demonstrated a clear relationship between remediation and oral reading errors, the relationship between remediation and comprehension was less clear. The remediation program was effective in reducing oral reading errors and, in the course of the study, increasing comprehension scores. These results were replicated across all four subjects. 相似文献
3.
Herman G. Weller 《科学教学研究杂志》1995,32(3):271-290
This is a report on the investigation of a microcomputer-based system for the diagnosis and remediation of three Aristotelian alternative conceptions of force and motion held by eighth-grade physical science students. Diagnosis and posttesting were done with computer-displayed, graphics-based, multiple-choice questions. The two remediation simulations were designed to present scientific idealizations and to be perceived by the student as anomalous to the three alternative conceptions. Structured interviews were employed at several points during the study to obtain indications of the conceptions of force and motion of students with different achievement rankings, as well as to determine the students' reactions to the computer pretest questions or the simulations. A student's possession of alternative conceptions was unrelated to whether the student was a strong or weak learner of science. Students who were currently studying dynamics in their classes exhibited a very different pattern of nonscientific answers on the computer diagnostic test than did students who had completed that topic. The completed students who were selected for possession of alternative conceptions were facilitated by the computer simulations in altering their naive conceptions to a significant degree. 相似文献
4.
NOREEN M. WEBB JOAN L. HERMAN BEVERLY CABELLO 《Journal of Educational Measurement》1986,23(2):163-170
This set of studies examined the consistency of student response patterns on a test of language arts, as a first step toward designing a computerized adaptive test to diagnose errors. A diagnostic domain-referenced language arts test was designed so that the choice of response would immediately point to a specific misconception in pronoun usage. This direct correspondence between error and diagnosis was designed to facilitate classroom instruction and remediation. Analysis of students' response choices on matched items and analysis of students' rationales for selecting their responses showed that student behavior was not always consistent and could be used to diagnose some errors but not others. 相似文献
5.
《The Journal of educational research》2012,105(7):253-255
AbstractThe purpose of this study was to test Gagne’s hypothesis that attention to prerequisites should be more effective than repeated practice of a final task when learning intellectual skills. Ninety eighth-grade general science students studied self-instructional materials on the construction and interpretation of graphs. After each of three lessons each subject took a diagnostic test covering the objectives of the instruction. Subjects in Group 1 received additional instruction on prerequisites as remediation. Subjects in Group 2 received additional practice items as remediation, and subjects in Group 3 received no remedial activity. Students receiving remedial instruction did significantly better than those receiving only main-line instruction. Students receiving additional instruction on prerequisites did significantly better than those receiving additional practice items as remediation. 相似文献
6.
Thus far, it is unclear how students can learn most effectively from their own errors. In this study, reflections on the rationale behind self-made errors are assumed to enhance knowledge acquisition. In a field experiment with pre/post/follow-up design, the authors practiced fractions with 174 seventh- and eighth-grade students who were randomly assigned to one of two conditions: The students reflected on either the rationale behind their own errors or on the correct solution corresponding to their own errors. Students in the first condition group demonstrated a greater procedural knowledge at the posttest and at the follow-up test. Furthermore, at the follow-up test, these students demonstrated a higher conceptual knowledge. The implications for theory and school instruction are discussed. 相似文献
7.
Sheau-Wen Lin Yu Liu 《International Journal of Science and Mathematics Education》2017,15(8):1485-1500
The purpose of this study was to explore elementary students’ listening comprehension changes using a Web-based teaching system that can diagnose and remediate students’ science listening comprehension problems during scientific inquiry. The 3-component system consisted of a 9-item science listening comprehension test, a 37-item diagnostic test, and 107 scaffoldings of listening strategies. The diagnostic and remediation system was trialed with grade 6 students (N?= 526) from southern Taiwan who were selected by cluster sampling. The participants were asked to take the 3 components individually on a computer. The students’ responses were collected and analyzed to document performance and changes. Results indicated that the diagnostic test had a positive influence on science listening comprehension proficiency and addressed potential problems, while the scaffolding helped remediate confirmed listening difficulties. Instructional implications for classroom diagnosis–remediation applications are discussed and future research is outlined. 相似文献
8.
The influence of locus of control, diagnosis, and remediation on immediate and retained achievement and attitudes of middle school science students was the focus of this study. Subjects in the experiment were assessed for locus of control and experienced one of three treatments: no diagnosis or remediation; diagnosis with no remediation; or, diagnosis and remediation. Immediate achievement was measured at two points during the experiment, and retention was measured 30 days following the experiment. Diagnosis and remediation proved to be significantly effective in increasing retained achievement. Internal locus of control subjects out-scored external subjects in the areas of both immediate and retained achievement. Whites achieved higher than blacks in retention. Attitudes of all groups tended to be positive. These findings suggest that diagnostic or diagnostic and remedial instruction is an effective means of increasing the retention level of middle school students. 相似文献
9.
A total of 117 subjects were randomly assigned to a group receiving instructional objectives, or not doing so, and to a logical or random instructional sequence. Performance measures, as well as test and state anxiety scores were obtained. Regression analysis indicated that, as expected, objectives had no effect, whereas the logical sequence reduced program errors and increased achievement. Test anxiety was related to program errors, but not to achievement. Expected interactions among objectives, sequence, and anxiety were not significant.A prior version of this paper was read at the American Educational Research Association annual convention in New Orleans, La., March 1973.This study was completed while the senior author was on leave at the CAI Center, Florida State University. The present paper was completed at the City University of New York. 相似文献
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11.
The influence of locus of control and diagnostic testing with prescribed remediation on immediate and retained science achievement was the focus of the study. To test the generalizability of the results across instructional units and to check on the existence of a treatment warm-up period, the experiment was conducted across three biology units. The results supported the existence of the warm-up period with no significant effects of diagnosis and remediation during the first unit. On later units and on the retention measure, the experimental subjects achieved significantly more than the control. No locus of control X treatment interactions were found; although, in one unit, the internal locus of control subjects achieved significantly higher than externals. 相似文献
12.
Matthew Finkelman Wonsuk Kim Louis A. Roussos 《Journal of Educational Measurement》2009,46(3):273-292
Much recent psychometric literature has focused on cognitive diagnosis models (CDMs), a promising class of instruments used to measure the strengths and weaknesses of examinees. This article introduces a genetic algorithm to perform automated test assembly alongside CDMs. The algorithm is flexible in that it can be applied whether the goal is to minimize the average number of classification errors, minimize the maximum error rate across all attributes being measured, hit a target set of error rates, or optimize any other prescribed objective function. Under multiple simulation conditions, the algorithm compared favorably with a standard method of automated test assembly, successfully finding solutions that were appropriate for each stated goal. 相似文献
13.
Hye-Eun Chu David F. Treagust Shelley Yeo Marjan Zadnik 《International Journal of Science Education》2013,35(10):1509-1534
The aims of this study were to determine the underlying conceptual structure of the thermal concept evaluation (TCE) questionnaire, a pencil-and-paper instrument about everyday contexts of heat, temperature, and heat transfer, to investigate students’ conceptual understanding of thermal concepts in everyday contexts across several school years and to analyse the variables—school year, science subjects currently being studied, and science subjects previously studied in thermal energy—that influence students’ thermal conceptual understanding. The TCE, which was administered to 515 Korean students from years 10–12, was developed in Australia, using students’ alternative conceptions derived from the research literature. The conceptual structure comprised four groups—heat transfer and temperature changes, boiling, heat conductivity and equilibrium, and freezing and melting—using 19 of the 26 items in the original questionnaire. Depending on the year group, 25–55% of students experienced difficulties in applying scientific concepts in everyday contexts. Years of schooling, science subjects currently studied and physics topics previously studied correlated with development of students’ conceptual understanding, especially in topics relating to heat transfer, temperature scales, specific heat capacity, homeostasis, and thermodynamics. Although students did improve their conceptual understandings in later years of schooling, they still had difficulties in relating the scientific concepts to their experiences in everyday contexts. The study illustrates the utility of using a pencil-and-paper questionnaire to identify students’ understanding of thermal concepts in everyday situations and provides a baseline for Korean students’ achievement in terms of physics in everyday contexts, one of the objectives of the Korean national curriculum reforms. 相似文献
14.
段卫国 《泰州职业技术学院学报》2010,10(3):9-11
随着计算机技术的飞速发展,计算机辅助教育正在被广泛使用,运用计算机技术进行VFP试题库的开发和管理就是其中一个重要的方面。为了提高出题效率,减轻教师负担。设计开发了一个VFP试卷自动生成系统。文章主要介绍了该VFP试题库系统开发的目标和功能、系统设计的基本思想、系统的组成原理和系统的设计与实现方法。 相似文献
15.
The relationships between response latencies and accuracy on the matching familiar figures test (MFFT) and two gross motor tasks (batting or catching a ball) were studied in twenty-nine 9-year-old boys. Children were classified into four groups using a double dichotomy of response latencies and errors on the MFFT: reflective, impulsive, fast-accurate, and slow-inaccurate on intertask comparison. The components (errors and time) used to classify the children show stability for errors but not latencies on cognitive versus motor intertask comparison. The comparison between motor tasks shows the stability for latencies and accuracy, a nonlinear relationship between latency and accuracy for the ball-hitting but not the ball-catching task, and reflective boys to be the most efficient on the task requirement.These results lend support to the hypothesis that strategies are more a consequence of a “competence” than a “conceptual tempo” factor. 相似文献
16.
Joseph M. Scandura 《Journal of Experimental Education》2013,81(4):7-11
The effects of conceptual hierarchies as supplemental aids to textual materials was investigated. Sixty-five fourth, fifth, and sixth grade students were given a 1000-word reading passage describing the real number system. One group received a conceptual hierarchy in addition to the text; one group was asked to draw this hierarchy from the information in the text; a control group read the text. The group that was provided with the hierarchy scored significantly better than the control on Production and Comprehension subtests. The ineffectiveness of the draw hierarchy treatment was due to the inability of subjects to construct the hierarchy. Those able to complete the hierarchy scored significantly higher than control on Production and Comprehension subscores and on the total test. No differences were found between the successful drawers and the group provided with a hierarchy. 相似文献
17.
认知诊断通过分析被试的项目作答反应,推断被试的认知属性掌握状态,为学习困难学生设计补救教学提供了非常有价值的信息。本文作者在探讨了小学生多位数乘法计算能力的认知属性、编制了2份相同考核模式的认知诊断测验后,选择江西某小学310名高年级学生为被试,先施测第1份认知诊断测验,采用DINA模型,自编参数估计程序进行诊断,得到了每一个被试的属性掌握模式分类及全体被试在各个属性上的掌握情况。然后设计和实施补救教学,在实施补救教学后再施测第2份认知诊断测验以检验补救效果。研究发现：（1）该小学高年级学生对0XN运算法则、多位数乘以两位数的运算程序、乘法进位认知属性的掌握不太理想,特别是乘法进位。（2）属性掌握模式中属全部掌握模式的被试人数占86．47％,其余被试均分类于存在各种认知不足的掌握模式。（3）比较两份认知诊断测验报告,结果表明在认知诊断指导下的补救教学有针对性,补救后被试正确作答项目增多,属性掌握个数也有所增加,补救效果良好。 相似文献
18.
The process of students' conceptual change was investigated during a computer‐supported physics unit in a Grade 10 science class. Computer simulation programs were developed to confront students' alternative conceptions in mechanics. A conceptual test was administered as a pre‐, post‐, and delayed posttest to determine students' conceptual change. Students worked collaboratively in pairs on the programs carrying out predict–observe–explain tasks according to worksheets. While the pairs worked on the tasks, their conversational interactions were recorded. A range of other data was collected at various junctures during instruction. At each juncture, the data for each of 12 students were analyzed to provide a conceptual snapshot at that juncture. All the conceptual snapshots together provided a delineation of the students' conceptual development. It was found that many students vacillated between alternative and scientific conceptions from one context to another during instruction, i.e., their conceptual change was context dependent and unstable. The few students who achieved context independent and stable conceptual change appeared to be able to perceive the commonalities and accept the generality of scientific conceptions across contexts. These findings led to a pattern of conceptual change which has implications for instructional practices. The article concludes with consequent implications for classsrooms. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 859–882, 1999 相似文献
19.
Effects of Combined Hands-on Laboratory and Computer Modeling on Student Learning of Gas Laws: A Quasi-Experimental Study 总被引：1，自引：1，他引：1
Xiufeng Liu 《Journal of Science Education and Technology》2006,15(1):89-100
Based on current theories of chemistry learning, this study intends to test a hypothesis that computer modeling enhanced hands-on
chemistry laboratories are more effective than hands-on laboratories or computer modeling laboratories alone in facilitating
high school students' understanding of chemistry concepts. Thirty-three high school chemistry students from a private all-girl
high school in northeastern United States were divided into two groups to participate in a quasi-experimental study. Each
group completed a particular sequence of computer modeling and hands-on laboratories plus pre-test and post-tests of conceptual
understanding of gas laws. Each group also completed a survey of conceptions of scientific models. Non-parametric tests, i.e.
Friedman's one-way analysis of ranks and Wilcoxon's signed ranks test, showed that the combined computer modeling and hands-on
laboratories were more effective than either computer simulations or hands-on laboratory alone in promoting students' conceptual
understanding of the gas law on the relationship between temperature and pressure. It was also found that student conception
of scientific models as replicas is statistically significantly correlated with students' conceptual understanding of the
particulate model of gases. The findings mentioned earlier support the recent call for model-based science teaching and learning
in chemistry. 相似文献