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1.
Esther Levenson 《Educational Studies in Mathematics》2010,73(2):121-142
This paper focuses on fifth-grade students’ use and preference for mathematically (MB) and practically based (PB) explanations
within two mathematical contexts: parity and equivalent fractions. Preference was evaluated based on three parameters: the
explanation (1) was convincing, (2) would be used by the student in class, and (3) was one that the student wanted the teacher
to use. Results showed that students generated more MB explanations than PB explanations for both contexts. However, when
given a choice between various explanations, PB explanations were preferred in the context of parity, and no preference was
shown for either type of explanation in the context of equivalent fractions. Possible bases for students’ preferences are
discussed. 相似文献
2.
Esther Levenson Pessia Tsamir Dina Tirosh 《Journal of Mathematics Teacher Education》2010,13(4):345-369
This article focuses on elementary school teachers’ preferences for mathematically based (MB) and practically based (PB) explanations.
Using the context of even and odd numbers, it explores the types of explanations teachers generate on their own as well as
the types of explanations they prefer after reviewing various explanations. It also investigates the basis for these preferences.
Results show that teacher-generated explanations include more MB explanations than PB explanations. However, many still choose
to use mostly PB explanations in their classrooms, believing that these explanations will be most convincing to their students.
The implications for teacher education are discussed. 相似文献
3.
This paper reports data from a study aiming to explore secondary students’ preconceptions and explanations about evolutionary
processes. Students may exhibit both alternative and scientifically acceptable conceptions and bring different ones into play
in response to different problem contexts. Hence, the examination of their explanations before instruction within different
problem contexts is expected to highlight the concepts that instruction should put more emphasis on. To achieve this, an open-ended
questionnaire in conjunction with semi-structured interviews was used to allow students to express their own views on issues
related to evolution. Students’ explanations highlighted their lack of knowledge of important evolutionary concepts such as
common descent and natural selection. In addition, many students explained the origin of traits as the result of evolution
through need via purposeful change or as carefully designed adaptations. Rather than evolutionary, final causes formed the
basis for the majority of students’ explanations. In many cases students provided different explanations for the same process
to tasks with different content. It seems that the structure and the content of the task may have an effect on the explanations
that students provide. Implications for evolution education are discussed and a minimal explanatory framework for evolution
is suggested. 相似文献
4.
Students’ assessment preferences, perceptions of assessment and their relationships to study results
Gerard van de Watering David Gijbels Filip Dochy Janine van der Rijt 《Higher Education》2008,56(6):645-658
The purposes of this study are to gain more insight into students’ actual preferences and perceptions of assessment, into
the effects of these on their performances when different assessment formats are used, and into the different cognitive process
levels assessed. Data were obtained from two sources. The first was the scores on the assessment of learning outcomes, consisting
of open ended and multiple choice questions measuring the students’ abilities to recall information, to understand concepts
and principles, and to apply knowledge in new situations. The second was the adapted Assessment Preferences Inventory (API)
which measured students’ preferences as a pre-test and perceptions as a post-test. Results show that, when participating in
a New Learning Environment (NLE), students prefer traditional written assessment and questions which are as closed as possible,
assessing a mix of cognitive processes. Some relationships, but not all the expected ones, were found between students’ preferences
and their assessment scores. No relationships were found between students’ perceptions of assessment and their assessment
scores. Additionally, only forty percent of the students had perceptions of the levels of the cognitive processes assessed
that matched those measured by the assessments. Several explanations are discussed. 相似文献
5.
Anderson Hassell Norton Andrea McCloskey 《Journal of Mathematics Teacher Education》2008,11(4):285-305
The challenge that we address concerns teachers’ shifts toward student-centered instruction. We report on a yearlong professional
development study in which two United States elementary school teachers engaged in a teaching experiment, as described by
Steffe and Thompson (in: Lesh and Kelly (eds) Research on design in mathematics and science education, 2000). The teaching
experiment involved close mathematical interactions with a pair of students after school, in the context of solving fractions
tasks. By conducting a teaching experiment, we anticipated that each teacher would have more opportunity to develop insight
into students’ mathematics. We also anticipated that these insights would influence the teachers’ classroom practice, even
without explicit support for such a shift. Indeed, the teachers found that they began asking more probing questions of their
students and spending more time listening to students’ explanations, but shifts to classroom practice were limited by constraining
factors such an inflexible curriculum. 相似文献
6.
Ingeborg Krange 《Cultural Studies of Science Education》2007,2(1):171-203
Recent research has to a limited extent explored the characteristics of students’ conceptual practices as sociocultural phenomena
in general and in science education in particular. I approach this issue by studying a group of students while solving a particular
scientific problem from A to Z, and as part of this analyse how different cultural means (the knowledge domain and the tools
in use) structure the students’ interactions and how their interpersonal relations change over this period of time. The aim
is to illustrate how these cultural means intersect in productive and less productive ways during the students’ conceptual
practices. The study has its point of departure in a design experiment where a group of four students, together with their
teacher, solve different problems related to the biological phenomenon of sequencing a DNA molecule (the insulin gene). Video-recordings
of the students’ interactions constitute the basis for this analysis. The cultural means strongly structure the students’
conceptual practices during their problem solving processes. Whereas the knowledge domain structured the whole process, the
significant roles of the website and the computer-based 3D model of the insulin gene were especially apparent during the second
part of the trajectory. The intersection of these cultural means appear productive in terms of disciplinary knowledge when
the students’ became aware of how to handle this relationship. The interpersonal relations between the students and their
teacher altered slightly in the beginning and became increasingly more fixed during the students’ progression. 相似文献
7.
We examined the relationship between English as a Foreign Language (EFL) teachers’ interpersonal behaviour and students’ fluency
in English in secondary education in China. A total of 160 students from four classes in the southwest part of China were
asked to assess their teachers’ interpersonal behaviour using the Questionnaire on Teacher Interaction (QTI). This was the
first time that the QTI was successfully translated and used (in EFL classrooms) in China. Cronbach’s α reliability coefficients
for the scales were adequate, while confirmatory factor analyses provided support for the theoretical framework behind the
questionnaire. Results showed that teacher uncertainty was negatively correlated with student achievement. Furthermore, the
degree of teacher cooperation with students was the only significant predictor for student achievement, but its effect disappeared
when student background variables were taken into account. Results also indicated a discrepancy between students’ perceptions
of preferred and actual teacher interpersonal behaviour. The tolerant-authoritative profile was the most common interpersonal
style based on Chinese students’ perceptions. 相似文献
8.
?se Hansson 《Educational Studies in Mathematics》2012,81(1):103-125
In the multilingual mathematics classroom, the assignment for teachers to scaffold students by means of instruction and guidance in order to facilitate language progress and learning for all is often emphasized. In Sweden, where mathematics education is characterized by a low level of teacher responsibility for students’ performance, this responsibility is in part passed on to students. However, research investigating the complexity of relations between mathematics teaching and learning in multilingual classrooms, as well as effect studies of mathematics teaching, often take the existence of teachers’ responsibility for offering specific content activities for granted. This study investigates the relations between different aspects of responsibility in mathematics teaching and students’ performance in the multilingual mathematics classroom. The relationship between different group compositions and how the responsibility is expressed is also investigated. Multilevel structural equation models using TIMSS 2003 data identified a substantial positive influence on mathematics achievement of teachers taking responsibility for students’ learning processes by organizing and offering a learning environment where the teacher actively and openly supports the students in their mathematics learning, and where the students also are active and learn mathematics themselves. A correlation was also revealed between group composition, in terms of students’ social and linguistic background, and how mathematics teaching was performed. This relationship indicates pedagogical segregation in Swedish mathematics education by teachers taking less responsibility for students’ learning processes in classes with a high proportion of students born abroad or a high proportion of students with low socio-economic status. 相似文献
9.
Animations of molecular structure and dynamics are often used to help students understand the abstract ideas of chemistry.
This qualitative study investigated how the features of two different styles of molecular-level animation affected students’
explanations of how sodium chloride dissolves in water. In small group sessions 18 college-level general chemistry students
dissolved table salt in water, after which they individually viewed two animations of salt dissolution. Before and after viewing
each animation the participants provided pictorial, written, and oral explanations of the process at the macroscopic and molecular
levels. The students then discussed the animations as a group. An analysis of the data showed that students incorporated some
of the microscopic structural and functional features from the animations into their explanations. However, oral explanations
revealed that in many cases, participants who drew or wrote correct explanations did not comprehend their meanings. Students’
drawings may have reflected only what they had seen, rather than a cohesive understanding. Students’ explanations given after
viewing the animations improved, but some prior misconceptions were retained and in some cases, new misconceptions appeared.
Students reported that they found the animations useful in learning; however, they sometimes missed essential features when
they watched the animation alone. 相似文献
10.
The purpose of this qualitative interpretive research study was to examine high school students’ written scientific explanations
during biology laboratory investigations. Specifically, we characterized the types of epistemologies and forms of reasoning
involved in students’ scientific explanations and students’ perceptions of scientific explanations. Sixteen students from
a rural high school in the Southeastern United States were the participants of this research study. The data consisted of
students’ laboratory reports and individual interviews. The results indicated that students’ explanations were primarily based
on first-hand knowledge gained in the science laboratories and mostly representing procedural recounts. Most students did
not give explanations based on a theory or a principle and did not use deductive reasoning in their explanations. The students
had difficulties explaining phenomena that involved intricate cause–effect relationships. Students perceived scientific explanation
as the final step of a scientific inquiry and as an account of what happened in the inquiry process, and held a constructivist–empiricist
view of scientific explanations. Our results imply the need for more explicit guidance to help students construct better scientific
explanations and explicit teaching of the explanatory genre with particular focus on theoretical and causal explanations. 相似文献
11.
Proponents of performance assessments purport that they allow more options for student choice and autonomy and, therefore,
are more motivating and more preferred by students. This study explored the role of stakes and the student’s familiarity with
the format in these examination preferences. A survey of 148 college students suggested that: their familiarity with open-ended
assessments led students to prefer them without reference to stakes; they tended to prefer closed assessments when the stakes
are low but open formats when the stakes are high; and their goal orientation had no relationship with these decisions. In
the end, students seemed to be rather pragmatic and protective of their grades regardless of their goal orientations, which
is only natural. The students’ goal orientations appear, then, to be desiderata for both them and their instructors, but a
graded environment stifles their full operation. 相似文献
12.
Parent and student perceptions of classroom learning environment and its association with student outcomes 总被引：2，自引：2，他引：2
This research is distinctive in that parents’ perceptions were utilised in conjunction with students’ perceptions in investigating
science classroom learning environments among Grade 4 and 5 students in South Florida. The What Is Happening In this Class?
(WIHIC) questionnaire was modified for young students and their parents and administered to 520 students and 120 parents.
Data analyses supported the WIHIC’s factorial validity, internal consistency reliability and ability to differentiate between
the perceptions of students in different classrooms. Both students and parents preferred a more positive classroom environment
than the one perceived to be actually present, but effect sizes for actual-preferred differences were larger for parents than
for students. Associations were found between some learning environment dimensions (especially task orientation) and student
outcomes (especially attitudes). Qualitative methods suggested that students and parents were generally satisfied with the
classroom environment, but that students would prefer more investigation while parents would prefer more teacher support.
The study provides a pioneering look at how parents and students perceive the science learning environment and opens the way
for further learning environment studies involving both parents and students. 相似文献
13.
In order to help students make well-informed choices, reliable college ranking systems with comparable information about higher education institutions worldwide have been welcomed by many students. Because traditional college rankings had many methodological problems, a new type of user-based ranking, called “personalized college ranking” started to develop in many nations in the late 1990s. In 2008, Higher Education Evaluation and Accreditation Council of Taiwan (HEEACT), launched a ranking project called “College Navigator in Taiwan” which developed the first Asian student-based college search engine to provide local and international students with transparent information on Taiwan’s higher education institutions. The main objective of this paper, therefore, is to compare the rational, strategies and pathways for establishing personalized college rankings. In order to analyze the gap between students’ preferences and university presidents’concerns over ranking indicators, HEEACT’s “College Navigator in Taiwan” is adopted as a case study at the end of paper. 相似文献
14.
Self-directed and social forms of learning are fundamentally different from traditional didactic educational settings from
which students are selected for veterinary, medical and other professional degree courses. It is therefore expected that a
mismatch may emerge between students’ conceptions of effective learning and expectations inherent to the new learning environments.
The present study addressed this issue by examining 128 preclinical students’ predispositions towards two key elements in
problem-based and case-based learning, namely self-directed and social forms of learning. A mixed method approach revealed
converging evidence of students’ overwhelming preference for external, teacher regulation and individual forms of learning.
External regulation was consciously invoked as a coping strategy in managing large amounts of complex information. Constructivist
conceptions of learning were positively related to an appreciation of the cognitive benefits of social forms of learning,
a relationship that has attracted little attention in the higher education literature. These findings stress the importance
of guiding students’ transition towards learning autonomy required for social forms of learning and continuous lifelong learning
after graduation. 相似文献
15.
Juli K. Dixon Lisa A. Egendoerfer Taylar Clements 《Teaching and Teacher Education》2009,25(8):1067-1076
In an attempt to examine dialogue within a second grade classroom, students were encouraged to participate in whole-class mathematics discussions without raising their hands before speaking. Beneficial social and sociomathematical norms developed in place of this traditional social norm. Effects of this change on the dialogue and written mathematical explanations of a class of second grade students are described. Focus was placed on student participation in whole-class discussions. The study helped to determine the effects of student-centered dialogue on students' mathematical explanations and justifications as demonstrated in the students' discussions, participation, and written expression related to their mathematics learning. 相似文献
16.
17.
Worldwide proliferation of pedagogical innovations creates expanding potential in the field of science education. While some
teachers effectively improve students’ scientific learning, others struggle to achieve desirable student outcomes. This study
explores a Taiwanese science teacher’s ability to effectively enhance her students’ science learning. The authors visited
a Taipei city primary school class taught by an experienced science teacher during a 4-week unit on astronomy, with a total
of eight, 90-minute periods. Research methods employed in this study included video capture of each class as well as reflective
interviews with the instructor, eliciting the teacher’s reflection upon both her pedagogical choices and the perceived results
of these choices. We report that the teacher successfully teaches science by creatively diverging from culturally generated
educational expectations. Although the pedagogical techniques and ideas enumerated in the study are relevant specifically
to Taiwan, creative cultural divergence might be replicated to improve science teaching worldwide. 相似文献
18.
Tamera B. Murdock Annes S. Beauchamp Amber M. Hinton 《European Journal of Psychology of Education - EJPE》2008,23(4):477-492
The frequency of cheating in today’s classrooms undermines educators’ efforts and threatens students’ learning. Data from
444 high school students in 48 math and science classrooms at two time points were analyzed to examine the classroom and individual
influences on students’ attributions of blame for cheating and to examine the relationship between students’ attributions
of blame for cheating and subsequent cheating behavior. Hierarchical linear modeling revealed that student-level and aggregate
views of teacher characteristics were related to concurrent and subsequent attribution of cheating blame to teachers and to
subsequent cheating behaviors, over and above the influence of moral emotion dispositions. 相似文献
19.
The purpose of this paper is to contribute to the debate about how to tackle the issue of ‘the teacher in the teaching/learning
process’, and to propose a methodology for analysing the teacher’s activity in the classroom, based on concepts used in the
fields of the didactics of mathematics as well as in cognitive ergonomics. This methodology studies the mathematical activity
the teacher organises for students during classroom sessions and the way he manages1 the relationship between students and mathematical tasks in two approaches: a didactical one [Robert, A., Recherches en Didactique
des Mathématiques 21(1/2), 2001, 7–56] and a psychological one [Rogalski, J., Recherches en Didactique des Mathématiques 23(3),
2003, 343–388]. Articulating the two perspectives permits a twofold analysis of the classroom session dynamics: the “cognitive
route” students are engaged in—through teacher’s decisions—and the mediation of the teacher for controlling students’ involvement
in the process of acquiring the mathematical concepts being taught. The authors present an example of this cross-analysis
of mathematics teachers’ activity, based on the observation of a lesson composed of exercises given to 10th grade students
in a French ‘ordinary’ classroom. Each author made an analysis from her viewpoint, the results are confronted and two types
of inferences are made: one on potential students’ learning and another on the freedom of action the teacher may have to modify
his activity. The paper also places this study in the context of previous contributions made by others in the same field. 相似文献
20.
David Gijbels Gerard Van de Watering Filip Dochy Piet Van den Bossche 《European Journal of Psychology of Education - EJPE》2005,20(4):327-341
The purpose of the present study is to gain more insight into the relationship between students’ approaches to learning and
students’ quantitative learning outcomes, as a function of the different components of problem-solving that are measured within
the assessment. Data were obtained from two sources: the revised two factor study process questionnaire (R-SPQ-2F) and students’
scores in their final multiple-choice exam. Using a model of cognitive components of problem-solving translated into specifications
for assessment, the multiple-choice questions were divided into three categories. Three aspects of the knowledge structure
that can be targeted by assessment of problem-solving were used as the distinguishing categories. These were: understanding
of concepts; understanding of the principles that link concepts; and linking of concepts and principles to application conditions
and procedures. The 133 second year law school students in our sample had slightly higher scores for the deep approach than
for the surface approach to learning. Plotting students’ approaches to learning indicated that many students had low scores
for both deep and surface approaches to learning. Correlational analysis showed no relationship between students’ approaches
to learning and the components of problem-solving being measured within the multiple choice assessment. Several explanations
are discussed. 相似文献