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1.
Our main goal in this study was to determine whether the use of computer animation and illustration activities in high school can contribute to student achievement in molecular genetics. Three comparable groups of eleventh‐ and twelfth‐grade students participated: the control group (116 students) was taught in the traditional lecture format, whereas the experimental groups received instructions that integrated a computer animation (61 students) or illustration (71 students) activities. We used three research instruments: a multiple‐choice questionnaire; an open‐ended, written questionnaire; and personal interviews. Five of the multiple‐choice questions were also given to students before they received their genetics instruction (pretest). We found that students who participate in the experimental groups improved their knowledge in molecular genetics compared with the control group. However, the open‐ended questions revealed that the computer animation activity was significantly more effective than the illustration activity. On the basis of these findings, we conclude that it is advisable to use computer animations in molecular genetics, especially when teaching about dynamic processes; however, engaging students in illustration activities can still improve their achievement in comparison to traditional instruction. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 273–292, 2008 相似文献
2.
学生学业评价是学校教学质量评价的组成部分,是促进学生学习进步和帮助教师不断改善教学策略的重要手段。学生学业评价对于课程的实施具有很强的导向、激励和反馈作用。课程改革背景下的学生学业评价正在从单一的纸笔考试向多元的考核方法扩展,不仅关注学生的学业成绩,而且注重发现和挖掘学生多方面的潜能,提高学生的综合素质,旨在为学生的成长和健康发展提供全面的反馈信息。 相似文献
3.
合作学习正在被中小学教师在教学实践工作中广泛使用,但从当前课堂教学的情况来看,合作学习的使用中还存在着许多问题,主要表现在合作学习的要素不明确、合作学习的形式比较单一、合作学习的具体方法没有被教师和学生所掌握等。有效合作学习的教学就是在教师指导下,学生掌握合作学习的方法与过程,进而在单位时间内有效地完成学习任务的教学。有效合作学习的主要教学策略包括选择合作伙伴与明确责任分工、采用多样化的合作学习形式、进行合作学习方法的有效指导等。 相似文献
4.
Bert P.M. Creemers 《School Effectiveness & School Improvement》2013,24(3):197-228
In this article, the current status of school level factors, as they appear in research reviews and in school effectiveness models is criticised both from a theoretical and from an empirical perspective. School level factors are often related to student achievement without taking into account the classroom level, where teaching and learning primarily take place. As a theoretical alternative, an overview of school level factors that enhance the quality of instruction, time for learning and opportunity to learn at the classroom level is provided. These factors are supposed to contribute to the explanation of differences in student achievement. Some empirical support for these ideas is found in educational research studies that have made use of three‐level analyses. 相似文献
5.
Computerized learning environments offer several possibilities that can be used to improve the teaching of content along with the process. Research indicates that students benefit from additional guidance, particularly when computer-based instruction requires active construction of knowledge. This study examines the relative effectiveness of guided versus unguided computer-based instruction with respect to regular instruction in improving content knowledge and process skills among students with low and high chemistry achievement levels. The results indicate that the effectiveness of computer-based instruction increases when learning is supported by teacher-directed guidance. Computer-based instruction (with or without guidance) was observed to be more effective than regular instruction in improving process skills particularly for students with high chemistry achievement. However, although the students who received regular or guided computer-based instruction showed significant gains in content knowledge, students under unguided condition failed to construct the expected content knowledge. 相似文献
6.
大学数学是指高校理工科、管理及数学类专业涉及到的数学课程,也是很多专业学生学习后续课程的基础,对于培养学生的综合素质具有十分重要的作用。大学数学与中学数学相比,内容更具延伸性,难度和深度也具有很大的提升。因此,解决大学数学与中学数学的衔接问题,对于很多高等院校而言仍然是一大难题。本文分析了大学数学与中学数学在教学目标、教学内容、教学方式和学习方式等方面存在的差异而导致的一系列的衔接问题,并就如何解决这些问题提出了相应的对策与建议,旨在进一步加强中学数学与大学数学的衔接,促进大学数学教师更好开展教学工作。 相似文献
7.
J.W. Searl 《Learning, Media and Technology》1981,7(1):18-20
One of the most common complaints of teachers and lecturers who have tried to use television as a teaching medium is the inordinate amount of time it takes to record even the simplest programme. At the University of Edinburgh a method of recording Mathematics teaching programmes has been devised that is both economical in the use of the teachers' time and effective as a teaching aid. The programmes were intended to be used by students for self‐help instruction, but they have also been used successfully in small group teaching. 相似文献
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9.
中学英语课堂上的教学方法诸多，但随着社会的进步和发展，越来越需要用语言来进行交流，因此，交际教学法也就自然而然地成了中学英语课堂上的主宰。教师在课堂上教学时，应让学生弄清楚学习英语的目的是什么，怎样才能为了这个目的而学习。帮助学生改变以往那种学习就是为了应付考试，就是为了得高分，能否交际无所谓的旧观念，树立新的学习观——学习语言就是为了能与别人进行交流。 相似文献
10.
The purpose of this study is to explore not only the effect of context-based physics instruction on students’ achievement and motivation in physics, but also how the use of different teaching methods influences it (interaction effect). Therefore, two two-level-independent variables were defined, teaching approach (contextual and non-contextual approaches) and teaching method (traditional and learning cycle methods). Thus, a 2?×?2 factorial design was performed with four treatment groups, including 131 11th-grade students: (1) a traditional method with the non-contextual approach group, (2) a traditional method with the contextual approach group, (3) a learning cycle with the non-contextual approach group, and (4) a learning cycle with the contextual approach group. Prior to and just after the treatments, which took 5 weeks, pre-tests and post-tests on student achievement and motivation were administered. For the analysis of data, multivariate analysis of covariance, simple regressions and follow-up analysis of covariances were performed. Consequently, it was found that the effect of context-based approach on physics achievement is dependent upon the teaching method implemented. That is, the traditional method was observed to increase the effect of the contextual approach while the learning cycle decreased it. Related to the effects on motivation in physics, no evidence was found to claim a significant difference. Based on the findings of this study, further research is suggested for determining which teaching methods are more effective with the context-based approach on students' achievement and motivation in physics. 相似文献
11.
数学在高中教学过程中占有重要地位,高中阶段的数学学习更加注重学生思维能力的培养及综合能力的提升。传统应试教育对我国整个教育系统产生了根深蒂固的影响,因此,目前依然有众多教师坚持传统教学模式,这已经与学生的思维特征等产生了极大的偏差。新课程标准的不断改革倡导教师创新教学方式,通过多种途径促进教学质量的提升。 相似文献
12.
There is reliable evidence that new vocabulary is primarily acquired through wide independent reading. However, struggling readers tend to avoid reading, resulting in limited word encounters and inadequate vocabulary growth, and they often have difficulties inferring the meanings of new words from context. While there are no clear solutions to the problem of vocabulary acquisition for older students with reading difficulties, there are instructional approaches that have some evidence of effectiveness for this population. We describe the research base and promising practices related to three aspects of vocabulary instruction: (1) creating a verbal learning environment that fosters word consciousness, (2) selecting and teaching specific words, and (3) teaching an independent word learning strategy through a combination of contextual and morphemic analysis. These instructional approaches are grounded in overarching principles recognized by researchers as being characteristic of effective instruction for students with learning difficulties, including explicit instruction, promoting cognitive and collaborative engagement, and providing many opportunities for practice, including distributed practice, with teacher feedback. Finally, we discuss the possibilities inherent in a cross‐content schoolwide approach to vocabulary instruction at the secondary level. We conclude with a call for additional research examining the effectiveness of instructional approaches to vocabulary development for secondary school students with reading difficulties, including a schoolwide collaborative model. 相似文献
13.
Two studies were conducted wherein an interactive, multimedia-based instructional system was piloted with preservice elementary school teachers. Mathematics methods classes experienced conventional instruction with a new interactive technological-instructional system as supplemental course material. An analysis of interview data indicated that students were more likely to incorporate the knowledge they acquired from the system into their teaching repertoire. Many students thought that this mode of presentation enhanced their learning of mathematics teaching methods and their teaching in other fields.This project was supported, in part, by a grant from the National Science Foundation (Award # TPE-8950317) and International Business Machines. 相似文献
14.
The recent concern with the apparent 'under-achievement' of boys in England's comprehensive schools has led schools to review the potential of single-sex classes as a means of improving performance. This paper reviews the arguments for such a strategy, in the context of one school where such an approach has underpinned the organisation of the school through the last three decades. We examine the rationale behind the original decision to implement single-sex teaching, consider the evolution of the curriculum through time, and discuss the strengths and weaknesses of this mode of organisation from the varying perspectives of parents, students and teachers. We consider whether the strategy has contributed to an improvement in the achievement levels of girls, and discuss the extent to which single-sex teaching has the potential to have a positive impact in raising boys' performance. In reviewing the evidence, we conclude that the single-sex mode of teaching in the school is effective in contributing to high achievement levels, in many contexts providing a conducive and supportive environment for students' learning. We suggest that such groupings may offer more advantages for girls than for boys; we argue that the potential of the system will only be fully realised when it is explicitly recognised that girls and boys do respond differently, in certain contexts, to different teaching-learning styles. 相似文献
15.
Stephanie Wünschmann Peter Wüst-Ackermann Christoph Randler Christian Vollmer Heike Itzek-Greulich 《Research in Science Education》2017,47(3):497-518
Interventions in out-of-school settings have been shown in previous studies to be effectively increase students’ science knowledge and motivation, with mixed results on whether they are more effective than teaching at school. In this study, we compared an out-of-school setting in a reptile and amphibian zoo (Landau, Germany) with a sequence of classroom teaching and a control group without teaching on the topic. We compared learning at school (School) and out-of-school learning (Reptilium), which were tested in a randomized field setting with a focus on knowledge and motivation. Sixty-five elementary students participated in either the School group, Reptilium group or control group. We measured knowledge on the topics reptiles and amphibians with a newly developed two-factorial test, calibrated with item response theory, before the intervention, immediately afterwards (posttest) and 2 weeks later (follow-up). Motivation was measured immediately after the intervention. Data analyses were performed using SPSS and Mplus. We conclude that the two interventions appeared highly superior to the control group and that the out-of-school setting in the Reptilium was more effective than the school-only program. Concerning motivation, perception of choice was higher in the Reptilium than in the School group. There were gender-by-treatment interaction effects for knowledge in the posttest and follow-up, for perceived competence and for pressure/tension. Concerning knowledge, boys performed better in the School group than girls but this gender gap was not significant in the Reptilium group. Boys perceived themselves as more competent in the School group while girls reported less pressure/tension in the Reptilium group. In conclusion, encountering living animals in a formal zoo learning arrangement is encouraged in primary school since it supports self-determination (free choice), leads to higher achievement and closes gender disparities in achievement. 相似文献
16.
We conducted a laboratory‐based randomized control study to examine the effectiveness of inquiry‐based instruction. We also disaggregated the data by student demographic variables to examine if inquiry can provide equitable opportunities to learn. Fifty‐eight students aged 14–16 years old were randomly assigned to one of two groups. Both groups of students were taught toward the same learning goals by the same teacher, with one group being taught from inquiry‐based materials organized around the BSCS 5E Instructional Model, and the other from materials organized around commonplace teaching strategies as defined by national teacher survey data. Students in the inquiry‐based group reached significantly higher levels of achievement than students experiencing commonplace instruction. This effect was consistent across a range of learning goals (knowledge, reasoning, and argumentation) and time frames (immediately following the instruction and 4 weeks later). The commonplace science instruction resulted in a detectable achievement gap by race, whereas the inquiry‐based materials instruction did not. We discuss the implications of these findings for the body of evidence on the effectiveness of teaching science as inquiry; the role of instructional models and curriculum materials in science teaching; addressing achievement gaps; and the competing demands of reform and accountability. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:276–301, 2010 相似文献
17.
小学阶段的数学教学需要更多化抽象为具体的教学手段,体验式学习法能够契合学生的身心特点,对提升学生的学科素养有积极意义。文章阐述体验式学习法的含义与特征,并从三个方面论述体验式学习法的具体运用策略。 相似文献
18.
Barbara Fresko Naomi Robinson Alex Friedlander Jeanne Albert Neli Argaman 《School Effectiveness & School Improvement》2013,24(3):170-187
Abstract A 4‐year project is described which was designed to improve mathematics instruction and achievements in two Israeli junior high schools. Project activities focused on the individual teachers, the mathematics staff, and the organization of instruction at the school level, under the assumption that more efficient teaching would lead to greater pupil learning. Evaluation data gathered from classroom observation, questionnaires and tests indicated a general positive impact: many teachers improved their teaching strategies, more curricular material was being covered in class, a school‐wide program for mathematics instruction was established, teamwork among teachers was formalized, and pupil achievements improved. 相似文献
19.
肖琴 《湖南科技学院学报》2005,26(12):292-294
视唱练耳是音乐学习过程中既基础又重要的学科。它在音乐学习中起举足轻重的作用。本文分析了视唱练耳常用的教学组织形式，并着重对班级授课制与分组教学制进行比较分析，提出了在艺术中学采用分组教学制进行视喝练耳教学更能结合学生的实际情况，更适应各层次学生学习的需要。望此种教学组织形式能更有效的提高视唱练耳教学质量。 相似文献
20.
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