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1.
Metaphors in mathematics classrooms: analyzing the dynamic process of teaching and learning of graph functions 总被引：1，自引：1，他引：0
This article presents an analysis of a phenomenon that was observed within the dynamic processes of teaching and learning
to read and elaborate Cartesian graphs for functions at high-school level. Two questions were considered during this investigation:
What types of metaphors does the teacher use to explain the graphic representation of functions at high-school level? Is the
teacher aware of the use he/she has made of metaphors in his/her speech, and to what extent does he/she monitor them? The
theoretical framework was based on embodied cognition theory. Our findings include teachers’ expressions that suggest, among
other ideas: (1) orientation metaphors, such as “the abscissa axis is horizontal”; (2) fictive motion, such as “the graph
of a function can be considered as the trace of a point that moves over the graph”; (3) ontological metaphors; and (4) interaction
of metaphors. We also show that teachers were not aware of using metaphors. 相似文献
2.
Mijung Kim Wolff-Michael Roth Jennifer Thom 《International Journal of Science and Mathematics Education》2011,9(1):207-238
There is mounting research evidence that contests the metaphysical perspective of knowing as mental process detached from
the physical world. Yet education, especially in its teaching and learning practices, continues to treat knowledge as something
that is necessarily and solely expressed in ideal verbal form. This study is part of a funded project that investigates the
role of the body in knowing and learning mathematics. Based on a 3-week (15 1-h lessons) video study of 1-s grade mathematics
classroom (N = 24), we identify 4 claims: (a) gestures support children’s thinking and knowing, (b) gestures co-emerge with peers’ gestures
in interactive situations, (c) gestures cope with the abstractness of concepts, and (d) children’s bodies exhibit geometrical
knowledge. We conclude that children think and learn through their bodies. Our study suggests to educators that conventional
images of knowledge as being static and abstract in nature need to be rethought so that it not only takes into account verbal
and written languages and text but also recognizes the necessary ways in which children’s knowledge is embodied in and expressed
through their bodies. 相似文献
3.
Current cognitive multimedia design theories provide several guidelines on how to integrate verbal and pictorial information.
However, the recommendations for the design of auditory texts (narrations) are still fragmentary, especially with regard to
the characteristics of the voices used. In the current paper, a fundamental question is addressed, namely, whether to use
a male or a female speaker. In two experiments, learners studied dynamic visualizations on probability theory that were accompanied
by narrations. The learner’s gender and the speaker’s gender served as between-subjects variables. In the first study, learners
were randomly assigned to speakers of different gender. In the second study, learners could choose among different speakers.
The results show that learners achieved better learning outcomes when the narration was presented by a female speaker rather
than a male speaker irrespective of the learner’s gender (speaker/gender effect). Being given the choice, learners preferred
female speakers, but this individual preference had no impact on learning outcomes. The results suggest augmenting purely
cognitive approaches to multimedia design by social-motivational assumptions. 相似文献
4.
Research from brain science and the learning sciences support the notion that human cognition is grounded in our sensorimotor engagement with the physical world and that processes of learning can be shaped by our movements and actions. Increasing recognition that effective educational interventions can be seeded with embodied actions is paralleled by recent and rapid advances in sensing and motion capture technologies. These advances allow for a new wave of cyberlearning environments that permit learners to use their bodies to create and manipulate digital representations of core ideas in a variety of learning domains. Drawing on the research literature on embodied cognition and design principles for creating effective embodied educational simulations, we present the design of a cyberlearning platform called ELASTIC3S. We describe the design rationale and preliminary data from a small empirical study of the ELASTIC3S platform that address the potential for enhancing science, technology, engineering, and mathematics (STEM) learning and engagement through embodied interaction. 相似文献
5.
The purpose of this study is to demonstrate that dynamic assessment based instruction increases children’s learning by using
a quasi-experimental research design in Korea. In this study, dynamic assessment is defined as a measurement method of the
zone of proximal development (ZPD) as well as the qualitative and quantitative diagnostic information for individual children.
In addition, dynamic assessment based instruction is defined as a teaching method using the diagnostic information types in
order to increase children’s learning. In this study, 59 children between the ages of 4 and 5 participated. Three types of
number concept achievement tests (pre-test, parallel test, and post-test) for each age group were developed and the content
validity, face validity, and split-half reliability were examined. After conducting the pre-test, the children of each age
group were divided into an experimental group and a control group. Dynamic assessment based instruction regarding number concepts
was undertaken only with the experimental group for 4 weeks. Both groups took a post-test after completing the 4 weeks of
classes. The ANCOVA technique wa ls used for data analysis. The result of this study shows that dynamic assessment based instruction
has a significant effect on children’s learning of number concepts (in the case of 4-year-old children, F = 12.34, p<0.01;
5-year-old children, F = 20.03, P<0.01). Therefore, dynamic assessment based instruction should be used widely for children’s
cognitive learning. 相似文献
6.
The design of motivational agents and avatars 总被引：1，自引：0，他引：1
Amy L. Baylor 《Educational technology research and development : ETR & D》2011,59(2):291-300
While the addition of an anthropomorphic interface agent to a learning system generally has little direct impact on learning,
it potentially has a huge impact on learner motivation. As such agents become increasingly ubiquitous on the Internet, in
virtual worlds, and as interfaces for learning and gaming systems, it is important to design them to optimally impact motivation.
The focus of this paper is on the design of agents and avatars (one’s self-representation as a visual agent) for enhancing
motivational and affective outcomes, such as improving self-efficacy, engagement and satisfaction, moderating frustration,
and/or improving stereotypes. Together with motivational messages and dialogue (which are not discussed here), the agent’s
appearance is the most important design feature as it dictates the learner’s perception of the agent as a virtual social model,
in the Bandurian sense. The message delivery, through a human-like voice with appropriate and relevant emotional expressions,
is also a key motivational design feature. More research is needed to determine the specifics with respect to the ideal agent
voice and the role of other nonverbal communication (e.g., deictic gestures) that may contribute to the agent’s role as an
embodied motivator, particularly in the long-term. 相似文献
7.
Panagiotis Kosmas Andri Ioannou Panayiotis Zaphiris 《Educational Media International》2019,56(1):59-74
The relationship among bodily movements, cognitive abilities, and academic achievement in children is receiving considerable attention in the research community. The embodied learning approach is based on the idea of an inseparable link between body and mind in learning, aiming for teaching methods that promote children’s active engagement in the classroom. This study implements embodied learning as a part of the classroom curriculum in a real classroom environment using motion-based games. A total of 52 elementary students engaged in embodied learning in-class activities for four months. The data-set included standardized pre-post testing for children’s cognitive and academic performance, general learning analytics from games’ usage, interviews, and observations from the teachers involved. Findings showed significant effects both on children’s cognitive abilities (i.e., short-memory skills) and academic performance (i.e., expressive vocabulary). This article contributes to the educational technology community by providing an example of implementing embodied learning via use of motion-based technologies in a real classroom environment. 相似文献
8.
Numerous studies have evaluated the effects of pedagogical agents on students’ learning outcomes, but so far, beneficial effects
have not been consistently demonstrated. The ambiguous results might partly be due to the strong emphasis on cognitive outcomes,
which is characteristic for research in teaching and learning. The paper suggests a shift of attention to socio-emotional
and relational variables, which might be considered as relevant moderator variables in learning or even as learning outcomes
per se, for example, in social learning. In order to achieve this goal, we suggest a systematic account of the results from
social psychology and in particular from nonverbal communication research, and findings from studies on the social effects
of embodied agents in general. This perspective will include (1) a distinction between static and dynamic aspects of embodiment,
such as the visual appearance of agents and their nonverbal behavior, and (2) a more systematic approach concerning the functions
of embodiment and nonverbal behavior, such as modeling, discourse and dialogue functions, and socio-emotional effects. A further
argument addresses the necessity of complementing outcome measures by process measures, which are sensitive to the tasks and
the changing situational demands that occur during learning processes and tutor-learner interaction. 相似文献
9.
Tim N. Höffler 《Educational Psychology Review》2010,22(3):245-269
This meta-analytical review focuses on the role of spatial ability when learning with pictorial visualizations. By means of
selective theoretical review and meta-analysis (the latter regarding 27 different experiments from 19 studies), several sub-factors
of spatial ability are considered as well as dynamic and non-dynamic, interactive and non-interactive visualizations. An overall
effect of r = 0.34 (95%-CI 0.28 to 0.39) demonstrating a medium advantage for high-spatial-ability learners when working with visualizations
is calculated. More importantly, two moderators could be identified: Learners with low spatial ability can be significantly
supported by a dynamic instead of a non-dynamic visualization as well as by 3d- instead of 2d-illustrations. Results are discussed
in consideration of contemporary theories of multimedia learning. 相似文献
10.
具身认知强调认知是身体参与的认知,通过身体、环境、感知、心智的互动融合完成知识的表征。科技场馆借助实体场馆与先进信息技术的融合,构建了具身学习的场域。文章首先基于具身认知理论,在科技场馆的具身学习中融合三种环境(即物理环境、社会环境和心理环境)和三类具身(即实感具身、实境具身和离线具身),设计了科技场馆学习支架。随后,文章在“电流的磁效应”主题学习中开展了两轮迭代设计研究,验证科技场馆学习支架的应用效果。最后,文章形成了修正后的科技场馆学习支架,以提升学习者身体在场的行动参与感,帮助学习者身体体验的内化与经验建构,为学习者在科技场馆中的具身学习提供有效的学习支持。 相似文献
11.
Studies of embodied cognition offer powerful accounts of the semiotic resources people use as they think together within different domains. Yet this research does not typically foreground the history of relationships within focal interactions—a history we have found to be consequential to the ways embodied actions unfold. Through ethnographic and interactional analysis of the assistance students received in a tinkering afterschool program and the forms of assistance they enacted over time, we show how children supported one another using embodied movements that were embedded in relational histories and imbued with pedagogical and ethical values. We substantiate these findings by introducing the range of embodied movements identified within the setting, followed by a detailed analysis of three cases spanning distinct time-scales (5 minutes, 1 week, 3 years). The cases help establish the construct of embodied pathways, which we define as courses of possible action involving participants’ bodies and voices that model particular relations. We argue that the experience of receiving embodied assistance creates resources for mediation in the future, as seen in subsequent acts of guidance and solidarity across children. More broadly, we argue for greater attention to how people learn to be in relation within research on embodied learning. 相似文献
12.
范琪 《徐州师范大学学报(哲学社会科学版)》2012,38(2):138-142
具身认知是当前哲学认识论的实证转向以及第二代认知观兴起的背景下认知研究中最重要和最具代表性的研究方向之一。具身认知强调的是人的身体、动作与情境在整个认知过程中的关联性,具身社会认知是当下具身理论与社会认知研究相结合的产物。虽然具身社会认知研究的起步较晚,但却有着深刻的哲学与心理学思想渊源,存在主义、现象学、机能主义心理学等都是其理论基础。具身社会认知已经在实证领域内取得了较为丰富的研究成果,极大地拓展了具身社会领域的理论与实证依据,但想要获取更大的发展,还必须解决当前存在的诸如理论体系混乱、研究方法不足以及科学性欠缺等问题。 相似文献
13.
The Role of Teacher Epistemic Cognition, Epistemic Beliefs, and Calibration in Instruction 总被引：4，自引：3，他引：1
This review examines the literature on teacher epistemic cognition, epistemic beliefs, and calibration to consider the relation
between these constructs and instruction that emerged from empirical studies. In considering how this body of literature can
enhance understanding of how students become masters of their learning processes, we will briefly review how different theoretical
frameworks have conceptualized the relation between epistemic cognition, epistemic beliefs, calibration and metacognition,
self-regulation, and self-regulated learning. Implications for research include a more nuanced conceptualization of epistemic
beliefs and a theoretical integration of these constructs. Implications for practice regard the reciprocal relations between
teachers’ knowledge, experience, epistemic cognition, epistemic beliefs, and calibration and their effects on pedagogical
practices. The role of teachers’ education and professional development is discussed.
Electronic supplementary material The online version of this article (doi:) contains supplementary material, which is available to authorized users. 相似文献
14.
Learning within the worlds of reifications, selves, and phenomena: expanding on the thinking of Vygotsky and Popper 总被引：1，自引：1，他引：0
A framework, termed the RSP, is proposed. It is mainly for analyzing and explaining how learning occurs. This framework is
grounded in the social-cultural perspective, in particular, in the thinking of both Vygotsky and Popper. Although the thinking
of Popper is generally not referred to as having a social-cultural orientation, mostly due to misunderstanding, he and Vygotsky
are defensibly complementary. In a nutshell, Vygotsky’s social-cultural (inter-psychological) plane is enriched by Popper’s
distinction between physical and conceptual-abstract worlds, while Popper’s mental world is enhanced by Vygotskian and post-Vygotskian
work emphasizing personality, that is, the whole self. Integrating and expanding on both Vygotsky and Popper, the RSP framework
further unpacks how learning occurs as dialectical interactions between the Worlds of reifications (R), selves (S), and phenomena
(P). The World of Reifications (R) extends Popper’s World 3 by emphasizing the developmental nature of conjectures to theories.
The World of Selves (S) now extends Popper’s World 2 from cognitive dimensions to the whole individual. And the World of Phenomena
(P) extends Popper’s World 1 to include the relationships between objects forming phenomena, including the physical, social,
and spiritual dimensions. The interactions among the three Worlds result in five learning outcomes: cognition, metacognition,
action, reflective action, and epistemic cognition. It is contended that these five outcomes are necessary criteria for holistic
learning. The framework is then applied to analyzing various issues such as resolving lethal mutations, identity, and learning
as becoming. 相似文献
15.
Zheng Lin 《Early Childhood Education Journal》2010,37(4):279-287
This paper reports on a study of interactive dynamic assessment undertaken by children learning English listening and speaking
as a Foreign Language in a kindergarten. It investigates how an interactive dynamic assessment could be designed to assess
young English-as-a-foreign-language (EFL) learners, what information such an interactive dynamic assessment may generate about
the language program and the participating children, and how such information may promote children’s EFL learning. Instead
of being context-independent and solely form-focused, this interactive dynamic assessment is contextualised within an English
intervention program and incorporated with a pre-formulated set of supportive mediations for the participating children. The
study shows this interactive dynamic assessment differs from traditional non-dynamic assessments in that it includes the assessor’s
mediation and thereby generates the information about the participating children’s needs for and potential responses to mediation.
It also demonstrates the potential of an interactive dynamic assessment in promoting children’s EFL learning and supporting
teaching EFL. 相似文献
16.
Michelle M. Neumann Michelle Hood David L. Neumann 《Early Childhood Education Journal》2009,36(4):313-319
The ways in which parent-child interactions can encourage the development of emergent literacy skills in young children remains
to be fully explored. The present report describes how one parent scaffolded her young child’s emergent writing and letter
knowledge in the home. Environmental print provided many rich and meaningful examples for the parent to show that print conveys
meaning and is constructed with letters that have names and make sounds. The parent used idiomorphs, a multisensory approach
incorporating the tracing of letters and whole body movements, and common household objects to guide the child’s learning
of letter names, sounds, and shapes. Emergent writing skills were scaffolded by using directional language and by the child
copying environmental print. The strategies and examples that are described may give guidance to parents and teachers on how
to provide engaging opportunities for literacy learning in the home environment or in an early educational context. 相似文献
17.
Educational Benefits of Multimedia Skills Training 总被引：1，自引：0，他引：1
Tsung juang Wang 《TechTrends》2010,54(1):47-57
The use of multimedia technologies in education has enabled teachers to simulate final outcomes and assist students in applying
knowledge learned from textbooks, thereby compensating for the deficiency of traditional teaching methods. It is important
to examine how effective these technologies are in practical use. This study developed online learning-teaching resource platforms
using Flash multimedia, providing interactive and integrated features in an easy-touse user interface, in order to discuss
Computer-Aided Drawing (CAD). The study utilized a teaching experiment with a non-equivalent pretest-posttest control group
design to test and discuss students’ professional cognition, operating skill cognition, and level of learning satisfaction
during the learning process. No significant differences emerged between the groups in regards to professional cognition or
operation skills cognition. However, a significant difference in learning satisfaction was noted, indicating that the coursework
with multimedia Flash produced greater satisfaction than with traditional learning methods. Results are explained in detail
and recommendations for further research provided. 相似文献
18.
This meta-analysis integrates 296 effect sizes reported in eye-tracking research on expertise differences in the comprehension
of visualizations. Three theories were evaluated: Ericsson and Kintsch’s (Psychol Rev 102:211–245, 1995) theory of long-term working memory, Haider and Frensch’s (J Exp Psychol Learn Mem Cognit 25:172–190, 1999) information-reduction hypothesis, and the holistic model of image perception of Kundel et al. (Radiology 242:396–402, 2007). Eye movement and performance data were cumulated from 819 experts, 187 intermediates, and 893 novices. In support of the
evaluated theories, experts, when compared with non-experts, had shorter fixation durations, more fixations on task-relevant
areas, and fewer fixations on task-redundant areas; experts also had longer saccades and shorter times to first fixate relevant
information, owing to superiority in parafoveal processing and selective attention allocation. Eye movements, reaction time,
and performance accuracy were moderated by characteristics of visualization (dynamics, realism, dimensionality, modality,
and text annotation), task (complexity, time-on-task, and task control), and domain (sports, medicine, transportation, other).
These findings are discussed in terms of their implications for theories of visual expertise in professional domains and their
significance for the design of learning environments. 相似文献
19.
We measured student knowledge and motivation at the beginning and end of a three-week general psychology course. Two large
lecture sections (N = 215 and N = 154) were compared; one used a cooperative learning process, and one did not. Student knowledge significantly improved
in both sections, but there was no additional benefit derived from using cooperative learning. Interestingly, student motivation
significantly decreased in the cooperative learning section. With recognition of the study’s limitations, we conclude that cooperative learning has
limited efficacy in large enrollment, compressed courses.
Dawn Vreven is an Assistant Professor of Psychology at the University of Wisconsin Oshkosh. She received her Ph.D. from Brown University.
Her research interests include visual perception and cognition.
Susan McFadden is a Professor of Psychology at the University of Wisconsin Oshkosh. She received her Ph.D. from Drew University. She co-edits
the “Teaching Tips” column for the Association for Psychological Science’s Observer and has published a number of articles on teaching and learning.
This work was supported by the University of Wisconsin Oshkosh’s Scholarship of Teaching and Learning Program. 相似文献
20.
In this article, we present a case study of a beginning science teacher’s year-long action research project, during which
she developed a meaningful grasp of learning from practice. Wendy was a participant in the middle grade science program designed
for career changers from science professions who had moved to teaching middle grade science. An extended action research experience
in the second year of induction proved valuable to her in learning how to modify her teaching to reach her goal, using evidence
of student learning as her guide. This article closes with reflections on the value of extended action research within science
teacher preparation, particularly early in one’s career, and explores the promise for ongoing practice-based professional
development throughout a teacher’s career. 相似文献