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1.
This exploratory study investigates the distributed nature and complexity of professional expertise by examining the patterns of cognitive processes in novices and experts who are using ultrasound technology to make diagnoses. The study aims to identify and provide an explanation for such patterns in light of the recent debate on the locus of control underpinning human cognition. A distributed model of professional expertise based on the relationships between the four elements of socio-cultural disposition, tools and artefacts, strategies, and domain knowledge, is used to discuss the results. The findings illustrate the complexity of professional expertise, particularly when individuals depend on sophisticated tools to assist their thinking and reasoning.  相似文献   

2.
This article discusses the role of perceived self-efficacy during classroom learning of cognitive skills. Self-efficacy refers to personal judgments of performance capabilities in a given domain of activity. Students enter classroom activities with various aptitudes and prior experiences, which affect their initial sense of self-efficacy for learning. During task engagement, students may assess self-efficacy by utilizing cues made cognitively salient by educational practices and which convey information about their capability to acquire knowledge and skills, such as performance outcomes, attributions, situational circumstances, outcome patterns, perceived model similarity, and persuader credibility. In turn, heightened learning self-efficacy enhances motivated learning, or motivation to acquire knowledge and skills. Research findings are presented showing how different educational practices affect self-efficacy. Future research needs to determine how students derive efficacy information from multiple cues, and to specify in finer detail how the cognitive processes involved in understanding instruction and appraising self-efficacy influence one another.  相似文献   

3.
Problem-based learning (PBL) is a powerful instructional approach. By working through assessable complex problem-solving tasks learners can be encouraged to actively engage in investigation and inquiry and to use high level cognitive thought processes to solve real-life problems in professional contexts. A critical element of a successful PBL design is the inclusion of instructional support, such as scaffolding, to guide and assist the learner through the reasoning process that is crucial to successful problem-solving. The e-learning tool ‘Challenge FRAP’ (Form for the Recording of the Analysis of Problems) is client-based public domain authoring software which facilitates the use of scaffolding, the provision of progressive feedback and can promote student reflection at key decision-making points. This paper illustrates the benefits of such an e-learning scaffolding tool through two PBL case studies; one group-based PBL task in science and technology and one self-directed PBL task in plant pathology.  相似文献   

4.
While research has documented the key role of monitoring processes during hypermedia learning, limited empirical research has used process data to examine the possibility that these processes mediate the relationship between motivational constructs (such as self-efficacy) and cognitive factors (such as prior domain knowledge) with hypermedia learning outcomes. This multi-method study addressed this issue by examining: (1) The extent to which the relationship between self-efficacy and hypermedia learning outcomes is mediated by the use of specific monitoring processes and; (2) The extent to which the relationship between prior domain knowledge and hypermedia learning outcomes is mediated by the use of specific monitoring processes. Participants included 68 education majors. A self-report questionnaire was used to measure self-efficacy, a pretest was used to measure prior domain knowledge, a posttest was used to measure learning outcomes, and a think-aloud protocol were used to identify the deployment of monitoring processes during a 30-min hypermedia learning task. Results indicated that the relationship between self-efficacy and specific monitoring processes (Monitoring Understanding, Monitoring Environment, and Monitoring Progress Towards Goals) was significantly detectable. Additionally, the relationship between prior domain knowledge and Monitoring Understanding was significantly detectable. Lastly, regression analyses revealed that the relationship between self-efficacy and hypermedia learning outcomes was mediated by the extent to which participants monitored their understanding and the environment.  相似文献   

5.
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6.
The main task of an educational system is to generate instructional situations which induce students to learn knowledge and problem solving abilities as applied to a cognitive domain.
To this end, an instructional dialogue must be seen as a process aimed at making student and teacher learn from each other: the student has to learn the subject matter from the teacher, while the teacher has in turn to learn from the student how to regulate instructional interaction. The process relies on different kinds of expert knowledge: experience of the domain, about the actual student, and of teaching methods and objectives. This means that an instructional dialogue cannot be realised without an explicit representation of all the kinds of knowledge involved.
Research has established that Knowledge Based Educational Systems (KBESs) can be the keystone in building effective learning tools, but because of the difficulty in realising a system of this kind, most existing systems are prototypes and are intended only as workbenches for the computational analysis of educational processes.
This paper analyses the main problems which underlie the realisation of such systems, with reference to research into knowledge based systems intended for use with teaching/learning mathematics.  相似文献   

7.
Cognitive scientists investigate mental models (how humans organize and structure knowledge in their minds) so as to understand human understanding of and interactions with the world. Cognitive and mental model research is concerned with internal conceptual systems that are not easily or directly observable. The goal of this research was to investigate the use of Evaluation of Mental Models (EMM) to assess the mental models of individuals and groups in solving complex problems and to compare novices and experts models as bases for providing feedback to learners. This study tested a qualified web-based assessment tool kit, Highly Interactive Model-based Assessment Tools and Technologies (HIMATT), in an as yet untested domain—mathematics. In this study, university students and their mathematics instructors used two tools in HIMATT, Dynamic Evaluation of Enhanced Problem Solving (DEEP) and Text-Model Inspection Trace of Concepts and Relations (T-MITOCAR). The research questions include: Do novice participants exhibit common patterns of thoughts when they conceptualize complex mathematical problems? Do novices conceptualize complex mathematical problems differently from experts? What differences in DEEP and T-MITOCAR patterns and responses exist according to the measures of HIMATT? Findings suggest that EMM and HIMATT could effectively support formative assessment in a complex mathematical domain. Finally, this study confirms a common assumption of cognitive scientists that the tool being used could affect the tool user’s understanding of the problem being solved. In this case, while DEEP and T-MITOCAR led to somewhat different expert models, both tools prove useful in support of formative assessment.  相似文献   

8.
Experts in cognitive domains differ from non-experts in how they represent problems and knowledge, and in their epistemic understandings of tasks in their domain of expertise. This study investigates whether task-specific epistemic understanding also underlies the representation of knowledge on an everyday reasoning task on which the competent reasoners have neither expert domain knowledge nor training. 180 people on jury duty were assessed for epistemological understanding about the nature of knowledge and knowing in general, understanding of the specific task of the juror, and level of argument skill and evidence representation on two jury cases. Epistemic construal of the juror task and task-specific competent reasoning was found related to general epistemology, argument skills, and representation of the evidence. Additionally, estimations of the possibility of certainty in general and in a juror task predicted the participants' expressed certainty about their verdict choices. Implications for developing everyday reasoning competence are discussed.  相似文献   

9.
This research focuses on knowledge and ways in which knowledge may be constructed in the learner's mind. Specifically, it addresses the Web as a cognitive supporter for learning, organising and constructing a new domain of knowledge. In particular, the research analyses student reflection on constructing web sites. The analysis is based on an ongoing reflection of 40 prospective and in‐service teachers who took a course on educational computational environments. The students were asked to choose a complex topic and to document the process of constructing a web site that would present their chosen topic. They were to reflect upon the process with regard to their decision making, difficulties encountered, ways of thinking, considerations and insights. Student reflection is analysed from two perspectives: the first perspective examines how the task of constructing a web site contributes to student learning of complex topics, the second perspective views the students as teachers who explore how constructing a web site contributes to their understanding of learning processes.  相似文献   

10.
Studies of knowledge constructing often focus on the analysis of a single episode, without considering enough the history of the learners, or the future learners' trajectories with regard to the concepts learned. This paper presents an example of knowledge constructing within the context of peer learning. We show how the design of the task and the tools available to the students afford the constructing of conceptual knowledge (the phenomenon of exponential growth and variation, as it is expressed in its numerical and graphical representations). We trace the constructing of knowledge through a series of dyadic sessions for a few months in a classroom environment. We show that knowledge is constructed cumulatively, each activity allowing for the consolidating of previous constructs. This pattern indicates the nature of the processes involved: knowledge constructing and consolidating are dialectical processes, developing over time, when new constructs stem from old ones already consolidated, which gain consolidation through the new construction, creating a new abstract entity. We also discuss the potential of the tool the students used (a spreadsheet program) to such processes of learning mathematics.  相似文献   

11.
Although computer modelling is widely advocated as a way to offer students a deeper understanding of complex phenomena, the process of modelling is rather complex itself and needs scaffolding. In order to offer adequate support, we need a thorough understanding of the reasoning processes students employ and of difficulties they encounter during a modelling task. Therefore, in this study 26 students, working in dyads, were observed while working on a modelling task in the domain of physics. A coding scheme was developed in order to capture the types of reasoning processes used by students. Results indicate that most students had a strong focus on adjusting model parameters to fit the empirical data with little reference to prior knowledge. The successful students differed from the less successful students in using more prior knowledge and in showing more inductive reasoning. These observations lead to suggestions for the design of appropriate scaffolds.  相似文献   

12.
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13.
Teacher competence is crucial for quality of teaching and learner achievement. Competency models and competence measurement are prevalent in domains such as the natural sciences and lacking in others. We conducted our research in the field of business and economics education by focusing on the accounting domain because it is key to a deep understanding of the economic context and the development of economics competence. To teach well, teachers require professional knowledge, which is mainly composed of content knowledge (CK), pedagogical content knowledge (PCK), and pedagogical knowledge (PK). Our competence model comprises the cognitive component of professional knowledge and the noncognitive components of beliefs, self-efficacy, and self-regulation. To measure competence in competence of prospective teachers, we employed novel instruments to test for professional knowledge and beliefs as well as established ones to test for self-regulation and self-efficacy. The sample consists of 1,152 students at 24 German universities. The structure of the competence model was tested. Results suggest that professional competence in accounting has at least four distinct dimensions (CK, PCK, beliefs, and self-regulation aspects).  相似文献   

14.
ABSTRACT This research study examined the role of instructional design knowledge in the development of teaching expertise for university teaching assistants (TAs). ID theoretically supports the development of systematic and meaningful patterns of cognitive organization that characterize teaching expertise. Therefore, it should support TAs in developing more expert‐like methods for their teaching design and performance. We utilized a case‐study approach to understanding the internal processes and external behaviors that unfold as TAs respond to ID as supportive of their teaching goals. TAs indicated increased self‐awareness and metacognitive reflection about their teaching, and increased in satisfaction with their knowledge and skills. TAs' individual difference characteristics influenced their tendencies to adopt and implement various elements of the ID process and principles, with perceived utility emerging as particularly important. Implications for research and TA professional development are discussed.  相似文献   

15.
航空航天类专业的限制使得本科学生缺少参与工程实践的机会,直接影响了专业课的教学效率.基于5G/VR技术,研究构建一种可在教师—模拟设备—学生间实现信息高效反馈触动的教学系统,该系统内置高保真虚拟实验条件与场景,可模拟多种复杂物理过程.通过结合理论知识的工程应用触动操作,学生可完成理论与实践相结合的深层认知学习.该系统的...  相似文献   

16.
The article reviews studies that explain the role of graphical displays in learning and synthesizes relevant findings into principles for effective graphical design. Three theoretical perspectives provide the framework that organizes the review: dual coding theory, visual argument, and conjoint retention. The three theories are compatible although they are based on different assumptions. Research suggests that graphics are effective learning tools only when they allow readers to interpret and integrate information with minimum cognitive processing. Learners' characteristics, such as prior subject-matter knowledge, visuospatial ability, and strategies, influence graphic processing and interact with graphical design to mediate its effects. Future research should investigate the interplay between display and learner characteristics and how graphical design can address individual differences in learning from graphics.  相似文献   

17.
While many researchers in science education have argued that students’ epistemological understanding of models and of modelling processes would influence their cognitive processing on a modelling task, there has been little direct evidence for such an effect. Therefore, this study aimed to investigate the relation between students’ epistemological understanding of models and modelling and their cognitive processing (i.e., deep versus surface processing) on a modelling task. Twenty‐six students, working in dyads, were observed while working on a computer‐based modelling task in the domain of physics. Students’ epistemological understanding was assessed on four dimensions (i.e., nature of models, purposes of models, process of modelling, and evaluation of models). Students’ cognitive processes were assessed based on their verbal protocols, using a coding scheme to classify their types of reasoning. The outcomes confirmed the expected positive correlation between students’ level of epistemological understanding and their deep processing (r = 0.40, p = .04), and the negative correlation between level of epistemological understanding and surface processing (r = ?0.51, p = .008). From these results, we emphasise the necessity of considering epistemological understanding in research as well as in educational practice.  相似文献   

18.
In two experiments, participants made inferences from weather maps, before and after they received instruction about relevant meteorological principles. Different versions of the maps showed either task-relevant information alone, or both task-relevant and task-irrelevant information. Participants improved on the inference task after instruction, indicating that they could apply newly acquired declarative knowledge to make inferences from graphics. In Experiment 1, participants spent more time viewing task-relevant information and less time viewing task-irrelevant information after instruction, and in Experiment 2, the presence of task-irrelevant information impaired performance. These results show that domain knowledge can affect information selection and encoding from complex graphics as well as processes of interpreting and making inferences from the encoded information. They also provide validation of one principle for the design of effective graphical displays, namely that graphics should not display more information than is required for the task at hand.  相似文献   

19.
Previous research into the effectiveness of dynamic versus static instructional design paradigms has reported divergent findings. Dynamic instructions have been shown to be more effective in teaching novel procedural skills. In contrast, the apparent benefit of dynamic over static instructions has been attributed in other studies to the cognitive capabilities and previous knowledge of the learner. Can the benefit of dynamic instruction persist in learners with domain expertise on learning novel tasks? In this paper, we report the result of an experiment that shows that irrespective of the learner's previous knowledge, dynamic instructions retain a significant effectiveness over statics for teaching intra‐domain novel task performance. Twenty‐four participants with domain expertise were divided into three independent groups to perform a procedural motor task following treatment with different training interfaces. After controlling for spatial abilities and excluding previous specific‐to‐task knowledge, we observe that participants that trained with interfaces containing dynamic content recorded better task performance measures than others using non‐dynamic interfaces. This suggest that within the context of motor skill acquisition, dynamic instructional interfaces can yield significant increases to post‐learning task performance measures, which is independent of the learner's cognitive capabilities or previous knowledge.  相似文献   

20.
This article presents a video and internet site based intervention designed to address the difficulties that the complex classroom environment poses for teachers, and then presents the study of its effectiveness as applied with 21 trainees in a university teacher education program. The intervention emphasized implicit cognitive processes as central to teaching–learning processes and the utilization of theoretical knowledge while making sense of the interrelations in complex situations. Trainees’ pre- and post-intervention responses to a video-case analysis task underwent content analysis using six dimensions. Paired-samples t-tests were calculated. Following the intervention, the novices exhibited a shift toward a cognitive rather than behavioral perspective; an increased ability to identify and interpret implicit and explicit factors and interrelations, reflecting a higher awareness of complexity; and an enhanced capacity to link perceived teaching–learning processes to theoretical knowledge.  相似文献   

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