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1.
Sylvie Coppé 《Educational Studies in Mathematics》1998,35(2):129-151
In this paper, we propose to give some results about research done from 1989 to 1993 concerning a written assessment situation in math class (les devoirs surveillés) with high school students (16–17 years old) who are following a science oriented curriculum. In particular, we would like to determine if and how the students are sure of the answers they give and if they verify them.Our research methodology consisted of collecting both test papers and scratch pads from all the students in one class, then of interviewing some of them using the explicatory interviewing technique developed by P. Vermersch.In order to study this specific assessment situation, we use a theoretical framework developed by Y. Chevallard concerning an anthropological approach. Then, we introduce the notions of students' private work, meant to remain unseen and during which the verifications (if any) are done, and of a public trace (the test paper) meant to be shown to the teacher and to be evaluated. From a cognitive and didactic point of view, we want to show the importance of taking into account these two components for the analysis of the students' work in problem solving. 相似文献
2.
Aleksandar Baucal Dragica Pavlović Babić Smiljana Jošić 《European Journal of Psychology of Education - EJPE》2018,33(3):467-487
Why do students give incorrect answers in PISA? What are the reasons for giving incorrect answers? Do all incorrect answers reflect only the lack of competence or might even a competent child make a mistake? The aim of this article is to contribute to a better understanding of these issues. In the current investigation, we selected six students who responded incorrectly to one PISA question in mathematics or science when they solved it individually. Then, we analyzed their understanding of the PISA task and their reasoning about it through a dialogical problem solving in triads to identify why they made an incorrect answer. Moreover, we tried to determine how the shared peer interaction might change the understanding and reasoning of the child and enable her/him to solve the task. The results of this study illustrate the differences between incorrect answers reflecting lack of competence and those incorrect answers, which appear for some other reasons. Based on the dialogical problem solving approach, we analyzed these two types of incorrect answers and the reasoning trajectories behind them. 相似文献
3.
A Comparison of Verbal and Written Descriptions of Students' Problem Solving Processes 总被引：1，自引：0，他引：1
David K. Pugalee 《Educational Studies in Mathematics》2004,55(1-3):27-47
4.
Sharma Manjula D. Millar Rosemary M. Smith Andrew Sefton Ian M. 《Research in Science Education》2004,34(3):267-289
We report on an investigation of students' ideas about gravity after a semester of instruction in physics at university. There are two aspects to the study which was concerned with students' answers to a carefully designed qualitative examination question on gravity. The first aspect is a classification of the answers and a comparative study of the ways the problem was tackled by two large groups of students who had different backgrounds in physics and were exposed to different teaching styles. The second aspect is to investigate how students link concepts to solve the problem. We used a phenomenographic analysis of student responses to extract patterns of reasoning and alternative conceptions behind the solutions. We found no differences between the classes of answers given by students in the two courses. Our analysis also identifies a hierarchy in the complexity of the hypothetical reasoning pathways, which we interpret as reflecting the ways in which students may link concepts and resolve conflicts as they solve the problem. The hypothetical reasoning pathways may help educators to develop instructional material or lecture room dialogue in order to tease out key issues. An unexpected finding is that there is a discrepancy between our conclusion that the two groups of answers are similar and the distribution of marks awarded by the examiner – which implies that the quality of the answers is different for the two groups. 相似文献
5.
Peer collaboration in solving qualitative physics problems: The role of collaborative talk 总被引：1，自引：0，他引：1
Ping-Kee Tao 《Research in Science Education》1999,29(3):365-383
This study investigated whether and how peer collaboration facilitated students' problem solving in physics. A qualitative
physics test was administered to two Secondary 6 (Year 12) classes, with half of the students in each class randomly assigned
to take the test individually and the other half to work in dyads. The abilities of the individuals and dyads were matched
such that there was no significant difference between their physics examination grades. The test results show that the dyads
performed better than the individuals on each problem and the test as a whole. The rich collaborative talk of the dyads shows
that peer collaboration provided students with experiences of co-construction and conflict that were conducive to successful
problem solving. However, it was found that co-construction could lead to correct as well as wrong solutions and that conflict
and co-construction could occur in the same instance rather than as separate activities. The study also found that students'
success in problem solving depended not so much on their ability but on how they interacted and whether and how they invoked
the relevant physics principles and strategies. 相似文献
6.
Kam-Wah Lee 《Research in Science Education》1986,16(1):21-30
Summary Some important results that relate to classroom learning and teaching of problem solving emerge from these case studies. These
are now summarized as follows.
In terms of the students' potential learning experiences of problem solving, it was found that the students were mainly witnessing
their teachers' demonstrations of using rules or algorithms for solution to problems. Repeated practice of solving the sorts
of problems that occur in examinations was also emphatically included as part of the learning experience. The students were
not exposed to a range of strategies that could possibly be used to solve the same problems. There was no explicit teaching
of important problem solving skills such as translation skills (comprehending, analyzing, interpreting, and defining a given
problem) and linkage skills (concept relatedness between two concepts or using cues from the problem statements to associate
ideas, concepts, diagrams, etc. from memory). When teachers solve problems they use, in general, several strategies to solve
the same class of problems and they are very careful and explicit about translating problem statements, making relevant linkages
and checking.
These absences in the teachers' teaching of problem solving (and hence in the students' range of learning experiences) are
particularly interesting because they are part of the teachers' own repertoire of skills. Accordingly, it may not be too difficult
to get teachers to include them in their teaching. This would mean that the students' range of learning experiences for problem
solving would be very much strengthened. 相似文献
7.
Dr Mark W Hackling 《Research in Science Education》1994,24(1):147-155
This paper reports on a study of undergraduate genetics students' conceptual and procedural knowledge and how that knowledge
influences students' success in pedigree problem solving. Findings indicate that many students lack the knowledge needed to
test hypotheses relating to X-linked modes of inheritance using either patterns of inheritance or genotypes. Case study data
illustrate how these knowledge deficiencies acted as an impediment to correct and conclusive solutions of pedigree problems.
Specializations: problem solving, laboratory work, conceptual change, science teacher education. 相似文献
8.
The research reported here employed a multiple-case study methodology to assess the online cognitive and metacognitive activities
of 15-year-old secondary students as they read informational texts and wrote a new text in order to learn, and the relation
of these activities to the written products they were asked to generate. To investigate the influence of the task, students
were required to perform two different tasks which differed in complexity and familiarity. The first task was reading a single
text and making a written summary of it, while the second consisted in reading two texts and making a written synthesis of
them. To gather information about how students construct meaning from informational texts, we asked students to think aloud
as they read and wrote in order to provide us with information about their comprehension and composition processes. We also
examined their reading and writing activities during the tasks. The results show that to a large extent secondary school students
lack the cognitive and metacognitive processes that would enable them to make strategic use of reading and writing. They also
show that, although there are no major differences in the way secondary school students tackle these different tasks, those
who create the most elaborate products evidence a more recursive and flexible use of reading and writing. The most obvious
conclusion as far as the repercussions of these findings are concerned is that there is an urgent need for work on tasks of
this kind in the classroom. 相似文献
9.
This paper reports a teaching experiment in which two students engaged in tasks that challenged them to describe a final state
for a variety of infinite iterative processes. The results from the study indicate that the students used multiple reasoning
strategies for addressing these tasks. Refinements in the students’ reasoning occurred as students constructed relationships
between the problems they were solving and problems they had solved previously, applying some of the reasoning strategies
that they used for one problem to make sense of or solve another problem. We discuss how these findings relate to the existing
body of research on infinite iterative processes. 相似文献
10.
The mastery of word problems is seen as an important test of mathematical ability. When solving such problems, students supposedly go beyond rote learning and mechanical exercises to apply their knowledge to realistic problem situations in which mathematical reasoning becomes an important instrument for making concrete judgements. Research shows that performance on word problems is often surprisingly poor. Non-realistic, and even logically inconsistent, answers to word problems are often accepted by students, and there are many signs that students seldom make so-called realistic considerations when applying their mathematical knowledge to real world events. The study reported is a follow-up of the work by Verschaffel, De Corte, and Lasure (1994) in which the difficulties students have in making realistic considerations were clearly illustrated. In the present study, students (10–12 years of age) worked in groups, and the tasks given (estimating distances) were introduced as part of a general discussion of how to calculate distances to school. Results show that the participants were clearly able to entertain different assumptions regarding how to measure distances, and they make distinctions between alternative options when discussing, for instance, the distance between two villages as indicated on a road sign on the one hand, and when talking about the shortest possible distance on the other. It is argued that the problem of what constitutes a realistic consideration when solving word problems is far from simple but has to be understood in context. 相似文献
11.
Smith CE 《American annals of the deaf》2006,151(5):519-529
An exploratory study was designed to describe Internet search behaviors of deaf adolescents who used Internet search engines to complete fact-based search tasks. The study examined search behaviors of deaf high school students such as query formation, query modification, Web site identification, and Web site selection. Consisting of two fact-based search tasks, the study was done in four regional day school programs for the deaf. As students conducted two search tasks, they completed task analyses of the selected Web sites and gave reasons for their selections. The research also identified the processes used by deaf students to compensate for limited English reading abilities while navigating search engines results that were typically written well above deaf students' average reading level. The results demonstrated that deaf adolescents were unable to initiate, conduct, analyze, or validate effective Internet searches in response to fact-based search tasks. 相似文献
12.
Marilyn P. Carlson 《Educational Studies in Mathematics》1999,40(3):237-258
This study investigated the mathematical behavior of graduate students and the experiences that contributed to their mathematical development and success. Their problem-solving behavior was observed while completing complex mathematical tasks, and their beliefs were assessed by administering a written survey. These graduate students report that a mentor, most frequently a high school teacher, facilitated the development of their problem solving abilities and continued mathematical study. The mentors were described as individuals who provided challenging problems, encouragement, and assistance in learning how to approach complex problems. When confronted with an unfamiliar task, these graduate students exhibited exceptional persistence and high confidence. Their initial problem solving attempts were frequently to classify the problem as one of a familiar type, and they were not always effective in accessing recently taught information or monitoring their solution attempts, but were careful to offer only solutions that had a logical foundation. These results provide numerous insights into the complexities of using and extending one's mathematical knowledge and suggest that non-cognitive factors play a prominent role in a student's mathematical success.This revised version was published online in September 2005 with corrections to the Cover Date. 相似文献
13.
Michal Zellermayer 《Instructional Science》1989,18(2):145-165
This paper identifies four successive phases in the study of written feedback to students' compositions. The studies included in these phases are distinguished by views of writing instruction reflected in their theoretical frameworks: the view of writing instruction as a series of teacher provided stimuli and students' responses to these stimuli; the view that the writing class is a rhetorical community, where teacher and students interact as readers and writers over texts; the view of learning to write as a phenomenon both natural and problematic, where school may interfere with students' natural development; the view that learning to write, like all other learning, depends on successful student-teacher interactions within student's zone of proximal development. While reviewing recent studies of written feedback, the paper shows how these changing views of writing instruction are accompanied by changing theoretical perspectives for the study of the provision and processing of written feedback as well as by a gradual expansion of research contexts for looking at this problem. Finally, in view of such a line of development, it suggests an agenda for future research. 相似文献
14.
This study investigated how interaction with peers influenced the ways students managed uncertainty during collaborative problem solving in a 5th-grade class. The analysis focused on peer responses to individuals’ attempts to manage uncertainty they experienced while engaged in collaborative efforts to design, build, and program robots and achieve assignment objectives. Patterns of peer response were established through discourse analysis of work sessions for 5 teams engaged in 2 collaborative projects. Three socially supportive peer responses and 2 unsupportive peer responses were identified. Peer interaction was influential because students relied on supportive social response to enact most of their uncertainty management strategies. This study provides a useful theoretical contribution to understanding the roles of peer interaction in collaborative problem solving. Conceptualizing collaborative problem solving as a process of negotiating uncertainties can help instructional designers shape tasks and relational contexts to facilitate learning. 相似文献
15.
Hyman Bass 《Educational Studies in Mathematics》2017,95(3):229-244
Mathematicians commonly distinguish two modes of work in the discipline: Problem solving, and theory building. Mathematics education offers many opportunities to learn problem solving. This paper explores the possibility, and value, of designing instructional activities that provide supported opportunities for students to learn mathematics theory-building practices. It begins by providing a definition of these theory-building practices on the basis of which to formulate principles for the design of such instructional activities. The paper offers theoretical arguments that theory-building practices serve not only the synthesizing role that they play in disciplinary mathematics, but they also have the potential to enrich learners’ reasoning powers and enhance their problem solving skills. Examples of problem sets designed for this purpose are provided and analyzed. 相似文献
16.
The ontologies of complexity and learning about complex systems 总被引：1，自引：0，他引：1
This paper discusses a study of students learning core conceptual perspectives from recent scientific research on complexity
using a hypermedia learning environment in which different types of scaffolding were provided. Three comparison groups used
a hypermedia system with agent-based models and scaffolds for problem-based learning activities that varied in terms of the
types of text based scaffolds that were provided related to a set of complex systems concepts. Although significant declarative
knowledge gains were found for the main experimental treatment in which the students received the most scaffolding, there
were no significant differences amongst the three groups in terms of the more cognitively demanding performance on problem
solving tasks. However, it was found across all groups that the students who enriched their ontologies about how complex systems
function performed at a significantly higher level on transfer problem solving tasks in the posttest. It is proposed that
the combination of interactive representational scaffolds associated with NetLogo agent-based models in complex systems cases
and problem solving scaffolding allowed participants to abstract ontological dimensions about how systems of this type function
that, in turn, was associated with the higher performance on the problem solving transfer tasks. Theoretical and design implications
for learning about complex systems are discussed. 相似文献
17.
Swee‐Kin Loke June Tordoff Michael Winikoff Jenny McDonald Peter Vlugter Stephen Duffull 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(5):865-874
Several scholars contend that learning with computer games and simulations results in students thinking more like professionals. Bearing this goal in mind, we investigated how a group of pharmacy students learnt with an in‐house developed computer simulation, SimPharm. Adopting situated cognition as our theoretical lens, we conducted a case study involving 20 undergraduate students to tease out how they made meaning of a clinical case differently in two different contexts: a typical paper‐based workshop and one enabled by SimPharm. The data collected included audio recordings of classroom discourse, focus group interviews and class observations. The findings identified differences in four areas: framing of the problem; problem‐solving steps and tools used; sources and meaning of feedback; and conceptualisation of the patient. These four areas can serve as axes along which future evaluations of educational simulations can be carried out based on their affordances. 相似文献
18.
聋校学生的书面语言能力主要通过语文课的教学获得。然而 ,经过多年语文课的学习 ,很多聋校学生的书面语言能力仍然很低下 ,成为提高文化知识的一大障碍。其根本原因在于 ,聋校的语文课基本上是参照普通中小学的语文课经过一定调整而来 ,但普通中小学学生是在已经获得了基本的口语能力之后开始语文课的学习。由于聋生缺乏相应的口语基础 ,现行语文课的教学并不能保证根本改变聋生书面语言水平低下的状况。发展聋生基本的语言能力应该通过语言课。在开始语文课的教学之前先开设语言课是解决问题的途径。语言课与语文课具有不同的性质和任务。语言课应选择适合自身任务的教学内容 ,并遵循适合聋校学生语言发展规律的教学原则 相似文献
19.
徐晓凤 《贵阳学院学报(社会科学版)》2001,(3)
“两课”教学与学生工作的主要任务都是对学生进行思想政治和道德教育。尽管二者在工作的内容、方式、侧重点上有差异 ,但也有相同点和一致性。“两课”教学对学生工作有理论的指导作用 ,学生工作的实践反过来验证理论的正确与适用与否 ,并推动理论的发展。因此 ,如何在学生工作中发挥“两课”主渠道、主阵地作用 ,如何在“两课”教学中加强针对性、实践性 ,使二者相互促进、补充 ,这是“两课”教师和学生工作者必须认真思考和解决的课题 相似文献
20.
This article examines the hypothesis that there are preliminary stages in problem solving which most chemists neglect when trying to teach their students how to solve problems in introductory chemistry courses. It is during these early stages that relevant information is disembedded from the question and the problem is restructured. Unless students can successfully complete these cognitive restructuring stages, they cannot proceed on to the more analytic stages in problem solving that have received more attention from chemists. Preliminary evidence for this hypothesis consists of linear correlations between student ability to handle disembedding and cognitive restructuring tasks in the spatial domain and their ability to solve chemistry problems. 相似文献