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1.
Petros Lameras Philippa Levy Iraklis Paraskakis Sheila Webber 《Instructional Science》2012,40(1):141-157
This paper reports findings from a phenomenographic investigation into blended university teaching using virtual learning
environments (VLEs). Interviews with 25 Computer Science teachers in Greek universities illuminated a spectrum of teachers’
conceptions and approaches from ‘teacher-focused and content-oriented’, through ‘student-focused and content-oriented’, to
‘student-focused and process-oriented’. Using VLEs was described as a means of supporting: A—information transfer; B—application
and clarification of concepts; C—exchange and development of ideas, and resource exploration and sharing; D—collaborative
knowledge-creation, and development of process awareness and skills. The study suggests that pedagogical beliefs and circumstances
underpinning face-to-face teaching are more influential in shaping approaches to blended VLE use than VLE system features.
The authors propose that the findings could be used to inform educational enhancement initiatives and that there is a need
for further discipline-focused research on blended teaching. 相似文献
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3.
Using cluster analysis this study investigated the characteristics of learning strategies learners use in online courses with
one-on-one mentoring. Three distinct approaches were identified: “Mastery oriented”, “Task focused” and “Minimalist in effort”.
Despite the widespread concern that students will have difficulty managing their time in online courses with high level of
student freedom, this study found that the vast majority of learners were very effective in their learning strategies. The
findings speak well for the potential of distance education environments to provide high quality self-paced learning, accommodating
different learning strategies, which is difficult to do in group-paced courses. We further explored how these approaches relate
to and interact with, participants’ background and their levels of satisfaction and self reported learning. 相似文献
4.
Many studies of changes in learning approaches have used data from different age groups at one point in time only (Gow and
Kember, High Educ 19:307–322, 1990; Watkins and Hattie, Br J Educ Psychol 51:384–393, 1981) or have analyzed the effects of
just two or three factors using single level analytical techniques (Cano, Br J Educ Psychol 75:203–221, 2005; Duckwall et
al., Res High Educ 32(1):1–13, 1991; Jay and Love, NCSSSMST J 7(2):4–8, 2002; Loo, Educ Psychol, 17(1/2), 1997; Watkins and
Hattie, Hum Learn 4:127–141, 1985; Zeegers, Br J Educ Psychol 71:115–132, 2001). This study employs multilevel modeling as
a more appropriate technique for the analysis of longitudinal data to examine factors influencing changes in the learning
approaches of 153 international undergraduate students over a 3-year period. Specifically, using hierarchical linear modeling
(HLM), the effects of personal values (level-2) on learning approaches and changes in them over time (level-1) are examined.
Results show no changes within students in the deep and surface approaches to learning but a significant decline for the achieving
approach, particularly for students who previously experienced a more formal teaching authority. Furthermore, students’ personal
values in terms of security, achievement and hedonism affect the achieving approach while no effects emerge for the personal
values of tradition, conformity, universalism, self-direction and stimulation. Finally, these effects can be observed while
no significant effects emerge for gender, discipline and ability. 相似文献
5.
A comparison of Hungarian and English teachers' conceptions of mathematics and its teaching 总被引：5，自引：0，他引：5
This paper reports on a statistical study of English and Hungarian teachers' conceptions of mathematics and its teaching.
A questionnaire was developed and distributed to teachers of mathematics in 200 English and40 Hungarian schools teaching children
in the 11–14 age range. Factor analyses identified four conceptions of mathematics and five of mathematics teaching. These
were compared with those yielded by an earlier study involving the same English teachers and found to be consistent indicating
the existence of similar conceptions in different educational systems. Differences and similarities in the strengths with
which those conceptions are held were suggestive of both global and national conceptual traditions. The significant similarity
to emerge concerned teachers from both countries sharing, with similar strengths, a general conception of mathematics teaching
incorporating the teaching of mathematical skills, a variety of classroom approaches including investigations and problem-solving,
and a recognition that mathematics provides an essential lifetool. Multi-dimensional scaling indicated that English teachers
have their perspectives informed by two underlying, and possibly conflicting, traditions– pedagogic relevance and mathematical
utility. The Hungarians appeared concerned only with notions of pedagogic relevance – those practices perceived to facilitate
effective learning of a subject which is untainted by utilitarian perspectives.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
6.
7.
Scaffolding practices that enhance mathematics learning 总被引：1，自引：0，他引：1
Julia Anghileri 《Journal of Mathematics Teacher Education》2006,9(1):33-52
It is over 25 years since Wood, Bruner and Ross (1976, Journal of Child Psychology and Psychiatry, 17, 89–100) introduced the idea of ‘scaffolding’ to represent the way children’s learning can be supported. Despite problems,
this metaphor has enduring attraction in the way it emphasises the intent to support a sound foundation with increasing independence
for the learner as understanding becomes more secure. It has resonance with the widely accepted notion in teaching of construction
and the constructivist paradigm for learning. The discussion that follows will characterise some teaching approaches that
can be identified as scaffolding, revisiting some of the original classifications, and identifying further scaffolding strategies
with particular reference to mathematics learning. Examples will be given from studies relating to geometry learning with
four to 6 year olds and to arithmetic learning with older pupils. 相似文献
8.
Muammer ?alik Ali Kolomu? Zafer Karag?lge 《Journal of Science Education and Technology》2010,19(5):422-433
This paper reports on an investigation of the effect of conceptual change pedagogy on students’ conceptions of ‘rate of reaction’
concepts. The study used a pre-test/post-test non-equivalent comparison group design approach and the sample consisted of
72 Turkish grade-11 students (aged 16–18 years) selected from two intact classrooms. The ‘Rate of Reaction’ Concept Test comprising
9 lead and 10 sub-questions (total 19 items) was employed. The results suggest that the teaching intervention helped the students
to overcome their alternative conceptions and to store their newly structured knowledge in their long-term memories. It is
suggested that combining different conceptual change methods such conceptual change text/refutation text, argumentation with
the intervention used here may be more effective in reducing student alternative conceptions. 相似文献
9.
Uwe Gellert 《Educational Studies in Mathematics》1998,37(1):23-43
This article reports on a study that investigated prospective elementary teachers' knowledge and convictions regarding content,
pedagogy, and pupil needs as well as on their rationales for the teaching of mathematics. Data collected through journals
is qualitatively analysed and interpreted to understand common views on ‘ideal’ mathematics classes. The findings are used
as a basis for a broader sociological discussion of the school's role in a changing environment. Participants in this study
tend to value mathematics classes mainly in terms of the degree of pupil enjoyment. Consequently, they comprehend the teacher's
role as beyond instruction: the teacher as an entertainer. This is discussed by confronting the two conceptions of school
as a locus for serious learning, and of school as a ‘playhouse’.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
10.
This paper shows how the patterns of variation created in the teaching were critical in helping a class of Primary 3 students
in Hong Kong to learn about the colour of light, so that the students attained conceptual rather than procedural knowledge.
A ‘Learning Study’ approach was adopted, which is a Lesson Study grounded in a particular learning theory to improve teaching
and learning. This study, based on the learning theory of Variation advanced by Marton and Booth, was premised on three types
of variation: variation in students’ ways of experiencing what is to be taught/learnt (V1), variation in teachers’ ways of
dealing with the ‘object of learning’ (V2), and the use of ‘pattern of variation’ as a guiding principle of pedagogical design
to enhance students’ learning (V3). In planning the lesson, a conscious effort was made to create relevant patterns of variation,
i.e. varying certain critical aspect(s) while keeping other aspects of the object of learning invariant in order to help students
to discern those aspects. Comparison between the results of the pre- and post-test shows that there was significant gain in
the students’ learning outcomes with respect to the intended object of learning. The findings contribute knowledge to how
the Theory of Variation can be used in practice. It also illustrates how teachers can make use of this theoretical framework
to analyze their own teaching and thereby, develop an analytical awareness of teaching and learning. 相似文献
11.
We distinguish two conceptions of sample and sampling that emerged in the context of a teaching experiment conducted in a
high school statistics class. In one conception ‘sample as a quasi-proportional,small-scale version of the population’ is
the encompassing image. This conception entails images of repeating the sampling process and an image of variability among
its outcomes that supports reasoning about distributions. In contrast, a sample may be viewed simply as ‘a subset of a population’
– an encompassing image devoid of repeated sampling, and of ideas of variability that extend to distribution. We argue that
the former conception is a powerful one to target for instruction.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
12.
Wanhai Liu 《Frontiers of Education in China》2008,3(1):149-161
Reflecting on nearly half a century’s research on “effective teaching”, this essay attempts to arouse a lot of suspicion,
including ambiguous definition of connotation, a false antithesis and the imbalance between teachers and students. Accordingly,
this study further reveals hidden thinking obstacles, such as over-reliance on technical rationality, wrong inference and
the separation of the dialectical relationship between teaching and learning. As a future research direction, the ideal teaching
should focus on virtue rather than efficiency, giving consideration to effectiveness and responsibility.
__________
Translated from Quanqiu Jiaoyu Zhanwang 全球教育展望 (Global Education), 2007, 36(7): 17–22 相似文献
13.
Lecturers' approaches to teaching and their relationship to conceptions of good teaching 总被引：13，自引：2，他引：11
Previous research has established a close link between students'conceptions of learning, approaches to study and learning outcomes.Until recently, there have been few studies of lecturers' approaches toteaching in higher education and their relationship with conceptions ofteaching. This study aimed to characterise the alternative approaches toteaching of university lecturers, and to examine the relationshipbetween lecturers' approaches to teaching and their conceptions of goodteaching. This study adopted an open naturalistic approach. Seventeenlecturers in three departments in a university were selected forinterview based on their rank, years of teaching and industrial orprofessional experience. Lecturers were interviewed individually abouttheir conceptions of good teaching, motivational strategies andeffective teaching. The interview records were then content analysed bythe two researchers of the study. The study found that (a) it waspossible to characterise lecturers' approaches to teaching with onemotivation and five strategy dimensions; (b) the conceptions of teachingof the lecturers were best described by two main orientations oftransmissive and facilitative teaching; (c) lecturers who conceivedteaching as transmitting knowledge were more likely to usecontent-centred approaches to teaching, while those who conceivedteaching as facilitative tended to use learning-centred approaches. Thestudy concludes by suggesting that fundamental changes to the quality ofteaching and learning are unlikely to happen without changes tolecturers' conception of teaching. 相似文献
14.
Creativity is viewed in different ways in different disciplines: in education it is called ‘innovation’, in business it is
‘entrepreneurship’, in mathematics it is often equated with ‘problem solving’, and in music it is ‘performance’ or ‘composition’.
A creative product in different domains is measured against the norms of that domain, with its own rules, approaches and conceptions
of creativity. 相似文献
15.
Malcolm G. Eley 《Higher Education》2006,51(2):191-214
Teachers’ conceptions of teaching, and broad approaches to teaching reported by teachers are both commonly found to range
from teaching as information transmission, through to teaching as supporting students’ own knowledge constructions. Further,
conceptions and approaches have been found to correlate, suggesting that there might be some functional relationship between
conceptions and actual teaching practices. But in teacher conception research, participants are commonly asked in interview
to reflect on teaching generally, and not to report on particular teaching episodes. The conceptions reported might thus actually
be post hoc reflections on past experience, and not indications of detailed functional decision steps. In work reported here, teachers
described their reasoning when planning recent teaching episodes. Were higher level conceptions of teaching directly involved
in these teachers’ detailed planning, then some vestige of that might be expected to manifest. While student-centredness varied,
teacher thinking during actual planning seemed more about contextually localised models of what students might do, than about
evoking general conceptions of teaching. The constraints that this finding places on the interpretation of conceptions of
teaching, and possible implications for teacher development, are discussed. 相似文献
16.
Vanithamani Saravanan 《Educational Research for Policy and Practice》2005,4(2-3):97-113
‘Thinking schools’ will be sites of learning for everyone declared the Singapore Prime Minister, Goh Chok and Minister of
Education Teo Chee Hean’s in 1997 also spoke on the model of’ ‘thinking schools, learning nation’. Gardner’s model was used
for the thinking school model in Singapore, in order to develop critical and creative thinking in students. This was to be
done with the use of instructional technology as an enabling tool using a diversity of approaches including integrated project
work. This paper reports on how one school went about changing approaches to teaching and learning by implementing integrated
project work as a way of integrating the content areas of the curriculum, mathematics and science through English language,
supported by the tools of instructional technology. 相似文献
17.
Frank Uhlig 《Educational Studies in Mathematics》2002,50(3):335-346
We describe how elementary Linear Algebra can be taught successfully while introducing students to the concept and practice
of ‘mathematical proof’.This is done badly with a sophisticated Definition–Lemma–Proof–Theorem–Proof–Corollary(DLPTPC) approach;
badly – since students in elementary Linear Algebra courses have very little experience with proofs and mathematical rigor.
Instead, the subjects and concepts of Linear Algebra can be introduced in an exploratory and fundamentally reasoned way. One
seemingly successful way to do this is to explore the concept of solvability of linear systems first via the row echelon form
(REF). Solvability questions lead to row and column criteria for a REF that can be used repeatedly to: compute subspaces,
settle linear (in)dependence, find inverses, perform basis change, compute determinants, analyze eigensystems etc. If these
subjects are explained heuristically from the first principles of linear transformations, linear equations, and the REF, students
experience the power of a concept–built approach and reap the benefit of deep math understanding. Moreover, early ‘salient
point’ proofs lead to an intuitive understanding of ‘math proof’. Once the basic concept of ‘proof’ is ingrained in students,
more abstract proofs, even DLPTPC style expositions, on normal matrices, the SVD etc. become accessible and understandable
to sophomore students. With the help of this gentle early approach, the concept and construct of a ‘math proof’ becomes firmly
embedded in the students' minds and helps with future math courses and general scientific reasoning.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
18.
Teaching using the Web: Conceptions and approaches from a phenomenographic perspective 总被引：1，自引：0，他引：1
Research undertaken in 2000–2001 in one modernScottish university shows that most currentuniversity teachers' conceptions of andapproaches to using the Web for learning andteaching are far removed from the concept of`networked learning'. The argument is made thatuniversity teachers' preferred approaches toteaching and learning are informed by theirconceptions of teaching and learning. Ifapproaches to using the Web are to move closerto definitions of networked learning, teachers'conceptions need to develop from instructivist,information transmission mode toconstructivist, learning facilitation mode. Therole of experience and contextual factors arediscussed in achieving the development ofconceptions and networked learning. 相似文献
19.
Mansoor Niaz 《Instructional Science》2008,36(3):233-249
The objective of this study is to facilitate in-service chemistry teachers’ understanding of nature of science and what ‘ideas-about-science’
can be included in the classroom. The study is based on 17 in-service teachers who had registered for a 11-week course on
‘Epistemology of Science Teaching’ as part of their Master’s degree program. The course is based on 17 readings drawing on
nature of science and its critical evaluation. Course activities included written reports, classroom discussions based on
participants’ presentations and written exams. Based on the results obtained this study has the following educational implications:
(a) Experimental data need to be interpreted carefully due to underdetermination of theories by data; (b) Kuhn’s normal science
manifests itself in the science curriculum through the scientific method and wields considerable influence; (c) Trilemma posed
by Collins (Stud Sci Educ 35:169–173, 2000), viz., creation of new knowledge ⇔ Kuhn’s normal science ⇔ teaching nature of
science, provided a big challenge and was thought provoking; (d) Of the different aspects of nature of science suggested by
experts, these teachers endorsed the following as most important: Creativity, Historical development of scientific knowledge,
Diversity of scientific thinking and Scientific method and critical testing; (e) With respect to the contradiction between
the positions of Lederman et al. (J Res Sci Teach 39:497–521, 2002) and Osborne et al. (J Res Sci Teach 40:692–720, 2003),
few supported the position of latter, viz., inclusion of scientific method in the classroom and a majority supported the former,
viz., scientific method as a myth; and (f) Participants were critical of the present stage of research with respect to the
scientific method and suggested the introduction of history, philosophy and epistemology of science to counteract its influence. 相似文献
20.
Andrew Marks 《Higher Education》2005,50(4):613-630
This paper argues that the conceptions of ‘space’ (and increasingly ‘time’) in the discussion of ‘the university’ (in its
most transcendent sense) have gone through four distinct phases in the UK. Using a Heideggerian conception of ‘space’ where
usefulness is more important than proximity, the ‘ancient’ universities were ‘useful’ to the gentry and thus were ‘closer’
to them than to the excluded ‘local’ poor in the institutions’ vicinities. The ‘civic’ universities on the other hand stressed
‘localism’ as part of their mandate – to educate the people of their locality (but only those of the new industrial middle
class). The ‘Robbins’ universities were a partial return to the ‘ancient’ notion of learning as a ‘lived’ activity, providing
scenic landscapes on green-belt campuses where students could ‘retreat’ from the ‘real world’ for the duration of their studies.
The ‘spatial’ quality of these places was thus part of a conception of higher education as ‘lifestyle choice’ where young
people moved away from their locality to study. As such ‘proximity’ was an issue only insofar as the greater the distance
from one’s point of origin the better for successful immersion in the growing student ‘culture’. The ‘new/post-1992’ universities
partially retained their polytechnic mandate to educate local people, but embraced a colonialist impulse regarding local space
usage. ‘
‘The discussion can be further refined to argue that these four stages are merely two phases which have repeated themselves:
from ancient ‘exclusivity’ to civic ‘localism’ and back to Robbins era ‘exclusivity’ and thence to post-1992 ‘localism’ once
more’. The opening up of higher education via the Internet in the late 20th and early 21st centuries provides for the possibility
of the growth of entirely non-spatial and asynchronous learning experiences, and as such we may well be on the verge of the
fifth stage of university development. 相似文献