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1.
Assessment plays a central role in evaluating and strengthening student learning in higher education, and sociology departments, in particular, have increasingly become interested in engaging in assessment activities to better understand students’ learning. This qualitative study builds on previous research on assessment by asking what students in one American university department see themselves learning in the sociology major. Rather than asking students to reflect on what we think they are learning, we asked open-ended questions about skills, topics and modes of education they considered most significant to their learning. The 25 sociology majors in our study included second-year students, graduating fourth-year students and alumni who had graduated five years prior, enabling us to compare what students have learned or are learning across cohorts. Our findings demonstrate that students emphasise a common collection of skills, topics and – especially – modes of learning in the major, despite their various course selections and interests within the discipline, and also that majors’ orientations to sociology vary as they move through, and beyond, the undergraduate curriculum.  相似文献   

2.
Learner‐centered approaches to science and mathematics instruction assume that only when students are active participants will learning be deep, enduring, and enjoyable, and transfer to contexts beyond the classroom. Although their beneficial effects are well known, the extent to which learner‐centered practices are used in college classrooms may be low. Surveys of undergraduate science and math majors reveal general dissatisfaction with how courses in their majors are taught, and their number is half what it was 2 decades ago. In response, federally funded systemic reform initiatives have targeted increasing the use learner‐centered instruction in science and mathematics courses to improve undergraduate education generally and the training of preservice teachers specifically. Few data exist regarding how effective these initiatives have been or how frequently learned‐centered instruction occurs as assessed from faculty's perspective, which may not corroborate undergraduate perceptions. Accordingly, a survey was developed to assess the use of learner‐centered techniques and was administered to science and math professors of Louisiana over the Internet. The return rate was 28%. Analyses reveal that they are used infrequently, but when used, are applied to all aspects of teaching. Data also suggest that federal funding has been slightly effective in promoting its use. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 566–584, 2003  相似文献   

3.
The purpose of this article is to report on an effort to cultivate a critical social justice perspective and critical social justice praxis among educators enrolled in an online graduate program. Although the entire program was organized around themes of equity, collaboration, and leadership, this study focused on educators’ perspectives of the purposes, pedagogy, and outcomes of one course, Critical Pedagogy. Fourteen of the 19 students enrolled in the online course participated in one of six online focus groups following the conclusion of the course. Using constructivist grounded theory methods, the researchers identified the different ways in which students responded to the course, what they learned, and how they enacted their learning as well as the features of the course that the students believed contributed to their learning and practice. The study provides insight into features of online pedagogy that appear to facilitate transformative learning. It further provides insight into the kinds of content and assignments that may promote critical social justice praxis among educators.  相似文献   

4.
This study examines the relationships between students’ academic levels, the use of motivational regulation strategies, and cognitive learning strategies. A total of 141 undergraduate and graduate students enrolled in online distance courses participated in the study. The findings show that students use different motivational regulation strategies and cognitive learning strategies depending on their academic levels. Additionally, hierarchical regression analyses using two dependent variables (i.e., surface level learning strategy and deep processing level learning strategy) indicate that a surface level learning strategy (i.e., rehearsal) and deep processing level strategies (i.e., elaboration, organization, and critical thinking) are predicted by different sets of motivational regulation strategies after controlling for academic level and age. The results provide distance educators and instructional designers with practical suggestions on how to support undergraduate and graduate students’ motivational needs and further promote their use of cognitive learning strategies in online distance education programs in higher education.  相似文献   

5.
The purpose of this study is to examine the perceptions of online master’s students regarding their best learning experiences. The authors surveyed 86 graduate students concerning what helped them learn in the online environment. Results indicate that although graduate students learned using the same technological tools as undergraduates, they desired a deeper level of learning that requires more instructional forethought and planning. Student experiences were consistent with the constructivist theory, and implications for improving teaching based upon the constructivist theory are highlighted.  相似文献   

6.
ABSTRACT

Theoretically, organisational culture, instructor training, and learning space design influence how faculty teach STEM courses. Previous studies have used classroom observation protocols to characterise the range of teaching practices in mostly teacher-centered, traditional STEM classrooms. In this study, we examined the classroom behaviour of 13 STEM faculty teaching biology courses in a reformed undergraduate STEM learning environment. Our findings indicate that instructors teaching in this reformed environment guided student learning (58.4?±?1.9%) almost three times more than they presented information (20.0?±?2.2%). Students worked individually or in groups and talked to the whole class (57.1?±?1.8%) 1.5 times more than they received information (35.5?±?1.9%). We found significant positive correlation between ‘instructor presenting’ and ‘students receiving’ information (r?=?0.743, p?=?1.4?×?10?4) and ‘instructor guiding’ and ‘student working and talking’ in class (r?=?0.605, p?=?7.2?×?10?5), suggesting that instructors can change their own classroom behaviours and expect concurrent change in their students’ behaviours. Finally, sequencing teaching practices in high active-engagement classrooms showed instructors move and guide student group work and lead whole class discussions before lecturing to students, which could lead to deeper learning of conceptual knowledge. We discuss insights from these findings that have implications for acculturating evidence-based teaching practices in STEM departments.  相似文献   

7.
Three-dimensional (3D) virtual worlds are a new technology that holds some promise as constructivist learning environments for distance education. This investigation presents an evaluative case study of the pedagogical implications of using one 3D virtual world, Active Worlds, for synchronous distance education. The research design for this qualitative study focuses on the pedagogical affordances and constraints. Methods employed in the data collection include participatory observations, class logs, and formal and informal interviews with the instructor of a synchronous distance learning course offered through Active Worlds University. Findings reveal that although Active Worlds provides tools that support constructivist learning environments, the affordances and constraints of the tools (discourse, experiential, and resource) may, to varying degrees, impact the pragmatic use of this medium. While this initial investigation reveals that this technology supports constructivist learning environments, more research needs to be conducted to fully explore the potential of 3D virtual worlds as both distance and traditional classroom learning environments.  相似文献   

8.
It has been said that assumptions regarding learning are implicit in designs of instruction and education. The purpose of this article is to explore the assumptions of the teaching‐learning process in distance education. Cognitive constructivist learning theory is used to clarify current and emerging assumptions regarding teaching and learning at a distance. It is suggested that perhaps a cognitive constructivist view of learning may provide a perspective for distance educators to clarify their assumptions and design instruction that is more than efficient assimilation of prescribed content.  相似文献   

9.
Existing research on limits documents many difficulties students encounter when learning about the concept. There is also some research on teaching of limits but it is not yet as extensive as the research on student learning about limits. This study explores the discourse on limits in a beginning-level undergraduate calculus classroom by focusing on one instructor’s and his students’ discourses through a communicational approach to cognition. The findings indicate that some of the limit-related contexts in which students struggled coincided with those in which the instructor shifted his elements of discourse on limits. The instructor did not attend to the shifts in his discourse, making them implicit for the students. The study highlights that the discrepancies among participants’ discourses signal communicational breakages and suggests that future studies should examine whether teachers’ explicit attention to the elements of their discourse can enhance communication in the classrooms.  相似文献   

10.
US society is becoming increasingly socioculturally diverse while our teaching force consists of white females who have led largely monocultural lives. Teacher education continues to struggle to find sufficiently powerful approaches to preparing future teachers for the classrooms in which they will be teaching. This paper explores the influences of a cross-cultural, equal-status internship on prospective teachers’ emerging sociocultural perspectives and raced identities. In particular, it explores the success and continued challenges of this experience as well as what we have learned about supporting more mature anti-racist identities in the 3 years that students have been engaged in this internship.  相似文献   

11.
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12.
In a case study of an undergraduate course in art education, modes of mastery learning and propositions of intellectual emancipation were explored as interventions in curriculum design. By adopting Rancière’s framework of a ‘will to will’ relationship between instructor and students, the core assignment—a visual journal—became a site of student positionality through mastery methods, rather than information gathering. The visual journal provided a record of the event of knowledge and served as a forum to verify that acts of student thinking were done with attention, congruent with Rancière’s perspective that learning generates greater consciousness, feeling and action. Requiring both qualitative and quantitative criteria within the parameters of the visual journal functioned as a means to experiment with the potential convergences of mastery and emancipatory approaches. The visual journal then operated as a third space where ongoing, consistent engagement demonstrated the capacity of students to encounter more equitable relations with the instructor and with the content in ways that have implications for knowledge creation in teaching and learning.  相似文献   

13.
《Learning and Instruction》2003,13(3):255-269
This article focuses on possible interactions of students’ inter-individual differences and features of cooperative learning. In a first study the uncertainty- vs. certainty-orientation of 209 students (88 male, 121 female; age 13–14) in nine classrooms (8th grade) of two schools was assessed. Three uncertainty-oriented and three certainty-oriented students were selected in each classroom. In varying sequences they solved three tasks (subject matter: German, social studies, mathematics) first individually, than in orientation-homogeneous groups of three. While there were almost no differences in decision-making between uncertainty-oriented vs. certainty-oriented learners during individual sessions, learning in small groups instigated significant differences. These differences diminished with an increased structure/certainty of learning tasks. In a second study 138 students (52 female, 86 male) in all 12th grade classrooms of three schools learned for six weeks according to a modified ‘Jigsaw Puzzle Technique’. At one of the schools the teachers did not implement the cooperative model completely, but tried to stay ‘in control’. This had consequences for the study’s ability to observe students in situations of uncertain and certain learning tasks, but the researchers were able to include this school for testing critical variables.  相似文献   

14.
Multiple case study was used to explore the impact of a modeling approach on pre-service teachers’ self-efficacy and willingness to integrate technology into their elementary lessons. Three primary investigators infused educational technology with a range of objectives into teacher education courses. A survey measured student comfort with and understanding of technology. Student products (lesson plans, websites, reflections) and interview responses were analyzed. The analysis revealed that participants gained knowledge and confidence with technology from instructor modeling, but there was a disparity between what pre-service teachers learned in the college classroom and what they experienced in the elementary classrooms. The implications for teacher education programs are discussed.  相似文献   

15.
This study explored environmental worldviews of selected undergraduate students in Taiwan and located the associations of these worldviews with science. The “environment” is represented as nature or the natural world, as opposed to the social and spiritual world. The participants were undergraduate students (14 science and 15 nonscience majors) enrolled in a general science course at a southern Taiwanese university. A questionnaire and individual interviews were conducted in parallel to elicit in depth the students’ ideas/beliefs about nature, such as, to what construes nature, how it works, and how humans relate to nature. The responses were analyzed using a phenomenographic approach to emphasize the qualitative variation of the students’ views. The key findings based on their relations to science and science education were the following: (1) Most students seemed to immediately relate the topic of nature to science and thus sought to explain nature from a scientific perspective, yet their understanding of scientific concepts or metaphors, such as the balance of nature, was problematic; (2) a value-free perspective is evident among some students in viewing human-induced natural crises: What we should do is merely look at facts and let science tell us what we should and should not do. (3) The students generally expressed trust in science and technology and believed it to be the key to improving the condition of nature as well as human life.  相似文献   

16.
A comprehensive meta-analysis of the research following Glass, McGraw, and Smith's (1981) technique integrated findings from twenty-five comparative studies from 1990 to 2003 targeting student achievement and distance education in allied health professions. Student achievement was assessed through course grades and resulted in an overall effect size of 0.15, a very small positive effect for distance learners when compared to traditional students. Several dependent variables—education levels, models of distance education, and instructional design components—related to the effect size. In the distance education setting, working professional students significantly outperformed graduate and undergraduate students. Open learning and synchronous instruction were the most effective distance education models of instruction. Instructional design components implemented into a distance education course resulted in greater student achievement scores.  相似文献   

17.
Context-based curriculum reforms in chemistry education are thought to bring greater diversity to the ways in which chemistry teachers organize their teaching. First and foremost, students are expected to perceive this diversity. However, empirical research on how students perceive their teacher's teaching in context-based chemistry classrooms, and whether this teaching differs from traditional chemistry lessons, is scarce. This study aims to develop our understanding of what teaching looks like, according to students, in context-based chemistry classrooms compared with traditional chemistry classrooms. As such, it might also provide a better understanding of whether teachers implement and attain the intentions of curriculum developers. To study teacher behaviour we used three theoretical perspectives deemed to be important for student learning: a content perspective, a learning activities perspective, and an interpersonal perspective. Data were collected from 480 students in 24 secondary chemistry classes in the Netherlands. Our findings suggest that, according to the students, the changes in teaching in context-based chemistry classrooms imply a lessening of the emphasis on fundamental chemistry and the use of a teacher-centred approach, compared with traditional chemistry classrooms. However, teachers in context-based chemistry classrooms seem not to display more ‘context-based’ teaching behaviour, such as emphasizing the relation between chemistry, technology, and society and using a student-centred approach. Furthermore, students in context-based chemistry classrooms perceive their teachers as having less interpersonal control and showing less affiliation than teachers in traditional chemistry classrooms. Our findings should be interpreted in the context of former and daily experiences of both teachers and students. As only chemistry is reformed in the schools in which context-based chemistry is implemented, it is challenging for both students and teachers to deal with these reforms.  相似文献   

18.
A constructivist approach to teaching encourages students to seek answers for themselves, while the instructor acts as a guide and facilitator as students pursue information gathering and knowledge construction. In a large class, it is difficult to use a constructivist model of education simply because of the number of students involved. This article discusses how a university instructor was successful in creating a constructivist learning environment in a large class section.  相似文献   

19.
This qualitative, sociocultural study examines how teacher preparation programs may have deliberate impact on science reform by unearthing the complex layers of diversity inherent in the contextual reality of education. This study was conducted in one of the largest school districts in the Southeastern United States, serving a predominately Hispanic population comprising 65 % of its student body, followed by African Americans at 24 %. The representative subjects utilized for this study were elementary education undergraduate students and later a percentage of the same subjects, as practicing teachers in the field. All subjects were exposed to inquiry based methodology in science teaching as part of their undergraduate studies with emphasis on the learning cycle, facilitation of student voice and exposure to the nature of science. The goal of science education was emphasized to students as purposeful in promoting scientific literacy. This study is framed by sociocultural theory grounded in a social constructivist paradigm with the understanding that science learning takes place within social and collaborative processes leading to internalization and greater sense of self-efficacy. The study examines the perception of education students’ beliefs about scientists as well as reflections on their own learning of science as elementary students themselves. As present practicing teachers, perspectives from their position in the field were obtained via interviews. Interviews served to elicit reflections on present practice as related to previous perceptions, in order to analyze whether these were pervasive in framing practice as well as self-perceptions related to science. A lack of change of these perceptions may underscore the importance of an emphasis on issues of gender, culture and social factors within teacher preparation, specific to science teaching and learning. Cognizance of such factors are believed to support internalization and hence greater understanding of the complexities framing science teaching and learning, leading to an actual paradigm shift in our elementary science classrooms.  相似文献   

20.
In this study, seven graduate students were interviewed and 187 (91 online; 96 traditional) graduate students were surveyed about perceptions of differences in instructors' demands and support and student' motivation, self-regulation, satisfaction, and perceptions of learning in these environments. Results indicated significant differences in students' perceptions on all variables except self-efficacy. Results indicated a strong effect for differences between perceived instructor affective support in online and traditional classrooms. Although students in traditional classrooms ranked instructors' affective support higher, the variable had a stronger relationship with online students' satisfaction. Differences between online and traditional students' reports of instructors' academic support, instructors' demands, and students' satisfaction were significant with medium effect sizes. Results are important because they provide information about students' perceptions of the differences in environments created by instructors that relate to students' affective outcomes.  相似文献   

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