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Concreteness fading has been proposed as a general instructional approach to support learning of abstract mathematics and science concepts. Accordingly, organizing external knowledge representations in a three-step concrete-to-idealized sequence should be more beneficial than the reverse, concreteness introduction, sequence. So far, evidence for the benefits of concreteness fading come mainly from studies investigating learning of basic mathematics concepts. Studies on learning natural science concepts are scarce and have not implemented the full three-step-sequence. In an experimental classroom study (N = 70), we compared concreteness fading and concreteness introduction in high school science education about electromagnetic induction using a detailed assessment. Furthermore, we explored whether these sequences differentially affect the use of the different representations during instruction. Both sequences were equally effective and there were no differences in using the representations. We discuss why our results question the proposed advantages of concreteness fading and highlight conceptual differences and learning goals across domains. 相似文献
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To help students acquire mathematics and science knowledge and competencies, educators typically use multiple external representations (MERs). There has been considerable interest in examining ways to present, sequence, and combine MERs. One prominent approach is the concreteness fading sequence, which posits that instruction should start with concrete representations and progress stepwise to representations that are more idealized. Various researchers have suggested that concreteness fading is a broadly applicable instructional approach. In this theoretical paper, we conceptually analyze examples of concreteness fading in the domains of mathematics, physics, chemistry, and biology and discuss its generalizability. We frame the analysis by defining and describing MERs and their use in educational settings. Then, we draw from theories of analogical and relational reasoning to scrutinize the possible cognitive processes related to learning with MERs. Our analysis suggests that concreteness fading may not be as generalizable as has been suggested. Two main reasons for this are discussed: (1) the types of representations and the relations between them differ across different domains, and (2) the instructional goals between domains and subsequent roles of the representations vary.
相似文献4.
Understanding bonding is fundamental to success in chemistry. A number of alternative conceptions related to chemical bonding have been reported in the literature. Research suggests that many alternative conceptions held by chemistry students result from previous teaching; if teachers are explicit in the use of representations and explain their content-specific forms and functions, this might be avoided. The development of an understanding of and ability to use multiple representations is crucial to students’ understanding of chemical bonding. This paper draws on data from a larger study involving two Year 11 chemistry classes (n = 27, n = 22). It explores the contribution of explicit instruction about multiple representations to students’ understanding and representation of chemical bonding. The instructional strategies were documented using audio-recordings and the teacher-researcher’s reflection journal. Pre-test–post-test comparisons showed an improvement in conceptual understanding and representational competence. Analysis of the students’ texts provided further evidence of the students’ ability to use multiple representations to explain macroscopic phenomena on the molecular level. The findings suggest that explicit instruction about representational form and function contributes to the enhancement of representational competence and conceptual understanding of bonding in chemistry. However, the scaffolding strategies employed by the teacher play an important role in the learning process. This research has implications for professional development enhancing teachers’ approaches to these aspects of instruction around chemical bonding. 相似文献
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This study reports how an expert Chinese teacher implements mathematics textbook lessons in enacted instruction. Our video analysis indicates that both textbook and enacted teaching included only one worked example; however, the teacher engaged students in unpacking the example in great depth. Both the textbook and the enacted teaching showed “concreteness fading” in students’ use of representations. However, the Chinese teacher incorporated students’ self-generated representations and facilitated students’ active modeling of quantitative relationships. Finally, the Chinese teacher asked a greater number of deep questions than were suggested by the textbook. These deep questions often occurred as clusters of follow-up questions that were either concept-specific or promoted comparisons which facilitated connection-making between multiple representations and solutions. 相似文献
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This paper describes a newly adapted instrument for measuring novice-to-expert-like perceptions about biology: the Colorado Learning Attitudes about Science Survey for Biology (CLASS-Bio). Consisting of 31 Likert-scale statements, CLASS-Bio probes a range of perceptions that vary between experts and novices, including enjoyment of the discipline, propensity to make connections to the real world, recognition of conceptual connections underlying knowledge, and problem-solving strategies. CLASS-Bio has been tested for response validity with both undergraduate students and experts (biology PhDs), allowing student responses to be directly compared with a consensus expert response. Use of CLASS-Bio to date suggests that introductory biology courses have the same challenges as introductory physics and chemistry courses: namely, students shift toward more novice-like perceptions following instruction. However, students in upper-division biology courses do not show the same novice-like shifts. CLASS-Bio can also be paired with other assessments to: 1) examine how student perceptions impact learning and conceptual understanding of biology, and 2) assess and evaluate how pedagogical techniques help students develop both expertise in problem solving and an expert-like appreciation of the nature of biology. 相似文献
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Rochelle E. Tractenberg Jason G. Umans Robert J. McCarter 《Assessment & Evaluation in Higher Education》2010,35(1):15-32
This article describes a ‘Mastery Rubric’ (MR) used to design both the curriculum and the assessments in a new two‐year certificate programme intended to train physicians in clinical research skills. The MR for clinical research skills is built around a set of core research skills: critical review of literature; articulation of research objective; development of research design; development of analysis plan; implementation of the study; implementation of the analysis plan and presentation of results. Four distinct levels of performance are described for each skill: beginning, novice, competent and proficient. This rubric outlines and provides a path to mastery of the clinical research skills the certificate programme was designed and funded to target. Using the rubric to design the curriculum ensures that courses will provide instruction in key domains, promotes assessment that demonstrates development in the target skills and knowledge, and encourages reflection and cognitive self‐monitoring in the students. It is a flexible, criterion‐referenced definition of ‘success’ for students as well as the programme itself. The criteria are characterised in terms of the skills, habits of mind and organisational principles that can foster excellence in clinical research, but the approach can be generalised. 相似文献
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Emine Adadan Karen E. Irving Kathy C. Trundle 《International Journal of Science Education》2013,35(13):1743-1775
This quasi‐experimental study examined 42 high school introductory chemistry students’ conceptual understandings of the particulate nature of matter (PNM) before and immediately after instruction. Two groups of students, who were taught by the same teacher, received one of two possible instructional interventions: Reform‐Based Teaching (RBT) or Reform‐Based Teaching with Multiple Representations (RBTw/MR). The RBTw/MR instruction differed from the RBT instruction in terms of the frequency of using multiple representations (visual, textual, oral) in relationship to the macroscopic phenomenon and the likely actions occurring at the submicroscopic level. Qualitative research methods, including open‐ended questionnaires and interviews, were used to investigate and describe participants’ conceptual understandings of the PNM over time. The findings indicated that before instruction all participants held a range of alternative conceptions about the aspects of the PNM. Post‐instruction findings indicate that the RBTw/MR instruction was more efficacious in promoting a scientific understanding of the PNM than was the instruction without multiple representations. 相似文献
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Learning algebra is difficult for many students in part because of an emphasis on the memorization of abstract rules. Algebraic reasoners across expertise levels often rely on perceptual-motor strategies to make these rules meaningful and memorable. However, in many cases, rules are provided as patterns to be memorized verbally, with little overt perceptual support. Although most work on concreteness focuses on conceptual support through examples or analogies, here we consider notational concreteness—perceptual-motor supports that provide access into the dynamic structure of a representation itself. We hypothesize that perceptual support may be maximally beneficial as an initial scaffold to learning so that later static symbol use may be interpreted using a dynamic perspective. This hypothesis meshes with other findings using concrete analogies or examples, which often find that fading these supports over time leads to stronger learning outcomes. In an experiment exploring this hypothesis, we compared gains from the fading out of dynamic concrete physical motion of symbols during instruction with the introduction of motion over the course of instruction. In line with our theoretical perspective, concreteness fading led to significantly better achievement than concreteness introduction after Day 2 of the intervention. 相似文献
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The present study investigates the effects that concreteness fading has on learning and transfer across three grade levels (4–6) in elementary school science education in comparison to learning with constantly concrete representations. 127 9- to 12-years-old elementary school students studied electric circuits in a computer-based simulation environment, where circuits remained concrete (bulbs) throughout the learning or faded from concrete to abstract (bulbs to resistors). The most important finding was that the outcomes seemed to be influenced by a developmental factor: the study found a significant interaction between condition and grade level in relation to learning outcomes, suggesting that the outcomes generally improved as a function of grade level, but that there were notable differences between the conditions regarding the improvement of outcomes across the three grades. According the results, learning with constantly concrete representations either took less time or resulted in better learning compared to concreteness fading. Because transfer is one of the central arguments for concreteness fading, a somewhat surprising finding was that the concrete condition succeeded at least as well as the fading condition on transfer tasks. The study also discusses why the results and issues related to the conceptualisation and operationalisation of central concepts in the study call for caution towards generalization and for more research with young learners across different grades. 相似文献
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Douglas A. Kranch 《Education and Information Technologies》2012,17(3):291-313
Studies show that for many years courses teaching computer programming skills to novices have engendered a dislike for programming
in many students. The first phase of this study presented identical content in one of three instructional sequences to 34
college students who were programming novices to determine which produced the greatest development of programming expertise.
Learning was measured by performance on a Programming Assessment given immediately after the intervention, and effort and
difficulty were self-rated during the instruction. There was no significant difference among the groups in Programming Assessment
scores, and overall self-rated effort and difficulty of the instruction did not vary simply by rearranging the order in which
the major elements were presented. However, instructional units that covered programming syntax skills and structures were
rated by all groups as requiring significantly less effort and difficulty than units covering plans, and participants in all
groups scored significantly higher on syntax skills and structures than on plans. The second phase sought evidence that there
were differences in perception and the complexity of knowledge in long term memory between novices and experts programmers
by comparing the fifteen top performing participants on the Programming Assessment with three programming experts in chunking
a short program and in constructing the central solution statement to four programming problems. Experts chunked programs
to twice the levels and twice as fast as novices, indicating differences in the mental organization of novices and experts.
The implications of these results are discussed. 相似文献
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Greet M. J. Fastré Marcel R. van der Klink Pauline Amsing-Smit Jeroen J. G. van Merriënboer 《Instructional Science》2014,42(6):971-994
This study examined the effects of type of assessment criteria (performance-based vs. competency-based), the relevance of assessment criteria (relevant criteria vs. all criteria), and their interaction on secondary vocational education students’ performance and assessment skills. Students on three programmes in the domain of nursing and care (N = 93) participated in the study. Results show that students who were given the relevant criteria made more accurate assessments of an expert model, performed better on a test and achieved higher instructional efficiency (defined as the relationship between performance and mental effort) compared to students who were given all criteria. Students who were given performance-based assessment criteria made more accurate assessments of an expert model and scored higher on task performance during practice compared to students who were given competency-based assessment criteria. They invested less mental effort in the assessments, resulting in higher instructional efficiency. An interaction effect for the concreteness of answers shows that the combination of performance-based and relevant criteria leads to superior analysis of worked examples compared to the other combinations of criteria. 相似文献
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Anna Bergqvist Michal Drechsler Shu-Nu Chang Rundgren 《International Journal of Science Education》2016,38(2):298-318
Researchers have shown a growing interest in science teachers’ professional knowledge in recent decades. The article focuses on how chemistry teachers impart chemical bonding, one of the most important topics covered in upper secondary school chemistry courses. Chemical bonding is primarily taught using models, which are key for understanding science. However, many studies have determined that the use of models in science education can contribute to students’ difficulties understanding the topic, and that students generally find chemical bonding a challenging topic. The aim of this study is to investigate teachers’ knowledge of teaching chemical bonding. The study focuses on three essential components of pedagogical content knowledge (PCK): (1) the students’ understanding, (2) representations, and (3) instructional strategies. We analyzed lesson plans about chemical bonding generated by 10 chemistry teachers with whom we also conducted semi-structured interviews about their teaching. Our results revealed that the teachers were generally unaware of how the representations of models they used affected student comprehension. The teachers had trouble specifying students’ difficulties in understanding. Moreover, most of the instructional strategies described were generic and insufficient for promoting student understanding. Additionally, the teachers’ rationale for choosing a specific representation or activity was seldom directed at addressing students’ understanding. Our results indicate that both PCK components require improvement, and suggest that the two components should be connected. Implications for the professional development of pre-service and in-service teachers are discussed. 相似文献
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Eunice Eyitayo Olakanmi 《Journal of Science Education and Technology》2017,26(1):127-137
This study establishes the effects of a flipped classroom model of instruction on academic performance and attitudes of 66 first-year secondary school students towards chemistry. A pre-test and post-test experimental design was employed to assign students randomly into either the experimental or control group. In order to assess the suitability of using flipped model of instruction, students were divided in two groups. For the first group called the experimental group, a “flipped classroom” was used in which the students were given video lessons and reading materials, before the class to be revised at home. On the other hand, the second group followed traditional methodology, and it was used as control. The rate of reaction knowledge test and the chemistry attitude scale were administered. In addition, the researcher documented classroom observations, experiences, thoughts and insights regarding the intervention in a journal on a daily basis in order to enrich the data. Students were interviewed at the end of the research in order to enrich the qualitative data also. Findings from this study reveal that the flipped instruction model facilitates a shift in students’ conceptual understanding of the rate of chemical reaction significantly more than the control condition. Positive significant differences were found on all assessments with the flipped class students performing higher on average. Students in the flipped classroom model condition benefited by preparing for the lesson before the classes and had the opportunity to interact with peers and the teacher during the learning processes in the classroom. The findings support the notion that teachers should be trained or retrained on how to incorporate the flipped classroom model into their teaching and learning processes because it encourages students to be directly involved and active in the learning. 相似文献
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This study explored and documented the frequencies of conceptual difficulties confronted by college students seeking to understand the basic processes of cellular respiration. Using concept maps, clinical interviews and an open-ended instrument, viewpoints were elicited from 100 (novice) introductory biology students before and after relevant instruction in cellular respiration and from 100 (experienced) students enrolled in advanced biology courses. Chi-square analyses revealed significant differences among groups in the frequencies of scientifically acceptable and alternative conceptions. The findings suggest that novices harbor a wide range of conceptual difficulties that constrain their understanding of cellular respiration. Furthermore, many of these difficulties persist after instruction and new ones arise. Often these conceptual problems remain intact among experienced students despite well-planned, repeated instruction at advanced levels. 相似文献
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基于网络条件下的英语写作课教学改革使传统课堂教学模式发生了根本的变化。通过实施课程形成性考核和终结性考试的整体设计,把考核与教学过程紧密结合起来,使学生的学习过程落到实处,从而实现科学地测评学生学习效果,促进学生自主学习,提高教学质量。本文就上述方面内容,介绍笔者作为课程辅导教师与评阅教师在教改实践中的几点尝试,希望为网络课程一体化考核改革的实验研究提供资料参考。 相似文献
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Daniel T. Hickey Steven J. Zuiker Gita Taasoobshirazi Nancy Jo Schafer Marina A. Michael 《Studies in Educational Evaluation》2006,32(3):180
Accountability-oriented reforms demand immediate and continual gains on achievement test, for all students, and without diminishing other outcomes or undermining instruction. This paper describes a framework for aligning classroom assessment and external testing with the aim of negotiating these seemingly contradictory goals. The framework varies the sensitivity to instruction and the representations of knowledge across approaches to assessment. Cycles of design- based studies successively refine relationships between a curriculum and the frame that each assessment provides. Doing so, we argue, leverages the unique formative and summative balance across assessments in order to scaffold learning and demonstrate the “consequential” validity of our strategy without compromising curricula, instruction, or the “evidential” validity that warrants their continued use. 相似文献
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Students are frequently presented with novel visualizations introducing scientific concepts and processes normally unobservable to the naked eye. Despite being unfamiliar, students are expected to understand and employ the visualizations to solve problems. Domain experts exhibit more competency than novices when using complex visualizations, but less is known about how and when learners develop representational fluency. This project examined students' moment-by-moment adoption patterns for scientific visualizations. In a laboratory experiment, introductory-level organic chemistry students viewed familiar ball-and-stick and novel electrostatic potential map representations while solving chemistry problems. Eye movement patterns, verbal explanations, and individual difference analyses showed that students initially relied on familiar representations, particularly for difficult questions. However, as the task unfolded, students with more prior knowledge began relying upon the novel visualizations. These results indicate adoption and fluent use of visualizations is not given; rather, it is a function of prior knowledge and unfolding experience with presented content. 相似文献
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Many students now are receiving instruction in online environments created by universities, museums, corporations, and even students. What features of a given online course contribute to its effectiveness? This paper addresses that query by proposing and applying an analytic framework to five online introductory chemistry courses. Introductory chemistry was chosen because, as the central science, chemistry is a core component of scientific literacy as well as a long-established prerequisite for science, engineering, and medical fields. An online instructional delivery system has the potential to overcome the limitations of the traditionally large and passive lecture format characteristic of an introductory chemistry course by providing students with opportunities for active engagement and support in the learning process via self-pacing, dynamic expositions, interactive problem solving, and open ended or scaffolded explorations of new information. The proposed framework for addressing the effectiveness of online chemistry courses is informed by both cognitive and chemistry education research on examples, tasks, and explorations and includes a catalog of possible online resources. As a demonstration of the framework, an analysis was conducted on each course’s instruction in stoichiometry, a tool that is both challenging to students and fundamental to the solution-chemistry topics addressed during subsequent coursework. The application of this framework revealed characteristics of the courses that could affect their instructional effectiveness as well as students’ impressions of what it means to “do chemistry.” 相似文献