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2.
The current experimental study examined the effects of graphic organizers in a collaborative learning context where students constructed knowledge during online discussions. As the results could vary depending on how students interacted with the graphic organizers, this study compared two different approaches: instructor-provided versus student-generated graphic organizers. Thus, the purpose of this study was to investigate the effects of receiving or generating graphic organizers on students’ engagement in online discussions. Thirty-six graduate students enrolled in an online graduate course participated in the study. While analyzing an instructional design case, students were asked to discuss design issues in a randomly assigned group. There were three conditions: control condition without graphic organizers, instructor-provided, and student-generated graphic organizers. Major findings revealed that both generating and receiving graphic organizers facilitated students’ higher levels of cognitive engagement, and encouraged students to consider alternative views during the discussions. Without the graphic organizer, students tended to simply summarize previous messages or raise new issues rather than elaborating on previous topics. There was a significant finding regarding the ways of interacting graphic organizers. Students discussed more topics when they were given instructor’s graphic organizers rather than when they were asked to generate them.  相似文献   

3.
In an undergraduate Calculus III class, we explore the effect of “flipping” the instructional delivery of content on both student performance and student perceptions. Two instructors collaborated to determine daily lecture notes, assigned the same homework problems, and gave identical exams; however, compared to a more traditional instructional approach, the flipped instructor utilized videos to communicate more procedural course content to students out-of-class, with time in-class spent on more conceptual activities and homework problems. Findings from two semesters indicate similar performance on more procedural problems and small to moderate gains for the flipped students (N = 74) over their traditional counterparts (N = 77) on more conceptual exam problems. However, student perceptions remain mixed, with flipped students reporting increased communication during class but traditional students perceiving more effective use of class time, despite the gains in performance for flipped students.  相似文献   

4.
Designing and deploying programming courses is undoubtedly a challenging task. In this paper, an attempt to analyze important aspects of a sequence of two courses on imperative-procedural and object-oriented programming in a non-CS majors Department is made. This analysis is based on a questionnaire filled in by fifty students in a voluntary basis. The issues of the programming courses that are investigated refer to: the strategy selected for the introduction to programming; the sequence of the programming techniques and languages taught and the transition from the one to the other; students’ difficulties with programming in general and with imperative-procedural and object-oriented programming in specific; the teaching and learning design of both courses; and the material that students rely on for learning programming. Based on the analysis of students’ replies on the questionnaire, related work and the instructor’s experience on teaching the courses, conclusions are drawn regarding all the aforementioned aspects of designing and deploying programming courses. The main contribution of the paper is the fact that all the important and interrelated aspects of a sequence of two programming courses are investigated in conjunction, providing realistic implications and guidelines for improving the quality and effectiveness of existing programming courses and designing and deploying new courses. The main results refer to the usage of a pseudo-language for an introduction to programming, the transition from procedural to object-oriented programming, the intrinsic difficulties of learning programming, and practices for a more successful teaching and learning design of programming courses.  相似文献   

5.
Team teaching is becoming more common in undergraduate programmes of study although the relative merits to the more traditional individually taught courses have not been determined for best practice. For this study, 15 final-year undergraduate computer science students were interviewed to gain insight into their learning experiences. A thematic analysis of the interview data identified the perceived advantages and disadvantages of each mode of teaching. The advantages of individually taught courses included: consistency of content delivery and advice, familiarity with the lecturer’s teaching style and better continuity of the subject content. The disadvantage of individually taught modules included missing knowledge, compared to a team approach. Advantages of team-taught modules included: greater insight into a topic delivered by multiple team members. Disadvantages included: content overlap, conflicting messages relating to assessment, team members not taking ownership of their roles and responsibilities and a belief that overall team failure is worse than individual failure to deliver a module well. The results revealed that individually taught modules were generally preferred to team-taught modules. A set of best practice recommendations are proposed to address the challenges when delivering team-taught teaching and become more student focused.  相似文献   

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7.
This research aimed at identifying student profiles of perceptions by means of a clustering method using a validated questionnaire. These profiles describe students’ attraction to science and technology (S&T) studies and careers as a variable driven by school S&T self-concept and interest in school S&T. In addition to three rather predictable student profiles (confident enthusiast, average ambitious, and pessimistic dropout), the fourth fairly well-populated profile called confident indifferent was produced. Our second and third research questions allowed us to describe each profile in terms of the instructional methods to which their population was exposed (including the degree to which they were actively involved) and the instructional methods to which they would like more exposure. An analysis of the evolution of the profiles’ population over time is also presented. The results suggest that pedagogical variety and active involvement in the decision to pursue S&T are important. The perception of the utility and importance of S&T both in and out of school may also play an important role in these decisions. Minor pedagogical preferences were also found in certain age groups.  相似文献   

8.
Analysis of self-reflections of undergraduate education students in a project involving web-supported counterintuitive science demonstrations is reported in this paper. Participating students (N?=?19) taught science with counterintuitive demonstrations in local elementary school classrooms and used web-based resources accessed via wireless USB adapters. Student reflections to seven questions were analyzed qualitatively using four components of reflection (meeting objectives/perception of learning, dynamics of pedagogy, special needs accommodations, improving teaching) deriving 27 initial data categories and 12 emergent themes. Overall the undergraduates reported meeting objectives, engaging students in pedagogically relevant learning tasks including, providing accommodations to students with special needs, and gaining practice and insight to improve their own teaching. Additional research is needed to arrive at generalizable findings concerning teaching with web-supported counterintuitive science demonstrations in elementary classrooms.  相似文献   

9.
The main purpose of the study is to develop a Facebook Effect Scale on Teacher Quality (FESTQ) based on the pedagogical content knowledge, technological pedagogical content knowledge and lifelong learning frameworks. Study participants comprised 556 teachers. Explanatory factor analysis and confirmatory factor analysis were conducted in the development and testing of the FESTQ. The results showed that the FESTQ is reliable and valid to measure Facebook effect on teacher quality. The FESTQ consists of 40 positive six-point Likert-type items along with six factors, instructional knowledge for in-class applications, general culture knowledge, individual characteristics, instructional knowledge related to student characteristics, instructional knowledge for preparing an assessment tool and special content area knowledge. The psychometric properties of the FESTQ, the study limitations and suggestions for future studies are discussed.  相似文献   

10.
A circular jet has broad and important applications in practical engineering. Most research in this area has focused on a free jet, a wall jet or a vertical jet in a bounded domain. In this study, the mean velocities of circular offset jets were studied for four jet exit Froude numbers (Fr), three offset heights (S) (S/d=1, 2, 3) and three submergence ratios (ht/S) (surface jet, mixed jet, and submerged jet) in a bounded basin. Based on the results, we propose a velocity decay formula for a circular jet. The lateral velocity spread was more consistent with Gaussian and Cauchy–Lorentz distributions than the vertical velocity. Moreover, Fr had little effect on the decay of the mean velocity for a circular jet when Re>1×104. The lateral and vertical spreads showed a quadratic relationship with the streamwise distance for different values of Fr at X/d<10. The positions of maximum mean velocity decay were independent of Fr and S/d when X/d<10. The spread rate was more uniform in the lateral direction than that in the vertical direction in a certain region for different S/d and ht/S. Therefore, the decay, spread, and maximum velocity position of the mean velocity for a circular offset jet can remain stable under different values of Fr, offset height, and submergence ratio.  相似文献   

11.
Measuring gifted and talented (GT) students’ perceptions of their GT label might seem to be a relatively straightforward affair. Most of this research uses survey methods that ask GT students to complete Likert scale or open-ended response questionnaires about their perceptions of the label and then presents results in clear and quantifiable terms, such as “X % of students hold positive perceptions of the GT label.” However, our qualitative study of GT students in two middle school social studies classrooms presents findings that not only trouble, but prompt questions about simple proclamations regarding GT students’ perceptions of the GT label. What we found was that given the opportunity to share their thoughts at length, this group of GT students expressed a range of often contradictory perceptions about their GT label. Students expressed multiple interpretations and perceptions of the GT label, as well as both embraced the label and rejected the label.  相似文献   

12.
To prepare Dutch students in education for critical situations in their professional life as a teacher, part of their training is to ask them to reflect upon their own experiences in their life as a child, a pupil and a student – experiences of crucial moments or with significant others which are still of the utmost importance to them. This article underlines the significance of so-called “experiential learning” in student career counselling. In this context, experiential learning is understood as an extension of in-depth reflection on critical incidents and critical persons in the biography of pre-service teachers. This reflection – customary and effective in Dutch teacher training – is a verbal process. However, this technique does not seem to be adequate for many students from other cultural backgrounds (e.g. second-generation descendants of migrant workers). By consequence, some of these students are not able to take newly offered information on board, but remain imprisoned in their own culture-related narrative, their own ethnic society of mind. Research has shown that for these students, psychodrama techniques, focusing on non-verbal and playful aspects of reflection, seem to be more suitable. The author of this article presents a sample case from a pilot study which used one of the psychodrama techniques called the empty chair. The findings of the pilot study are promising in the sense that experiencing different I-positions does seem to help students from other cultural backgrounds to develop agency in responding to hitherto unfamiliar and confusing situations.  相似文献   

13.
Research has demonstrated that in controlled experiments in which small groups are being tutored by researchers, reading-strategy instruction is highly effective in fostering reading comprehension (Palincsar & Brown, Cognition and Instruction, 1(2), 117–175, 1984). It is unclear, however, whether reading-strategy interventions are equally effective in whole-classroom situations in which the teacher is the sole instructor for the whole class. This meta-analysis focuses on the effects of reading-strategy interventions in whole-classroom settings. Results of studies on the effectiveness of reading-strategy interventions in whole-classroom settings were summarized (Nstudies?=?52, K?=?125) to determine the overall effects on reading comprehension and strategic ability. In addition, moderator effects of intervention, study, and student characteristics were explored. The analysis demonstrated a very small effect on reading comprehension (Cohen’s d?=?.186) for standardized tests and a small effect (Cohen’s d?=?.431) on researcher-developed reading comprehension tests. A medium overall effect was found for strategic ability (Cohen’s d?=?.786). Intervention effects tended to be lower for studies that did not control for the hierarchical structure of the data (i.e. multilevel analyses).For interventions in which “setting reading goals” was part of the reading-strategy package, effects tended to be larger. In addition, effects were larger for interventions in which the trainer was the researcher as opposed to teachers and effect sizes tended to be larger for studies conducted in grades 6–8. Implications of these findings for future research and educational practice are discussed.  相似文献   

14.
A comprehensive, statistical review of gender differences in verbal performance has not been conducted in several decades and the majority of previous work on this topic used published studies that often include small, non-representative samples. The introduction of national legislation in US public schools required schools to assess and publicly report verbal performance, thus providing verbal assessment data for millions of American students. The current study presents a meta-analysis of gender differences in US state verbal assessments. Data were collected from the departments of education in 16 states representing more than 10 million US students in grades 3 through 11. Results indicated a small gender difference favoring females for overall verbal performance (d?=?0.29). However, when type of assessment was considered, the female advantages in reading (d?=?0.19) and language arts (d?=?0.29) were smaller than in writing performance (d?=?0.45). The small gender differences in verbal performance increased in a linear pattern from grades 3 to 8 and then remained steady in high school.  相似文献   

15.
The current study utilizes the theory of planned behavior (Ajzen Organizational Behavior and Human Decision Processes, 50, 179–211 Ajzen 1991) to examine an instructor confirmation-interaction model in the instructional communication context to discover a means by which instructors might cultivate positive student attitudes and increase beliefs that interactions with instructors would be beneficial in the future. Specifically, the model examines how teacher confirmation (Ellis 2000) influences students’ behavioral intention to communicate with instructors. Surveys were distributed to 343 college students (41.7% male and 58.1% female) in a basic communication course. Results were primarily consistent with the proposed model; teacher confirmation was significantly related to attitudes toward communicating with an instructor, subjective norms, and perceived behavioral control. Subjective norms and perceived behavioral control were also positively related to students’ behavioral intention to communicate with the instructor. However, results reveal attitudes toward communicating do not predict students’ behavioral intention to communicate with instructors. It is recommended that future models examine a more contemporary, hi-tech representation of attitude toward student-instructor interactions as it may produce a significant association with students’ behavioral intent to communicate with them. The study concludes with theoretical and practical implications to examine student classroom communication via the confirmation-interaction model and the theory of planned behavior.  相似文献   

16.
To address the need for effective, efficient ways to apply active learning in undergraduate biology courses, in this paper, we propose a problem-centered approach that utilizes supplemental web-based instructional materials based on principles of active learning. We compared two supplementary web-based modules using active learning strategies: the first used Merrill’s First Principles of Instruction as a framework for organizing multiple active learning strategies; the second used a traditional web-based approach. Results indicated that (a) the First Principles group gained significantly from pretest to posttest at the Remember level (t(40) = ?1.432, p = 0.08, ES = 0.4) and at the Problem Solving level (U = 142.5, N1 = 21, N2 = 21, p = .02, ES = 0.7) and (b) the Traditional group gained significantly from pretest to posttest at the Remember level (t(36) = 1.762, p = 0.043, ES = 0.6). Those in the First Principles group were significantly more likely than the traditional group to be confident in their ability to solve problems in the future (χ2 (2, N = 40) = 3.585, p = 0.09).  相似文献   

17.
The purpose of this study was, first, to understand the item hierarchy regarding students’ understanding of scientific models and modeling (USM). Secondly, this study investigated Taiwanese students’ USM progression from 7th to 12th grade, and after participating in a model-based curriculum. The questionnaire items were developed based on 6 aspects of USM, namely, model type, model content, constructed nature of models, multiple models, change of models, and purpose of models. Moreover, 10 representations of models were included for surveying what a model is. Results show that the purpose of models and model type items covered a wide range of item difficulties. At the one end, items for the purpose of models are most likely to be endorsed by the students, except for the item “models are used to predict.” At the other end, the “model type” items tended to be difficult. The students were least likely to agree that models can be text, mathematical, or dynamic. The items of the constructed nature of models were consistently located above the average, while the change of models items were consistently located around the mean level of difficulty. In terms of the natural progression of USM, the results show significant differences between 7th grade and all grades above 10th, and between 8th grade and 12th grade. The students in the 7th grade intervention group performed better than the students in the 7th and 8th grades who received no special instruction on models.  相似文献   

18.
Formative Assessment (FA) refers to eliciting evidence about students’ understanding and using the information to support learning, e.?g. via individual feedback. There is evidence that FA fosters students’ motivation, but less is known about the underlying processes. The present study investigates direct effects of FA on intrinsic motivation as well as the mediating role of students’ perceived competence, drawing on Deci and Ryan’s self-determination theory. In a randomized, controlled trial, primary school teachers were either assigned to an FA training (n?=?17) or to a control group (CG; n?=?11). All teachers then taught two science units in their classrooms (FA: n?=?319 students, CG: n?=?232). Multilevel regression analyses showed a higher perceived competence and a marginally higher intrinsic motivation for FA students after unit 1. After unit 2, both intrinsic motivation and perceived competence were higher in the FA condition, and the impact on intrinsic motivation was significantly mediated by students’ perceived competence after the first unit. These results confirm and extend previous findings on the effectiveness of formative assessment on motivational outcomes.  相似文献   

19.
This meta-analysis synthesizes the last two decades of experimental and quasi-experimental research on reading instruction across academic contexts (e.g., social studies, science, mathematics, English language arts) for English learners (ELs) in grades 4 through 8, to determine (a) the overall effectiveness of reading instruction for upper elementary and middle school students who are ELs and (b) how the magnitude of the effect varies based on student, instructional, and study characteristics. The analysis included a total of 11 studies with 46 individual effect sizes and yielded a mean effect size of g?=?0.35 across all (i.e., standardized and unstandardized) reading measures, g?=?0.01 across standardized reading measures, and g?=?0.43 across unstandardized reading measures. For all reading, unstandardized reading, all vocabulary, and unstandardized vocabulary measures, results suggest that higher quality studies tended to have smaller effects, and these effects were even more evident for unstandardized measures (i.e., one unit increase in study quality was associated with decreased effects: g?=?0.21, g?=?0.30, g?=?0.24, g?=?0.30, respectively). For all comprehension measures, effects were larger for instruction that included both vocabulary and comprehension (g?=?0.39) than for instruction that focused on vocabulary alone (g?=?0.08). Results suggest the benefit of developing and refining high-impact approaches to reading instruction for ELs that can be delivered across content areas and grades.  相似文献   

20.
To provide a good understanding of many abstract concepts in the field of electricity above that of their students is often a major challenge for secondary school teachers. Many educational researchers promote conceptual learning as a teaching approach that can help teachers to achieve this goal. In this paper, we present Physlet-based materials for supporting conceptual learning about electricity. To conduct research into the effectiveness of these materials, we designed two different physics courses: one group of students, the experimental group, was taught using Physlet-based materials and the second group of students, the control group, was taught using expository instruction without using Physlets. After completion of the teaching, we assessed students’ thinking skills and analysed the materials with an independent t test, multiple regression analyses and one-way analysis of covariance. The test scores were significantly higher in the experimental group than in the control group (p < 0.05). The results of this study confirmed the effectiveness of conceptual learning about electricity with the help of Physlet-based materials.  相似文献   

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