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1.
A consensus is emerging for meta-analyses regarding a range of selected topics in pharmacology education. This review provides a critical overview of problem-based learning (PBL) in pharmacology education. Based on several inclusion criteria, databases were searched, and 37 controlled trial studies were identified and extracted. The meta-analysis found that PBL had a positive effect on gaining higher theoretical scores (SMD = 6.77, 95% CI [5.23, 8.31], p < 0.00,001) assessed through examinations. The results of questionnaires for students’ feedback showed that PBL was superior to conventional teaching methods in improving students’ outcomes of self-study, learning interest, team spirit, problem solving, analyzing, scope of knowledge, communication, and expression. These results suggest that PBL in pharmacology education is considered superior to traditional lecture-based learning.  相似文献   

2.
Students’ learning goals demonstrate much stronger variety than traditional goal orientation models for classroom learning assume, especially when the educational context allows so. In this empirical study we will investigate the richness of students’ goal orientation in a collaborative learning context. We do so with the help of a goal setting framework that is based on a two-facet approach distinguishing multiple contents (performance, learning, well-being) and goal directions (varying degrees of self vs social direction). To investigate the role of different goal constellations, goal setting and learning performance data of first year students (n = 2,636) in a problem-based, collaborative learning program, and evaluation data of problem-based tutorial groups (#groups = 206) are combined into a multilevel model. Each tutorial group functions in two different educational settings: one directed at open-ended, group problems, the other at closed, individual problems. Educational context appears indeed to have a crucial role in the relationship between students’ goal setting at the one side, and students’ performance and group functioning on the other side.  相似文献   

3.
A problematic, yet common, assumption among educational researchers is that when teachers provide authentic, problem-based experiences, students will automatically be engaged. Evidence indicates that this is often not the case. In this article, we discuss (a) problems with ignoring motivation in the design of learning environments, (b) problem-based learning and scaffolding as one way to help, (c) how scaffolding has strayed from what was originally equal parts motivational and cognitive support, and (d) a conceptual framework for the design of scaffolds that can enhance motivation as well as cognitive outcomes. We propose guidelines for the design of computer-based scaffolds to promote motivation and engagement while students are solving authentic problems. Remaining questions and suggestions for future research are then discussed.  相似文献   

4.
The goal of this study was to examine pre-service STEM teachers’ attitudes and perceptions about the effectiveness of various learning methods and, in specific, the use of information and communication technologies (ICTs) as means for enhancing progressive education. The study was conducted among two cohorts of pre-service STEM teachers (N = 103) in the years 2006 and 2012. The mixed method approach was used to compile data from two research tools: an attitudes questionnaire and reflective drawings. The findings of the first cohort indicated a conflict between the participants’ declared attitudes and their perceptions, suggesting a gap between their inclination to coincide with educational trends, and their actual views about the use of ICTs in the classrooms. The first cohort’s drawings illustrated ICTs as distractive technologies, ineffective tools for teaching and learning, impairing teachers’ authority, and distancing teachers and students from each other. Findings of the second cohort indicated that the gap between attitudes and perceptions was narrowed in such a way that preservice STEM teachers did not see ICTs as threatening, but they perceived them as instrumental for leveraging progressive education.  相似文献   

5.
The University of Rochester's Graduate Experience in Science Education (GESE) course familiarizes biomedical science graduate students interested in pursuing academic career tracks with a fundamental understanding of some of the theory, principles, and concepts of science education. This one-semester elective course provides graduate students with practical teaching and communication skills to help them better relate science content to, and increase their confidence in, their own teaching abilities. The 2-h weekly sessions include an introduction to cognitive hierarchies, learning styles, and multiple intelligences; modeling and coaching some practical aspects of science education pedagogy; lesson-planning skills; an introduction to instructional methods such as case studies and problem-based learning; and use of computer-based instructional technologies. It is hoped that the early development of knowledge and skills about teaching and learning will encourage graduate students to continue their growth as educators throughout their careers. This article summarizes the GESE course and presents evidence on the effectiveness of this course in providing graduate students with information about teaching and learning that they will use throughout their careers.  相似文献   

6.
This article explores the effectiveness of a computer-based spatial learning strategy approach for improving reading comprehension and writing. In reading comprehension, students received scaffolded practice in translating passages into graphic organizers. In writing, students received scaffolded practice in planning to write by filling in graphic organizers and in translating them into passages. Based on a cluster-randomized sampling process, 2,468 students distributed in 12 schools and 69 classrooms participated in the study. Schools were randomly assigned to the computer-based instruction (CBI) group or traditional instruction (TI) group. Teachers assigned to the CBI treatment integrated the applications into the language arts curriculum during one school semester. A standardized test was used to measure reading comprehension and writing. The data were analyzed through a statistical multilevel model. The findings showed that students in the CBI group improved their reading and writing skills significantly more than students under TI—yielding an effect size d = 0.30.  相似文献   

7.
Children using robotics for engineering, science, technology, and mathematics (CREST-M) is an ongoing curriculum creation and evaluation project developing math-focused science, technology, engineering, and mathematics (STEM) curriculum units that incorporate storytelling with math and are designed to be engaging for students from backgrounds traditionally underrepresented in STEM fields and to be appropriate for all ability levels including the gifted. This mixed-methods study evaluated one CREST-M unit, The Tale of the Monarchs, aligned to the Common Core State Standards: Mathematics (CCSS-M) for fourth- and fifth-grade fractions while incorporating all aspects of STEM. The unit includes an engineering design loop to help students create and program robots using LEGO WeDo 2.0. Students also use the scientific method in a problem-based learning (PBL) investigation in which they design and conduct experiments. The unit features a comprehensive storyline in which diverse characters solve real-world problems using STEM skills. The curriculum was evaluated through a CCSS-M aligned pre- and post-assessment of students’ understanding of fractions, the Cognitive Abilities Test Screening Form 7 (CogAT 7), and the Draw-a-Scientist pre- and post-assessment. The curriculum led to significant and meaningful gains in math achievement (Cohen’s d = 0.72) consistent for students at multiple ability levels (including high ability) and children from groups traditionally represented in STEM fields as well as those traditionally underrepresented (across gender, race, and socioeconomic status). In addition, the mental models of the career of a scientist that students articulated before the program were markedly more complex and less stereotypical following the program, indicating increased understanding of the career of a scientist.  相似文献   

8.
The issues of metacognitive scaffolding in science education (MSiSE) have become increasingly popular and important. Differing from previous content reviews, this study proposes a series of quantitative computer-based analyses by integrating document co-citation analysis, social network analysis, and exploratory factor analysis to explore the intellectual structure of the MSiSE literature (i.e. the relationships within and between subfields of MSiSE). Co-citation refers to any two articles that are jointly referenced in other articles. After the computation of co-citation analysis, 27 articles that have been co-cited at least once by follow-up studies as references were identified as the final set of core articles. The whole co-citation profile of 27 cores with the 434 links was then visualized in a network through social network analysis, representing an overview for the intellectual structure of core MSiSE studies. The most cross-referenced underpinnings in the network focused on adaptive scaffolding for self-regulated learning to enhance students’ conceptual understanding and on younger students’ metacognition in online science inquiry learning environments. Furthermore, two emerging topics in the network were identified through an exploratory factor analysis as “non-technological metacognitive scaffolding media,” and “behavior patterns & task analysis in technology-infused environments.” Overall, the study provides an innovative review method of scholarly communication in the MSiSE literature.  相似文献   

9.
Blended learning, defined as a combination of face-to-face and online learning, is expected to lead to improved education. Besides, practical reasons, like increased access to education and resource management, are mentioned for its implementation. To examine whether the expectation of improved education is met, meta-analyses were conducted. They revealed that, on average, blended learning is somewhat more effective than more traditional learning. Additionally, students evaluated it as equally attractive, but seemed to perceive it as more demanding. In sum, blended learning is equal, or maybe even better, than more traditional learning. However, the effects on effectiveness, attractiveness and perceived demands differed much between studies. Moderator analyses found that quizzes positively affect the effectiveness and attractiveness of blended learning. Concluding, blended learning has potential to improve education, when thoughtfully designed, for example by the inclusion of frequent quizzes.  相似文献   

10.
This meta-analysis examined research on the effects of self-regulated learning scaffolds on academic performance in computer-based learning environments from 2004 to 2015. A total of 29 articles met inclusion criteria and were included in the final analysis with a total sample size of 2648 students. Moderator analyses were performed using a random effects model that focused on the three main areas of scaffold characteristics (including the mechanism, functions, delivery forms, mode, and number of scaffolds; how to promote self-regulated learning by scaffolds); demographics of the selected studies (including sample groups, sample size, learning domain, research settings, and types of computer-based learning environments); and research methodological features (including research methods, types of research design, types of organization for treatment, and duration of treatment). Findings revealed that self-regulated learning scaffolds in computer-based learning environments generally produced a significantly positive effect on academic performance (ES = 0.438). It is also suggested that both domain-general and domain-specific scaffolds can support the entire process of self-regulated learning since they demonstrated substantial effects on academic performance. Different impacts of various studies and their methodological features are presented and discussed.  相似文献   

11.
Today’s learners are engaging in study where access to knowledge is easier than it ever has been in human history. Rapid advancement of technology and the increasing ease with which communication and interaction can occur has dramatically changed the landscape in which teachers of science, technology, engineering and mathematics (STEM) operate. The contemporary skills that students are required to possess include inter alia problem solving, creativity, teamwork abilities, communication skills and emotional intelligence. Despite the universal acceptance of their importance, these skills are commonly cited as underdeveloped and in addition, are still accompanied by outmoded ‘traditional’ forms of teaching and assessment. While the approaches of twentieth-century education were successful in developing knowledge stores, the ubiquity of access to knowledge—coupled with the constantly changing nature of the world today—requires alternative conceptions of teaching and learning. This article focuses primarily on an exploration of learning metaphors and teaching with the overall lens of creating self-regulated and furthermore, self-determined learners. The article begins with an exploration of learning in STEM education and a critique of the pedagogical perspective, discussing why this epistemology may be insufficient for contemporary STEM learning. The article then considers an alternative and potentially more contemporary notion; the emergent pedagogic space. The article presents a theoretical model to conceptualise learning in STEM education, with the goal of informing both practice and research. The realisation of this proposed emergent pedagogical space is explored through an applied case study from a design and technology context.  相似文献   

12.
Metacognition and self-regulation are important for developing effective learning in the classroom and beyond, but novice learners often lack effective metacognitive and self-regulatory skills. However, researchers have demonstrated that metacognitive processes can be developed through practice and appropriate scaffolding. Betty’s Brain, an open-ended computer-based learning environment, helps students practice their cognitive skills and develop related metacognitive strategies as they learn science topics. In this paper, we analyze students’ activity sequences in a study that compared different categories of adaptive scaffolding in Betty’s Brain. The analysis techniques for measuring students’ cognitive and metacognitive processes extend our previous work on using sequence mining methods to discover students’ frequently-used behavior patterns by (i) developing a systematic approach for interpreting derived behavior patterns using a cognitive/metacognitive task model and (ii) analyzing the evolution of students’ frequent behavior patterns over time. Our results show that it is possible to identify students’ learning behaviors and analyze their evolution as they work in the Betty’s Brain environment. Further, the results illustrate that changes in student behavior were generally consistent with the scaffolding provided, suggesting that these metacognitive strategies can be taught to middle school students in computer-based learning environments.  相似文献   

13.
We investigated and compared the learning environment perceptions of students, teachers and guides who participated in Science, Technology, Engineering and Mathematics (STEM)-based outreach activities in secondary education. In outreach activities, schools and teachers work together with companies and other external institutions in learning activities in order to motivate students for the STEM domain. In this study, we identified characteristics of outreach activities that explain variance in perceptions of students. Data were gathered from 729 high-school students as well as 35 teachers and guides in 12 activities both in the US and the Netherlands. A questionnaire was used to asses outreach activities based on subscales from validated questionnaires such as the What Is Happening In this Classroom, Constructivist Learning Environments Survey, Classroom Environment Scale and the Learning Climate Questionnaire. Teachers’ perceptions were more positive than students’ perceptions for most scales, while guides perceived the outreach learning environment in almost the same way as students. Student perceptions were very positive for outreach activities. Outreach activity characteristics such as teaching method and emphasis were found to be the most important factors in explaining variance in students’ perceptions between activities. Long-term problem-based activities and the perspective of new views of science and scientists were perceived as providing the most positive learning environments. Additionally, outreach learning environments can create opportunities to increase students’ motivation in STEM.  相似文献   

14.
Context-based chemistry education aims to improve student interest and motivation in chemistry by connecting canonical chemistry concepts with real-world contexts. Implementation of context-based chemistry programmes began 20 years ago in an attempt to make the learning of chemistry meaningful for students. This paper reviews such programmes through empirical studies on six international courses, ChemCom (USA), Salters (UK), Industrial Science (Israel), Chemie im Kontext (Germany), Chemistry in Practice (The Netherlands) and PLON (The Netherlands). These studies are categorised through emergent characteristics of: relevance, interest/attitudes/motivation and deeper understanding. These characteristics can be found to an extent in a number of other curricular initiatives, such as science-technology-society approaches and problem-based learning or project-based science, the latter of which often incorporates an inquiry-based approach to science education. These initiatives in science education are also considered with a focus on the characteristics of these approaches that are emphasised in context-based education. While such curricular studies provide a starting point for discussing context-based approaches in chemistry, to advance our understanding of how students connect canonical science concepts with the real-world context, a new theoretical framework is required. A dialectical sociocultural framework originating in the work of Vygotsky is used as a referent for analysing the complex human interactions that occur in context-based classrooms, providing teachers with recent information about the pedagogical structures and resources that afford students the agency to learn.  相似文献   

15.
STEM教育的宗旨是整合创新,这对STEM课程的设计、开发和实施都提出了很高的要求。然而我国STEM教育领域却存在课程体系不明、课程目标不清晰、缺乏细致的探究学习设计、专业教师储备不足、未形成健康生态等问题。STEM教育遭遇的困境实际上是经验主义的前现代教育不适应现代社会发展要求的表现。STEM教育不是教学法意义上的教育革新,而是全新的教育实践。STEM教育需要与以往不同的教育实践生态。因此只有升级为现代教育,STEM教育才能摆脱上述困境。这就需要我们努力发展新教育学,并在新教育学理论指导下组建新的专业团队,构建健康的STEM共同体和企业联盟,开发新的STEM课程并提供STEM教师专业发展服务,培养STEM专业教师以基于一致性的新方式实施课程,允许教师以教育众筹的方式参与STEM课程升级,最终实现STEM整合创新的教育旨趣。  相似文献   

16.
Inclusive STEM high schools (ISHSs) can be viewed as opportunity structures for students underrepresented in STEM. By opportunity structures, we mean an education that provides not only access to high quality STEM curriculum and instruction or “opportunity to learn,” but also the capacity to create learning environments where students can build STEM social capital and the dispositions, knowledge, skills, and networks to be successful in STEM college majors and careers. This is a cross‐case analysis of case studies that describe the design and implementation of eight “exemplar” ISHSs. Beginning with 10 hypothesized critical components, we found evidence for all 10, but present in unique patterns of prominence, depending on the school context. Further inductive analysis located an additional four emergent critical components that complete the picture of how these successful ISHSs were able to achieve their goals. Importantly, across schools, four components stood out as foundational: a flexible and autonomous administrative structure; a college‐preparatory, STEM‐focused curriculum for all; well‐prepared STEM teachers and professionalized teaching staffs; and supports for students in underrepresented groups. Although many of the critical components found in the ISHSs are also found in the school reform literature, these schools also had characteristics unique to STEM education. This paper is important in understanding STEM high schools as opportunity structures and as a school reform alternative that can help solve equity and social mobility gaps in STEM.  相似文献   

17.
早期STEM教育是近年来继项目活动后出现在学前教育领域的一种新的教育形态。STEM教育与项目活动非常类似,两者都是基于问题的学习,都有助于培养幼儿解决问题的能力;但同时两者在其价值取向、整合方式、探究内容、对幼儿个性化发展的促进以及教师的角色与作用等方面也有着明显的区别。项目活动更多看重的是教育的个人发展功能,而STEM教育更多追求的是教育的工具价值;项目活动是一种跨越学科领域的、大范围的整合,STEM教育则是一种围绕同类型学科的、小范围的整合;项目活动以幼儿的兴趣为出发点,探究的内容往往极为丰富多彩,基本上可以囊括幼儿生活的全部,而STEM教育主要集中在幼儿对周围物质世界的探究方面,其内容主要涉及到"物理知识"及"逻辑数理知识"两个方面;项目活动能满足所有幼儿的个性化发展需要,故而能促进所有幼儿的适宜性发展,而STEM教育则相对只能更好地满足某些特定学习风格(场独立型)的幼儿的个性化发展需要;在项目活动中,教师的"引导"作用更多地表现在对幼儿已有兴趣的合理引导,在STEM教育活动中教师的"引导"既有对幼儿已有兴趣的"引导",更有对兴趣的"引发",带有一定的"外烁论"的痕迹。厘清这些差异,有助于幼儿园教师提升相关教育理念,从而更好地开展这两种教育活动。  相似文献   

18.
Design-based learning is a teaching approach akin to problem-based learning but one to which the design of artefacts, systems and solutions in project-based settings is central. Although design-based learning has been employed in the practice of higher engineering education, it has hardly been theorised at this educational level. The aim of this study is to characterise design-based learning from existing empirical research literature on engineering education. Drawing on a perspective that accounts for domain-specific, idiosyncratic and learner-centred aspects of design problems in the context of engineering education, 50 empirical studies on project-based and problem-based engineering education, to which the design of artefacts is central, were reviewed. Based on the findings, design-based learning is characterised with regard to domain-specificity, learner expertise and task authenticity. The implications of this study for the practice of engineering education are discussed.  相似文献   

19.
Numerous studies have been conducted to determine the effectiveness of providing students with computer-aided learning vis-a-vis the traditional expository method in terms of student achievement and student attitudes (Hasselbring, 1984; Bangert-Drowns, 1985; Clark, 1985; Kulik, Kulik and Shwalb, 1986; Nelson, 1988). Results have been conflicting due to the many different conditions under which studies have been undertaken. However, recent meta-analyses carried out by Kulik and Kulik (1987) on the effectiveness of computer-aided learning suggest a meaningful treatment impact.  相似文献   

20.
It is commonly believed that positive opinions of students and teachers on the possibilities entailed by computer use would increase the efficacy of computer-based educational processes. In turn, this amounts to postulate a relationship between measures of such opinions and well-defined patterns of interaction with computer-based educational tools. In this regard, this paper reports on an investigation performed in a primary school, designed to test whether expectations and opinions on computers, both of students and teachers, detected through suitable questionnaires, might be related to the effectiveness of computer use within a particular educational context. Our findings, contrarily to what expected, do not appear to support the hypothesis that a positive opinion on computers can lead per se to higher learning efficacy in a computer-based educational environment, as compared with a traditional educational setting.  相似文献   

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