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1.
We present a view of knowledge construction processes, focusing on partially correct constructs. Motivated by unexpected and
seemingly inconsistent quantitative data based on the written reports of students working on an elementary probability task,
we analyze in detail the knowledge construction processes of a representative student. We show how the nested epistemic actions
model for abstraction in context facilitates following the emergence of a learner’s partially correct constructs (PaCCs).
These PaCCs provide added insight into processes of knowledge construction. They are also used in order to analyze and explain
students’ thinking in situations where some of the students’ answers were unexpected in light of their earlier answers or
inconsistent with earlier answers. In particular, PaCCs are explanatory tools for correct answers based on (partially) faulty
knowledge and for wrong answers based on largely correct knowledge. 相似文献
2.
CONSTRUCTING KNOWLEDGE ABOUT THE NOTION OF LIMIT IN THE DEFINITION OF THE HORIZONTAL ASYMPTOTE 总被引：1，自引：0，他引：1
Ivy Kidron 《International Journal of Science and Mathematics Education》2011,9(6):1261-1279
Processes of knowledge construction are investigated. A learner is constructing knowledge about the notion of limit in the
definition of the horizontal asymptote. The analysis is based on the dynamically nested epistemic action model for abstraction
in context. Different tasks are offered to the learner. In her effort to perform the different tasks, the learner encounters
a situation of conflict between her concept image of the horizontal asymptote and the concept definition. The model of abstraction
in context is used to analyze two new constructions of knowledge for the learner, which permit her to reconsider her concept
image and to conceptually understand the definition of the horizontal asymptote. 相似文献
3.
Although prior research has shown that experts tend to overestimate or underestimate what laypersons actually know, little
is known about the specific consequences of biased estimations for communication. To investigate the impact of biased estimations
of a layperson’s knowledge on the effectiveness of experts’ explanations, we conducted a web-based dialog experiment with
45 pairs of experts and laypersons. We manipulated the experts’ mental model of the layperson by presenting them either valid
information about the layperson’s knowledge or information that was biased towards overestimation or underestimation. Results
showed that the experts adopted the biased estimations and adapted their explanations accordingly. Consequently, the laypersons’
learning from the experts’ explanations was impaired when the experts overestimated or underestimated the layperson’s knowledge.
In addition, laypersons whose knowledge was overestimated more often generated questions that reflected comprehension problems.
Laypersons whose knowledge was underestimated asked mainly for additional information previously not addressed in the explanations.
The results suggest that underestimating a learner during the instructional dialog is as detrimental to learning as is the
overestimation of a learner’s knowledge. Thus, the provision of effective explanations presupposes an accurate mental model
of the learner’s knowledge prerequisites. 相似文献
4.
To maximize the effectiveness of instructional explanations, they should be tailored to an individual learner. However, instructors
are often not able to collect diagnostically relevant information about a learner to individualize their explanations. This
is particularly true in computer-mediated settings where it is more difficult to thoroughly assess a learner’s understanding.
We present an approach that provides instructors in asynchronous and text-based computer-mediated communication settings with
information about a learner’s understanding that has sufficient diagnostic power to enable them to generate learner-tailored
explanations. A series of experiments testing this approach suggest several conclusions. First, instructors need information
about a learner to individualize explanations. Second, instructors are able to design explanations that are specifically adapted
to a learner’s individual understanding. Third, learner-tailored explanations facilitate the processing of new information
and make instructional communication more efficient. Fourth, learner-tailored explanations enhance a deep understanding of
the information processed and make instructional communication more effective. 相似文献
5.
Nora Scheuer Monserrat de la Cruz Juan Ignacio Pozo 《European Journal of Psychology of Education - EJPE》2002,17(2):101-114
This study investigates four- to six-year-old children’s conceptions of learning, by applying the lexicometric method to their oral responses to questions about their learning of drawing, in an individual interview at school. Interviews were videotaped and fully transcribed. Subjects were 26 children from a middle-class background attending public schools in Argentina (in a four-year-old class, a five-year-old class and first grade in elementary school). Differences among groups are described on the basis of correspondence analysis and modal response procedures. Such differences are then systematised into several interrelated dimensions regarding changes in children’s conceptions of learning to draw, namely: learning agency as the internalisation of social mediation, nature of both learner’s and teacher’s actions and mental states, learning goals and temporal frame of reference. Thus, three main conceptions are identified: external agency, external/internal agency and internal agency conceptions, which are associated to the three different school grade groups studied. 相似文献
6.
Carolina Guerrero-Ortiz Jaime Mena-Lorca Astrid Morales Soto 《International Journal of Science and Mathematics Education》2018,16(8):1605-1628
This study shows how, in the initial training of mathematics teachers, it is possible to promote processes of abstraction and mathematisation through modelling a real situation with the support of auxiliary material to mediate understanding. By adapting elements of the theoretical and methodological framework called Abstraction in Context (AiC), participants’ discussions while building a mathematical model—in a nested epistemic actions—are analysed. Two specific points are discussed in this paper. The first aims to identify how different types of knowledge emerge when an individual is faced with a modelling task. The second is regarding the use of auxiliary material as a means of metaphorising a situation. It was evidenced how the material favours the construction of a mathematical model through the simplification and idealisation that it brings. The meaning constructed for the model is supported in recognising a decreasing behaviour as a part of a whole. 相似文献
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Gemma Corbalan Liesbeth Kester Jeroen J. G. Van Merriënboer 《Instructional Science》2006,34(5):399-422
Modern education emphasizes the need to flexibly personalize learning tasks to individual learners. This article discusses
a personalized task-selection model with shared instructional control based on two current tendencies for the dynamic sequencing
of learning tasks: (1) personalization by an instructional agent which makes sequencing decisions on the basis of learner’s
expertise, and (2) personalization by the learner who is given control over – final – task selection. The model combines both
trends in a model with shared instructional control. From all available learning tasks, an instructional agent selects a subset
of tasks based on the learner’s performance scores and invested mental effort (i.e., system-control). Subsequently, this subset
is presented to the learner who makes the final decision (i.e., learner control). A computer-assisted instructional program
has been developed to put the model into practice and preliminary results are discussed. The model can be used to increase
the efficiency and effectiveness of instruction and to make it more appealing by providing the learner an optimal level of
control over task selection.
This research project is funded by the Netherlands Organization for Scientific Research (NWO, The Hague, project No. 411-02-107-V). 相似文献
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11.
Chaya Herman 《Higher Education》2010,59(4):489-506
This paper examines the relationship between political change and epistemologies and methodologies employed at doctorate level.
It does so by analysing the range of topics, questions and methodologies used by doctoral students at the University of Pretoria’s
Faculty of Education between 1985 and 2005—a time-frame that covers the decade before and the decade after South Africa’s
historical transition to democracy in 1994. During this period the composition of doctoral students at that faculty changed
from being largely white and male to a more diverse population in terms of gender and race. A crucial shift took place after
2000 with the arrival of a Black dean who sought to introduce a transformational shift. The paper makes use of Karmon’s notion
of epistemic environment, which refers to the way knowledge is conceptualised at institutional level. The data shows how the
authoritarian and regulated epistemic environment that shaped the conception of knowledge at the faculty until 2000 created
doctoral dissertations that aimed to correct and guide the society but lacked critical discourse and relevance to South Africa’s
political, social and educational context. While the transition to democracy in 1994 produced merely semantic changes, if
any, the strong internal initiative to change the research culture from 2000 onwards has managed to shift basic notions of
truth and knowledge and the understanding of the role and nature of research. This movement was, however, constrained by the
institution’s long-established epistemic environment. 相似文献
12.
Babak Abedin Farhad Daneshgar John D’Ambra 《Education and Information Technologies》2011,16(3):227-244
By the proliferation of online courses, the social dimension of computer supported collaborative learning (CSCL) is becoming
more important than before. Research shows that communicative behavior adaptation to the computer medium is a critical issue
in CSCL social relationship development. Two dominant theories in the CSCL field, social information processing theory and
adaptive structuration theory, argue that individuals do not simply receive the technology passively but they adapt their
behavior to increase benefits from the technology. This paper develops an instrument in order to operationalize the notion
of individual’s communicative behavior adaptability in CSCL. Through an exploratory factor analysis performed on a small sample
of post graduate students of an online degree in an Australian university, three factors have been unveiled: (1) individual
perception of self-representation, (2) individual perception of compatibility, and (3) individual perception of the use of
computer technology. Identification of these factors is expected to facilitate understanding of individuals’ social behaviors
in CSCL environment, which in turn will guide the design of CSCL systems. In addition, the paper examines the relationships
between the extracted factors and four environmental factors: learner’s characteristics, course characteristics, instructor
characteristics, and technology characteristics. The results show that none of these characteristics strongly affect perception
of self-representation or perception of the use of computer technology. On the other hand, a strong relationship was found
between perception of compatibility and learner’s and course characteristics. The reliability as well as validity of the study
is examined and findings are discussed. These findings will provide further insights into the design process of CSCL systems. 相似文献
13.
This study examined epistemic metacognition as a reflective activity about knowledge and knowing in the context of online
information searching on the Web, and whether it was related to prior knowledge on the topic, study approach, and domain-specific
beliefs about science. In addition, we investigated whether Internet-based learning was influenced by epistemic metacognition
and the individual differences examined. Seventy 8th grade students were interviewed retrospectively after searching for online
information about the scientifically controversial topic of dinosaur extinction. Both qualitative and quantitative analyses
were performed. Findings showed that participants expressed reflections about the simplicity/complexity, certainty/uncertainty,
source, and justification of knowledge at different levels of sophistication, according to three patterns of epistemic metacognition.
Prior knowledge was not related to epistemic metacognition in the search context, while study approach and epistemic beliefs
about science were associated significantly, although modestly, with aspects of online knowledge evaluation. Moreover, findings
revealed that Internet-based learning was influenced by overall science-related epistemic beliefs. Learning from Internet
sources was also affected by study approach and epistemic reflections about the justification of online knowledge, as well
as by the interaction between beliefs about the justification of scientific knowledge and beliefs about the justification
of the knowledge accessed concerning the topic. 相似文献
14.
We explored relations between students’ epistemic beliefs, metacognitive monitoring and recall performance in the context
of learning physics through metaphor. Eighty-three university undergraduate students completed questionnaires designed to
measure their epistemic beliefs and prior knowledge about Newtonian physics. Students were epistemically profiled as rational,
empirical, or metaphorical in their approaches to knowing. Using a think-aloud protocol, students read a text on Newton’s
First and Third Laws. The text included metaphors as examples of the various laws described. Results revealed that students
profiled as metaphorical engaged in more metacognitive processing compared to students profiled as rational or empirical.
Moreover, path analyses revealed that metacognitive monitoring positively predicted recall performance. Results challenge
Muis’ (2008) consistency hypothesis; the ways in which knowledge is represented in text may be the linking factor for relations between metacognitive monitoring
and epistemic beliefs rather than the underlying epistemology of the domain. 相似文献
15.
Rafael Martínez-Planell Ana Carmen Gonzalez Gladys DiCristina Vanessa Acevedo 《Educational Studies in Mathematics》2012,81(2):235-249
This is a report of a study of students’ understanding of infinite series. It has a three-fold purpose: to show that students may construct two essentially different notions of infinite series, to show that one of the constructions is particularly difficult for students, and to examine the way in which these two different constructions may be built so that we may uncover ways to help students improve their understanding. The theoretical framework consists of action–process–object–schema theory and the specific model of conceptions in Balacheff’s theory of conception, knowing, and concept. Approaching the problem from these two different theoretical perspectives allows us to provide different and at the same time complementary explanations of observed phenomena. The two different infinite series constructions are, briefly stated, series as an infinite unending process of addition and series as a sequence of partial sums. Students are found to have difficulty building an understanding of series as a sequence of partial sums and thus tend to have difficulty in problem situations that require this interpretation. The study uses semi-structured interviews with 10 graduate students. The interviews explore situations that might give insight into students’ notion of the sequence of partial sums. 相似文献
16.
Brandon Rodriguez 《Cultural Studies of Science Education》2010,5(3):621-624
This response to Tom Bryce’s paper aims to supplement some of the critical points made regarding the imbalance between content,
process, and context in today’s science education curriculum in higher learning institutions. Discussion and examples of how
the present student-mentor relationship fosters tribe mentality are also included. However a caution is also suggested against
the treatment of science as a purely subjective process, overrun by self-interested and exclusive parties. 相似文献
17.
Takashi Fuji Takeshi Tanigawa Masahiro Inui Takeo Saegusa 《Education and Information Technologies》1996,1(3-4):203-226
In the business-systems-design learning environment, there may be more than one solution to any given problem. For instance,
the data model will be different depending on each learner’s perspective. Accordingly, group learning systems are very effective
in this domain. We have developed a collaborative and multimedia environment for learners on teams (CAMELOT) using the ‘nominal
group technique’ for group problem solving. In this paper, the basic framework of the collaborative learning system and the
effectiveness of collaborative learning in designing the data model are described. By using CAMELOT, each learner learns how
to analyse through case studies and how to collaborate with his or her group in problem solving. Learners come to a deeper
understanding from using CAMELOT than from studying independently because they can reach better solutions through discussion,
tips from other learners and examination of one another’s individual works. 相似文献
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19.
Robert Appelman 《TechTrends》2004,49(3):64-74
Summary Learning Environments (LEs) are ways of applying epistemology, pedagogy, methodology and instructional strategy at a macro
level that lead naturally to their own development (Hannafin & Hill, 2005). Experiential Modes (EMs) are components of a learning
environment that focus on the learner’s perception while experiencing any experiential mode, and through a micro analysis
bridges the gap between instructional development and learner cognition.
Although Instructional Design has already turned toward a more learnercentered approach, the entire development process must
also embrace the learner’s experience as it focuses on providing rich EMs that are created through an emergent and dynamic
development process.
The design strategy of focusing on EMs for development resonates with new virtual technologies since their experiential components
are so high. The engaging video game industry has captured the imagination and social focus of young adults and children around
the world, and this has impacted their expectations and also the learning potential for simulations and games with more serious
purposes than entertainment. Using learner experience as the touch-stone for design is the common ground for both traditional
educators and those designers attempting to incorporate complex gaming and simulation environments into educational contexts
(Crawford, 1984; Prensky, 2001; Gee, 2003; Salen & Zimmerman, 2004). 相似文献
20.
This paper investigates the role of tools in the formation of mathematical practices and the construction of mathematical
meanings in the setting of a telecommunication organization through the actions undertaken by a group of technicians in their
working activity. The theoretical and analytical framework is guided by the first-generation activity theory model and Leont’ev’s
work on the three-tiered explanation of activity. Having conducted a 1-year ethnographic research study, we identified, classified,
and correlated the tools that mediated the technicians’ activity, and we studied the mathematical meanings that emerged. A
systemic network was generated, presenting the categories of tools such as mathematical (communicative, processes, and concepts)
and non-mathematical (physical and written texts). This classification was grounded on data from three central actions of
the technicians’ activity, while the constant interrelation and association of these tools during the working process addressed
the mathematical practices and supported the construction of mathematical meanings that this group developed from the researchers’
perspective. Technicians’ emerging mathematical meanings referred to place value, spatial, and algebraic relations and were
expressed through personal algorithms and metaphorical and metonymic reasoning. Finally, the educational implications of the
findings are discussed. 相似文献