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1.
With the creation of interactive tasks that allow students to explore spatial ways of knowing in conjunction with their other ways of knowing the world, we create a space where students can make sense of information as they organize these new ideas into their already existing schema. Through the use of a Common Online Data Analysis Platform (CODAP) and data from Public Use Microdata Areas (PUMA), students can explore the communities in which they live and work, critically examining opportunities and challenges within a defined space. 相似文献
2.
《British Educational Research Journal》2005,31(3):329-348
There has been little research in the UK into how students learning English as an additional language (EAL) learn mathematics. This article reports results from a three‐year study of the participation of learners of EAL in Year 5 in an arithmetic word problem task. The research, drawing on ideas from discursive psychology, used discourse analysis to explore patterns of attention in students' interaction as they worked in pairs or threes. The article briefly describes four patterns of attention: to genre, to mathematical structure, to narrative experience and to written form. Further analysis explored how students used attention as part of the social activity involved in working on the task. The rest of the article illustrates how students used attention to narrative experience to make links between word problems and their own experience, as well as to negotiate their relationships with each other. 相似文献
3.
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
4.
There are many psychological tasks that involve the pairing of binary variables. The various tasks used often address different
questions and are motivated by different theoretical issues and traditions. Upon closer examination, however, the tasks are
remarkably similar in structure. In the present paper, we examine two such tasks, the contingency judgment task and the signal
detection task, and we apply a signal detection analysis to contingency judgment data. We suggest that the signal detection
analysis provides a novel interpretation of a well-established but poorly understood phenomenon of contingency judgments-the
outcome-density effect. 相似文献
5.
Renee A. Neu 《Early Childhood Education Journal》2013,41(3):211-218
The purpose of this qualitative, multi-case study was to explore the oral language of Spanish-speaking preschool students and their responses to questions, comments and requests made by an English-speaking teacher. Research questions focused on students’ responses to questions; comments and requests by the teacher; and whether the response was given in Spanish, English, or nonverbally. Four Spanish-speaking students in a school-based preschool program were chosen as participants in this study. Multiple data sources were used and included a Family Culture and Language Survey, audio taped sessions, observations, and field notes. As Spanish-speaking students responded to an English-speaking teacher, they began communicating via observation and non-verbal responses. As relationships were established, students responded using a combination of English and Spanish and used one to two English word phrases. Small group sessions, activities, and language that were consistent and repeated daily elicited more verbal response from students. 相似文献
6.
Recent studies have shown that the interpretation of graphs is not always easy for students. In order to reason properly about distributions of data, however, one needs to be able to interpret graphical representations of these distributions correctly. In this study, we used Tversky’s principles for the design of graphs to explain how 125 first-year university students interpreted histograms and box plots. We systematically varied the representation that accompanied the tasks between students to identify how the design principles affected students’ reasoning. Many students displayed misinterpretations of histograms and box plots, despite the fact that they had the required knowledge and time to interpret the representations correctly. We argue that the combination of dual process theories and Tversky’s design principles provides a promising theoretical framework, which leads to various possibilities for future research. 相似文献
7.
Graphs are one of the primary means of exploration and communication in the practice of science, but students in science laboratories are customarily taught only the low-level mechanics of constructing a single kind of graph when given a table of information. The use of a microcomputer can relieve the drudgery of plotting, allowing students to pursue higher-level issues in the design and interpretation of graphs through repeated “thought experiments.” We introduced computer-assisted graphical data analysis to inner-city high school students with weak math and science backgrounds, emphasizing the dynamic manipulation of various kinds of graphs to answer specific questions. Drawing on extensive recordings and classroom observations, we describe examples of the performance of these students on open-ended problem-solving tasks in which graphs can be used to arrive at meaningful answers to applied data analysis problems. 相似文献
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9.
Dr. Augustina Reyes 《The Urban Review》1995,27(2):141-158
A Texas urban high school with a 98 percent minority student enrollment was selected to conduct a micro-finance analysis on
site-based at-risk per pupil costs. A process was developed to define site-based state compensatory education (SCE) and to
account for all students receiving direct and indirect state compensatory education services. Program costs data were analyzed
to develop a relationship between full-time equivalent (FTE) state categorical program costs and regular education program
costs. At-risk student background characteristics were defined using a parent home survey, conducted with a sample of twenty
at-risk students and twenty regular education students. The data revealed that 68 percent of the students exhibited one or
more of the state-defined at-risk variables; the highest program costs produced the highest achievement: and based on student
backgroud characteristics, all of the students, including regular funded students, were at risk. 相似文献
10.
Well-designed instructional videos are powerful tools for helping students learn and prompting students to use generative strategies while learning from videos further bolsters their effectiveness. However, little is known about how individual differences in motivational factors, such as achievement goals, relate to how students learn within multimedia environments that include instructional videos and generative strategies. Therefore, in this study, we explored how achievement goals predicted undergraduate students’ behaviors when learning with instructional videos that required students to answer practice questions between videos, as well as how those activities predicted subsequent unit exam performance one week later. Additionally, we tested the best measurement models for modeling achievement goals between traditional confirmatory factor analysis and bifactor confirmatory factor analysis. The bifactor model fit our data best and was used for all subsequent analyses. Results indicated that stronger mastery goal endorsement predicted performance on the practice questions in the multimedia learning environment, which in turn positively predicted unit exam performance. In addition, students’ time spent watching videos positively predicted practice question performance. Taken together, this research emphasizes the availing role of adaptive motivations, like mastery goals, in learning from instructional videos that prompt the use of generative learning strategies. 相似文献
11.
As the field of data science evolves with advancing technology and methods for working with data, so do the opportunities for re-conceptualizing how we teach undergraduate statistics and data science courses for majors and non-majors alike. In this paper, we focus on three crucial components for this re-conceptualization: Developing research questions, professional ethics, and team collaborations. We share vignettes from two teams of undergraduate statistics or data science majors at two different stages of their development (novice and expert) while they worked on a DataFest data challenge. These vignettes shed light on opportunities for re-conceptualizing introductory courses to give more attention to issues of the process of developing focused research questions when given a complex data set, professional ethics and bias, and how to collaborate effectively with others. We provide some implications for teaching and learning as well as an example activity for educators to use in their courses. 相似文献
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13.
The notion of independence between two nominal variables is typically introduced through the use of chi‐square analysis of contingency tables, while the topic of prediction of one nominal variable from a second nominal variable using optimal prediction to the mode is often omitted. Through the use of a questionnaire, this article indicates that there is considerable confusion among students on the difference between the concepts of independence and prediction, and remedies are suggested. 相似文献
14.
This paper presents a conceptual analysis for students’ images of graphs and their extension to graphs of two-variable functions. We use the conceptual analysis, based on quantitative and covariational reasoning, to construct a hypothetical learning trajectory (HLT) for how students might generalize their understanding of graphs of one-variable functions to graphs of two-variable functions. To evaluate the viability of this learning trajectory, we use data from two teaching experiments based on tasks intended to support development of the schemes in the HLT. We focus on the schemes that two students developed in these teaching experiments and discuss their relationship to the original HLT. We close by considering the role of covariational reasoning in generalization, consider other ways in which students might come to conceptualize graphs of two-variable functions, and discuss implications for instruction. 相似文献
15.
Collaborative learning and the construction of common knowledge 总被引：1，自引：0，他引：1
In collaborative learning, students not only have to acquire knowledge, they also have to learn to regulate the process of acquiring knowledge. In the traditional classroom, the function of regulation rests with the teacher. In the collaborative classroom, however, the responsibility for learning has in part been handed over to the students. We examine how students, who work as members of a community of learners, construct shared understanding. in particular, we want to explore what interactive and discursive tools students use in their collaboration. We present observations made during a series of innovative mathematics lessons in an 8th grade classroom at a Dutch primary school in which children (between 11 and 13 years of age) worked as “researchers” who were encouraged to formulate questions for exploration and to collaborate in answering them. Both in small group discussions and in discussions involving the whole class, students worked on the construction of arguments and the creation of shared knowledge. The construction and diffusion of knowledge occurred in “cycles of argumentation” to which many children contributed and in which ideas were repeated and elaborated upon. Because, in students’ collaboration, learning is made dependent on proposing and critically discussing arguments, the character of knowledge, acquired under these circumstances, is different from knowledge acquired in a more traditional classroom setting. 相似文献
16.
This paper presents an online reviewing tool, Poser, written in the Java programming language. Online quizzing tools have proliferated lately, but most are not so well-suited for reviewing. Poser's basic functionality is to provide students with a convenient, interactive way to review course materials in a question/answer format. Incorrect responses are corrected, along with an optional explanation. The program keeps usage statistics and information on responses to questions. Poser can be an important part of any course, because it gives students an easy way to test their understanding of the course materials from any Internet computer. We used Poser in two introductory Computer Science courses and gathered some formative data which was used to modify and evaluate the program. Over 100 students used the program and they answered over 38,000 questions while reviewing for their final exams. Student comments indicate that the program was very helpful. Overall, we feel that Po ser was a huge success and are planning a controlled study in the coming semesters to measure how much the use of the program facilitates student learning and understanding. 相似文献
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18.
Aysegul Saglam-Arslan 《Journal of Science Education and Technology》2010,19(3):303-313
The aims of this cross-grade study were (1) to determine the level of understanding of energy concepts of students at different
academic grades and the differences in understanding between these grades and (2) to analyse the conceptual development of
these students. Two hundred and forty-three students at 3 different levels (high school, undergraduate, and postgraduate)
participated in this study. The students’ understandings of energy concepts were determined using a questionnaire, which requested
them to define the concept verbally, and to represent it graphically. The most important findings of this study may be summarised
as follows. Students from the different groups generally succeeded in defining ‘energy’ in a similar way, namely as the ‘ability
to do work’. Nevertheless, some students (including those at university) also provided different alternative conceptions related
to the energy concept. In addition, some students also found difficulty in visually analysing the relationships between different
variables using graphs. This finding could help explain why attainment levels of all groups falls short in questions that
involve the graphical representation of data. 相似文献
19.
Nadira Saab Wouter van Joolingen Bernadette van Hout-Wolters 《Metacognition and Learning》2012,7(1):7-23
Regulation of the learning process is an important condition for efficient and effective learning. In collaborative learning,
students have to regulate their collaborative activities (team regulation) next to the regulation of their own learning process
focused on the task at hand (task regulation). In this study, we investigate how support of collaborative inquiry learning
can influence the use of regulative activities of students. Furthermore, we explore the possible relations between task regulation,
team regulation and learning results. This study involves tenth-grade students who worked in pairs in a collaborative inquiry
learning environment that was based on a computer simulation, Collisions, developed in the program SimQuest. Students of the
same team worked on two different computers and communicated through chat. Chat logs of students from three different conditions
are compared. Students in the first condition did not receive any support at all (Control condition). In the second condition,
students received an instruction in effective communication, the RIDE rules (RIDE condition). In the third condition, students
were, in addition to receiving the RIDE rules instruction, supported by the Collaborative Hypothesis Tool (CHT), which helped
the students with formulating hypotheses together (CHT condition). The results show that students overall used more team regulation
than task regulation. In the RIDE condition and the CHT condition, students regulated their team activities most often. Moreover,
in the CHT condition the regulation of team activities was positively related to the learning results. We can conclude that
different measures of support can enhance the use of team regulative activities, which in turn can lead to better learning
results. 相似文献
20.
Moira Murphy 《Higher Education》2007,53(2):167-208
This article provides an analysis of the reasons why educational institutions choose to internationalize the services they
offer, how universities are internationalizing and to explore who is participating in the internationalization process. It
not only addresses the theory surrounding the internationalization of education but also the practical issues of implementing
it and making it accessible to students from a wide range of socio-economic situations. A case study of a summer study program
in Poland for students from the Monterrey Tech (in Spanish El Instituto Tecnológico y de Estudios Superiores de Monterrey,
ITESM), Cd. Juarez Campus, Chihuahua, Mexico, is used to explore two theoretical questions: can equality of opportunity be
achieved for all students in the process of the internationalization of education and what are the characteristics of the
internationalization of education which affect development? These issues take on concrete forms when an educational institution
attempts to internationalize the education it offers. At that time, organizations and the people in them must confront questions
such as: what strategies can be implemented to internationalize the education offered and how can students of fewer economic
means be included in the international opportunities available? My focus is on the benefits and costs to the undergraduate
student with an emphasis on examining equality of opportunity for each student. 相似文献