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1.
Abstract

The study of learning environments provides a useful research framework for investigating the effects of educational innovations such as those which are associated with the use of the Internet in classroom settings. This study reports an investigation into the use of Internet technologies in high-school classrooms in Australia and Canada. Specifically, it combined the investigation of the physical and psychosocial learning environments featured within these ‘technological settings’, as well as interactions among the selected physical and psychosocial factors in influencing students' satisfaction with their learning in these settings. Further, we explored how both the physical and psychosocial domains can effectively enable or, alternatively, constrain the teaching methods used in these classrooms. We first explored the learning environment in these classrooms through the use of a questionnaire measuring aspects of the psychosocial learning environment together with ergonomic site evaluations. Next, we investigated interactions among physical and psychosocial variables in these classrooms through selected and detailed case studies, which included a more detailed assessment of the physical classroom environment in tandem with classroom observations and student/teacher interviews. The results offer insights into new approaches to technology implementation and teaching practice and call for teachers to take a leading role in classroom laboratory design.  相似文献   

2.

This paper argues that learning outcomes need to be reclaimed from their current use as devices for monitoring and audit, and returned to their proper use in aiding good teaching and learning. We require a broader, flexible and more realistic understanding of learning outcomes, better suited to the realities of the classroom and of practical use to those teachers who wish to respond to the enthusiasm of their students. To this end, a new model is produced that starts from the idea of an articulated curriculum, and embraces both intended and emergent learning outcomes. The model employs the distinction between predicted and unpredicted learning outcomes, together with the distinction between those that are desirable and those that are undesirable. The resulting account is intended to aid understanding of the nature and proper use of learning outcomes in teaching and learning.  相似文献   

3.

Nearly 500 secondary students in 24 classes were surveyed and four students in each class interviewed concerning their approaches to learning and perceptions of their classroom environment. While interviewed students with deep approaches to learning generally demonstrated a more sophisticated understanding of the learning opportunities offered to them than did students with surface approaches, teaching strategies also influenced students' perceptions. When teachers focused strongly on actively engaging students and creating a supportive environment, students with both deep and surface approaches focused on student-centred aspects of the class. In contrast, when traditional expository teaching methods were used exclusively, students with deep and surface approaches both focused on transmission and reproduction.  相似文献   

4.
《学校用计算机》2013,30(3-4):145-157
Abstract

This study examined how six Singapore teachers approached the design and implementation of a unit of work (topic) to demonstrate exemplary classroom practices that engage learners and use ICT in knowledge-generative rather than presentational activities. After a reflection and feedback session on the first lesson observation involving the researcher and the teacher, the teacher redesigned the lesson to enhance ICT use and involve students more actively in their learning. Our study revealed that there is a difference between students' physical engagement and cognitive engagement in a task and that the teacher, as a designer of the learning environment, needs to make explicit the cognitive processes involved in using the tool to ensure students' effective use of ICT. The teachers' understanding of what constitutes effective learning and their roles in students' learning determine how they design the learning environment. In essence, it is the teacher's skill in managing the “tripartite” partnership of IT tool, learning task, and teacher support that brings about higher levels of student engagement.  相似文献   

5.
Background and purpose : Knowing how students learn physics is a central goal of physics education. The major purpose of this study is to examine the strength of the predictive power of students’ epistemic views and conceptions of learning in terms of their approaches to learning in physics. Sample, design and method : A total of 279 Taiwanese high school students ranging from 15 to 18?years old participated in this study. Three questionnaires for assessing high school students’ epistemic views on physics, conceptions of learning physics and approaches to learning physics were developed. Step-wise regression was performed to examine the predictive power of epistemic views on physics and conceptions of learning physics in terms of their approaches to learning physics. Results and conclusion: The results indicated that, in general, compared to epistemic views on physics, conceptions of learning physics are more powerful in predicting students’ approaches to learning physics in light of the regression models. That is, students’ beliefs about learning, compared with their beliefs about knowledge, may be more associated with their learning approaches. Moreover, this study revealed that the higher-level conceptions of learning physics such as ‘Seeing in a new way’ were more likely to be positively correlated with the deep approaches to learning physics, whereas the lower-level conceptions such as ‘Testing’ were more likely to positively explain the surface approaches, as well as to negatively predict the deep approaches to learning physics.  相似文献   

6.
ABSTRACT

This paper identifies evidence that significant procedural learning can emerge from process approaches to teaching writing, including from the transition of pupils’ writing from draft to revision. It shows how writing schemes that use an underlying process framework to structure learning, give pupils ownership of their own writing and exploit the resources of classes as learning communities can enable pupils to learn how to write more effectively, and in some cases to discover what they want to say through the process of composition. The paper draws on this and other work to set out a number of implications for teaching and classroom practice.  相似文献   

7.
Abstract

The flipped classroom model of teaching can be an ideal venue for turning a traditional classroom into an engaging, inquiry-based learning (IBL) environment. In this paper, we discuss how two instructors at different universities made their classrooms come to life by moving the acquisition of basic course concepts outside the classroom and using class time for active problem-based learning. Results from student surveys are presented to relate student perceptions of the flipped/IBL classroom model.  相似文献   

8.
ABSTRACT

This article explores the use of digital tools to enhance learning through the use of technology, specifically as an enhancement to regular classroom practices. Consideration was given to the relationship between the use of digital technologies and student learning, the level of rigor expected of each student, and the overall effectiveness of the learning environment. The variability of technology use based on school level and the content discipline being taught were analyzed to evaluate the relationship between the use of digital learning tools and observable practices of active learning in the classroom. The data analyzed in this research study provide a snapshot of practice in 5,070 classrooms in 393 schools over a five-year period.  相似文献   

9.
The effects of density and other situational factors on perceptions of and responses to crowding in classroom learning environments was examined in three separate and concurrent investigations. Experiment I examined the effects of various demographic variables, learning environments, and room design variables on perceptions of ideal, crowded, and intolerable learning conditions. Results indicated that all subjects agreed on what constitutes an ideal learning environment while perceptions of crowded and intolerable learning conditions depended on the subject’s vocational perspective (e.g., teacher, student, administrator, etc.). Effects were also observed for type of learning environment as well as room design variables (noise level, ceiling height, and esthetic quality of the room). These latter effects, however, were weaker and conditional on sex of subject. In Experiment II, the effect of two levels of density on classroom achievement was examined in the laboratory. Two levels of motivation and three levels of learning environment were also manipulated. Results were consistent with a modified form of Zajonc’s (30) theory of social facilitation which treated both density and motivation as manipulations of arousal. That is, a curvilinear relation between density motivation conditions and achievement was obtained indicating moderate levels of density may benefit student achievement. Finally, Experiment III examined classroom achievement as a function of class size over a 24-year period in two community school districts. Results indicated that over the period studied, classroom density was always within the ideal perceptual ranges established by Experiment I. Furthermore, a strong positive relation between classroom density and schievement was obtained. These findings were highly consistent with the modified version of Zajonc’s theory since ideal conditions should produce low to moderate arousal which should in turn facilitate performance. Implications based on the pattern of results for all three experiments were discussed.  相似文献   

10.
In recent years there have been many studies on learners developing conceptions of natural phenomena. However, so far there have been few attempts to investigate how the characteristics of the learners and their environment influence such conceptions. This study began with an attempt to use an instrument developed by McCarthy (1981) to describe learners in Malaysian primary schools. This proved inappropriate as Asian primary classrooms do not provide the same kind of environment as US classrooms. It was decided to develop a learning style checklist to suit the local context and which could be used to describe differences between learners which teachers could appreciate and use. The checklist included four dimensions — perceptual, process, self-confidence and motivation. The validated instrument was used to determine the learning style preferences of primary four pupils in Penang, Malaysia. Later, an analysis was made regarding the influence of learning environment and learning styles on conceptual understanding in the topics of food, respiration and excretion. This study was replicated in the Philippines with the purpose of investigating the relationship between learning styles and achievement in science, where the topics of food, respiration and excretion have been taken up. A number of significant relationships were observed in these two studies. Specializations: science education, primary science, educational research and measurement, educational management.  相似文献   

11.

The conceptions of learning that students hold and how these change are dependent on several factors, including their schooling, personal traits of students and the academic environment of the tertiary institute (e.g. departmental policies, attitudes and behaviour of staff). This document discusses whether the conceptions of learning students (in this case, second year medical students) hold can be related to their academic ability. From a phenomenographic perspective (Marton et al., 1993), it would appear that students who were selected in the present study for their good academic record expressed more transformative conceptions of learning than did their less academically achieving peers, who appeared to rely on memorisation and recall. Based on the results of this study, 'academic ability' might then be a reflection of the conceptions of learning students hold. It would be interesting to extend this study to include students in other disciplines, experiencing other curricula and at different year levels.  相似文献   

12.
大学生感知的课堂学习环境对其学习方式的影响   总被引：1，自引：0，他引：1  
本研究应用对全国15所高校3013名大一学生的调查数据,探讨了大学生感知的大学数学课堂学习环境对其学习方式的影响.研究发现:(1)大学生感知的大学数学课堂学习环境就整体而言处于良好状态,但他们对其中不同维度的感知存在一定差异.(2)大学生采用的学习方式并不像传统上所假设的那样是单向度的,即要么以深层学习方式为主导,要么以表层学习方式为主导.(3)大学生感知的大学数学课堂学习环境与其采用的学习方式具有非常紧密的联系.大学课堂学习环境中"兴趣与满意度"因素是预测学生深层学习方式最重要的指标,"互助合作"因素也是比较重要的预测指标,而"难度"因素则是预测学生表层学习方式最重要的指标.鉴于此,本研究认为,大学课堂学习环境变革是转变高校教与学方式,提高高校教与学质量的一个重要突破口.  相似文献   

13.
This paper describes a professional development program using an interactive multimedia program to develop teachers' understanding of a constructivist epistemology in science education. The aim of this study was to describe teachers' reflections on and perceptions of a series of professional development workshops and how teachers changed their classroom practices after having participated in the workshops. The software, developed with the cooperation of teachers and students, is based on the Birds of Antarctica database (Maor & Phillips, 1996). This database was designed as an interactive program which requires teachers to use a constructivist-oriented approach to teaching and learning in order to promote the development of inquiry skills particularly higher-order thinking skills. A series of workshops for teachers was conducted to empower them to become comfortable with using computers in science classrooms and to enable them to enhance their understanding of, and ability to use, personal and social constructivist approaches. Teachers' perceptions of the process of learning with the multimedia program and their reactions to their experiences were assessed using a new instrument, the Constructivist Multimedia Learning Environment Survey (CMLES). The results of the study suggest that teachers who participated as learners in the professional development program became familiar with a constructivist-oriented multimedia learning environment; understood the context, problems, and issues faced by students in the classroom; and were better able to facilitate students' needs and understanding in this learning environment. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

14.
ABSTRACT

Teachers’ conceptions can affect any teaching practice, including assessment. Compared with the previous learning stages in Spain, the accreditation-based focus increases in secondary education. Therefore, it is necessary to study the conceptions teachers have of assessment during this stage and the role these play in their teaching practices. The study participants comprised 219 secondary education teachers. A mixed methodology including a questionnaire, dilemmas and the analysis of test contents was used. An analysis was implemented of the relationship between the conceptions of assessment and the type of tests used, self-assessment and peer assessment, and characteristics of feedback. The teachers reported having a formative conception, but this was incoherent with their assessment methods characterized by a scarce use of self-assessment and peer assessment and a hardly formative feedback. In conclusion, we highlight the relevance of the teaching-related conceptions in the education system and the need for working jointly with teachers to implement an authentically formative assessment in the classroom, with an emphasis on consistency between conceptions and practices.  相似文献   

15.
This article describes a one-year study of 120 fifth grade students whose teachers participated in a program entitled Project SMILE (Science and Mathematics Integrated with Literary Experiences). The purpose of the study was to determine the extent to which the classroom implementation of Project SMILE positively influenced the classroom environment and student attitudes toward reading, writing and mathematics. This was accomplished by, first, facilitating a series of professional development workshops with the teachers and, subsequently, asking these teachers to use the strategies with their students in their elementary school classrooms. The research represents one of the relatively few studies that have employed learning environment dimensions as criteria of effectiveness in the evaluation of educational innovations. Methodologically, our study supported previous research that successfully combined qualitative and quantitative methods of data collection. The learning environment and attitude scales exhibited satisfactory internal consistency reliability and discriminant validity and, additionally, the actual form of most learning environment scales was capable of differentiating between the perceptions of students in different classrooms. The implementation of SMILE was found to have a positive impact on the students of the teachers who participated in the inservice program in that students attitudes to mathematics and reading improved and there was congruence between students actual and preferred classroom environment on the scales of satisfaction and difficulty. As well, prior research was replicated in that students satisfaction was greater in classrooms with a more positive learning environment, especially in terms of student cohesiveness. Finally, qualitative data-gathering methods were used to construct a case study of the mathematics classes of a teacher who attended the SMILE professional development. This case study supported and illuminated the results from the questionnaire survey concerning the effectiveness of Project SMILE in terms of student attitudes and classroom environment.  相似文献   

16.
Abstract

This article reports on a project which involved enabling teachers in Hong Kong primary schools to use an online integrated learning environment (ILE) to design lesson plans to cater for students with different learning abilities. Teachers explored ways of using technology to enhance student learning. A case-study approach was used to collect data on individual teacher developments and document evolving classroom teaching strategies. The findings revealed that when using the ILE teachers were able to: 1. effectively design and create lessons which catered for different ability groups within the class; 2. employ varied teaching strategies to cater for different learning needs of students in the class; 3. shift from more traditional pedagogical approaches to embracing learner-centred principles which achieve a higher degree of classroom interaction; and 4. collaborate with others, discuss their feelings more honestly, evaluate and reflect on their own practice.  相似文献   

17.

Several reports on higher education have identified the need to improve the quality of student learning. Higher education research identifies the approach to learning as a significant factor affecting the quality of learning. If educators are to find ways of improving the educational experience of their students, they must understand how students learn and the effects of the learning environment on their learning approaches. This study examines the approaches to learning adopted by Irish and overseas students studying on the BA in European Business at Dublin City University (DCU) [1] .  相似文献   

18.
This study investigated students’ learning environment preferences and compared the relative effectiveness of instructional approaches on students’ learning outcomes in achievement and attitude among 10th grade earth science classes in Taiwan. Data collection instruments include the Earth Science Classroom Learning Environment Inventory and Earth Science Learning Outcomes Inventory. The results showed that most students preferred learning in a classroom environment where student-centered and teacher-centered instructional approaches coexisted over a teacher-centered learning environment. A multivariate analysis of covariance also revealed that the STBIM students’ cognitive achievement and attitude toward earth science were enhanced when the learning environment was congruent with their learning environment preference.  相似文献   

19.
Summaries

English

Learning science is complex‐‐a student has at different times to acquire new information, reorganize existing knowledge and even discard cherished ideas. In addressing this issue, the analogy between individual learning and conceptual change in scientific disciplines has been fruitful in providing aspects of a suitableframework for analysing science learning. In this paper a model of learning as conceptual change is developed. It investigates the conditions under which an individual holding a set of conceptions of natural phenomena, when confronted by new experiences will either keep his or her conceptions substantially unaltered in the process of incorporating these experiences, or have to replace them because of their inadequacy. The model illuminates the importance of addressing an individual's existing conceptions. It also pinpoints the importance of an individual's metaphysical commitments in influencing scientific learning.  相似文献   

20.
William J. Heuett 《PRIMUS》2017,27(10):889-907
Students’ learning experiences in an introductory statistics course for non-math majors are compared between two different instructional approaches under controlled conditions. Two sections of the course (n = 52) are taught using a flipped classroom approach and one section (n = 30) is taught using a traditional lecture approach. All sections are taught by the same instructor in the same semester. General perceptions as well as students’ understanding and retention of the course material are measured and compared. The flipped classroom students outperform their traditional lecture peers on exams, especially in terms of their mathematical problem-solving skills. The flipped classroom students are also more confident than their traditional lecture peers about their abilities and their understanding of the course material, crediting their understanding primarily to the in-class activities, which are made possible because the flipped classroom design promotes an experiential, active-learning environment without compromising content.  相似文献   

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