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1.
ABSTRACT

Based on cooperative learning models, the present study investigated the specific effects of performance, interpersonal relations and affective variables in a computer‐based cooperative learning environment. Subjects were male and female adults who studied a multimedia learning program as a professional training task. After randomization 50 subjects worked in cooperative settings, while 25 subjects worked individually as a control group. In keeping with our assumptions, the subjects benefited from being paired. Further advantages for cooperative learning seem likely if instructions are modified and cooperative strategies used.  相似文献   

2.
Abstract

This study examined the influence of achievement motivation and mental ability upon complex discovery learning and incidental learning under two different incentive conditions: an achievement incentive, where the explicit incentive was the successful accomplishment of the learning task and involved only knowledge of results; and an extrinsic-incentive represented by a monetary reward for good performance. One hundred ninety-five subjects were classified as either high or low (median split) on the basis of their scores on each of two measures, one for intelligence and one for achievement motivation. Subsequently, subjects were assigned at random to one of two incentive groups and the learning task administered. Data provided by the learning measures, and time scores, as determined by the amount of time the subjects expended on the task, were analyzed by means of a three factorial analysis of variance. The results both support and contradict past research evidence.  相似文献   

3.
Abstract

Fifty-one third grade subjects were randomly assigned to two groups. Both groups were exposed to a standard presentation on the concept of first class lever and were asked the same questions in both treatments. Experimental subjects were all required to make overt responses to every question, while questions to control subjects were addressed to one individual at a time. Those in the experimental group exhibited significantly fewer off- task behaviors than control subjects, and classified new examples of levers more accurately. Apparently, oral questions are nominal stimuli when individually addressed, and Rothkopf’s theory extends from prose learning to concept learning tasks in classroom settings.  相似文献   

4.
《学校用计算机》2013,30(1):213-229
Abstract

The use of cognitive flexibility theory as a theoretical framework for designing hypertext has been found to be beneficial for learning in ill-structured domains. However, little is known of what role the learning task plays in the effectiveness of this approach. The present study examined the relationship between task, navigation, and learning transfer when utilizing a cognitive flexibility hypertext about sexual harassment with 34 graduate management students. Due to the nature of the topic, the effects of the task on student attitudes were also studied. The conclusions of the study were that there were no significant differences for the navigational choices or transfer scores, but there did appear to be a relationship between task and changing students' attitudes towards the topic.  相似文献   

5.
Abstract

The present study examined die influence self-concept played in a verbal free recall and non-verbal paired associate learning task with gifted children. Twenty-four male and 24 female pre-adolescents were divided into high and low self-concept groups for each sex, forming four groups with 12 subjects in each group. A 20-item free recall task and a five-trial, six-item non-verbal paired associate learning task were administered. High self-esteem boys and girls showed significantly greater mastery of all learning tasks than lower self-concept counterparts. Analysis of organization scores supported the use of more sophisticated learning strategies by children with higher self-perceptions.  相似文献   

6.
Abstract

The purpose of this study was to investigate the effectiveness of the clock, light, radio technique developed by Greenwood, Hops, Delquadri, and Walker (1974) for academic engaged time on‐task of students with learning disabilities (LD). The subjects in this study were five ninth‐grade Caucasian male students with LD. An ABAC multiple baseline design was employed to evaluate the effects of the strategy. Results of this study indicated that students academic engaged time on‐task increased immediately following the implementation of the clock, light, radio technique.  相似文献   

7.
Abstract

Twenty-two boys with a diagnosis of ADHD were com-KEYWORDS pared with 22 typically developing boys on an advanced theory of mind task and on two tasks measuring aspects of executive function. Parents completed rating forms measuring general social competence, as well as mentalizing and non-mentalizing social behaviours. There were no differences between the groups on the advanced theory of mind measure.The children with ADHD scored more poorly than controls on an inhibition task but not on a planning task once age and IQ had been covaried. Ratings of social competence were correlated with theory of mind and executive function ability for the typically developing controls but not for the children with ADHD. The results are discussed in terms of inhibitory and social information processing accounts of ADHD.  相似文献   

8.
Commentary     
Abstract

The author investigated whether situated instruction produces more usable, transferable knowledge than instruction that is abstracted from the context of its use. To test that theory, 220 Grade 7 students were instructed on the topic of causality. Half the students were taught how to determine whether a research study shows a cause-and-effect relationship under the situated-learning model. The remaining students were taught the same concept under the abstracted instruction model. An additional factor, teaching for transfer, also was investigated. Although there were significant differences in learning immediately following instruction, there were no differences on the transfer task due to instructional condition or transfer training. Of the 194 participants who completed the transfer task, only 2 students spontaneously transferred their learning.  相似文献   

9.
Abstract

This article argues that learner-centred education needs to shift from a discussion only on pedagogical activities such as group-work and other cooperative learning strategies. It suggests that the focus of learner-centred education should be on the cultural world of the African child and how this influences the way in which he/she learns Western science. The African child often experiences cognitive dissonance/perturbation when learning Western science. The article draws on insights from the theory of collateral learning which was originally developed by Jegede. It argues that unless policymakers and teachers take into consideration the cultural frameworks of learners, there will not be a sound basis for improving school science and school mathematics in South Africa. Spending more on resources and increasingly testing learners, as is currently done in South Africa, will not improve school science in South Africa. Improving school science in part depends on rethinking leaner-centred education, which means critically looking at the important role that cultural frameworks of learners play in learning Western science.  相似文献   

10.
Abstracts

English: This study aims to examine the learners’ mental models of television in actual media classroom activity by which knowledge was constructed. It aims to clarify the formation of the Thai learners’ mental models of television related to their learning achievements using the topic of Pythagoras’ theorem in nindi‐grade mathematics as a case study. A qualitative approach was used to investigate the effects of using instructional television, especially as they facilitate learners in the construction of mental models for understanding the learning content. The findings revealed the learners’ mental models, which they constructed while learning through watching television. Specifically, they revealed how media capabilities and the instructional designs that employ them interact with the learners and the task characteristics to influence the formation of the learners’ mental models and their learning achievement.  相似文献   

11.
Background: The active involvement of learners as critical, reflective and capable agents in the learning process is a core aim in contemporary education policy in Australia, and is regarded as a significant factor for academic success. However, within the relevant literature, the issue of positioning students as agents in the learning process has not been fully examined and needs further exploration.

Purpose: This study aims to explore ways in which aspects of self-regulated learning theory may be integrated with the concept of agentic engagement into classroom practice. Specifically, the study seeks to scaffold students’ self-assessment capabilities and self-efficacy by using a formative assessment-as-learning process. The research examines how scaffolded planning, as part of the forethought phase in the Assessment as Learning (AaL) process, influences self-regulation and student agency in the learning process.

Sample: 126 students from school years two, four and six (student age groups 7, 9 and 11 years), and 7 teachers at an independent (co-educational, non-religious) primary school in the Northern Territory, Australia, participated in the study.

Design and methods: Conducted as a one-setting, cross-sectional practitioner research study, the data sources included students’ planning templates, writing samples, interviews with students and teachers and email correspondence with teachers. The data were analysed for emerging themes and interpreted from a framework of social cognitive theory.

Findings: In this study, students were given the opportunity and support to exercise agentic engagement. Findings suggested that, in particular, students who were identified by their teachers as low-achieving and/or with poor motivation, were perceived by the teachers as exceededing expectations by demonstrating relatively greater motivation, persistence, effort and pride in their work than would be the case usually.

Conclusions: The findings from this formative AaL study suggest that AaL has the potential to help scaffold primary students’ development of assessment capabilities.  相似文献   

12.
Cooperative learning is an active learning approach in which students work together in small groups to complete an assigned task. Students commonly find the subject of ‘physical and chemical changes’ difficult and abstract, and thus they generally have many misconceptions about it.

Purpose

This study aimed to investigate the effects of jigsaw cooperative learning activities developed by the researchers on sixth grade students’ understanding of physical and chemical changes.

Sample

Participants in the study were 61 sixth grade students in a public elementary school in Izmir, Turkey.

Design and methods

A pre-test and post-test experimental design with a control group was used, and students were randomly assigned to the experimental and control groups. Instruction of the subject was conducted via jigsaw cooperative learning in the experimental group and via teacher-centered instruction in the control group. During the jigsaw process, experimental group students studied the subjects of changes of state, changes in shape and molecular solubility from physical changes, and acid–base reactions, combustion reactions and changes depending on heating from chemical changes in their jigsaw groups.

Results

The concept test results showed that jigsaw cooperative learning instruction yielded significantly better acquisition of scientific concepts related to physical and chemical changes, compared to traditional learning. Students in the experimental group had a lower proportion of misconceptions than those in the control group, and some misconceptions in the control group were identified for the first time in this study.

Conclusions

Jigsaw cooperative learning is an effective teaching technique for challenging sixth grade students’ misconceptions in the context of physical and chemical changes, and enhancing their motivation, learning achievements, self-confidence and willingness in the science and technology lesson. This technique could be applied to other chemistry subjects and other grade levels.  相似文献   

13.
Learning virtue     
ABSTRACT

This paper explores the task of learning virtue through the lens of self-determination theory. Drawing on SDT’s account of motivation and of innate psychological needs, I defend a theory of learning virtue that emphasizes knowing why virtue is important is pivotal to the development of virtue.  相似文献   

14.
《College Teaching》2013,61(4):127-130
Abstract

Student motivation for achievement is a particular concern in college teaching. The desire for students to learn for the sake of learning is strong, yet this often leads to “dumbing down” the curriculum. In this article, I present a case analysis of motivational dimensions of instructional practice in college classrooms using a social cognitive theory approach. Three dimensions are discussed: task, authority, and evaluation. Examples are provided to describe the role that challenge and support play in each of these dimensions. Implications for student motivation and learning are provided.  相似文献   

15.
Abstract

This study explored the relationship between specific social tasks and student perceptions of a sense of community during online group work. A survey instrument was developed, piloted, and deployed to 125 students in six different online classes. Results revealed few significant relationships between each of the five social tasks examined and student perceptions of a sense of community during online group work; however, students reported that some social tasks were important. Students seemed to focus more on completing a task for a grade than seeing group projects as part of developing community to enhance learning. This might reflect a lack of understanding by the students of the importance of social tasks to successful group project completion.  相似文献   

16.
The Support Model for interactive assessment   总被引：1，自引：1，他引：0  
The two most common models for assessment involve measuring how well students perform on a task (the quality model), and how difficult a task students can succeed on (the difficulty model). By exploiting the interactive potential of computers we may be able to use a third model: measuring how much help a student needs to complete a task. We assume that every student can complete it, but some need more support than others. This kind of tailored support will give students a positive experience of assessment, and a learning experience, while allowing us to differentiate them by ability. The computer can offer several kinds of support, such as help with understanding a question, hints on the meanings of key concepts, and examples or analogies. A further type of support has particular importance for test validity: the computer can probe students for a deeper explanation than they have so far given. In subjects like geography or science, markers often would like to ask ‘yes, but why?’, suspecting that students understand more than they have written. We describe a series of studies in which students were given a high level task as an oral interview and then as an interactive computerised assessment with varying types of support. Implications of the support model for future modes of assessment are discussed.  相似文献   

17.
ABSTRACT

Finnish nature schools are environmental education organisations offering outdoor programmes for classes in natural environments. They are intended to contribute to the aims of the national curriculum in various subjects. This qualitative study examines how students describe their learning in a nature school context and how they describe differences between learning in nature and learning in the classroom. After a nature school day, 30 10–11-year-old pupils participated in focus groups interviews. The data were analysed through inductive content analysis. Nature school learning was described as cognitive, affective, social and as providing practical skills learning, although some pupils claimed that they had not learned anything. The differences between the learning environments were described as differences in learning activities, concreteness, external conditions, learning topics, perceived ability to concentrate and differences in motivation. We stress the importance of reflection on learning in order to raise pupils’ awareness of their outdoor learning.  相似文献   

18.
Abstract

One of the areas of increased importance to social work pedagogy is the developmentof culturally competent practice skills. In focus groups, first and second year students, and recent alumni reflected on their growing awareness and competence concerning cultural diversity.Meaningful patterns emerged emphasizing the importance of psychologically safe but challenging learning environments, encountering theory through personal impact, the power of role models, and the need for a greater focus on the transfer of learning to the world of work after graduation. Classroom climate and teaching implications of the findings are proposed.  相似文献   

19.
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20.
Abstract

The present study used measures of learner ability and modifications of an individual experimental learning task to examine time needed for learning (measured by the number of trials to criterion on a single unit of social studies material) and retention (measured by the number of items answered correctly on a criterion test administered 10 days later) in 129 fourth-grade children. Regression analyses showed significant treatment effects for time needed and significant ability effects for retention. The ability x treatment interactions made small, but significant, contributions to the prediction of both dependent measures. Findings are discussed in relation to Carroll’s (1963a) model of school learning.  相似文献   

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