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1.
Woei Hung 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(6):1099-1120
Systems thinking is an essential cognitive skill that enables individuals to develop an integrative understanding of a given subject at the conceptual and systemic level. Yet, systems thinking is not usually an innate skill. Helping students develop systems‐thinking skills warrants attention from educators. This paper describes a study examining the effects of utilising systems modelling as a cognitive tool in enhancing a group of graduate students' systems‐thinking skills. A significant improvement was observed in the systems‐thinking practises of the students. A theoretical rationale for enhancing systems‐thinking skills with modelling and the results of the study will be discussed. 相似文献
2.
Abyaa Abir Khalidi Idrissi Mohammed Bennani Samir 《Educational technology research and development : ETR & D》2019,67(5):1105-1143
The field of adaptive e-learning is continuously developing. More research is being conducted in this area as adaptive e-learning aims to provide learners with adaptive learning paths and content, according to their individual characteristics and needs, which makes e-learning more efficient and effective. The learner model, which is a representation of different learner’s characteristics, plays a key role in this adaptation. This paper presents a systematic literature review about learner modelling during the last 5 years, describing the different modelled characteristics and the adopted modelling techniques and modeling types: automatic modeling and collaborative modeling. 107 publications were selected and analyzed, and six categories of the modelled characteristics were identified. This literature review contributes to the identification of the learners’ individual traits and presents the most used modelling techniques for each of them. It also identifies the latest research trends of Learner Modeling and generates future research directions in this field.
相似文献3.
许卫兵 《课程.教材.教法》2012,(1):89-94
《全日制义务教育数学课程标准(实验稿)》明确提出,在数学教学中应当引导学生感悟建模过程,发展"模型思想"。在小学,进行数学建模教学具有鲜明的阶段性、初始性特征,即要从学生熟悉的生活和已有的经验出发,引导他们经历将实际问题初步抽象成数学模型并进行解释与运用的过程,进而对数学和数学学习获得更加深刻的理解。就其教学实施的一般程序而言,教师先行琢磨、通过教学不断建模、学生在体验和感悟中为之着魔是小学数学建模教学的关键所在。 相似文献
4.
A new science curriculum, with a significant emphasis on modelling, was recently adopted in Danish lower secondary education. The theoretical intentions behind the new curriculum include substantial changes to how teachers should address models and modelling in their practice. The purpose of this study is to analyse the alignment between the intentions and arguments for integrating models and modelling into science education, on the one hand, and teachers’ practices and rationales for integrating models and modelling into their teaching practice, on the other. First, this study outlines a theoretical competence-oriented modelling framework. This framework describes what kind of knowledge and practice of models and modelling needs to be integrated into teaching to accomplish a competence-oriented approach in this regard. Second, against the background of this framework, we conducted an empirical study of three teacher-teams’ talk about modelling and their practice of integrating models and modelling in their teaching. Our findings suggest that the participating teachers’ practices and rationales for integrating models and modelling into their teaching are characterised by a product-oriented approach that is not well aligned with competence-oriented teaching. Finally, we provide ideas for improving the alignment between theoretical intentions and teachers’ practice, targeted at science educators and curriculum designers.
相似文献5.
There is emerging interest on the interactions between modelling and argumentation in specific contexts, such as genetics learning. It has been suggested that modelling might help students understand and argue on genetics. We propose modelling gene expression as a way to learn molecular genetics and diseases with a genetic component. The study is framed in Tiberghien’s (2000) two worlds of knowledge, the world of “theories & models” and the world of “objects & events”, adding a third component, the world of representations. We seek to examine how modelling and argumentation interact and connect the three worlds of knowledge while modelling gene expression. It is a case study of 10th graders learning about diseases with a genetic component. The research questions are as follows: (1) What argumentative and modelling operations do students enact in the process of modelling gene expression? Specifically, which operations allow connecting the three worlds of knowledge? (2) What are the interactions between modelling and argumentation in modelling gene expression? To what extent do these interactions help students connect the three worlds of knowledge and modelling gene expression? The argumentative operation of using evidence helps students to relate the three worlds of knowledge, enacted in all the connections. It seems to be a relationship among the number of interactions between modelling and argumentation, the connections between world of knowledge and students’ capacity to develop a more sophisticated representation. Despite this is a case study, this approach of analysis reveals potentialities for a deeper understanding of learning genetics though scientific practices. 相似文献
6.
Pupils in England and Wales are increasingly being asked to undertake investigative‐type work, be it the new compulsory projects in data handling for GCSE Mathematics (age 14–16) (see Browne 2002 ) or the Key Skills topic application of number. This article shows how teachers can generate realistic project scenarios using real data and produce indicative model solutions from the same data. The projects range from simple presentational problems for data, through hypothesis testing to complex modelling scenarios. 相似文献
7.
This research tested the hypothesis that in hyperactive and normal children a cognitive modelling treatment procedure would produce improved scores on the Matching Familiar Figures Test (MFF), a primary index of impulsivity. The hypothesis was based on earlier findings that modelling was found to be a successful treatment procedure for eliminating other behaviour disorders. The hypothesis was verified in that the cognitive modelling procedure reduced the number of errors on the MFF. Based on the present research, it was recommended that future studies evaluate the efficacy of modelling techniques to problem solving tasks utilized in the school setting. 相似文献
8.
长期以来,国内高校的造型基础教学多局限于对学生造型基本功的培养,把造型基础课程仅仅看成了提高学生造型能力的一种手段,忽视了民族绘画精神的体现。在中国传统绘画的学习和创作中,对于"悟性"的探讨,有着悠久的历史,如果在造型基础学习中能够加以关注,显然有利于中国美术的纵深发展。 相似文献
9.
图学和美学作为工程建模的重要组成部分,不仅是模型建立的基础,也是提升学生审美能力的关键。审美情趣的提高,使学生感受到图形美的存在,图形美的力量会促进学生对工程图形建模完美程度的要求,提高图形设计和建模能力。以工程建模中图学和美学的一般概念为切入点,分别从工程制图中的图形美学、工程建模中的图学美学以及融合大图学与智能计算的智能建模图学美学等方面,阐述了工程制图和工程建模中图学和美学的表现形式,展望了智能建模的发展前景。基于图学美学的工程建模课程教学,提出基本要求和教学实施方式。结合图学和美学,对新时代工程图学和建模的教育教学进行了思考。 相似文献
10.
Evidence‐based policy requires sophisticated modelling and reasoning about complex social data. The current UK statistics curricula do not equip tomorrow's citizens to understand such reasoning. We advocate radical curriculum reform, designed to require students to reason from complex data. 相似文献
11.
设计改变生活。在食器造型设计陈旧、单一、观念滞后的情况下,关注食器造型设计对改变设计现状无疑具有重大的意义。针对食器的造型进行设计研究,从如何创新设计的角度对食器的造型的设计发展、设计现状、设计原则以及设计创新等方面论述,倡导设计师运创新出更多好的产品。 相似文献
12.
罗海莹 《天津职业院校联合学报》2005,7(2):73-75
东方服装造型是平面的,运用直线裁剪,主要表现服饰礼仪和教化功能。西方服装造型是以塑造女性的三围曲线和立体的造型为主题。东西方服饰随着社会的发展,服饰理念相互交融、相互促进。 相似文献
13.
Michael M. Omizo Walter E. Cubberly Rebecca D. Cubberly 《International Journal of Disability, Development & Education》1985,32(2):99-105
This study examined the effects of modelling (T1) and participant modelling (T2) techniques on perceptions of self‐efficacy and arithmetic achievement of learning disabled (LD) children. Subjects included 60 LD children randomly assigned to T1, T2, or control conditions. Children in the modelling condition observed a model explaining arithmetic concepts and working problems, while children in the participant modelling group observed the model and worked on problems while verbalizing solutions with the model; children in the control condition worked individually on identical instructional packets. Results indicated that children in both treatment groups achieved higher self‐efficacy and arithmetic scores, with the participant modelling group being the superior of the two. 相似文献
14.
J. Bernardino Lopes 《International Journal of Science Education》2013,35(7):811-851
Modelling is an inherent process for the construction and use of science concepts that mobilize diverse specific competences. The aims of this work are to put forward a means of evaluating modelling competences that is relevant for physics teaching and science education research and to identify the potentials and constraints in the development of modelling competences. A written test, which embraces a wide range of modelling aspects in mechanics domain, was drawn up and validated, and a theoretically based evaluation methodology was specified. In the validation process, the test was given to 75 subjects distributed across seven levels of physics education. The answers were analysed and later cluster analysis was carried out in order to identify categories of answers among the diverse answers. The results indicate that the test identified and delimitated modelling competences. Some results are in agreement with those obtained through other research into this issue and other results better elucidate certain aspects of modelling. The way in which evaluation methodology can be used in other areas of physics is discussed, such as in research and in teaching. Also discussed is how the constraints and potentials identified in the development of modelling competences can be taken into account in teaching and learning sciences. 相似文献
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16.
数学建模是联系数学与实际问题的桥梁,是数学在各个领域广泛应用的具体体现。本文首先简要介绍了数学建模的概念、数学建模竞赛的发展概况和数学建模竞赛中使用的重要数学软件一Matlab,然后重点介绍了笔者在这几年参加全国大学生数学建模竞赛集训中关于Matlab软件教学的一些点滴体会。 相似文献
17.
Vaille Dawson Patricia Forster Doug Reid 《International Journal of Science and Mathematics Education》2006,4(2):345-363
There is an expectation that new science teachers will be able to effectively use a range of information communication technology (ICT) related resources inthe science classroom in order to enhance student learning. All school systems in Australia are in the process of providing teachers with ICT professional development and infrastructure. This paper outlines a range of initiatives designed to integrate ICT in a compulsory science education unit for students enrolled in a Graduate Diploma in Secondary Education. An action research model based on constructivist principles was used to evaluate the effectiveness of modelling, open-ended co-operative group activities and authentic assessment in enabling students to enhance their ICT skills, knowledge and pedagogical content knowledge in a science education context. Multiple sources of data were generated including a pre and post unit questionnaire that was analysed using Rasch modelling. The questionnaire determined students' perceptions of their preparedness to teach using ICT. The findings of this research suggest that some skills warranted greater attention in the unit, but students' pedagogical knowledge and knowledge and critique of ICT resources were enhanced over the duration of the unit. 相似文献
18.
This study investigated the knowledge that experienced science teachers have of models and modelling in science in the context of a school curriculum innovation project in which the role and the nature of models and modelling in science are emphasized. The subjects in this study were teachers of biology, chemistry and physics preparing for the curriculum innovation. Two instruments were used: a questionnaire with seven open items on models and modelling, which was completed by 15 teachers, and a questionnaire consisting of 32 items on a Likert-type scale (n=71). Results indicated that the teachers shared the same general definition of models. However, the teachers' content knowledge of models and modelling proved to be limited and diverse. A group of teachers who displayed more pronounced knowledge appeared to have integrated elements of both a positivist and a social constructivist epistemological orientation in their practical knowledge. Implications for the design of teacher education interventions are discussed. 相似文献
19.
Stephen Gorard 《British Journal of Educational Studies》2003,51(1):46-63
This paper is intended to be a consideration of the role of multi–level modelling in educational research. It is not a guide on how to design or perform such an analysis. There are several references in the text to sources that teach the practicalities perfectly well, and the technique is anyway similar to other forms of regression and to analysis of variance. Rather, the paper describes what multi–level modelling is, why it is used, and what its limitations are. It does so in the hope that some readers will be enthused sufficiently to become appropriately critical 'consumers' of research using this approach, so building research capacity, and easing pressures on 'specialist' reviewers. Anyone who can read or perform standard multivariate analyses can understand, referee, or conduct a multi–level model. Additionally, the paper makes three key points. The generally small sample size in each cluster at the lowest level of any multi–level model means that there is a danger of a greater bias in the results than in standard analyses that pool the data from all clusters. Even where there are genuine gains through the use of multi–level models these have to be set against a loss in simple intuitive grasp of the results, especially amongst policy–makers and practitioners. Therefore, long term, we are probably better advised to improve our research designs and the quality of the data we collect than to focus on more and more complex forms of analysis to overcome deficiencies in the datasets we already have. 相似文献
20.
Kylie Budge 《The International Journal of Art & Design Education》2016,35(2):243-258
Learning to be an artist or designer is a complex process of becoming. Much of the early phase of ‘learning to be’ occurs during the time emerging artists and designers are students in university art/design programmes, both undergraduate and postgraduate. Recent research reveals that a critical role in assisting students in their maturing identities as artists and designers is played by artist/designer‐academics teaching in university art and design programmes. By maintaining active art/design practices and drawing from these in their teaching, artist/designer‐academics model professional practice to students. Witnessing and interacting with such modelling is part of the process of students learning the shared discourses, views and practices of the art or design worlds to which they aspire to belong. The modelling of professional practice is critical to an artist or designer's ‘learning to be’ experience because it enables students to access the tacit and nuanced behaviours, languages and cultures that constitute contemporary art or design practice. This article outlines findings from a recent Australian study revealing the role of professional practice modelling in university art/design teaching. It highlights the centrality of professional practice modelling to artist/designer‐academics in their beliefs and approaches to teaching their academic disciplines. In critically exploring the research data and findings this article describes the role that modelling of practice plays and how it comprises a core part of the value that artist/designer‐academic participants contribute to the teaching of art/design education. 相似文献