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1.
Enhancing teaching through constructive alignment 总被引：17，自引：0，他引：17
John Biggs 《Higher Education》1996,32(3):347-364
Two lines of thinking are becoming increasingly important in higher educational practice. The first derives from constructivist learning theory, and the second from the instructional design literature. Constructivism comprises a family of theories but all have in common the centrality of the learner's activities in creating meaning. These and related ideas have important implications for teaching and assessment. Instructional designers for their part have emphasised alignment between the objectives of a course or unit and the targets for assessing student performance. Constructive alignment represents a marriage of the two thrusts, constructivism being used as a framework to guide decision-making at all stages in instructional design: in deriving curriculum objectives in terms of performances that represent a suitably high cognitive level, in deciding teaching/learning activities judged to elicit those performances, and to assess and summatively report student performance. The performances of understanding nominated in the objectives are thus used to systematically align the teaching methods and the assessment. The process is illustrated with reference to a professional development unit in educational psychology for teachers, but the model may be generalized to most units or programs in higher education. 相似文献
2.
Larry E. Greeson 《Interchange》1994,25(3):241-259
This paper documents and discusses the lack of reference by U.S. educational researchers to the work of noted Swedish social scientist and educational researcher, Torsten Husén. The paucity of U.S. textbook or journal citations of Husén's writings and research is interpreted as an example of cultural ethnocentrism and academic imperialism in U.S. educational and psychological research. Crosscultural perspectives, interdisciplinary analyses, and global learning are proposed as methods of overcoming the methodological parochialism, overspecialization, and international fragmentation Husén describes as characteristic of much educational and social scientific research. 相似文献
3.
Inserted questions as aids to reading text 总被引：1，自引：3，他引：1
There has been a major shift in the psychology of language from a behavioristic to a cognitive view of learning. One important reason for this shift in thinking was that behavioristic theory simply could not account for language behavior as portrayed in Chomsky's theory of language. Within educational psychology, instructional research has assumed a more cognitive posture as well, particularly research involving the stimulation of prose processing through interspersing questions in text. Originally based on the associative or behavioristic model, early (1965–1970) adjunct question research can be characterized as having a variables orientation. Within this orientation, primary consideration was given to examining the effects of manipulating question position (before or after text segments) and question frequency on text comprehension. In this early research, inserted questions were invariably pitched at a rote or verbatim learning level. Since the onset (c. 1970) of the cognitive revolution, however, adjunct question research has been focussed on examining the effects of different cognitive levels of inserted questions on text comprehension, and on developing methods for assessing processes produced by adjunct questions. However, the degree to which cognitive levels as operationalyzed in the experiments reviewed here captures the richness of cognition as it occurs in the schools is, of course, open to question. Other areas of cognitively-oriented research include the assessment of the relationship between individual differences and adjunct question treatments, and the generation of questions by subjects while reading. This more recent thrust in adjunct question research can be termed a processes orientation. Research associated with both the variables orientation and the processes orientation are reviewed. Finally, some remarks are made concerning the paucity of theory in adjunct question research, the possible use of semantic memory theories as a basis for future research within the adjunct question paradigm, and the need for new question paradigms that more closely match question answering in general.Appreciation is extended to Michael Macdonald-Ross for his critical comments and suggestions on an earlier version of this paper. 相似文献
4.
Interference and Inhibition in Cognition and Behavior: Unifying Themes for Educational Psychology 总被引：2，自引：0，他引：2
In this article, we review modern work on interference and inhibition in cognition and behavior. We begin by briefly reviewing the historical and conceptual roots of this new body of work. Next we discuss five new theoretical frameworks that use the concepts of interference and inhibition to explain cognitive and behavioral phenomena. In the section that follows, we review evidence of individual and developmental differences in inhibition and susceptibility to interference in at-risk students. We then consider the implications of this new body of work for research on educational psychology by discussing six selected areas of research: intelligence, strategies, reading comprehension, logical and mathematical reasoning, self-regulated learning, and retention. In the next section, we explore four critical issues that pose significant challenges to research in inhibition and interference. Finally, we discuss the relevance of this work to educational practice by focusing on its implications for the curriculum and instruction. Throughout, our principal goal is to bring this new body of work to the attention of the readers of this journal and to show how it might be useful in guiding research and theory in educational psychology. 相似文献
5.
Ernest McDaniel William McInerney Penny Armstrong 《Educational technology research and development : ETR & D》1993,41(1):73-78
Part of the vision of school reform is to reconstruct schools as learning communities in which students and teachers pursue topics of interest. Computers can provide powerful tools for students in learning communities where inquiry, data gathering, interpretation, thinking, and judgment take place. Changing beliefs in educational goals and great support for teachers will be necessary if we are to realize the potential of computers in restructured classrooms. The greatest possibilities exist in new Professional Development Schools, where university faculty join school teachers in joint efforts to restructure learning environments. New evaluation procedures are also needed if competencies associated with information retrieval and use are to be assessed. 相似文献
6.
Joseph S. Roucek 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1958,4(1):374-380
Conclusion This historical survey of the educational goals developed on behalf of the immigrant and refugee in America indicates that there has been a complete cycle. The first systematic educational efforts, as we have shown, were aimed at teaching the immigrant the English language so that he would be useful for his tasks in American industry. Then came the period which extended this educational goal by offering instruction in several aspects of acculturation (officially, assimilation, but a concept which has never been put into effect in the history of America's minorities). The post-war period saw the stress on the academic level on the cultural democracy concept; but this ideal has been more academic than practical, and World War II saw no definite evidences of the popular interest in any Americanization program. The recent waves of refugees, bringing in more or less well-educatedindividuals, saw a revival of educational efforts on their behalf; but they differ from the former endeavors in their emphasis on individual education and on instruction in English. The social aspects of acculturation — featuring, in general, the period between World War I and II — have been entirely ignored 1). 相似文献
7.
Education and the Contested Meanings of ‘Global Citizenship’ 总被引：1，自引：0，他引：1
Leslie G. Roman 《Journal of Educational Change》2003,4(3):269-293
This article examines the oftentaken-for-granted educational policy and curricular discourses of globalization and global citizenship within their larger cultural, political, and economically uneven histories and unequal consequences. Drawing upon evidence from recent scholarship on the implications for classroom pedagogy embodied inefforts to internationalize curricula in the North American university contexts, as well as specific related efforts in one Canadian context, the University of British Columbia,this article unpacks the contested meanings of global citizenship from above and below.The author analyzes three dominant curricular discourses of global citizenship. Far from weakening the Canadian state and building instances of transnational democratic educational communities, these dominant discourses may actually reinforce notions of Canadian gendered and racialized nation-building and nationalism. The article raises questions about what an alternative curricular and educational policy discourse from below premised upon efforts to decolonize curricula might look like. By way of provisional conclusion, the author discusses some promising examples of such an alternative,showing how they depend on seeing the relations between the local and global neither as fixed abstractions nor as a slogan system to be applied in absolutist racial, geographical,national, or culturally essentialist terms. 相似文献
8.
Alison King 《Educational Psychology Review》1998,10(1):57-74
ASK to THINK—TEL WHY®© is an inquiry-based model of mutual peer tutoring in which tutoring partners mediate each others' learning in a transactive manner. This tutorial model is designed as a person-plus cognitive partnership that supports the distribution of cognition and metacognition in order to promote complex, higher-level learning. This article focuses on what is being distributed during ASK to THINK—TEL WHY®© (i.e., the cognitive tasks of questioning, explaining, thinking, problem solving, as well as monitoring and regulation of learning) and how these cognitions are distributed across the tutoring pair and various aspects of their learning environment. Results of research on the effectiveness of using this model in classroom contexts has shown that the model promotes students' construction of new knowledge. 相似文献
9.
Lauren B. Resnick 《Instructional Science》1973,2(3):311-361
There has been a continuing increase in the application of hierarchy theory to the problems of instruction and evaluation, since Gagné first used the term hierarchy in his theory of how human beings acquire complex skills and knowledge. This article, based on a 1970 symposium of the American Educational Research Association, presents an overview and analysis of the use of learning hierarchies in instruction and research, examines some current research on learning hierarchies, and considers the implications of this research for instructional psychology and for theories of cognitive development.Lauren B. Resnick is with the University of Pittsburgh, Pittsburgh, Pennsylvania 相似文献
10.
A specially developed questionnaire was used: Types of Preferred Examinations (TOPE) to assess examination-type preferences of secondary school students in the Science disciplines according to school type affiliate and gender.Structured interviews were employed to assess both the rationale of students towards these preferences as well as teacher awareness about the preferences – in contrast to their actual examination practice.Our findings suggest that (a) secondary school students prefer written, unlimited time examinations which, according to their perception, stress learning with understanding rather than mechanical rote learning, and in which the use of supporting material (open book exams) is permitted; and (b) secondary school Science teachers are aware of student examination-type preferences, yet they continue to use the traditional written, time-limited – class examination which is definitely not preferred (disliked) by their students.In view of the special emphasis in current science education research on students' development of higher-order cognitive skills (HOCS) and the need for consonance between the new curriculum goals and examination types used, it is proposed that provisions be made to facilitate teachers' compliance with students' examination-type preferences provided the latter are congruent with learning objectives and our educational aspirations. 相似文献
11.
The results of an experimental study investigating the influence of problem familiarity on learning in a problem-based psychology course are presented. Participants worked with either a familiar or an unfamiliar version of the same problem. The following measurements were taken (1) a measure of problem quality as perceived by students, (2) number of explanations of the problem put forward by the students while discussing it, (3) quality of learning issues derived from the discussion, (4) amount of time spent on self-study, and (5) the amount of knowledge acquired as indicated by a test. The results demonstrate that participants in the familiar problem condition perceived the problem to be of higher quality than the participants in the unfamiliar problem condition. No significant differences in learning were found. The findings do suggest, however, that problems may be improved by making them more relevant to the everyday experience of students. 相似文献
12.
David Tzuriel 《Educational Psychology Review》2000,12(4):385-435
Dynamic/interactive assessment (DA) has been motivated by the inadequacy of conventional static tests to provide accurate information about the individual's learning ability, specific deficient functions, change processes, and mediational strategies that are responsible for cognitive modifiability. A growing need for DA with young children has emerged recently because decisions about treatment should be made as early as possible. The objectives of this paper are to review the major criticism of the standardized static testing approach, present the theoretical basis of the DA approach, describe current research on DA of young children within educational and intervention perspectives, and suggest some directions for future research. The theoretical foundations of the presented research derive from Vygotsky's sociocultural theory, specifically the zone of proximal development concept, and Feuerstein's mediated learning experience theory. DA has been applied with different clinical and educational groups and was found to be more accurate in reflecting children's learning potential than static tests, especially with minority and learning disabled children. The mediational strategy is also reported as more effective than other intervention approaches (e.g., graduated prompt). The DA approach was found useful in assessing outcome effects of cognitive education programs aimed at enhancing learning how to learn skills. Crucial issues of cost-effectiveness, training, reliability and validity, and generalization are discussed. 相似文献
13.
Jonathan Baron 《Higher Education》1975,4(2):149-172
On the assumption that colleges need a theory which specifies what they should be trying to do and how they should do it, two popular theories of this sort are described. Bundle of knowledge theory rests on the idea that education should impart pieces of knowledge which can be assessed by behavioral criteria with methods based on established principles of learning. Developmental stage theory holds that education should help students move through a sequence of general stages towards maturity. A third theory called component theory, is then sketched, in which the idea of general stages is disputed and the idea of component abilities of intellectual processes substituted. This theory has implications which are similar to those of stage theory if it is combined with certain moral assumptions about the goals of college education, namely that its purpose is to help students form and pursue life plans which are both rational and just. 相似文献
14.
A specially-designed self-assessment questionnaire (SAQHOCS), containing higher-order cognitive skills (HOCS)-type questions, was administered to 71 biology majors, enrolled in a four-year college program. The gap between students' self-assessment marking, and that of their HOCS-biased teachers (the authors), is accounted for by the prevailing LOCS-orientation and the testing culture—a total separation between testing and learning—in contemporary science teaching. The majority of the students in the study evaluated themselves as capable of self-assessment, and felt reasonably confident in doing so. They were quite reserved as far as the applicability of the self-assessment method to nonalgorithmic (correct/incorrect) questions is concerned. The results of this study suggest that the potential for student self-assessment within college science teaching and learning exists. However, still a great purposed effort in HOCS-oriented teaching and learning is required in order for the student self-assessment practice to become a routine integral component of HOCS science examinations. 相似文献
15.
William G. Fleming 《Instructional Science》1987,16(2):109-122
The ethnomethodological programme of studies of work is drawn on to provide a general framework within which we might develop ways to undertake thein situ analysis of the competencies which constitute student learning activities. The objective of such research is to describe the locally managed and temporally organised nature of student learning work. Emphasis is placed on the development of methods of investigation which will enable us to describe the whatness of the work from within the setting of that work's accomplishment. The twin conceptions of the visibility and sequential order of student activities are discussed in detail. The implications of this approach for the notion of student learning are also examined. 相似文献
16.
Large scale computer-assisted instruction systems generally impose severe constraints upon the demands that individual users may make. Nevertheless, it is possible to overcome these problems and a program is described which teaches students how to fly a specific maneuver through real-time simulation of the flight of a student-controlled airplane. This is achieved in spite of the fact that the student is flying his plane through the use of a manually controlled analog input device. Both computational and educational implications are discussed.Contractual support for this work was provided in part by the Life Sciences Program Air Force Office of Scientific Research, Contract number F44620-70-C-0105. Dr. Charles Hutchinson was the scientific monitor of the contract. 相似文献
17.
Reopening Inquiry into Cognitive Processes in Writing-To-Learn 总被引：1，自引：0，他引：1
Perry D. Klein 《Educational Psychology Review》1999,11(3):203-270
Writing produces generally positive, but inconsistent, effects on learning. The reasons for this inconsistency are unknown. This review examines four hypotheses about writing-to-learn: Writers spontaneously generate knowledge at the point of utterance (Britton, 1980/1982); writers externalize ideas in text, then reread them to generate new inferences (Young and Sullivan, 1984); writers use genre structures to organize relationships among elements of text, and thereby among elements of knowledge (Newell, 1984); and writers set rhetorical goals, then solve content problems to achieve these goals (Bereiter and Scardamalia, 1987; Flower and Hayes, 1980a). These four hypotheses invoke different aspects of writing, and so are mutually compatible. The genre hypothesis has been supported by empirical research; the other three hypotheses have been tentatively supported by research concerning writing-to-learn, or indirectly supported by other research concerning learning or writing. Further investigation is needed concerning: The empirical validity of the four hypotheses, and interactions among the processes that they identify; the declarative and procedural knowledge that underpins writing-to-learn; and the educational effectiveness of applying cognitive strategy instruction to learning through writing. 相似文献
18.
Eugene E. Garcia 《Educational Psychology Review》1992,4(1):69-93
Not only are school-age ethnic and racial minority children one of the fastest growing segments of the U.S. population, they are also one of the most vulnerable. Hispanic children in particular are representative of the at-risk status of minority populations, displaying a portrait of unrealized social, educational, and employment success. This paper addresses the background and history of U.S. social and educational policies as they relate to the Hispanic student. Recent empirical findings are presented which support the following: (a) the bilingual character of Hispanic children is not a linguistic, cognitive, or educational liability and, in fact, should be employed to promote academic achievement; (b) the culture of the Hispanic family and child are better understood with regard to socialization variables and the potential differences they produce when directly compared to Anglo culture; and (c) educational strategies for Hispanic students that respect and integrate students' social, psychological, and linguistic attributes serve students effectively. 相似文献
19.
Ernest R. Hilgard 《Educational Psychology Review》1996,8(4):419-431
As a background, the views are presented of Jean Jacques Rousseau, Johann Heinrich Pestalozzi, Friedrich Froebel, and Johann Friedrich Herbart, who had a five-step proposal for teaching. I then review briefly the new psychology of G. Stanley Hall and William James, followed by trends in psychology and education in the early twentieth century. The influences of psychoanalysis and Gestalt psychology are addressed, as well as the development of educational psychology textbooks and the growth of instructional psychology. 相似文献
20.
A two-dimensional analysis of student ratings of instruction 总被引：2，自引：1，他引：2
Peter W. Frey 《Research in higher education》1978,9(1):69-91
Student ratings of instruction were analyzed in terms of two global factors. One factor, which includes items on advanced planning, presentation clarity, and increased student knowledge, was named pedagogical skill. The other factor taps information about class discussion, grading, and the availability of help and was named rapport. Ratings on the skill factor did not covary with class size or the leniency of the instructor's grading but did correlate with a reasonable external criterion of student learning. Ratings of rapport correlated inversely with class size and directly with average class grade and showed only a weak relationship to the external criterion of student learning. The skill factor showed more interclass stability than the rapport factor. Previous research studies which have examined the reliability and validity of instructional ratings and their relationship to student grades and class size have reported inconsistent findings. These inconsistencies appear to result from an inappropriate unidimensional analysis of ratings which should be examined in terms of two of more separate attitude dimensions. 相似文献