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1.
This article describes HOPSCOTCH, a design concept for an exer-learning game to engage elementary school children in learning. Exer-learning is a new genre of digital learning games that combines playing and learning with physical activity (exercise). HOPSCOTCH is a first design concept for exer-learning games that can be applied to support the acquisition of factual knowledge. HOPSCOTCH is based on the popular playground game in which a course is drawn on the pavement with numbers that indicate the course to be hopped. In two exploratory studies at a German elementary school, we investigated the potential of HOPSCOTCH to engage students, as well as to facilitate the acquisition of factual knowledge (English vocabulary) and to improve the attitudes of students towards learning English as a second language. The results of these studies indicated that the students remembered and correctly spelled about the same number of new vocabulary words after learning with HOPSCOTCH as they did after a teacher-centred lesson. Importantly however, the students enjoyed playing this exer-learning game very much and they reported better attitudes towards studying English after learning vocabulary with HOPSCOTCH compared to a teacher-centred lesson. These encouraging first results support the assumption that HOPSCOTCH as a design concept may have the potential to actively engage players in learning activities leading to a virtuous circle of reduced low level disruption and self-exclusion, increased assimilation of knowledge and greater engagement in lessons to the benefit of the whole class, not just the better-motivated individual. As such we suggest that exer-learning games could serve as additional classroom control and teaching aids in schools.  相似文献   

2.
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   

3.
The present study was conducted to investigate the degree of effectiveness of cooperative learning instruction over a traditional approach on 11th grade students' understanding of electrochemistry. The study involved forty-one 11th grade students from two science classes with the same teacher. To determine students' misconceptions concerning electrochemistry, the Electrochemistry Concept Test consisting of 8 open-ended and 12 multiple-choice questions was used as a pre-test and some students were interviewed. According to the results, twenty-four misconceptions (six of them initially identified) about electrochemistry were identified. The classrooms were randomly assigned to a control group (traditional instruction, 21 students) and an experimental group (cooperative learning based on a constructivist approach, 20 students). After instruction, the same test was administered to both groups as a post-test. The results from the t-test indicated that the students who were trained using cooperative learning instruction had significantly higher scores in terms of achievement than those taught by the traditional approach. According to the post-test and interviews, it was also found that instruction for the cooperative group was more successful in remediation of the predetermined misconceptions.  相似文献   

4.
This study evaluated the effects of cooperative learning on students' verbal interaction patterns and achievement in a conceptual change instructional model in secondary science. Current conceptual change instructional models recognize the importance of student–student verbal interactions, but lack specific strategies to encourage these interactions. Cooperative learning may provide the necessary strategies. Two sections of low-ability 10th-grade students were designated the experimental and control groups. Students in both sections received identical content instruction on the particle model of matter using conceptual change teaching strategies. Students worked in teacher-assigned small groups on in-class assignments. The experimental section used cooperative learning strategies involving instruction in collaborative skills and group evaluation of assignments. The control section received no collaborative skills training and students were evaluated individually on group work. Gains on achievement were assessed using pre- and posttreatment administrations of an investigator-designed short-answer essay test. The assessment strategies used in this study represent an attempt to measure conceptual change. Achievement was related to students' ability to correctly use appropriate scientific explanations of events and phenomena and to discard use of naive conceptions. Verbal interaction patterns of students working in groups were recorded on videotape and analyzed using an investigator-designed verbal interaction scheme. The targeted verbalizations used in the interaction scheme were derived from the social learning theories of Piaget and Vygotsky. It was found that students using cooperative learning strategies showed greater achievement gains as defined above and made greater use of specific verbal patterns believed to be related to increased learning. The results of the study demonstrated that cooperative learning strategies enhance conceptual change instruction. More research is needed to identify the specific variables mediating the effects of cooperative learning strategies on conceptual change learning. The methods employed in this study may provide some of the tools for this research.  相似文献   

5.
The main purpose of this study was to investigate the effects of cooperative learning based on conceptual change approach instruction on ninth-grade students’ understanding in chemical bonding concepts compared to traditional instruction. Seventy-two ninth-grade students from two intact chemistry classes taught by the same teacher in a public high school participated in the study. The classes were randomly assigned as the experimental and control group. The control group (N?=?35) was taught by traditional instruction while the experimental group (N?=?37) was taught cooperative learning based on conceptual change approach instruction. Chemical Bonding Concept Test (CBCT) was used as pre- and post-test to define students’ understanding of chemical bonding concepts. After treatment, students’ interviews were conducted to observe more information about their responses. Moreover, students from experimental groups were interviewed to obtain information about students’ perceptions on cooperative work experiences. The results from ANCOVA showed that cooperative learning based on conceptual change approach instruction led to better acquisition of scientific conceptions related to chemical bonding concepts than traditional instruction. Interview results demonstrated that the students in the experimental group had better understanding and fewer misconceptions in chemical bonding concepts than those in the control group. Moreover, interviews about treatment indicated that this treatment helped students’ learning and increased their learning motivation and their social skills.  相似文献   

6.
本研究对比了任务前和任务后形式聚焦对英语学习者学习被动语态的教学效果。127名初中生被分为任务前、任务后形式聚焦组和控制组。在任务前组,教师先引导学生聚焦被动语态的规则和使用,然后完成相关的交际活动任务。在任务后组,学生先进行与被动语态相关的交际活动任务,然后再聚焦被动语态的语法规则。控制组只完成测试。错误改正题和图片描述题的结果表明,任务前和任务后聚焦形式都能显著促进学生对被动语态的掌握,总体上任务前聚焦形式的效果更好。  相似文献   

7.
选取英语专业新生作为研究对象,将他们按自然班级分为实验班和对照班,对实验班进行了英语词汇学习策略训练。通过词汇策略问卷和词汇水平测试等方式,分析学生训练前后在词汇策略使用和词汇测试成绩上的变化,旨在验证策略训练对学生词汇学习的有效性。结果显示：（1）实验班学生词汇后测成绩明显高于对照班学生,表明策略训练对学生词汇水平的提高是有效的。（2）实验班学生使用大部分受训策略的频率显著提高,表明训练对学生词汇策略的使用具有积极影响。  相似文献   

8.
Jigsaw模式是合作学习的一种有效方法,不仅能有效的促进学生学习方式的转变,提高学生的学习效率,更有助于培养学生分工合作、协调沟通等能力。本文用实例说明Jigsaw模式在餐饮英语教学中的操作及教学效果,阐述了Jigsaw模式应用于餐饮英语教学的可行性。  相似文献   

9.
Experience of cooperative learning in engineering   总被引：1，自引：1，他引：0  
The objective of this work is to share the authors’ experience towards a different mode of teaching/learning method. Cooperative learning (Jigsaw) was employed on the University of Vigo's fourth-year engineering students. The results of the experience show that cooperative learning is quite a viable alternative to the classical way of lecturing at the university when the number of students is not too high. The authors’ observation indicates that students did not show a lot of interest towards the new learning style but their resistance changed once they began the activity. The Jigsaw method has proved to be a useful tool for improving the learning process so that students have the opportunity to participate actively in the learning activities.  相似文献   

10.
We investigated the effects of studying alone or in cooperative-learning groups on the performance of high and low achievers, using either learner- or program-controlled computer-based instruction. A total of 92 sixth-grade students were classified by Stanford Achievement Test scores and randomly assigned to group or individual treatments, stratified by achievement scores. Both high and low achievers in the cooperative treatment performed better and had more positive attitudes toward grouping than did students working individually, on both program-controlled and learner-controlled computer lessons. In addition, the cooperative-learning group exhibited significantly greater improvement from immediate to delayed post-test than did the individual-learning group. For low achievers, the greatest improvement was in the program-controlled condition, and for the high achievers, in the learner-controlled condition. The learner-controlled cooperative-learning group, compared to the learner-controlled individual-learning group, chose to check its concept learning more often and spent more time interacting with the computer-based tutorial. These results suggest that cooperative learning provides beneficial effects, and imply a need for software designers to adapt computer-based instruction for cooperative learning to the different learning styles of high-and low-achieving students.  相似文献   

11.
Critical thinking (CT) and English literacy are two essential 21st century competencies that are a priority for teaching and learning in an increasingly digital learning environment. Taking advantage of innovations in educational technology, this study empirically investigates the effectiveness of CT‐infused adaptive English literacy instruction using a Moodle system. A one‐group pretest–posttest design was employed to evaluate the effect of the treatment on students' acquisition of CT skills (CTS) and English literacy. A total of 83 students enrolled in two sections of a general studies course at a large university in Taiwan participated in the semester‐long experiment. Adaptive learning was achieved through the use of an online Moodle system for (1) online grouping (based on pretest English literacy scores), (2) delivery of specifically designed adaptive learning materials for each group and (3) provision of individualised feedback. CT‐infused language activities based on social constructivist principles were designed for each level of adaptive instruction, whereas direct instruction for fostering CTS was provided in class and practiced or reflected upon in groups. Empirical results demonstrate that CT‐enhanced adaptive English literacy instruction simultaneously improved students' CTS and English literacy and that students' online discussions developed towards higher levels of interaction. This paper illustrates an effective blended learning model for adaptive instruction and offers recommendations for designing CT‐infused language learning activities that can successfully foster both CT and English literacy outcomes.  相似文献   

12.
This paper presents the findings from a randomized control trial study of reading/literacy-integrated science inquiry intervention after 1 year of implementation and the treatment effect on 5th-grade low-socio-economic African-American and Hispanic students’ achievement in science and English reading. A total of 94 treatment students and 194 comparison students from four randomized intermediate schools participated in the current project. The intervention consisted of ongoing professional development and specific instructional science lessons with inquiry-based learning, direct and explicit vocabulary instruction, and integration of reading and writing. Results suggested that (a) there was a significantly positive treatment effect as reflected in students' higher performance in district-wide curriculum-based tests of science and reading and standardized tests of science, reading, and English reading fluency; (b) males and females did not differ significantly from participating in science inquiry instruction; (c) African-American students had lower chance of sufficiently mastering the science concepts and achieving above the state standards when compared with Hispanic students across gender and condition, and (d) below-poverty African-American females are the most vulnerable group in science learning. Our study confirmed that even a modest amount of literacy integration in inquiry-based science instruction can promote students' science and reading achievement. Therefore, we call for more experimental research that focus on the quality of literacy-integrated science instruction from which middle grade students, particularly low-socio-economic status students, can benefit.  相似文献   

13.
任务型教学法在大学英语精读教学中的应用   总被引：1，自引：0，他引：1  
采用控制组和实验组前后测试的方法,对任务型教学法与传统教学海在大学英语精读教学中的应用效果进行对比。结果显示,任务型教学法在提升学生语言技能、情感态度、素质能力和学习策略四个方面明显优于传统教学法,且没有对语言知识的获得产生负作用。大多数学生认为任务型教学法更适合他们。  相似文献   

14.
The study aims to investigate the effects of using mind maps and concept maps on students' learning of concepts in science courses. A total of 51 students participated in this study which used a quasi-experimental research design with pre-test/post-test control groups. The constructivist-inspired study was carried out in the sixth-grade science course unit of ‘Light and Sound’ in a primary school with two experimental groups and one control group. The intervention was held in the experimental group 1 by using technology-assisted technique of mind mapping, in the experimental group 2 by using technology-assisted technique of concept mapping, and in the control group by means of traditional classroom instruction. After the intervention in the experimental groups, concept tests and open-ended questions related to the unit were used as post-tests. According to the data obtained from concept tests, it was found out that all groups' understanding of concepts was equivalent. Significantly, students in the experimental group 2 reported positive opinions, stating that learning through concept maps was useful and engaging.  相似文献   

15.
This study investigated the effectiveness of concept mapping used as a learning strategy with students in English as a Second Language classrooms. Seventy-nine ESL students participated in the study. Variables of interest were students’ achievement when learning from English-language text, students’ reported use of self-regulation strategies (self-monitoring and knowledge acquisition strategies), and students’ self-efficacy for learning from English-language text. A randomized pre-test–post-test control group design was employed. The findings showed a statistically significant interaction of time, method of instruction, and level of English proficiency for self-monitoring, self-efficacy, and achievement. For all four outcome variables, the concept mapping group showed significantly greater gains from pre-test to post-test than the individual study group. The findings have implications for both practice and research.  相似文献   

16.
This study used OpenTTD, a video game that supports in-depth experiential learning, to evaluate undergraduate students’ opinions regarding supply chain and logistics management learning. The 101 undergraduate participants were assigned to either an experimental group or a control group. From the post-test questionnaires, the analytical results suggested that students had more positive attitudes toward video game-based learning than toward traditional education. Additionally, video game-based learning yielded more positive learning experiences than did traditional instruction. In summary, video game-based learning was found to have positive effects on the instruction of undergraduate courses on supply chain and logistics management.  相似文献   

17.
This study establishes the effects of a flipped classroom model of instruction on academic performance and attitudes of 66 first-year secondary school students towards chemistry. A pre-test and post-test experimental design was employed to assign students randomly into either the experimental or control group. In order to assess the suitability of using flipped model of instruction, students were divided in two groups. For the first group called the experimental group, a “flipped classroom” was used in which the students were given video lessons and reading materials, before the class to be revised at home. On the other hand, the second group followed traditional methodology, and it was used as control. The rate of reaction knowledge test and the chemistry attitude scale were administered. In addition, the researcher documented classroom observations, experiences, thoughts and insights regarding the intervention in a journal on a daily basis in order to enrich the data. Students were interviewed at the end of the research in order to enrich the qualitative data also. Findings from this study reveal that the flipped instruction model facilitates a shift in students’ conceptual understanding of the rate of chemical reaction significantly more than the control condition. Positive significant differences were found on all assessments with the flipped class students performing higher on average. Students in the flipped classroom model condition benefited by preparing for the lesson before the classes and had the opportunity to interact with peers and the teacher during the learning processes in the classroom. The findings support the notion that teachers should be trained or retrained on how to incorporate the flipped classroom model into their teaching and learning processes because it encourages students to be directly involved and active in the learning.  相似文献   

18.
Empirical studies have shown the positive effects of combining cooperative and mastery learning methods on mathematics achievement higher order questioning skills, and originality, but little is known, at present, about the effects of cooperative-mastery learning in other subject areas or on other cognitive outcomes. The problem of this study was to explore the effects of cooperative and mastery learning methods, alone and in combination, on first and second grade students' learning and retention of basic economic concepts. A 2 X 2 (cooperative X mastery) factorial design compared the achievement of one hundred-twenty students who were individually randomly assigned (using grade level as a stratification variable) to one of four treatment conditions—instruction on basic economic concepts using (1) cooperative learning, (2) mastery learning, (3) cooperative-mastery learning, or (4) a control treatment (no cooperative or mastery learning). All subjects were administered a written pretest, post-test, and delayed post-test on their understanding of economic concepts. To further probe children's understanding of economic concepts, a randomly selected sub-sample of sixty- four students was interviewed using an oral pretest, post-test, and delayed post-test. Overall, the results support the superiority of the cooperative-mastery learning method over either method alone in promoting the acquisition and retention of economic concepts. Pretest data verified the initial equivalence of groups. The cooperative-mastery learning group outperformed (a) the control group on all post-tests and delayed post-tests and (b) the cooperative learning group on all post-tests and delayed post-tests except the written post-test. By delayed post-test on the oral measure, the cooperative-mastery learning group was also outperforming the mastery learning group. As further evidence of the superiority of the cooperative-mastery learning method, the mean score of the cooperative-mastery learning group was greater than the combined mean scores of the mastery and cooperative learning groups on the oral post-test and delayed post-test. The authors suggest that the cooperative-mastery learning method is in line with current early childhood practices and has the capacity for simultaneously boosting the conceptual development and language development of young children. This capacity is said to stem from the method's provision of (a) specific, positive feedback, (b) a social context for sustained effort and involvement in a topic, (c) child-child communication exchanges, and (d) adult-child communication exchanges.  相似文献   

19.
This article reports on the influence of learning strategy instruction on student teachers’ physics achievement, attitude towards physics, and achievement motivation. A pre-test/post-test quasi-experimental design with matching control group was used in the study. Two groups of student teachers (n = 75) who were enrolled in an introductory physics course participated in the study. In the experimental group, questioning, summarizing, and graphic organizers were taught. The control group did not receive any presentation on strategy learning. Data were collected via the pre- and post-administration of the Physics Course Achievement Test, the Scale of Attitudes towards Physics, and the Achievement Motivation Scale. Univariate and multivariate analyses of variance on the data revealed no significant differences in the attitude and achievement motivation between the strategy and control groups. However, the strategy group students were observed to have a tendency of more positive attitude and motivation than the control group students. Results also showed that explicit learning strategy instruction was more effective than traditional instruction in improving physics achievement of the participating students. The implications of these results for physics education are discussed.  相似文献   

20.
This study investigates the effects of concept and vee mappings under cooperative, cooperative-competitive and individualistic learning modes, ability levels and gender on students' attitudes towards concept and vee mappings, the three learning modes, ecology and genetics. A pre-test-post-test experiment, with control groups, involving 808 eleventh grade (fourth form) students, was used for data collection. Students taught the use of concept and vee mappings, under cooperative conditions, developed superior positive attitudes towards the two heuristics, ecology and genetics, compared with those taught under cooperative-competitive and individualistic conditions. Statistically significant differences in their attitudes were due mainly to treatment and ability. High ability students developed the most superior positive attitudes to concept and vee mappings, ecology and genetics. Students' attitudes towards cooperation were mostly positive but totally negative to individualisation and mostly negative to competition. Students' positive attitudes to ecology and genetics correlated negatively with their attitudes towards competition and individualisation. The implications of the study's findings for the teaching of science are addressed.  相似文献   

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