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1.
Reading is an essential activity for learning at university, but lecturers are not always experienced in setting appropriate questions to test understanding of texts. In other words, their assessments may not be ‘constructively aligned’ with the learning outcomes they hope their students to exhibit. In examination conditions, questions may be set with insufficient time for re-reading available texts, thus drawing more on students' powers of recall than on deeper learning and comprehension. Previous research has been undertaken on reading comprehension generally, but no research has yet explored the interaction of factors such as text availability (re-reading of texts), text layout, question type and respondents' language background. This study explores the correctness of 50 participants' responses to a set reading task based on an expository text, and participants' confidence in giving those answers, in relation to four factors: the effects of question type; text availability; text layout; and language background. The main findings are that non-native speakers of English have more difficulty and less confidence in answering implicit questions and that reviewing the text has a significant effect on response correctness for implicit questions. The form of text layout did not show a significant effect, however. Our results have implications for lecturers who set readings and questions for comprehension and others who use reading comprehension as part of their ‘hidden curriculum’. Further research in this area is required to determine more precisely the effects of language background. 相似文献
2.
The main purpose of this study was to concurrently investigate Taiwanese high-school students' and their science teachers' conceptions of learning science (COLS) and conceptions of science assessment (COSA). A total of 1,048 Taiwanese high-school students and their 59 science teachers were invited to fill out two questionnaires assessing their COSA and COLS. The main results indicated that, first, although a handful of different patterns occurred, students and teachers were found to have similar COLS–COSA patterns. In general, students and teachers with COSA as reproducing knowledge and rehearsing tended to possess lower-level COLS, such as learning science as memorizing, testing, and calculating and practicing. In contrast, if students and teachers viewed science assessment as improving learning and problem-solving, they would be prone to regard science learning as increase of knowledge, applying, and understanding and seeing in a new way. However, the students' conceptions did not align with those of the teachers' in certain aspects. The students tended to regard science learning and assessment at a superficial level (COLS as ‘memorizing’, ‘testing’, and ‘calculating and practicing’ and COSA as ‘reproducing knowledge’), while the teachers’ conceptions were at a more sophisticated level (COLS as ‘application’ and ‘understanding and seeing in a new way’ and COSA as ‘improving learning’). It is evident that a dissonance exists between the students' and teachers' COLS and COSA. Based on the results, practical implications and suggestions for future research are discussed. 相似文献
3.
Sally Inman 《Curriculum Journal》2013,24(4):469-483
This article describes some of the findings of an evaluation of a ‘cross- curricular’ digital media arts project for Year 8 students at Lister Community School in the London Borough of Newham. The project was designed to provide opportunities for a thematic curriculum in which quality learning encompassing both independent and collaborative learning was central. The project was also aimed at fostering a range of knowledge, skills and attitudes around students' personal and social development. The findings of the evaluation suggest that the project was successful in a number of ways: in enhancing students' personal and social development; in developing a community of learners in which learning was shared between teachers and students; in developing students' confidence and skills in their own learning; and in providing models of a more integrated and thematic curriculum. 相似文献
4.
‘If they can say it they can write it’: Inclusive pedagogies for senior secondary physical education
Pedagogical practices are fundamental to teachers' work, and in the spaces of schooling impact significantly on students' success and achievement (Evans, J. 1986. Physical Education, Sport and Schooling: Studies in the Sociology of Physical Education. London: Falmer Press.). This is especially the case for students from disadvantaged backgrounds who are deeply reliant on schooling for their educational resources. This article explores the interrelationships between pedagogical practices, the physical education curriculum at the senior secondary level and learning by both students and a teacher in a school located in an area of socio-economic disadvantage. Action research investigating a pedagogical redesign of a unit of ‘Skill Acquisition’ is the specific focus. Of key interest are pedagogical practices that incorporated opportunities to learn ‘about’ Skill Acquisition ‘through’ and ‘in’ movement. These practices attempted to develop and apply scientific literacies specific to the human movement sciences, which are important for academic success in senior secondary physical education. Findings reveal high student engagement, increasing utilisation of scientific literacies and application of new learning to life-world situations. We argue that pedagogical practices that integrate learning ‘about’ ‘through’ and ‘in’ movement disrupt default modes of teaching theoretical concepts in physical education, which diminish opportunities for academic success amongst students from low-socio-economic backgrounds. 相似文献
5.
Due to the scarcity of cross-cultural comparative studies in exploring students' self-efficacy in science learning, this study attempted to develop a multi-dimensional science learning self-efficacy (SLSE) instrument to measure 316 Singaporean and 303 Taiwanese eighth graders' SLSE and further to examine the differences between the two student groups. Moreover, within-culture comparisons were made in terms of gender. The results showed that, first, the SLSE instrument was valid and reliable for measuring the Singaporean and Taiwanese students' SLSE. Second, through a two-way multivariate analysis of variance analysis (nationality by gender), the main result indicated that the SLSE held by the Singaporean eighth graders was significantly higher than that of their Taiwanese counterparts in all dimensions, including ‘conceptual understanding and higher-order cognitive skills’, ‘practical work (PW)’, ‘everyday application’, and ‘science communication’. In addition, the within-culture gender comparisons indicated that the male Singaporean students tended to possess higher SLSE than the female students did in all SLSE dimensions except for the ‘PW’ dimension. However, no gender differences were found in the Taiwanese sample. The findings unraveled in this study were interpreted from a socio-cultural perspective in terms of the curriculum differences, societal expectations of science education, and educational policies in Singapore and Taiwan. 相似文献
6.
Valerie Dagley 《Educational Action Research》2013,21(4):613-630
This article discusses the issue of ‘making the invisible visible’ from a methodological and a substantive viewpoint. The ideas emerged from a doctoral research study into individual target setting with middle ability students in an English secondary school. The students involved had been identified by assessments as ‘average’ and by their teachers as quiet, unnoticed children. It is suggested that the methods used by the researcher to elicit the students' perceptions could also be used by teachers in order to engage these quiet students in a learning discourse. 相似文献
7.
Cumulative and segmented learning: exploring the role of curriculum structures in knowledge‐building
Karl Maton 《British Journal of Sociology of Education》2009,30(1):43-57
The present article extends Basil Bernstein’s theorisation of ‘discourses’ and ‘knowledge structures’ to explore the potential of educational knowledge structures to enable or constrain cumulative learning, where students can transfer knowledge across contexts and build knowledge over time. It offers a means of overcoming dichotomies in Bernstein’s model by conceptualising knowledge in terms of legitimation codes (bases of achievement) and semantic gravity (context‐dependency of knowledge). This developed framework is used to analyse two contrasting examples of curriculum – from professional education at university and secondary school English – that aim to enable cumulative learning. Analyses of students’ work products show that both cases can constrain knowledge‐building by anchoring meaning within its context of acquisition. The basis for this potential is located in a mismatch between their aims of enabling students to learn higher‐order principles and their curricular means that focus on knowers’ dispositions rather than articulating principles of knowledge. 相似文献
8.
Lin Norton 《Assessment & Evaluation in Higher Education》2004,29(6):687-702
In this paper it is argued that the current trend of making assessment criteria more explicit in higher education may have a deleterious effect on students' learning. Helping students to concentrate on assessment criteria paradoxically means that they may take a strategic approach and end up focusing on the superficial aspects of their assessment tasks, rather than engaging in meaningful learning activity. One solution might be to re‐conceptualize assessment criteria as ‘learning criteria’ using Biggs' principle of constructive alignment in curriculum development and delivery. To illustrate how this can work in practice, a case study is presented detailing the development of a counselling psychology module over several years to progressively incorporate a text‐based adaptation of the problem‐based learning approach. Student evaluations of the approach are presented together with some examples of feedback given on students' work to demonstrate the effects on students' understanding and functioning knowledge 相似文献
9.
We assessed the impact of expert students' instructional quality on the academic performance of novice students in 12th-grade physics classes organized in an expert model of cooperative learning (‘jigsaw classroom’). The instructional quality of 129 expert students was measured by a newly developed rating system. As expected, when aggregating across all four subtopics taught, regression analysis revealed that academic performance of novice students increases with the quality of expert students' instruction. The difficulty of subtopics, however, moderates this effect: higher instructional quality of more difficult subtopics did not lead to better academic performance of novice students. We interpret this finding in the light of Cognitive Load Theory. Demanding tasks cause high intrinsic cognitive load and hindered the novice students' learning. 相似文献
10.
To better understand the relationship between enjoyment and boredom and students' use of cognitive learning strategies, we analyzed both directions of effects between these constructs as described in the control-value theory of achievement emotions (Pekrun, 2006; 2018). Our study used a sequential design in which students' (N = 338 4th grade students) effective use of cognitive learning strategies was measured in real learning situations, allowing insights into the temporal order of effects and discrimination between intra- and interindividual effects (N = 8020 assessments within students). An increased intraindividual level of enjoyment positively predicted subsequent effective use of learning strategies, whereas effective use of learning strategies did not predict students’ subsequent enjoyment on the intraindividual level. Interindividual differences in enjoyment and effective use of cognitive learning strategies were unrelated, whereas negative relations were found for boredom and effective strategy use. On the intraindividual level, boredom and effective strategy use were unrelated. 相似文献
11.
This article explores the issue of students' writing skills in the discipline of Engineering and beyond. It is the result of a discussion between three academics from different discipline backgrounds: Teaching and Learning, the Humanities and Engineering. We start with a review of the strategies commonly used to address problems in students' academic writing skills, with an emphasis on the notions of ‘writing across the curriculum’ (WAC) or ‘writing in the disciplines’ (WID). Taking into consideration the issue of students' perception of their ‘real curriculum’ and the need to embed writing’ in the disciplines, we propose a strategy aimed at implementing an efficient teaching of writing skills targeted for a specific discipline. In so doing, we argue that the increasing recourse to independent Learning Development services decontextualises students' understanding of writing. 相似文献
12.
Mohammed K. Khalil Loren D. Nelson Jonathan D. Kibble 《Anatomical sciences education》2010,3(5):219-226
This study used qualitative and quantitative approaches to evaluate the effectiveness of self‐learning modules (SLMs) developed to facilitate and individualize students' learning of basic medical sciences. Twenty physiology and nineteen microanatomy SLMs were designed with interactive images, animations, narrations, and self‐assessments. Of 41 medical students, 40 students voluntarily completed a questionnaire with open‐ended and closed‐ended items to evaluate students' attitudes and perspectives on the learning value of SLMs. Closed‐ended items were assessed on a five‐point Likert scale (5 = high score) and the data were expressed as mean ± standard deviation. Open‐ended questions further evaluated students' perspectives on the effectiveness of SLMs; student responses to open‐ended questions were analyzed to identify shared patterns or themes in their experience using SLMs. The results of the midterm examination were also analyzed to compare student performance on items related to SLMs and traditional sessions. Students positively evaluated their experience using the SLMs with an overall mean score of 4.25 (SD ± 0.84). Most students (97%) indicated that the SLMs improved understanding and facilitated learning basic science concepts. SLMs were reported to allow learner control, to help in preparation for subsequent in‐class discussion, and to improve understanding and retention. A significant difference in students' performance was observed when comparing SLM‐related items with non‐SLM items in the midterm examination (P < 0.05). In conclusion, the use of SLMs in an integrated basic science curriculum has the potential to individualize the teaching and improve the learning of basic sciences. Anat Sci Educ 3: 219–226, 2010. © 2010 American Association of Anatomists. 相似文献
13.
Instructional practices in secondary science: How teachers achieve local and standards-based success
Beth A. Covitt Elizabeth Xeng de los Santos Qinyun Lin Christie Morrison Thomas Charles W. Anderson 《科学教学研究杂志》2024,61(1):170-202
This article reports on analyses of the instructional practices of six middle- and high-school science teachers in the United States who participated in a research-practice partnership that aims to support reform science education goals at scale. All six teachers were well qualified, experienced, and locally successful—respected by students, parents, colleagues, and administrators—but they differed in their success in supporting students' three-dimensional learning. Our goal is to understand how the teachers' instructional practices contributed to their similarities in achieving local success and to differences in enabling students' learning, and to consider the implications of these findings for research-practice partnerships. Data sources included classroom videos supplemented by interviews with teachers and focus students and examples of student work. We also compared students' learning gains by teacher using pre–post assessments that elicited three-dimensional performances. Analyses of classroom videos showed how all six teachers achieved local success—they led effectively managed classrooms, covered the curriculum by teaching almost all unit activities, and assessed students' work in fair and efficient ways. There were important differences, however, in how teachers engaged students in science practices. Teachers in classrooms where students achieved lower learning gains followed a pattern of practice we describe as activity-based teaching, in which students completed investigations and hands-on activities with few opportunities for sensemaking discussions or three-dimensional science performances. Teachers whose students achieved higher learning gains combined the social stability characteristic of local classroom success with more demanding instructional practices associated with scientific sensemaking and cognitive apprenticeship. We conclude with a discussion of implications for research-practice partnerships, highlighting how partnerships need to support all teachers in achieving both local and standards-based success. 相似文献
14.
Susan Bobbitt Nolen 《科学教学研究杂志》2003,40(4):347-368
In a study of the relationship between high school students' perceptions of their science learning environments and their motivation, learning strategies, and achievement, 377 students in 22 introductory science classrooms completed surveys in the fall and spring of their ninth‐grade year. Hierarchical linear regression was used to model the effects of variables at both the classroom and individual level simultaneously. High intraclass agreement (indicated by high parameter reliability) on all classroom environment measures indicated that students shared perceptions of the classroom learning environment. Controlling for other factors, shared perceptions that only the most able could succeed in science classrooms and that instruction was fast‐paced and focused on correct answers negatively predicted science achievement, as measured on a districtwide curriculum‐linked test. Shared perceptions that classrooms focused on understanding and independent thinking positively predicted students' self‐reported satisfaction with learning. Implications of these results for both teaching and research into classroom environments are discussed. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 347–368, 2003 相似文献
15.
《Africa Education Review》2013,10(4):491-511
AbstractThe study described in this article was prompted by the poor performance of students in an ‘at risk subject’ in a science faculty at a university in South Africa. Teacher performance could contribute to poor performance among students, therefore the performance of one of the science teachers whose students were performing poorly was evaluated by his students and through peer observation of his teaching. The article draws on a merger between Bernstein's ideas on framing as well as deep and surface approaches to learning to form a theoretical framework that underpinned the study. Peer observation showed that the teacher employed predominantly teacher-centred, passive approaches to teaching, and the facilitation of active learning was minimal, that is, framing was strong. Students, however, evaluated their teacher positively, indicating that he was an ‘effective’ teacher. Therefore, the perception of what constitutes ‘quality teaching’ is viewed differently by peers and students. This is most likely due to the incompatibility between peers' conception of teaching and students' conception of learning. Therefore, students' feedback on teaching is not necessarily accurate or useful. 相似文献
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17.
The purpose of this qualitative exploratory study was to identify factors that influenced prospective and experienced secondary level science teachers' reasoning as they evaluated or selected tasks to formatively assess their students' understanding of scientific concepts. The analysis of the coded written responses revealed two categories of factors that influenced the teachers' reasoning: (1) characteristics of the task and (2) characteristics of students or the curriculum. Characteristics of the task related to qualities of the task regardless of the learning environment in which it would be used, such as the level of student thinking demanded by a task. Characteristics of the students and the curriculum related to the learning environment in which an assessment task would be implemented, such as students' abilities to complete the task. Both prospective and experienced teachers' task evaluations were influenced by the same factors related to the characteristics of the task, although their interpretations of the meaning of each factor varied. In addition, experienced teachers' task evaluations were more likely than prospective teachers to be influenced by factors related to characteristics of students and the curriculum. The findings are discussed as a conceptual framework that presents the identified factors along three different dimensions: (1) the influence of task, student, and curriculum characteristics, (2) the influence of expectations for success, and (3) the influence of teaching experience. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 1113–1130, 2008 相似文献
18.
While the number of Aboriginal and Torres Strait Islander students in higher education in Australia has doubled in recent years, the gap between their attainment and the attainment of other Australians has remained consistent. It is essential to elucidate the factors that promote Aboriginal and Torres Strait Islander students' academic success, not in order to justify the exclusion of these students from tertiary education, but to refine and develop curriculum and management strategies which promote their academic success. This study focuses on Aboriginal and Torres Straight Islander students' experiences in a diploma program offered in block mode, in order to better understand the ‘on-’ and ‘off-’ campus experiences which are related to academic success and the factors which challenge or enhance students' study. The research yields important findings related to students' motivations to enrol and their definitions of academic success; the challenges they experience in making the transition to tertiary study; the vulnerability of our students' determination to succeed; the effects of being in a program for Aboriginal and Torres Strait Islander students; and the ways in which minor challenges, if unresolved, can accumulate to interfere with students' study. 相似文献
19.
As a key objective, secondary school mathematics teachers seek to improve the proof skills of students. In this paper we present an analytic framework to describe and analyze students' answers to proof problems. We employ this framework to investigate ways in which dynamic geometry software can be used to improve students' understanding of the nature of mathematical proof and to improve their proof skills. We present the results of two case studies where secondary school students worked with Cabri-Géeomèetre to solve geometry problems structured in a teaching unit. The teaching unit had theaims of: i) Teaching geometric concepts and properties, and ii) helping students to improve their conception of the nature of mathematical proof and to improve their proof skills. By applying the framework defined here, we analyze students' answers to proof problems, observe the types of justifications produced, and verify the usefulness of learning in dynamicgeometry computer environments to improve students' proof skills. 相似文献
20.
Jinfa Cai John C. Moyer Ning Wang Stephen Hwang Bikai Nie Tammy Garber 《Educational Studies in Mathematics》2013,83(1):57-69
In this study, we used problem posing as a measure of the effect of middle-school curriculum on students' learning in high school. Students who had used a standards-based curriculum in middle school performed equally well or better in high school than students who had used more traditional curricula. The findings from this study not only show evidence of strengths one might expect of students who used the standards-based reform curriculum but also bolster the feasibility and validity of problem posing as a measure of curriculum effect on student learning. In addition, the findings of this study demonstrate the usefulness of employing a qualitative rubric to assess different characteristics of students' responses to the posing tasks. Instructional and methodological implications of this study, as well as future directions for research, are discussed. 相似文献