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1.
Windows into the mind 总被引：1，自引：0，他引：1
As faculty, our goals for students are often tacit, hidden not only from students but from ourselves as well. We present a conceptual framework for considering teaching goals – what we want our students to achieve – that encourages us to think more broadly about what we mean by achieving in our knowledge domains. This framework includes declarative knowledge (“knowing that”), procedural knowledge (“knowing how”), schematic knowledge (“knowing why”) and strategic knowledge (“knowing when, where and how our knowledge applies”). We link the framework to a variety of assessment methods and focus on assessing the structure of declarative knowledge – knowledge structure. From prior research, we know that experts and knowledgeable students have extensive, well-structured, declarative knowledge; not so novices. We then present two different techniques for assessing knowledge structure – cognitive and concept maps, and a combination of the two – and provide evidence on their technical quality. We show that these maps provide a window into the structure of students declarative knowledge not otherwise tapped by typical pencil-and-paper tests. These maps provide us with new teaching goals and new evidence on student learning.Based on an invited address, Facoltá di Ingegneria dell’Universitá degli Studi di Ancona, June 27, 2000. This research was supported, in part, by the Center for Research on Evaluation, Standards, and Student Testing (Grant R117G10027), and by the National Science Foundation (Nos. ESI 95-96080). The opinions expressed here represent those of the authors and not necessarily those of the funding agency. 相似文献
2.
Rosario Diaz-Greenberg Jacqueline Thousand Maria Cardelle-Elawar Ann Nevin 《Teaching and Teacher Education》2000,16(8):663
The purpose of this paper is to help teachers better understand the struggles that people with disabilities experience in attaining their educational goals and to encourage the development of teaching and learning strategies that help to respect and facilitate the struggle itself. The authors share the generative themes that emerged using a critical pedagogy approach (dialogic interviews) to elicit the voices of adults with disabilities speaking about their public school experiences. In discussing the implications for teachers, the authors show the intersections of educational psychology's concept self-regulation and critical pedagogy's concept conscientization and special education’ s concept self-determination. Why the ‘struggle’ itself is important (from the perspectives provided by conscientization, self-regulation, and self determination) is discussed.The major question is whether or not teachers can structure the awareness process that results in learners becoming aware enough to verbalize, “I have difficulties”. What do teachers do to stimulate the metacognitive thinking processes that makes it possible for students with disabilities to think, “I can monitor myself!”? How can teachers capture the power of the conscientization experience that leads students with disabilities to experience the generative will power “to use the powers that I have to make a difference in my life's situation?” How do adults with disabilities come to these kinds of awareness and how can teachers help facilitate the awareness? 相似文献
3.
Diagnosing is one of teachers’ key competences. Lately, a new model of teachers’ diagnostic competence and therewith a new measurement method focusing on diagnosing students’ learning behavior in an interdisciplinary approach have been developed. They can build a basis for promoting teachers’ diagnostic competence. However, some questions relevant to promoting teachers’ diagnostic competence concerning students’ learning behavior still remain unanswered: Which values do teachers-on-the-job in contrast to preservice teachers with or without teaching experience gain through experience and which are the relevant variables that lead to a high level of diagnostic competence focused on learning behavior? Thus, this study aims at enlightening these issues. In a sample of 293 participants (93 German grammar school teachers, 107 German teacher students in their second phase of teacher education, and 93 German preservice students in their first phase of teacher education), teachers’ diagnostic competence concerning learning behavior as well as teachers’ motivation, attitude, self-efficacy, knowledge, and reflection on experience concerning diagnosing was measured. Motivation, attitude, and knowledge were found to be substantial positive predictors of diagnostic competence concerning learning behavior, with differentiated predictions for teachers’ experience. Reflection on experience and self-efficacy unexpectedly was not found to be relevant. Teachers-on-the-job were generally better at diagnosing their students’ learning behavior than were preservice teachers without teaching experience. However, the diagnostic work of preservice teachers with teaching experience was as credible as that of the in-service teachers. 相似文献
4.
This paper presents a conceptual framework that relates empirical aspects of student teaching (facts about the experience) to considerations of value (what student teachers ought to learn). First, the authors explain what they mean by calling student teaching an “occasion for teacher learning.” Next based on their observational and interview data, the authors present two cases of student teaching to illustrate how the relative influence of program, setting, and participants interact to shape opportunities for teacher learning. One teaching episode that elicited considerable pride in each student teacher is presented to highlight how and what the students teachers learned. The conclusion appraises the lessons learned in student teaching in terms of the framework and suggests how teacher educators can increase the educative power of the student teaching experience. 相似文献
5.
Large-scale writing programs can add value to the traditional timed writing assessment by using aspects of the essays to assess the effectiveness of institutional goals, programs, and curriculums. The “six learning goals” prompt in this study represents an attempt to provide an accurate writing assessment that moves beyond scores. This paper focuses on student challenges to the prompt and testing situation to reveal that many students successfully challenge the task as a deliberate strategy, while less savvy test-takers clearly resist in response to anger, confusion or frustration. While only a small minority of test-takers openly protest the prompt or testing situation, the paper suggests that all students could be better prepared to reflect upon their university experience in timed essays through more coaching and experience with reflective impromptu questions. This finding offers both encouragement and caution for writing programs seeking a single test that can generate both placement scores and valuable feedback. 相似文献
6.
Recent years have seen an increased interest in the study of emotions. This is especially true for anger, which had neither been studied intensively in main stream psychology nor in educational psychology. The focus in the first part of this article is on the conceptualization and measurement of anger. A distinction is made between various anger constructs: “Trait-Anger” refers to a frequency judgment about experiencing anger, “Anger-In” and “Anger-Out” are typical ways in which students express their anger, and “Anger-Control” refers to the way students try to reduce their Anger-In or Anger-Out. In the second half of the article, an attempt is made to demonstrate that specific ways of expressing and controlling one's anger may differentially affect school results, as reflected in grade-point-average (GPA) for native language learning. The predictive power of the separate anger measures is investigated as well as the predictive power of various product terms including anger measures, anxiety and coping profiles. The implications of these findings for learning and instruction are discussed. 相似文献
7.
The paper reports a cross-cultural investigation conducted in 2001–2002 that seeks to reveal students’ alternative ideas in two countries, Taiwan and Germany. It was carried out by means of semi-structured interviews in a story form. The targeted students were arbitrarily selected from grades 3 to 6 in both countries and amounted to 64. The questions in the interview were centered around “the heavens” (space, heavenly bodies, and familiar astronomical events) and “the earth” (the appearance, shape, movement, and, in some cases, gravity). The results indicated that, first, the students presented their ideas in a consistent manner, regardless of their cultural backgrounds, if we take into account the scope of questions and phenomena which were in their concern or of their interest. The comments from the student can be patterned into a structure-like whole, which we term “model” in the study. Second, the alternative models of “the heavens and the earth” elicited in the interviews appear to have various strengths of explaining familiar astronomical events. Interestingly, the more advanced a model is (in regard with the present-day cosmological model), the higher explanatory power it contains. As for the difference between the sample of two countries, the German students show more intention (or are more aware of the need) to explain astronomical phenomena than their Taiwanese counterparts, and thereby presented more precise models with stronger explanatory power. On the other hand, the Taiwanese students appeared to have more imagination and conceptual flexibility that should also be valued. 相似文献
8.
Ravinder Koul Roy B. Clariana Kalayanee Jitgarun Alisa Songsriwittaya 《Learning and individual differences》2009,19(4):506-512
This investigation considered how undergraduate students with different achievement goal orientation profiles view plagiarism. Thai student volunteers (N = 867) completed an achievement goal survey [Niemivirta, M. (1998). Individual differences in motivational and cognitive factors affecting self-regulated learning — A pattern-oriented approach. In P. Nenninger, R. S. Jäger, A. Frey, & M. Woznitza (Eds.), Advances in motivation (pp. 23–42). Landau, DE: Verlad Empirische Pädagogik] and a “Dimensions of Plagiarism” survey [Koul, R. (2007). Dimensions of Plagiarism. Downloaded April 8, 2008 from http://dimensions-of-plagiarism.wikispaces.com/]. Mixed analysis of variance of attitudes towards plagiarism with goal orientation and gender showed several significant findings: high performance oriented students were substantially stricter than low performance orientated students in evaluating all Dimensions of Plagiarism. Low mastery oriented students were stricter regarding the “motive” dimension of plagiarism while high mastery oriented students were stricter regarding the “source” dimension of plagiarism. Significant differences between females and males were observed across the six factors of the Dimensions of Plagiarism survey. These results are interpreted within the framework of social comparison theory in respect to competitive learning environments. 相似文献
9.
It has been argued that deep processing of semantic information helps students to learn faster and perform better on classroom tests. Using paired associates tasks, it has been found that high arousal subjects make more errors when the response terms are phonetically similar. Subjects low on arousal make more errors when response words are semantically similar. If the encodings of semantic features are assumed to be “deeper” and more durable than the encodings of “shallow,” phonetic features, then studies have suggested that anxious students process shallowly and are thus at a disadvantage when learning information. The present study treats deep processing as a learning style and used the Synthesis—Analysis scale of the Inventory of Learning Processes to assess it. It is hypothesized that arousal would be negatively related to the learning style of deep processing. It is also hypothesized that the interaction obtained in earlier studies, i.e., greater susceptibility to semantic interference with low arousal and phonetic interference with high arousal, would occur only when Synthesis—Analysis scores are low. It is assumed that the habitual use of a deep processing strategy by students high on Synthesis—Analysis could counteract the limiting effect of arousal on cue utilization. The study provides support for both hypotheses. 相似文献
10.
A survey was administered to University of Kentucky freshmen enrolled in introductory composition courses. Former Kentucky high school students were asked to describe their high school writing experiences since the 1990 passage of the Kentucky Education Reform Act (KERA) and the implementation of its controversial testing and accountability component. The survey revealed much that is positive. Almost three-quarters of the students reported writing daily in high school in a variety of disciplines. Approximately one-half rated their writing abilities as “above average” or “excellent” and felt prepared or somewhat prepared to write in college. Most reported regularly employing writing process strategies. Few, however, mentioned consideration of purpose and audience as part of their approach to writing, even though these are the two most important criteria for scoring the portfolio. Some two-thirds of the students responded that compiling the portfolio was not a useful activity. These findings suggest that KERA's accountability system may be undermining the instructional improvements it was intended to foster. In its haste to implement mandated reform, the state failed to take into account students' willingness to assume new roles as “creators, authors, and owners” of writing portfolios. Students' negative attitudes toward writing under KERA may reflect a more widespread misunderstanding among teachers and administrators of the theoretical bases for the writing portfolio. Professional development might help to dispel some of this negativity, but classroom teachers alone cannot bear responsibility for ensuring that students see “real world” value in the writing portfolio. Public schools, post-secondary institutions, and employers must work together to find authentic uses for the portfolio. 相似文献
11.
Miri Shonfeld Yoram Greenstein 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):214-234
This paper focuses on student attitudes about using a virtual world (VW) learning platform. VWs allow students to meet via avatars and experience events that simulate real social experiences. It can also enhance student motivation, learning and collaboration. However, studies have reported that many students and teachers find VW difficult to use, and thus, do not adopt it. The current study sought to examine preservice teachers' experiences in VW in a multiple-college course. The aims of the study were to focus on the possible difficulties and supporting factors affecting the present use of VW and identify factors affecting the future use of VW. Ninety-nine Jewish and Arab students from eight teachers' colleges in Israel who participated in a VW learning experience completed an online questionnaire, which included items relating to their experience with computer games, difficulties and level of satisfaction with the course. Computer-game experience, cultural background, technical difficulties and satisfaction with class management predicted the intention to use VW in the future. Possible practical and theoretical implications are discussed. 相似文献
12.
Since 1999, Slovenia has been in the process of introducing nine years of compulsory education to replace the previous eight-year system of compulsory education. Under the new system, the school entry age is six years rather than the former seven years. This reform of the system necessitated a number of other changes, such as those relating to the curriculum and teaching approaches. The purpose of this study was to compare the “new” Slovenian science curriculum with the “old” to ascertain if different relationships exist between the two in terms of achievement and gender, attitudes toward science, and the amount of experimental work undertaken by students in school. Data from the IEA TIMSS 2003 study were used to analyze these relationships. The analyses employed basic statistics and log-linear modeling of the effects of gender, school system, amount of experimental work in school, and students’ science achievement. Compared to students taught under the old curriculum, students taught under the new curriculum performed slightly better on the overall science test. A large decrease in gender differences in achievement was also apparent. The relationship between experimental work and achievement strengthened. Conducting experiments at every lesson related to lower student achievement, while conducting experiments during half of the science lessons related to higher achievement. These findings have a clear message for teachers and policymakers. A moderate amount of time devoted to student experimental work seems to raise science achievement of students as well as promote more positive attitudes toward learning science. 相似文献
13.
It has been hypothesized that the development of medical expertise may be characterized by structural changes in the knowledge base, a process termed “knowledge encapsulation” (Schmidt, Norman, & Boshuizen, Academic Medicine, 65, 611–621, 1990). Until now this process has been investigated using a cross-sectional paradigm, comparing levels of expertise often far apart. The present study applies a follow-up approach, covering the first two years of apprenticeship of medical students (the clerkships) and includes a comparison between high- and low-achieving students. Experience level appears to be correlated with structural changes in the knowledge base and with the quality of the diagnosis. Achievement level has a weak correlation with the quality, but not with the structure of the knowledge. It is concluded that high and low achievers do not differ in the way their knowledge structures change as a consequence of practical experience. Implications for teaching and learning in practical settings are discussed. 相似文献
14.
Teacher credentials and student achievement: Longitudinal analysis with student fixed effects 总被引：2，自引：0，他引：2
We use a rich administrative dataset from North Carolina to explore questions related to the relationship between teacher characteristics and credentials on the one hand and student achievement on the other. Though the basic questions underlying this research are not new—and, indeed, have been explored in many papers over the years within the rubric of the “education production function”—the availability of data on all teachers and students in North Carolina over a 10-year period allows us to explore them in more detail than has been possible in previous studies. We conclude that a teacher's experience, test scores and regular licensure all have positive effects on student achievement, with larger effects for math than for reading. Taken together the various teacher credentials exhibit quite large effects on math achievement, whether compared to the effects of changes in class size or to the socio-economic characteristics of students. 相似文献
15.
This paper describes the implications of principles derived from cognitive social learning theory and Vygotsky's socially oriented developmental perspective for the design of technology-based instructional materials. Vygotsky's ideas about the kinds of experience that facilitate intellectual growth in the “zone of proximal development” suggest that contemporary mathematics instruction (usually characterized by presentations to large groups, or by individualized instruction dominated by worksheets) deny students opportunities for individual interaction with and supportive guidance by adult experts or competent peers. It is proposed that such instruction fails to support the transfer of regulatory responsibility from teacher to student. The derivation of design specifications for the use of instructional technologies to overcome these limitations of contemporary instruction in mathematics is described. Instructional materials designed to promote self-regulation strategies as well as procedural and declarative knowledge in mathematics are presented. 相似文献
16.
17.
Well-designed game-based learning can provide students with an innovative environment that may enhance students' motivation and engagement in learning and thus improve their learning performance. The purpose of this study was to examine the relationships among elementary school students' flow experience and learning performances. We also investigated the gender and grade differences as well as the types of potential clusters of flow experiences and performance. Thirty-four elementary school students participated in this study. This study conducted correction analysis, difference analysis and a two-stage cluster analysis. The findings suggested that the students with higher flow experiences tended to have higher learning performances. The results of gender differences showed that female students had high performance scores and great flow experiences in the mini-educational game in this study. Moreover, the results revealed that the students of higher grade had significantly higher scores in both performance and flow experience than the students of lower grade. The result of cluster analysis fell into three categories: low performance/low flow experience students, high flow experience students and high performance/high flow experience students. On the basis of our findings, we also proposed suggestions for future game-based learning research. 相似文献
18.
Socializing the knowledge transfer problem 总被引：1，自引：0，他引：1
A central issue in acquiring knowledge is its appropriate transfer beyond the contexts and contents of first acquisition. In contrast to dominant “common elements” transfer theory, an interpretive perspective is developed, according to which “appropriate transfer” is a concept socioculturally rather than objectively defined. “Elements” perceived by the thinker as common between the current and a prior situation are not given in the nature of things but “read” in terms of the thinker's culturally-influenced categorization system, of problem types. A synthesis of cognitive research findings identifies specific features of thinking-skills instruction effective for promoting transfer. These include learning about and practicing knowledge application in multiple contexts of use, constructively participating in bridging instruction across school and nonschool problem situations, thinking and self-management skills taught within domains, and synergistic integration of the learning of different subjects. Recommendations are made for developing new learning technologies that build upon these conditions for enhancing knowledge transfer. 相似文献
19.
Simone Wittmann 《Teaching and Teacher Education》2011,27(3):524-532
Teacher trainees are questioned about their strategic and emotional relationships with a key area of their future activity, learning. Characteristics of German teacher trainees are identified through comparisons with German students on a related course of study (educational science), and through comparisons with Swedish teacher trainees. N = 875 people took part in the study, of whom n = 135 German teacher trainees participated again after two years.There are national differences both in the numbers of students allocated to the identified learning strategy clusters, and in the balance of learning-related emotions. In both areas, the Swedish students show more favourable configurations. 相似文献
20.
陈瑞英 《成都教育学院学报》2014,28(12):56-59
在特殊高职院校中要提高思想政治理论课的针对性和实效性,必须明晰教育培养目标和教育对象的特性。为此,教师必须立足统编教材,充分考虑听障生以往的学习经验,关照听障生的实际生活和未来的职业发展,增加实践教学内容,合理构建符合高职听障生的思想政治理论课教学体系,并在教学中规范手语,更强调"教、学、做"一体,使高职听障生的思政课真正以生活为源,以听障生为本,走进听障生的心里。 相似文献