共查询到20条相似文献，搜索用时 42 毫秒
1.
Hannah R. Gerber Sandra Schamroth Abrams Anthony J. Onwuegbuzie Cindy L. Benge 《Educational Media International》2013,50(1):16-34
This article explores the impact of using commercial-off-the-shelf (COTS) videogames in a high school curriculum when developed through a connected learning frame by examining the influence that COTS videogames have on transforming students’ literacy learning in-school. However, it must be noted that transforming literacy in school is about more than bridging in- and out-of-school literacies; it concerns developing a deeper understanding of the meaning of literacy in today’s multimediated world, and the ways that these experiences are connected not only to media, but to traditional texts, peers, and guiding teachers, so that we can better grasp how to harness new learning styles and new ways of making meaning in contemporary classroom spaces. To understand how to capture in and out-of-school practices, we conducted a qualitative case study of two high school students enrolled in a reading intervention class that incorporated a COTS videogames curriculum. Data were analyzed via a constant comparison analysis. Findings indicated that the games-based curriculum created through a connected learning frame enabled students to engage in a constellation of connections among digital media, traditional texts, peers, and guiding teachers. 相似文献
2.
Ian Hardy 《Cambridge Journal of Education》2019,49(4):501-517
This article reveals the multiple ways in which data are constituted as a vehicle for governing teachers’ work and learning. Drawing on the concept of governance, including in relation to the sociology of numbers, and data from one school in Queensland, Australia, the research reveals how teachers’ work and learning were constituted through practices of: establishing specific ‘targets’, including various ‘audacious goals’ for school and national testing; focusing upon ‘aligning’ all forms of school, regional and national data collected within the school; and participating in various ‘data conversations’ about specific students with senior members of staff. While the research reveals how teachers found such practices beneficial for improving their practice with students, it also shows how this learning was always and everywhere framed within a broader discourse of data, and how this data-centric focus came to constitute what was valued about their work and learning, and that of their students. 相似文献
3.
This paper presents the results of a study on the impact of a new integrated medical educational design on students’ approaches to learning. Although the new program was based on curriculum features identified in the research literature as likely to promote deeper approaches to learning, the results revealed a more complex response from students. While a proportion of students reacted as expected and changed to deeper approaches, a significant subgroup moved in the opposite direction and adopted more surface approaches. Further analysis revealed that specific features of the new curriculum – integration of content, requirement for both independent and collaborative learning – were likely to polarise students. The findings suggest that shifting students towards deeper approaches to learning may be a more complex task than previously understood. The authors suggest some ways in which such major curriculum change may be moderated so that all learners are more likely to benefit. 相似文献
4.
Walter Parker Susan Mosborg John Bransford Nancy Vye John Wilkerson Robert Abbott 《课程研究杂志》2013,45(4):533-559
This paper reports a design experiment that attempted to strike a balance between coverage and learning in an exam-oriented, college-preparatory, high school course—Advanced Placement (AP) US Government and Politics. Theoretically, the study provides a conceptual framework for penetrating the depth/breadth tension in such courses, which are known for coverage and perhaps ‘rigour’, but lag behind contemporary research on how people learn and what learning is. Methodologically, the paper details a mixed-methods study of an alternative approach to AP coursework, conducted with 314 students across three high schools. First-year findings indicate that a course of semi-repetitive, content-rich project cycles can lead to same or higher scores on the AP exam along with deeper conceptual learning, but that attention is needed to a collateral problem: orienting students to a new kind of coursework. 相似文献
5.
Tania von der Heidt 《Assessment & Evaluation in Higher Education》2015,40(2):286-308
This paper explains the application of concept mapping to help foster a learning-centred approach. It investigates how concept maps are used to measure the change in learning following a two-week intensive undergraduate Marketing Principles course delivered to 162 Chinese students undertaking a Bachelor of Business Administration programme in China. Using four scoring procedures (breadth of knowledge, relational quality, structural quality and holistic quality), student learning is assessed in terms of prior and new knowledge, as well as improvement in knowledge structure. Concept map scores are correlated with conventional measures of overall student performance. The results provide strong evidence for improvement in students’ ability to externalise new learned concepts resulting from intensive instruction. Incorporating concept maps as a contemporary method of learning in the curriculum potentially enriches student learning, provides a measure of the impact of teaching on students’ learning and adds value to students’ higher education experience. 相似文献
6.
Troy D. Sadler William L. Romine Mustafa Sami Topçu 《International Journal of Science Education》2016,38(10):1622-1635
Science educators have presented numerous conceptual and theoretical arguments in favor of teaching science through the exploration of socio-scientific issues (SSI). However, the empirical knowledge base regarding the extent to which SSI-based instruction supports student learning of science content is limited both in terms of the number of studies that have been conducted in this area and the quality of research. This research sought to answer two questions: (1) To what extent does SSI-based instruction support student learning of science content? and (2) How do assessments at variable distances from the curriculum reveal patterns of learning associated with SSI-based instruction? Sixty-nine secondary students taught by three teachers participated in the study. Three teachers implemented an SSI intervention focused on the use of biotechnology for identifying and treating sexually transmitted diseases. We found that students demonstrated statistically and practically significant gains in content knowledge as measured by both proximal and distal assessments. These findings support the claim that SSI-based teaching can foster content learning and improved performance on high-stakes tests. 相似文献
7.
Anne Khaled Judith Gulikers Harm Biemans Martin Mulder 《Studies in Continuing Education》2016,38(1):101-121
For many decades, teacher-structured hands-on simulations have been used in education mainly for developing procedural and technical skills. Stimulating contemporary learning outcomes suggests more constructivist approaches. The aim of this study is to examine how self-regulated learning (SRL), an important constructivist learning environment characteristic, is expressed in hands-on simulations. Via structured observations of teachers’ SRL promoting strategies and students’ SRL strategies in eight hands-on simulations, along the three phases of SRL, this study is the first to expose whether students and teachers use SRL in hands-on simulations, what these strategies look like and what their quality is. The results show that both students and teachers demonstrate SRL behaviour in the forethought, performance and reflection phase to some extent, but that they vary considerably in their occurrences, form and quality and provide opportunities for improvement. For example, teacher strategies ‘modelling’ and ‘scaffolding’ were often used, while ‘giving attribution feedback’ and ‘evaluation’ were lacking. The student strategy ‘proposing methods for task performance’ was used regularly, while ‘goal-setting’ and ‘self-monitoring’ were often absent. An overview shows exemplary teacher and student behaviours in the SRL phases with lower, medium and higher quality in hands-on simulations. 相似文献
8.
Digital technologies have fast become integral within literacy learning and teaching across contexts as students engage with a variety of digital and multimodal texts. While teachers in New Zealand schools have a high degree of autonomy in the design and planning of literacy programs, little is currently known about how they understand and enact multiliteracies pedagogy (MLP). Using data gathered via interviews and classroom observations in an intermediate school in New Zealand, this article adopts a narrative inquiry approach to explore one teacher's approaches to using digital technologies and texts within literacy instruction. We explore in particular the ways in which MLP may be enacted implicitly rather than explicitly, within the complex matrix of teachers' personal beliefs and learning experiences, the perceived learning needs of students, and the school curriculum. We conclude with a call for the conscious and purposeful teaching of MLP, focusing on synaesthesia and the semiotic functions of texts. 相似文献
9.
Biology education, like education in any other discipline, strives to make students familiar with the knowledge, activities, and ways of thinking of the community of biologists. We produced a curriculum in developmental biology based on learning through primary literature, in an attempt to develop biological literacy among highschool students. Here we characterize the way in which two high‐school biology students read a research article in developmental biology. Mere reading resulted in superficial comprehension. In contrast, when the students answered questions about the text, deeper comprehension evolved. The students could overcome readingcomprehension problems by applying well‐established reading strategies, but encountered difficulties resulting from the classical structure of research articles. We hope that our characterization of the learning process of research articles by high‐school students will enable the use of these complex texts in high‐school biology classrooms. 相似文献
10.
Wilhelmina Sabina Van Rooy Eveline Chan 《International Journal of Science and Mathematics Education》2017,15(7):1237-1256
This paper investigates the use of multimodal representations to assess biological understanding in the final senior secondary school public examination in New South Wales, Australia. The investigation emanates from a larger Australian study concerned with the impact of disciplinary and technological innovations on science pedagogy, particularly in molecular genetics where much knowledge is represented in modalities other than, or in conjunction with, language and traditional print-based texts and visuals. The availability of digital technologies and their affordances for the learning and teaching of senior high school Biology now makes it realistic for examiners to include multimodal representations in assessment tasks. A qualitative analysis of final-year Biology examination papers from 2001 to 2013 identified and classified the multimodal representations included in this written external examination. Findings indicate that despite the ready availability of multimodal, multimedia representations in classroom learning and curriculum materials, and evidence of students’ engagement with ICT, the high-stakes examinations make little use of such resources. A consequence of this mismatch between curriculum outcomes and assessment tools is that students may be disadvantaged because their in-depth knowledge and understanding of biological concepts is not effectively demonstrated through traditional pen-and-paper tests. A move towards a range of alternative assessment formats is one way to ensure that assessment aligns with multimodal learning in the classroom. 相似文献
11.
促进学生学习和发展的课堂评价——2011课堂评价国际研讨会会议综述 总被引：1，自引：0，他引：1
课堂评价作为一种典型的形成性评价,与学校的教学和学生的学习有着紧密的关系,当前在我国教育领域内却备受冷落。本次国际研讨会从课堂评价、课程标准与外部考试一致性;课堂评价设计和实施的理论和技术;学习进展、学生发展与课堂评价系统的设计;课堂评价与教师专业发展;促进学习的课堂评价:学校经验报告等五个方面进行了深入研讨,以期引起教育领域内对课堂评价的关注,提升课堂评价的研究质量,促进学生学习和发展。 相似文献
12.
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
13.
Factors affecting the motivation to learn among United Arab Emirates middle and high school students
This study was designed to examine the relative contributions of student and parents’ socio‐demographics, students’ beliefs about learning, parental support of children’s learning, peers’ attitudes towards learning, teacher–student interaction and curriculum content to students’ motivation to learn. The sample consisted of 275 school‐age children ranging from 12 to 16 years old. All measures were constructed for the purpose of this study. Hierarchical multiple regression was used to predict student motivation to learn. Results indicated that students’ beliefs about learning, teacher–student interaction and curriculum content contributed to the United Arab Emirates middle and high school students’ motivation to learn. Implications for research are discussed. 相似文献
14.
May Britt Postholm 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):405-429
Background and purpose:?The article reviews studies that focus on the professional development of teachers after they have completed their basic teacher training. Teacher professional development is defined as teachers’ learning: how they learn to learn and how they apply their knowledge in practice to support pupils’ learning. The research question addressed in the article is: How do experienced teachers learn? Main argument:?The review is framed by theories within the constructivist paradigm. From this perspective, knowledge is perceived as the construction of meaning and understanding within social interaction. The social surroundings are seen as decisive for how the individual learns and develops. It is argued that courses and lectures, or ‘times for telling’, and teachers’ development of a metacognitive attitude are decisive factors for teachers’ learning within a constructivist frame of reference. Sources of evidence and method:?To attempt to answer the research question, a search was conducted of the subject of pedagogy in the ISI WEB of Science (search undertaken 9 August 2011) using the search strings ‘teacher learning’, ‘teacher development’ and ‘teacher professional development’, and covering the period from 2009 to 2011 to probe the most recent decade of research. Articles that dealt with basic education, primary and secondary school, were selected, and articles that dealt with learning using digital tools and the internet and newly trained teachers were rejected. A set of 31 articles was selected from this search. To ensure width and depth of coverage, this was supplemented by a selection of review studies and research on further education in respect of teachers’ learning. The texts were analysed by means of open and axial coding, developing main and sub-categories. Conclusions:?The review of articles shows that both individual and organisational factors impact teachers’ learning. Teacher co-operation has importance for how they develop, and some of the teachers can lead such learning activities themselves. Moreover, a positive school culture with a good atmosphere and understanding of teachers’ learning, in addition to co-operation with external resource persons, may impact the professional development of teachers. The article concludes with the reflection that learning in school is the best arena for further development of teachers. 相似文献
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16.
‘Motivation’ is a significant concept for teachers and students during programmes of learning which lead explicitly to high stakes assessments and examinations. This systematic literature review surveys current research evidence to find out how secondary school teachers use motivational strategies specifically in respect of student academic assessment and performance. Six research studies were identified describing the behaviours secondary school teachers engaged in to improve student performance in assessment. Taken together, the studies presented show the importance of teacher behaviours to students’ academic performance, with both positive and negative impacts. The review highlights a need for further research on teacher knowledge of the effects of teacher behaviour upon the motivation of students. The review recommends collaboration between teachers and students specific to the context of learning programmes that lead to high-stakes assessments, in order to provide a locally sensitive knowledge base for teachers’ practice. 相似文献
17.
This paper provides insights into non-Indigenous teachers’ efforts to engage proactively and productively with students to enhance their learning in a predominantly Indigenous community in northern Queensland, Australia. Drawing upon notions of ‘funds of knowledge’, forms of capital as part of community cultural wealth, Critical Race Theory, and ‘whiteness’ studies, the research explores and challenges how white teachers draw upon community as a form of ‘capital’ to enable them to foster their students’ learning. These efforts to ‘capitalise’ on community reveal the school as a site of struggle for genuinely inclusive educational practices. These struggles were evident in: teachers' and school administrators’ ostensive care about their students but struggles to translate this into robust expectations as part of a genuinely inclusive curriculum; the cultivation of social and cultural capital to learn about the nature of the communities in which teachers worked but a tendency to deploy such knowledges for more instrumentalist reasons as part of their engagement with both the ‘official’ curriculum and Indigenous students; and, a desire and capacity to develop connections between community cultural capital and more dominant forms of capital but in ways which do not adequately foreground Indigenous epistemologies as curriculum. The research reveals teachers’ efforts to develop understandings of community cultural wealth and the funds of knowledge within communities, but also how their understandings were partial and proximal, and how subsequent social and teaching practices tended to instrumentalise Indigenous perspectives and insights. 相似文献
18.
AbstractThis paper introduces ‘Integrative Drama-Inquiry Learning’ (IDI), merging drama-based learning with inquiry-based learning in order to exemplify teaching science through drama. The study also reports on the findings of a sequential mixed-methods procedure embedded in a quasi-experimental research design aimed to understand the effects of IDI on middle school students’ achievement in a biological unit. The initial quantitative phase revealed that IDI instruction had a significant effect on the experimental group’s achievement compared with traditional teaching. A follow-up qualitative phase showed that their achievement was affected by the enhancement of intrinsic motivation through IDI. Analysis suggested that students’ satisfaction of psychological needs of competency, relatedness, and autonomy positively affected learners’ motivation, as advocated by the self-determination theory. 相似文献
19.
We describe a model professional development intervention currently being implemented to support 3rd- through 5th-grade teachers’
science instruction in 9 urban elementary schools with high numbers of English language learners. The intervention consists
of curriculum materials for students and teachers, as well as teacher workshops throughout the school year. The curriculum
materials and workshops are designed to complement and reinforce each other in improving teachers’ knowledge, beliefs, and
practices in science instruction and English language development for ELL students. In addition to these primary goals, secondary
goals of the intervention included supporting mathematical understanding, improving scientific reasoning, capitalizing on
students’ home language and culture, and preparing students for high-stakes science testing and accountability through hands-on,
inquiry-based learning experiences. 相似文献
20.
ABSTRACTThis study aimed to examine high school students’ learning strategies in relation to their epistemic views and conceptions of learning in the discipline of biology through a structural equation modelling technique. A total of 247 high school students (168 males) participating in this study completed 3 questionnaires, the Epistemic Views of Biology (EVB), the Conceptions of Learning Biology (COLB), and the Strategies of Learning Biology (SLB). The results supported the hypothesised model proposed in this study, and a new factor of ‘Increase one’s Knowledge and Understanding,’ reflecting the feature of high school students’ biology learning, and serving an important role in biology learning, was identified in this study. In addition, students’ epistemic views were associated with their conceptions of learning, which consequently correlated to their learning strategies. More specifically, the EVB of ‘Uncertainty’ negatively related to lower COLB, which consequently positively related to Surface Strategies, whereas the EVB of ‘Justification’ was positively correlated to higher COLB as ‘Increase one’s Knowledge and Understanding,’ which in turn was correlated to Deep Strategies. According to the research findings, theoretical and practical suggestions for future research are provided. 相似文献