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1.
The engagement model of reading development suggests that instruction improves students' reading comprehension to the extent that it increases students' engagement processes in reading. We compared how Concept‐Oriented Reading Instruction (CORI) (support for cognitive and motivational processes in reading), strategy instruction (support for cognitive strategies in reading), and traditional instruction in fourth‐grade classrooms differentially influenced students' reading comprehension, strategy use, and engagement in reading. Students experiencing CORI were significantly higher than both comparison groups on reading comprehension, reading strategies, and reading engagement. When students' level of reading engagement was statistically controlled, the differences between the treatment groups were not significant. We infer that the level of students' reading engagement during classroom work mediated the instructional effects on reading outcomes. © 2008 Wiley Periodicals, Inc.  相似文献   

2.
This cross‐sectional study explored the influence of student development and year‐in‐program on the improvement of affective/trait‐based empathy and cognitive/skill‐based empathy. Two 2 × 2 analyses of variance between 1st‐ and 2nd‐year counseling students revealed mixed findings on the relationship between cognitive development and empathy levels. Results demonstrated clearly, however, that students' affective and cognitive empathy increased from their 1st to 2nd year in a counseling program.  相似文献   

3.
This study examined the relations between students' reading motivation, perceptions of reading instruction and reading amount, together with grade differences, in a Chinese educational context. A total of 1,146 students from 19 secondary schools in Hong Kong voluntarily responded to a questionnaire that measured these three sets of variables. The study's findings indicated that students' intrinsic motivation was most strongly related to their reading amount. Students' perceptions of the reading instruction they received in their Chinese language class were significantly related to their reading motivation, but were only indirectly related to their reading amount, being mediated through reading motivation. Consistent with previous studies, significant grade differences were found in all types of reading motivation, students' perceptions of reading instruction and students' reading amount. The findings indicated that junior secondary students had better self‐efficacy, intrinsic motivation, extrinsic motivation and social motivation than senior secondary students. The largest grade difference was in students' self‐efficacy. Junior secondary students also perceived the reading instruction in their Chinese language class as more mastery‐oriented and read more frequently than senior secondary students. The implications of these findings for understanding Chinese students' reading motivation and for planning effective reading instruction to enhance their motivation are discussed.  相似文献   

4.
The purpose of this study was to examine the effects of open inquiry instruction with low achieving, marginalized high school students. Students with long histories of scholastic failure were asked to participate in question generation, experimental design, and argument construction as a part of their General Science course instruction. Videotapes were collected from daily science instruction, and entrance and exit instruction interviews were conducted using identical open‐ended problems. From this dataset, comparisons were made between students' entrance and exit interview responses representing change over time. Shifts in student responses coincided with renegotiated classroom norms for scientific discourse. Results are reported for five students in the form of assertions. Students' arguments were observed to shift toward those more consistent with the nature of the scientific arguments including: (1) students' tentativeness of knowledge claims, (2) students' use of evidence, and (3) students' views regarding the source of scientific authority. Implications are discussed for research and practice in light of the national standards' call for universal scientific literacy. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 807–838, 2000  相似文献   

5.
The study sought to establish the level of students' self‐assessment skill—particularly inexperienced students—and to examine the relationship between self‐assessment skill and learning style, student perceptions of academic locus of control and academic self‐efficacy. Students were asked to evaluate and provide estimated marks for their own work, were which compared with tutors' actual marks. Students also completed measures of learning style, academic locus control and academic self‐efficacy. Comparisons of student estimated and tutor marks indicated a good level of self‐assessment skill in the majority of students. A significant minority of students did however fail to exhibit such skills. There was also some evidence of a tendency for students to underestimate their performance. While both strategic and deep approaches to learning were shown to be positively correlated with tutor mark, only surface approach was negatively correlated with students' estimated mark, suggesting that surface learners are inclined to provide lower evaluations of their own performance. Deep approach was also correlated with accuracy of student self‐assessment skill, suggesting that deep learning is associated with self‐assessment competency. No clear or convincing associations between self‐assessment skill and perceptions of academic locus of control or academic self‐efficacy were identified. Findings suggest that while self‐assessment skill undoubtedly develops, becoming more effective during students' academic career, inexperienced students do have the capacity for self‐evaluation and should therefore be included in self‐assessment activities. In the light of findings related to learning style and the heterogeneous nature of student groups, student monitoring and skill development are proposed in order to allow the integration of self‐assessment into the learning and assessment process.  相似文献   

6.
This study examines the relation of language arts instruction to students' letter-word reading skill growth from the beginning of 1st grade to the end of 2nd grade using cross-classified random effects models. Amounts of teacher-managed, code-focused instruction in 1st and 2nd grade each uniquely predicted students' letter-word reading skill growth; plus, there were child-by-instruction interactions. Students with weaker fall 1st grade letter-word reading scores demonstrated stronger letter-word reading at the end of 2nd grade when they spent more time in 1st-and 2nd-grade teacher-managed, code-focused instruction. Students with stronger initial reading skills demonstrated higher 2nd-grade reading scores when they spent less time in 1st grade but more time in 2nd-grade teacher-managed, code-focused instruction. Students who participated in optimally effective 1st-grade and 2nd-grade classroom instruction demonstrated greater letter-word reading growth from the beginning of 1st grade to the end of 2nd grade than did students who participated in less effective instruction in either 1st or 2nd grade, or both. Still, for children who entered 1st grade with weaker reading skills, results indicate that effective 2nd-grade instruction might offer a 2nd chance to achieve grade appropriate reading skills.  相似文献   

7.
The objective of this study was to investigate the effects of three different screen sizes (small, medium and large) and two types of multimedia instruction (text only and text with pictorial annotation) on vocabulary learning. One hundred thirty‐five Korean middle school students learning English as a foreign language were randomly distributed into six groups and were given a pretest, a self‐study multimedia instruction, a posttest and a retention test online. The pretest, posttest and retention test were identical and included 30 vocabulary questions. Results show that the large screen multimedia instruction helped the students to learn English vocabulary more effectively than the small screen instruction as demonstrated on both the posttest and retention test. However, there was little difference in vocabulary learning between the text‐only and text‐with‐pictorial annotation instructions. Although visual perception can be influenced by each learner's expectations and knowledge, using a smaller screen for instruction causes more challenges for learners to perceive and comprehend vocabulary learning.  相似文献   

8.
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9.
Teachers' anxiety about an academic domain, such as math, can impact students' learning in that domain. We asked whether this relation held in the domain of spatial skill, given the importance of spatial skill for success in math and science and its malleability at a young age. We measured 1st‐ and 2nd‐grade teachers' spatial anxiety (N = 19) and students' spatial skill (N = 132). Teachers' spatial anxiety significantly predicted students' end‐of‐year spatial skill, even after accounting for students' beginning‐of‐year spatial skill, phonological working memory, grade level, and teachers' math anxiety. Since spatial skill is not a stand‐alone part of the curriculum like math or reading, teachers with high levels of spatial anxiety may simply avoid incorporating spatial activities in the classroom. Results suggest that addressing teachers' spatial anxieties may improve spatial learning in early elementary school.  相似文献   

10.
This study investigated the development in students' nature of science (NOS) views in the context of an explicit inquiry‐oriented instructional approach. Participants were 18 seventh‐grade students who were taught by a teacher with “appropriate” knowledge about NOS. The intervention spanned about 3 months. During this time, students were engaged in three inquiry‐oriented activities that were followed by reflective discussions of NOS. The study emphasized the tentative, empirical, inferential, and creative aspects of NOS. An open‐ended questionnaire, in conjunction with semi‐structured interviews, was used to assess students' views before, during, and after the intervention. Before instruction, the majority of students held naïve views of the four NOS aspects. During instruction, the students acquired more informed and “intermediary” views of the NOS aspects. By the end of the intervention, the students' views of the NOS aspects had developed further still into informed and “intermediary.” These findings suggest a developmental model in which students' views develop along a continuum during which they pass through intermediary views to reach more informed views. Implications for teaching and learning of NOS are discussed. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 470–496, 2008  相似文献   

11.
The development and validation of the 29‐item Understanding Mental Health Scale (UMHS) is described. This new questionnaire measures college students' understanding of mental health issues. The authors also identified significant demographic differences in students' understanding of mental health issues. A principal factor analysis revealed a 2‐factor solution. The dimensions were labeled Risk‐Factor Awareness and External Support Awareness. Findings suggest the UMHS demonstrates adequate reliability and validity. Implications for college counseling are discussed.  相似文献   

12.
The aim of this study was to develop a model of students' energy concept development. Applying Case's (1985, 1992) structural theory of cognitive development, we hypothesized that students' concept of energy undergoes a series of transitions, corresponding to systematic increases in working memory capacity. The US national sample from the Third International Mathematics and Science Study (TIMSS) database was used to test our hypothesis. Items relevant to the energy concept in the TIMSS test booklets for three populations were identified. Item difficulty from Rasch modeling was used to test the hypothesized developmental sequence, and percentage of students' correct responses was used to test the correspondence between students' age/grade level and level of the energy concepts. The analysis supported our hypothesized sequence of energy concept development and suggested mixed effects of maturation and schooling on energy concept development. Further, the results suggest that curriculum and instruction design take into consideration the developmental progression of students' concept of energy. © 2005 Wiley Periodicals, Inc.  相似文献   

13.
The purpose of this study was to investigate how two female students participated in science practices as they worked in a multimedia case‐based environment: interpreting simulated results, reading and writing multiple texts, role‐playing, and Internet conferencing. Using discourse analysis, the following data were analyzed: students' published web posters, Internet conferencing logs between American and Zimbabwean university students, and a focus group interview. Three constructs supported the development of these students' identities in practice: (a) multimedia cases creating emotional involvement; (b) authoring web posters, and role‐playing situated in cross‐cultural social networks; and (c) altruism associated with relevant global topics. The investigators argue that educators and developers of online learning environments consider social contexts, authoring, and opportunities for cross‐cultural interaction to support participation in science practices. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1116–1136, 2010  相似文献   

14.
This teacher development study closely examined a teacher's practice for the purpose of understanding how she selected and implemented instructional materials, and correspondingly how these processes changed as she developed her problem‐based practice throughout a school year. Data sources included over 20 hours of planning and analysis meetings with the teacher and 27 video‐taped lessons with discussions before and after each lesson. Through qualitative analysis we examined the data for: students' cognitive demand for curricular materials the teacher selected and implemented; teacher's beliefs and practices for students' engagement in mathematical thinking; and teacher's and students' communication about mathematics during instruction. We found that the teacher shifted her views and use of instructional materials as she changed her practice towards more problem‐based approaches. The teacher moved from closely following her traditional, district‐adopted textbook to selecting problem‐based tasks from outside resources to build a curriculum. Simultaneously, she changed her practice to focus more on students' engagement in mathematical thinking and their communication about mathematics as part of learning. During this shift in practice, the teacher began to reify instructional materials, viewing them as instruments of her practice to meet students' needs. The process of shifting her views was gradual over the school year and involved substantial analysis and reflection on practice from the teacher. Implications include that teachers and teacher educators may need to devote more attention and support for teachers to use instructional materials to support instruction, rather than materials to prescribe instruction. This use of instructional materials may be an important part of transforming practice overall.  相似文献   

15.
This study assessed the influence of a 3‐year professional development program on elementary teachers' views of nature of science (NOS), instructional practice to promote students' appropriate NOS views, and the influence of participants' instruction on elementary student NOS views. Using the VNOS‐B and associated interviews the researchers tracked the changes in NOS views of teacher participants throughout the professional development program. The teachers participated in explicit–reflective activities, embedded in a program that emphasized scientific inquiry and inquiry‐based instruction, to help them improve their own elementary students' views of NOS. Elementary students were interviewed using the VNOS‐D to track changes in their NOS views, using classroom observations to note teacher influences on student ideas. Analysis of the VNOS‐B and VNOS‐D showed that teachers and most grades of elementary students showed positive changes in their views of NOS. The teachers also improved in their science pedagogy, as evidenced by analysis of their teaching. Implications for teacher professional development programs are made. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 653–680, 2007  相似文献   

16.
The authors examine the effectiveness and subjective enjoyment of a computer-assisted instruction program to teach neophyte counselors classic methods of psychotherapy. Software was developed that called for beginning counseling students to simulate dialogue with a client via the computer's keyboard. Students were able to compare their responses with those of classic therapists. Provisions for a printed record of the session were made. Questionnaires, knowledge tests, and students' choices of counseling styles provided investigators with feedback on learning and level of positive response to the teaching method. As with most computer-assisted instruction studies, no evidence supporting increases in learning was obtained; however, free responses and ratings indicated that the students positively evaluated the program as a learning experience.  相似文献   

17.
This longitudinal study investigated the progression in junior high school (JHS) students' conceptions of the structure of matter while studying a new instructional approach dealing with “Materials.” In particular, we studied the progression of students' learning along two dimensions: (a) the conceptual model; and (b) the context of application. Students were asked to draw the structure of several materials and to write their explanations about the structure of these materials in questionnaires administered five times during a 3‐year period. Results indicate students' progression in their microscopic conceptualization of materials. Toward the end of the instruction about 85% of the students used a microscopic model in their representations, and 36% were able to give a molecular model. About 83% of the students retained a microscopic model. Different profiles of JHS students' progression in the conception of the structure of matter were identified. The study suggests that a long‐term development of the particulate model requires: (a) constructing a solid foundation of knowledge about microscopic structure of materials; and (b) a spiral instruction. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 132–152, 2008  相似文献   

18.
The author investigated the cognitive development of counseling students at 3 points in their training. A cross‐sectional analysis of 205 counseling master's students at 13 colleges and universities showed a linear trend between the students' progression through the program and their cognitive development. Initial results of a longitudinal study of students in 2 counseling programs corresponded with the results of the cross‐sectional data. The results of the cross‐sectional and initial longitudinal studies lend initial support to the idea that it may be possible to capture the broad development of counselor education students with a generalized model.  相似文献   

19.
The addition of animated pedagogical agents (APAs) in computer-assisted learning (CAL) systems could successfully enhance students' learning motivation and engagement in learning activities. Conventionally, the APA incorporated multimedia materials are constructed through the cooperation of teachers and software programmers. However, the thinking and technical gap between two roles, a concept/content provider (teacher) and an implementer (software programmer), may lead to the concept distortion and loss in the final teaching material implementations. This often results in preventing a teacher from preparing his or her own APA-based multimedia learning systems. This study aims to develop a courseware to facilitate the CAL through the combination of the two roles into a single one and then teachers can use it freely by themselves. The courseware can help teachers to develop appropriate multimedia instructional materials incorporating APAs, which attracts students' attention and enhances their interest in learning. Furthermore, in this study two separate trial experiments were conducted to measure the teachers' satisfaction with the courseware and students' learning motivation after using APA-based multimedia learning systems. The results show that the participating teachers were satisfied with the courseware and would like to apply it in their instruction. Moreover, the participating students were strongly motivated by the customized APA-based multimedia learning systems. Therefore, the proposed courseware could give teachers a good opportunity to add pedagogical value to the curriculum, so that students' learning interest and motivation could be enhanced.  相似文献   

20.
This study investigates the proximal and distal images of the nature of science (NOS) that A‐level students develop from their participation in chemistry laboratory work. We also explored the nature of the interactions among the students' proximal and distal images of the NOS and students' participation in laboratory work. Students' views of the NOS and the nature of their chemistry laboratory work were elicited through students' responses to an open‐ended questionnaire and semistructured interviews. The results suggest that students build some understandings of the NOS from their participation in laboratory work. Students' proximal NOS understandings appear to build into and interact with their understandings of the nature and practice of professional science. This interaction appears to be mediated by the nature of instruction. It is posited that each student's conceptual ecological system is replete with interactions, which govern attenuation of proximal understandings into distal images. Methodologically, the study illustrates how students' laboratory work–based proximal and distal images of the NOS can be identified and extracted through analyzing and interpreting their responses to protocols. Implications for A‐level Chemistry instruction and curriculum development are raised. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 127–149, 2006  相似文献   

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