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1.
Dealing with representations is a crucial skill for students and such representational competence is essential for learning science. This study analysed the relationship between representational competence and content knowledge, student perceptions of teaching practices concerning the use of different representations, and their impact on students' outcome over a teaching unit. Participants were 931 students in 51 secondary school classes. Representational competence and content knowledge were interactively related. Representational aspects were only moderately included in teaching and students did not develop rich representational competence although content knowledge increased significantly. Multilevel regression showed that student perceptions of interpreting and constructing visual-graphical representations and active social construction of knowledge predicted students' outcome at class level, whereas the individually perceived amount of terms and use of symbolic representations influenced the students' achievement at individual level. Methodological and practical implications of these findings are discussed in relation to the development of representational competence in classrooms. 相似文献
2.
Giving students complex learning tasks combined with peer-assessment tasks can impose a high cognitive load. Scaffolding has proven to reduce cognitive load during learning and improve accuracy on domain-specific tasks. This study investigated whether scaffolding has a similar, positive effect on the learning of peer-assessment tasks. We hypothesised that: (1) domain-specific scaffolding improves domain-specific accuracy and reduces time on task and perceived mental effort, and (2) peer-assessment scaffolding improves peer-assessment accuracy and reduces time on task and perceived mental effort. Additionally, we explored whether there was an interaction between domain-specific and peer-assessment scaffolding. In a 2x2 experiment with the factors domain-specific scaffolding (present, absent) and peer-assessment scaffolding (present, absent), 236 secondary school students assessed the performance of fictitious peers in an electronic learning environment. We found that domain-specific accuracy indeed improved with domain-specific scaffolding, confirming our first hypothesis. Our tests of the second hypothesis, however, revealed surprising results: peer-assessment scaffolding significantly increased accuracy and mental effort during learning, it had no effect on peer-assessment accuracy at the test and led to reduced domain-specific accuracy, even when combined with domain-specific scaffolding. These results suggest that scaffolding students' peer assessment before they have mastered the task at hand can have disturbing effects on students’ ability to learn from the task. 相似文献
3.
The case‐based computerized laboratory (CCL) is a chemistry learning environment that integrates computerized experiments with emphasis on scientific inquiry and comprehension of case studies. The research objective was to investigate chemical understanding and graphing skills of high school honors students via bidirectional visual and textual representations in the CCL learning environment. The research population of our 3‐year study consisted of 857 chemistry 12th grade honors students from a variety of high schools in Israel. Pre‐ and postcase‐based questionnaires were used to assess students' graphing and chemical understanding–retention skills. We found that students in the CCL learning environment significantly improved their graphing skills and chemical understanding–retention in the post‐ with respect to the prequestionnaires. Comparing the experimental students to their non‐CCL control peers has shown that CCL students had an advantage in graphing skills. The CCL contribution was most noticeable for experimental students of relatively low academic level who benefit the most from the combination of visual and textual representations. Our findings emphasize the educational value of combining the case‐based method with computerized laboratories for enhancing students' chemistry understanding and graphing skills, and for developing their ability to bidirectionally transfer between textual and visual representations. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 219–250, 2008. 相似文献
4.
Andreas J. Stylianides Gabriel J. Stylianides George N. Philippou 《Educational Studies in Mathematics》2004,55(1-3):133-162
Literature suggests that the type of context wherein a task is placed relates to students' performance and solution strategies. In the particular domain of logical thinking, there is the belief that students have less difficulty reasoning in verbal than in logically equivalent symbolic tasks. Thus far, this belief has remained relatively unexplored in the domain of teaching and learning of mathematics, and has not been examined with respect to students' major field of study. In this study, we examined the performance of 95 senior undergraduate mathematics and education majors in symbolic and verbal tasks about the contraposition equivalence rule. The selection of two different groups of participants allowed for the examination of the hypothesis that students' major may influence the relation between their performance in tasks about contraposition and the context(symbolic/verbal) wherein this is placed. The selection of contraposition equivalence rule also addressed a gap in the body of research on undergraduate students' understanding of proof by contraposition. The analysis was based on written responses of all participants to specially developed tasks and on semi-structured interviews with 11 subjects. The findings showed different variations in the performance of each of the two groups in the two contexts. while education majors performed significantly better in the verbal than in the symbolic tasks, mathematics majors' performance showed only modest variations. The results call for both major- and context- specific considerations of students' understanding of logical principles, and reveal the complexity of the system of factors that influence students' logical thinking. 相似文献
5.
Maaike E. Prangsma Carla A. M. Van Boxtel Gellof Kanselaar 《Instructional Science》2008,36(2):117-136
Many pupils have difficulties with the abstract verbal information in history lessons. In this study we assessed the value
of active construction of multimodal representations of historical phenomena. In an experimental study we compared the learning
outcomes of pupils who co-constructed textual representations, visual-textual representations, or visual-textual representations
integrated in a timeline. 85 pupils in pre-vocational secondary education, aged 12–13, worked in dyads on a series of four
history tasks. All pupils took a pre-test, post-test and retention test. Results show that working on visual-textual representations
integrated in a timeline leads to higher short-term results than co-constructing textual representations. Dialogue analyses
for two dyads working in the condition with visual-textual representations integrated in a timeline indicate that the extent
to which pupils verbally integrate textual and visual information differs for the four different tasks. 相似文献
6.
The impact of computer-based performance feedback on students’ affective-motivational state may be very different, depending on the positive or negative direction of the feedback message and its specific content. This experiment investigated whether more elaborated error messages improve students’ affective-motivational response to negative (i.e., corrective) feedback. We systematically varied the presence and complexity of corrective feedback messages (1 × 4 between-subjects design) and analyzed the effects of the provided feedback on students’ emotions, task-related perceived usefulness, and expectancy-value beliefs. University students (N = 439) worked on a low-stakes test with 12 constructed-response geometry tasks. They received either no feedback or different complexities of immediate corrective feedback after incorrect responses (i.e., Knowledge of Results [KR], Knowledge of Correct Response [KCR], or Elaborated Feedback [EF]), paired with immediate confirmatory KCR feedback after correct responses (i.e., confirming their response). Our data showed that students’ task-level performance moderated the emotional impact of feedback (i.e., beneficial effects after correct responses; detrimental effects after incorrect responses). Students’ performance further moderated several feedback effects on students’ expectancy-value beliefs. Regarding error message complexity, we found that students reported higher levels of positive emotions after receiving EF or KCR compared to KR, while only EF decreased students' level of negative emotions compared to KR and increased students' task-related perceived usefulness compared to all other groups. Overall, our results suggest that performance feedback is likely to improve students’ affective-motivational state when the feedback confirms a correct response. Moreover, when reporting an error, EF (or KCR messages) were more beneficial to affective-motivational outcomes than simple KR notifications. 相似文献
7.
Carol Wareing 《科学教学研究杂志》1990,27(4):371-385
Relationships among attitudes of students toward science, as measured by the WASP (Wareing Attitudes Toward Science Protocol), perceived antecedents of such attitudes, and class achievement or performance indicated by reported grades were investigated for a survey sample of 1,740 students in 87 high school science classes from five communities. Additionally, students' self-reported number of tests administered in a given course, perceived rewards, degree of stress, and internal structure of the course were examined as potential predictor variables. Results indicate a significant correspondence between report card grades, degree of structure, degree of stress, gender, degree of rewards, number of tests, and students' attitudes toward science. 相似文献
8.
The process of students' conceptual change was investigated during a computer‐supported physics unit in a Grade 10 science class. Computer simulation programs were developed to confront students' alternative conceptions in mechanics. A conceptual test was administered as a pre‐, post‐, and delayed posttest to determine students' conceptual change. Students worked collaboratively in pairs on the programs carrying out predict–observe–explain tasks according to worksheets. While the pairs worked on the tasks, their conversational interactions were recorded. A range of other data was collected at various junctures during instruction. At each juncture, the data for each of 12 students were analyzed to provide a conceptual snapshot at that juncture. All the conceptual snapshots together provided a delineation of the students' conceptual development. It was found that many students vacillated between alternative and scientific conceptions from one context to another during instruction, i.e., their conceptual change was context dependent and unstable. The few students who achieved context independent and stable conceptual change appeared to be able to perceive the commonalities and accept the generality of scientific conceptions across contexts. These findings led to a pattern of conceptual change which has implications for instructional practices. The article concludes with consequent implications for classsrooms. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 859–882, 1999 相似文献
9.
The emphasis on scientific inquiry has increased the importance in developing the fundamental abilities to conduct scientific investigations and urged a need for valid assessments of students' inquiry abilities. We took advantage of the advanced technology to develop a simulation-based assessment of inquiry abilities (SAIA) that allowed students to generate scientific explanations and demonstrate their experimental abilities. This paper describes the validation of the assessment. Data were collected from 48 12th-grade students at a local high school who were categorized into three groups based on their program majors. Both quantitative and qualitative approaches were utilized to validate SAIA. The quantitative results showed that SAIA was aligned with a validated reasoning-skill test (criterion-related validity), discriminated variance among different groups (construct validity), and was highly suitable for examining inquiry abilities (content validity). Additionally, we utilized the think-aloud technique in order to identify the performances exhibited by students while they accomplished the SAIA tasks. The protocol analysis indicated that in general, students demonstrated the expected abilities in SAIA and that their SAIA scores accurately reflected their performance levels of inquiry abilities. The results suggested that SAIA was a valid assessment for evaluating the inquiry abilities of high school students. This study also provided systemic strategies for validating simulation-based assessments. 相似文献
10.
The study examines whether teacher behavior is a mediator of the relationship between teacher judgment and students' motivation and emotion. Two hundred forty-six sixth grade students completed a standardized English test and answered a questionnaire on motivation, emotion, and perception of differential teacher behavior. Thirteen English teachers assessed students' test performance. Students underestimated in test performance showed lower motivation and emotion than students overestimated in test performance. The two student groups perceived differential teacher behavior. Teacher behavior mediated the relationship between performance judgments and students' motivation and emotion. A rethinking of teacher's behavior towards students might counter these undesirable tendencies. 相似文献
11.
David Treagust Gail Chittleborough Thapelo Mamiala 《International Journal of Science Education》2013,35(11):1353-1368
Chemistry is commonly portrayed at three different levels of representation – macroscopic, submicroscopic and symbolic – that combine to enrich the explanations of chemical concepts. In this article, we examine the use of submicroscopic and symbolic representations in chemical explanations and ascertain how they provide meaning. Of specific interest is the development of students' levels of understanding, conceived as instrumental (knowing how) and relational (knowing why) understanding, as a result of regular Grade 11 chemistry lessons using analogical, anthropomorphic, relational, problem‐based, and model‐based explanations. Examples of both teachers' and students' dialogue are used to illustrate how submicroscopic and symbolic representations are manifested in their explanations of observed chemical phenomena. The data in this research indicated that effective learning at a relational level of understanding requires simultaneous use of submicroscopic and symbolic representations in chemical explanations. Representations are used to help the learner learn; however, the research findings showed that students do not always understand the role of the representation that is assumed by the teacher. 相似文献
12.
The Effect of Two-dimensional and Stereoscopic Presentation on Middle School Students’ Performance of Spatial Cognition Tasks 总被引：1，自引：1，他引：0
We investigated whether and how student performance on three types of spatial cognition tasks differs when worked with two-dimensional
or stereoscopic representations. We recruited nineteen middle school students visiting a planetarium in a large Midwestern
American city and analyzed their performance on a series of spatial cognition tasks in terms of response accuracy and task
completion time. Results show that response accuracy did not differ between the two types of representations while task completion
time was significantly greater with the stereoscopic representations. The completion time increased as the number of mental
manipulations of 3D objects increased in the tasks. Post-interviews provide evidence that some students continued to think
of stereoscopic representations as two-dimensional. Based on cognitive load and cue theories, we interpret that, in the absence
of pictorial depth cues, students may need more time to be familiar with stereoscopic representations for optimal performance.
In light of these results, we discuss potential uses of stereoscopic representations for science learning. 相似文献
13.
This article presents a designed learning environment intended to engage students in learning about the relationships among multiple representations as they work together on a shared task. Over the course of several extended problem-solving sessions, groups developed several successive alignments of participants and representations as they learned to solve increasingly difficult tasks. Our findings highlight the emergent and often unexpected meanings that learners established for representational tools as their groups reorganized into increasingly effective problem-solving ensembles. Our findings echo those of prior research regarding learners' considerable competence and creativity in interpreting and applying distributed representational tools, as well as the careful coordination among learners involved in establishing and acting on those interpretations. Challenges in this design space include instances in our data where students capitalized on connections among representations without really trying to understand those connections, temporarily undermined the distributed character of the representations, and worked more efficiently by reducing the number of participants actively involved in breaking codes. Our findings indicate that managing these challenges requires presenting groups with regular opportunities to reconsider and reorganize their roles, and to experiment with different meanings and uses of flexible tools in the context of tasks with carefully sequenced levels of difficulty. 相似文献
14.
Kit‐ling Lau 《Journal of Research in Reading》2019,42(3-4):523-540
Previous studies comparing teacher‐centred (TC) and learner‐centred (LC) instruction have presented a mixed picture of the effectiveness of these two instructional approaches. By examining the effectiveness of different types of instruction on students' Classical Chinese (CC) reading comprehension and motivation, this study aims to contribute to instructional research by elucidating the positive and negative aspects of TC and LC instruction when they are applied in the context of teaching CC reading. A total of 454 Secondary 4 students between the ages of 15 and 17 years agreed to participate in this study on a voluntary basis. They completed a CC reading comprehension test and a questionnaire that measured their CC reading motivation and perceived CC reading instruction. Relationships between students' perceived CC reading instruction, reading motivation and reading comprehension were examined by correlation and path analyses. The findings of the correlation analyses indicated that traditional TC instruction positively and significantly correlated with students' CC reading performance and extrinsic motivation. Motivating tasks, one type of LC instruction, positively and significantly correlated with all types of motivation but did not significantly correlate with CC reading performance. In the path analysis, TC instruction exhibited a significant positive effect on reading comprehension, whereas motivating tasks continued to exhibit a significant positive effect on intrinsic motivation after the effect of the examined schools' achievement level was controlled for. The findings highlight the essential role of teachers in instructing students who are weak in particular subjects. Instead of viewing TC and LC instruction as two contradictory approaches, the findings indicate that a combined approach of TC and LC instruction can more effectively facilitate students' learning in a difficult school subject. 相似文献
15.
This article explores the conceptual change of students in Grades 10 and 12 in three Australian senior high schools when the teachers included computer multimedia to a greater or lesser extent in their teaching of a genetics course. The study, underpinned by a multidimensional conceptual‐change framework, used an interpretive approach and a case‐based design with multiple data collection methods. Over 4–8 weeks, the students learned genetics in classroom lessons that included BioLogica activities, which feature multiple representations. Results of the online tests and interview tasks revealed that most students improved their understanding of genetics as evidenced in the development of genetics reasoning. However, using Thorley's (1990) status analysis categories, a cross‐case analysis of the gene conceptions of 9 of the 26 students interviewed indicated that only 4 students' postinstructional conceptions were intelligible–plausible–fruitful. Students' conceptual change was consistent with classroom teaching and learning. Findings suggested that multiple representations supported conceptual understanding of genetics but not in all students. It was also shown that status can be a viable hallmark enabling researchers to identify students' conceptual change that would otherwise be less accessible. Thorley's method for analyzing conceptual status is discussed. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 205–235, 2007 相似文献
16.
Hyperlink format, categorization abilities and memory span as contributors to deaf users hypertext access 总被引：1，自引：0，他引：1
Fajardo I Farjardo I Arfé B Benedetti P Altoé G 《Journal of deaf studies and deaf education》2008,13(2):241-256
Sixty deaf and hearing students were asked to search for goods in a Hypertext Supermarket with either graphical or textual links of high typicality, frequency, and familiarity. Additionally, they performed a picture and word categorization task and two working memory span tasks (spatial and verbal). Results showed that deaf students were faster in graphical than in verbal hypertext when the number of visited pages per search trial was blocked. Regardless of stimuli format, accuracy differences between groups did not appear, although deaf students were slower than hearing students in both Web search and categorization tasks (graphical or verbal). No relation between the two tasks was found. Correlation analyses showed that deaf students with higher spatial span were faster in graphical Web search, but no correlations emerged between verbal span and verbal Web search. A hypothesis of different strategies used by the two groups for searching information in hypertext is formulated. It is suggested that deaf users use a visual-matching strategy more than a semantic approach to make navigation decisions. 相似文献
17.
This paper describes research which investigated how a group of 23 postgraduate student teachers from a wide variety of international backgrounds with a broad range of previous experience perceived the significance of their own and others’ prior experience in accomplishing directed collaborative tasks, related to their coursework, in pre-determined groupings. The students were asked to comment on how they valued their own and others’ prior experiences and how they considered prior experience informed the completion of the tasks. They were also asked to comment on the dynamic of groups in which they worked and how they felt others’ prior experiences affected the management and achievement of the task. The students rated some experiences more highly than others and almost all appreciated the predetermined nature of the groupings as benefitting them socially as well as educationally. However, they raised practical, attitudinal and personality issues, suggesting that more structured guidance from tutors at the outset would be beneficial. 相似文献
18.
The present study examines how changes in the amount of on-screen text will influence student learning from a multimedia instructional
unit on basic concepts of coordinate geometry. The relative effectiveness of two different versions (short-text and whole-text)
of the instructional unit was examined for students who differed in terms of their ability to remember symbolic units, symbolic
systems and symbolic interpretations. A total of 101 seventh graders were randomly assigned to work with either the whole-text
or the short-text version. Student gains were analyzed using pre-test, post-test and retention test scores. Memory ability
was assessed by the sub-tests of the Structure of Intellect-Learning Abilities Test. Results indicated no significant differences
between groups who worked with short-text and whole-text versions. However retention scores of high and low memory groups
who worked with the whole-text version showed significant differences. The whole-text version was observed to favor students
with high memory for symbolic implications. Results suggest that workability of design principles for multimedia instruction
may depend on the nature of the task and characteristics of the learner. 相似文献
19.
Ilana Waisman Mark Leikin Shelley Shaul Roza Leikin 《International Journal of Science and Mathematics Education》2014,12(3):669-696
In this study, we examine the impact and the interplay of general giftedness (G) and excellence in mathematics (EM) on high school students’ mathematical performance associated with translations from graphical to symbolic representations of functions, as reflected in cortical electrical activity (by means of ERP—event-related potentials—methodology). We report on findings of comparative data analysis based on 75 right-handed male high school students (16?–?18 years old) divided into four research groups designed by a combination of EM and G factors. Effects of EM factor appeared at the behavioral and electrophysiological levels. The fifth group of participants included 9 students with extraordinary mathematical abilities (S-MG: super mathematically gifted). We found that in EM participants, the G factor has no impact on the performance associated with translation between representations of the functions. The highest overall electrical activity is found in excelling in mathematics students who are not identified as generally gifted (NG-EM students). This increased electrical activity can be an indicator of increased cognitive load in this group of students. We identified accumulative and unique characteristics of S-MG at the behavioral and electrophysiological levels. We explain the findings by the nature of the tasks used in the study. We argue that a combination of the ERP techniques along with more traditional educational research methods enables obtaining reliable measures on the mental processing involved in learning mathematics and mathematical problem solving. 相似文献
20.
G. Don Alkire 《Journal of Experimental Education》2013,81(3):227-236
Cognitive and educational researchers are paying increasing attention to the impact of instruction in the college classroom. Recent research has demonstrated that students' manipulated perceptions of control and success can impede or enhance the benefits of one effective teaching behavior, namely, instructor expressiveness. In this study, students' actual perceptions of control and success were assessed, rather than manipulated. In a simulated college classroom, students were classified into perceived control (low, high) and perceived success (low, high) categories based on their perceptions of control and success over their prelecture test performance. Students were presented with either unexpressive or expressive instruction; then they completed a postlecture achievement test and postachievement questionnaire. Under both instruction conditions, high-control/high-success students demonstrated the best achievement results, whereas, inconsistent with the hypotheses, students with low perceptions of control and high perceptions of success demonstrated the poorest academic performance and unique affects. These results are discussed in relation to the significance of individual differences across teaching conditions. 相似文献