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1.
This study addressed the question of how to increase students' competencies for regulating their co‐construction of knowledge when tackling complex collaborative learning tasks which are increasingly emphasized as a dimension of educational reform. An intervention stressing the metacognitive, regulatory, and strategic aspects of knowledge co‐construction, called Thinking Aloud Together, was embedded within a 12‐week science unit on building mental models of the nature of matter. Four classes of eighth graders received the intervention, and four served as control groups for quantitative analyses. In addition, the interactions of 24 students in eight focal groups were profiled qualitatively, and 12 of those students were interviewed twice. Students who received the intervention gained in metacognitive knowledge about collaborative reasoning and ability to articulate their collaborative reasoning processes in comparison to students in control classrooms, as hypothesized. However, the treatment and control students did not differ either in their abilities to apply their conceptual knowledge or in their on‐line collaborative reasoning behaviors in ways that were attributable to the intervention. Thus, there was a gap between students' metacognitive knowledge about collaborative cognition and their use of collaborative reasoning skills. Several reasons for this result are explored, as are patterns relating students' outcomes to their perspectives on learning science. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 1085–1109, 1999.  相似文献   

2.
Understanding the relationship between social interaction patterns and cognitive engagement levels has critical implications on collaborative learning theory, pedagogy, and technology. This study used a multi-method approach to examine the relationship between students' social participatory roles and cognitive engagement levels within asynchronous online discussions. Results showed that students' social participatory role was a critical indicator of cognitive engagement level. Socially active students made more cognitive contributions to knowledge inquiry and knowledge construction. But there were exceptions: after taking leadership roles (i.e., discussion designers and facilitators), some students moved from peripheral participation to active participation. Second, there was a progressive development process: individual students' deep-level knowledge inquiry could trigger peer interaction, which could further advance group knowledge construction. Third, students had a tendency to keeping social-cognitive engagement patterns throughout discussions. Based on the result, this study proposed implications for collaborative learning theory, pedagogy support, and tool development.  相似文献   

3.
The researchers designed the study to achieve two goals: (1) determine the affect of peer collaboration on high school biology students' acquisition of concepts related to photosynthesis and (2) examine interactions in a collaborative peer group situation to determine how these interactions relate to the developpment of concepts associated with photosynthesis. Using quantitative and qualitative data analysis techniques, the researchers concluded that students working in peer collaborative groups developed more scientifically correct conceptions of photosynthesis than did students working alone. However, not all group-generated views were internalized by group members when assessed individually. Based on qualitative data, a functional relationship exists between prior knowledge and concept development. Two types of peer interaction, consonant and dissonant, were identified as enhancing concept development. When peer group roles are not assigned, roles fluctuate depending on group members' expertise or perceived expertise displaying a bidirectional zone of proximal development. This zone allows for enhanced concept development. Based on the above conclusions, the researchers recommend that (1) peer collaboration be used to help students overcome scientific misconceptions; (2) peer collaborative tasks be designed to engage students in consonant and dissonant interactions; and (3) cognitive group roles, as opposed to traditionl managerial cooperative group roles, be used.  相似文献   

4.
This study is part of a first study of collaborative socio-environmental projects that engage Jewish and Arab students in Israel in learning about their local environment and about each other through outdoor learning and environmental action. We used ideas of social learning and environmental citizenship to frame our research. We investigated students' knowledge regarding their local environment and their knowledge of each other's community. We also studied the participants’ views regarding their project-partners'environmental knowledge, awareness and behaviour in comparison to their own. Initially, differences were found regarding various aspects of the students' socio-environmental knowledge and in students' views of their counterparts' environmentalism. At the end of the projects, students showed better understanding of local socio-environmental issues and demonstrated changes in their original views towards the environmental awareness and behaviour of their counterparts. These findings suggest that projects which involve students from segregated communities not only promote environmental awareness but contribute to a reduction in mutual prejudices. We suggest that the differences we found are not related to ethnicity, but rather to students' socioeconomic status and experience in environmental education programmes.  相似文献   

5.
《Learning and Instruction》2007,17(4):448-459
The aim of this article is to identify concepts and methods for studying collaboration in context. The article presents a two-level methodology designed to combine individual and group-level perspectives for the evaluation of collaborative knowledge construction in student groups. The group-level analysis is focused on the students' negotiation processes. A self-report questionnaire gives insight into students' short-term impressions, meaningful activities and personal meanings attached to different activities. Empirical examples of the analysis of a teacher student group illustrate the applicability of the methods used in investigating the mediating influence of context on collaborative activity.  相似文献   

6.
This ethnographic study took place in a graduate course at a large research university in the Midwestern United States. It presents an in‐depth examination of the experiences and challenges of a group of four students learning to be Instructional Design and Technology professionals who are concerned with the well‐being of all members of a society, and wish to utilize their knowledge and skills to help solve social problems and improve people's lives. Building on the results of previous research, findings indicate that the course, designed using the Civic‐Minded Instructional Designers (CMID) framework, succeeded in enhancing students' civic‐minded agency, the group's purposeful and reflective acts that aim at addressing the educational needs of community members. The course was designed to mimic a small, multiteam Instructional Design and Technology consulting company offering professional‐level services free of charge. Community partners consisted of four real‐world clients to whom students addressed an instructional issue. Data were collected from observations, focus groups, individual interviews with students and community partners, and analyses of course artifacts and students' reflections. Students were found to diligently address community members' needs, give voice to their community partners, address sustainability of their projects, be sensitive to their community partners' perspectives and acknowledge their community partners as design partners. Challenges encountered include reconfiguring students' roles and building trustful relationships with their community partners. This study contributes a deeper understanding of the roles of instructional design professionals within larger social contexts. Lessons learned can inform the implementation of the CMID framework in other educational programs.  相似文献   

7.
This article describes a case study of the social construction of knowledge when undergraduate students are engaged in collaborative analysis of repertory grids produced by themselves and their instructor. The research is based on the elicitation of students' private understanding and instructors' public knowledge with the use of the repertory grid. This technique is derived from Kelly's personal construct psychology (Kelly, 1955), a constructivist theory that emphasizes the idiosyncratic nature of meaning. The teaching experience that follows was conducted adopting the educational paradigm of self-organized learning, in which the principles of constructivism, conceptual change, personal construct psychology, public knowledge and private understanding, and social learning are integrated to some extent. Results indicate that the repertory grid technique is (a) an approach that motivates students to be responsible for their own learning; (b) one means to get students to communicate their understanding and make this understanding open for inspection and scrutiny; (c) a way to negotiate the meanings of the concepts under study; (d) a tool to match students' understanding with their instructor's knowledge; and (e) a way for students to structure their knowledge. © 1996 John Wiley & Sons, Inc.  相似文献   

8.
Interactive engagement (IE) is a process that promotes students' conceptual understanding through activities, combined with immediate feedback from peers and/or instructors. The present study investigates the impact of IE on students' academic performance, using the comprehensive model of educational effectiveness. Engineering students (n?=?158), randomly divided into three groups (self-assessment, collaborative learning, and control) provided the study data on questionnaires as well as with their test scores. Analyses of covariance reveal significant differences across groups, along with significant interaction effects. These findings have notable implications for improving students' academic achievement.  相似文献   

9.
This study conducted a content analysis of online discussions to understand the nature of computer‐supported collaborative learning and discover how students' motivation, which is a crucial factor to the success of collaborative learning, relates with their interaction and knowledge construction in peer‐moderated online discussions. Discussion contents from 23 students in an online class were analysed. The results indicated that perceived value, competence and autonomy were critical factors that influenced lower level interactions; intrinsic motivation was the critical factor that influenced the individualistic elaboration interactions, whereas relatedness was the critical factor that influenced the collaborative elaboration interactions. The results also indicated that autonomy and relatedness were the critical factors that influenced the moderation behaviours. The findings suggest that teachers in online classes should promote students' motivation, and more importantly, scaffold student moderators in meaningful learning during peer‐moderated online discussions.  相似文献   

10.
This study investigated the performance of 13 graduate students' collaborative efforts toward a group research project in an Instructional Analysis, Design, and Evaluation online course. Gaps between course expectations from the instructor and student collaborative performance were identified through the review of the team agreement, the use of surveys, and focus group interviews. Performance gaps occurred in the areas of communication, assignment completion, and group cohesiveness. These performance gaps were caused by lack of knowledge and skills, motivation, and/or organizational support. Appropriate intervention strategies such as effective group interaction and communication, building relationships and establishing trust, periodic review of team agreements, mini‐training sessions on collaboration and supportive behaviors, and role differentiations and collaborative task designation are presented. Instructors who are interested in incorporating group research projects into their future online courses may consider implementing these interventions to facilitate the improvement of students' collaborative efforts.  相似文献   

11.
Meaningful participation in science and engineering practices requires that students make their thinking visible to others and build on one another's ideas. But sharing ideas with others in small groups and classrooms carries social risk, particularly for students from nondominant groups and communities. In this paper, we explore how students' perceptions of classrooms shape their contributions to classroom knowledge building in science across a wide range of classrooms. We examine the claim that when students feel a sense of belonging in class, they contribute more and perceive their ideas to be more influential in knowledge building. Data comes from classroom exit tickets (n = 10,194) administered in 146 classrooms as part of a 10-state field test of a new middle-school science curriculum, OpenSciEd, which were analyzed using mixed effects models. We found that students' sense of belonging predicted the degree to which they contributed ideas out loud in class (Odds ratio = 1.57) as well as the degree to which they perceived their contributions as influencing others (Odds ratio = 1.53). These relationships were particularly strong for students who reported a lower a sense of belonging. We also found significant differences by both race and gender in whether students said they contributed and believed their ideas influenced those of others. These findings suggest that a learner's sense of belonging in class and willingness to contribute may be mutually reinforcing, highlighting the need to promote content-specific strategies to foster belonging in ways that support collaborative knowledge building.  相似文献   

12.
In this study, the aim was to examine how small-group collaboration is shaped by individuals interacting in a virtual multiplayer game. The data were collected from a design experiment in which six randomly divided groups of four university students played a voice-enhanced game lasting about 1 h. The ‘eScape’ game was a social action adventure developed as a part of the study. In the analysis of the video data, students' discourse functions during the game were analysed with content analytic methods for studying the nature of their interaction. An effort was made to analyse the data on both group and individual levels, and therefore the participants' prior social ties and experience in gaming were studied as well. The results showed that the students' main discourse functions in their conversation were Question, Content Statement, Instruction or Order and Response. It was found that individual students, especially those with prior knowledge of gaming or prior social ties, can have a major impact on the social interaction and the outcome of collaboration. It can be concluded that the eScape game allowed the students to engage in true and constructive collaborative activity, and in the future multiplayer games could be used, for example, to promote group cohesion and development, when employed in a pedagogically meaningful manner.  相似文献   

13.
This study proposes a Wiki-based collaborative writing approach to the writing process for EFL (English as a foreign language) learners. A five-stage computer-mediated collaborative writing project including collaborative planning, partitioned drafting, peer-revising, peer-editing, and individual publishing was blended with on-campus English composition course. Fifty-one L2 learners at a university in central Taiwan participated in this project. Procedural scaffolding and collective scaffolding were provided to promote students' self-regulation and thus to foster the development of students' writing skills. A cross-referencing questionnaire survey was adopted to investigate students' perceptions of Wiki-based collaborative writing and students' perceptions of their work in each stage of collaborative writing. As the results indicated, a high percentage of students' satisfaction showed positive perceptions of this Wiki-based collaborative writing environment, and the instructional design of implementing a Wiki-based collaborative writing project with a five-stage writing process does assist EFL learners to accomplish a collaborative writing task on the internet with less limitation of time. This article also points to new possibilities for future research.  相似文献   

14.
This study explored and documented students' responses to opportunities for collective knowledge building and collaboration in a problem-solving process within complex environmental challenges and pressing issues with various dimensions of knowledge and skills. Middle-school students (n =?16; age 14) and high-school students (n?=?16; age 17) from two Singapore public institutions participated in an environmental science field study to experience knowledge integration and a decision-making process. Students worked on six research topics to understand the characteristics of an organic farm and plan for building an ecological village. Students collected and analysed data from the field and shared their findings. Their field work and discussions were video-recorded, and their reflective notes and final reports were collected for data coding and interpretation. The results revealed that throughout the study, students experienced the needs and development of integrated knowledge, encountered the challenges of knowledge sharing and communication during their collaboration, and learned how to cope with the difficulties. Based on research findings, this study further discusses students' learning through a collaborative problem-solving process, including the interdependence of knowledge and the development of mutual relationships such as respect and care for others' knowledge and learning.  相似文献   

15.
This paper describes a qualitative approach to analysing students' concept maps. The classification highlights three major patterns which are referred to as 'spoke', 'chain' and 'net' structures. Examples are given from Year 8 science classes. The patterns are interpreted as being indicators of progressive levels of understanding. It is proposed that identification of these differences may help the classroom teacher to focus teaching for more effective learning and may be used as a basis for structuring groups in collaborative settings. This approach to analysing concept maps is of value because it suggests teaching approaches that help students integrate new knowledge and build upon their existing naive concepts. We also refer to the teacher's scheme of work and to the National Curriculum for science in order to consider their influence in the construction of understanding. These ideas have been deliberately offered for early publication to encourage debate and generate feedback. Further work is in progress to better understand how students with different conceptual structures can be most appropriately helped to achieve learning development.  相似文献   

16.
By taking into account the functions of socially shared metacognitive regulation (SSMR) (i.e. the role that SSMR plays in the (dis)continuation of ongoing interaction), the present study sheds light on the differential effectiveness of SSMR. The study more particularly investigates how individual students' involvement in SSMR that confirms, changes, activates, or stops interaction, predicts their understanding of the learning content on the short and middle-long term, taking into account students' prior knowledge. Sixty university students were involved. Multilevel models were run to investigate the relation between individual students' engagement in the functions of SSMR and their conceptual understanding. Contributing to SSMR that changes and that activates collaborative learning appeared significantly positively related to students' immediate understanding of the learning content, whereas participating in SSMR that confirms or that stops ongoing interaction was not. Contributing to SSMR (regardless of its function) appeared not significant for predicting students’ conceptual understanding on the middle-long term.  相似文献   

17.
Abstract

The results of a two-year study indicate that collaborative testing is a valuable pedagogical strategy that can both assess and enhance student learning. After finishing their first attempt at each exam, students were given a second attempt either working collaboratively in small groups or individually with open books and notes. Collaborative testing consistently produced significantly higher test scores. In addition, students' retention of course content is shown to be improved when collaborative testing is used. Concerns about grade inflation are alleviated through the use of proportionally weighted grading.  相似文献   

18.
The objective of this study was to explore the ideas and reasoning students use to make a collaborative environmental management decision. Eight groups of 8th‐grade students (n = 24) considered ecological and economic information about an invasive aquatic species to make a management recommendation. In addition to discussing the exact information they were given, the groups made a variety of interpretations, elaborations, and inferences concerning ecological structure and dynamics and practical aspects of the management scenario. Value judgments and concerns with uncertainty also appeared in students' discussions, to differing degrees. The students' discussions were compared with scientists' guidelines for making environmental management decisions, and with one expert's analysis of the particular management scenario the students considered. A major finding was that whereas across groups students touched on all of the themes that scientists consider to be important for making environmental management decisions, within most groups students focused more narrowly on particular themes, giving cursory treatment to other dimensions of the problem. The results point to a need to foster students' ecological background knowledge and integrative, systems thinking skills for making principled decisions about complex environmental issues. © 2002 Wiley Periodicals Inc. J Res Sci Teach 39: 341–368, 2002  相似文献   

19.
In this study we investigated junior high school students' processes of argumentation and cognitive development in science and socioscientific lessons. Detailed studies of the relationship between argumentation and the development of scientific knowledge are rare. Using video and audio documents of small group and classroom discussions, the quality and frequency of students' argumentation was analyzed using a schema based on the work of Toulmin ( 1958 ). In parallel, students' development and use of scientific knowledge was also investigated, drawing on a schema for determining the content and level of abstraction of students' meaning‐making. These two complementary analyses enabled an exploration of their impact on each other. The microanalysis of student discourse showed that: (a) when engaging in argumentation students draw on their prior experiences and knowledge; (b) such activity enables students to consolidate their existing knowledge and elaborate their science understanding at relatively high levels of abstraction. The results also suggest that students can acquire a higher quality of argumentation that consists of well‐grounded knowledge with a relatively low level of abstraction. The findings further suggest that the main indicator of whether or not a high quality of argument is likely to be attained is students' familiarity and understanding of the content of the task. The major implication of this work for developing argumentation in the classroom is the need to consider the nature and extent of students' content‐specific experiences and knowledge prior to asking them to engage in argumentation. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 101–131, 2008  相似文献   

20.
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