共查询到20条相似文献，搜索用时 421 毫秒
1.
Yanjie Song 《Educational technology research and development : ETR & D》2018,66(4):979-1008
The paper reports on an empirical study adopting a mixed research method, aiming at improving primary students’ collaborative problem solving competency in project-based learning with productive failure (PF) instructional design in a seamless learning environment. Two Grade Six classes participated in a project-based learning of “Plant Adaptations”. In Class 1 with 27 students, the project-based learning was conducted with PF instructional design; in Class 2 with 26 students, the project-based learning was conducted without PF instructional design. The learning activities spanned across farm, class, home and online spaces supported by mobile devices. Data collection includes various students’ created artifacts in groups in the inquiry process, student reflections, student focus group interviews and pre- and post-domain tests. Both qualitative and quantitative data analysis methods were employed. The research findings show that compared to Class 2, the students in Class 1 gained deeper understanding of conceptual knowledge and produced better group artifacts in collaborative problem-solving quality than those in Class 2; and the students in Class 1 were more positive in facing the challenges in their project-based learning process, and developed a sense of ownership of their learning. The findings imply that PF instructional design is conducive to developing primary students’ collaborative solving competency in science learning in a seamless learning environment. 相似文献
2.
Paola Foreheri Maria Teresa Molfino 《British journal of educational technology : journal of the Council for Educational Technology》1995,26(1):42-54
The main task of an educational system is to generate instructional situations which induce students to learn knowledge and problem solving abilities as applied to a cognitive domain.
To this end, an instructional dialogue must be seen as a process aimed at making student and teacher learn from each other: the student has to learn the subject matter from the teacher, while the teacher has in turn to learn from the student how to regulate instructional interaction. The process relies on different kinds of expert knowledge: experience of the domain, about the actual student, and of teaching methods and objectives. This means that an instructional dialogue cannot be realised without an explicit representation of all the kinds of knowledge involved.
Research has established that Knowledge Based Educational Systems (KBESs) can be the keystone in building effective learning tools, but because of the difficulty in realising a system of this kind, most existing systems are prototypes and are intended only as workbenches for the computational analysis of educational processes.
This paper analyses the main problems which underlie the realisation of such systems, with reference to research into knowledge based systems intended for use with teaching/learning mathematics. 相似文献
To this end, an instructional dialogue must be seen as a process aimed at making student and teacher learn from each other: the student has to learn the subject matter from the teacher, while the teacher has in turn to learn from the student how to regulate instructional interaction. The process relies on different kinds of expert knowledge: experience of the domain, about the actual student, and of teaching methods and objectives. This means that an instructional dialogue cannot be realised without an explicit representation of all the kinds of knowledge involved.
Research has established that Knowledge Based Educational Systems (KBESs) can be the keystone in building effective learning tools, but because of the difficulty in realising a system of this kind, most existing systems are prototypes and are intended only as workbenches for the computational analysis of educational processes.
This paper analyses the main problems which underlie the realisation of such systems, with reference to research into knowledge based systems intended for use with teaching/learning mathematics. 相似文献
3.
J. Huppert S. Michal Lomask R. Lazarowitz 《International Journal of Science Education》2013,35(8):803-821
Computer-assisted learning, including simulated experiments, has great potential to address the problem solving process which is a complex activity. It requires a highly structured approach in order to understand the use of simulations as an instructional device. This study is based on a computer simulation program, 'The Growth Curve of Microorganisms', which required tenth grade biology students to use problem solving skills whilst simultaneously manipulating three independent variables in one simulated experiment. The aims were to investigate the computer simulation's impact on students' academic achievement and on their mastery of science process skills in relation to their cognitive stages. The results indicate that the concrete and transition operational students in the experimental group achieved significantly higher academic achievement than their counterparts in the control group. The higher the cognitive operational stage, the higher students' achievement was, except in the control group where students in the concrete and transition operational stages did not differ. Girls achieved equally with the boys in the experimental group. Students' academic achievement may indicate the potential impact a computer simulation program can have, enabling students with low reasoning abilities to cope successfully with learning concepts and principles in science which require high cognitive skills. 相似文献
4.
One of the factors affecting students' learning in science is their existing knowledge prior to instruction. The students' prior knowledge provides an indication of the alternative conceptions as well as the scientific conceptions possessed by the students. This study is concerned primarily with students' alternative conceptions and with instructional strategies to effect the learning of scientific conceptions; i.e., to effect conceptual change from alternative to scientific conceptions. The conceptual change model used here suggests conditions under which alternative conceptions can be replaced by or differentiated into scientific conceptions and new conceptions can be integrated with existing conceptions. The instructional strategy and materials were developed for a particular student population, namely, black high school students in South Africa, using their previously identified prior knowledge (conceptions and alternative conceptions) and incorporate the principles for conceptual change. The conceptions involved were mass, volume, and density. An experimental group of students was taught these concepts using the special instructional strategy and materials. A control group was taught the same concepts using a traditional strategy and materials. Pre- and posttests were used to assess the conceptual change that occurred in the experimental and control groups. The results showed a significantly larger improvement in the acquisition of scientific conceptions as a result of the instructional strategy and materials which explicitly dealt with student alternative conceptions. 相似文献
5.
Existing research indicates inconsistent or at best weak predictive effects of teacher knowledge on student achievement. Data from Germany were used to examine the relation between teachers' content and pedagogical content knowledge, their perception, interpretation, and decision-making skills, the instructional quality implemented in class, and students' learning progression in mathematics. Rather than direct effects of teacher knowledge on students, we hypothesized an effect chain with multiple mediation processes while controlling for school type and student background. Multi-level modeling with 3496 students from 154 classrooms revealed a mediating role of teachers' skills and their instructional quality for the relation between teacher knowledge and students' learning progress. Effect sizes were medium to strong, and the model explained a large amount of variance. No direct effects of teachers’ knowledge on student progress were found. We discuss our findings with respect to the teacher-competence-as-a-continuum model and with respect to future research. 相似文献
6.
Mohammed K. Khalil Debbie L. Kirkley Jonathan D. Kibble 《Anatomical sciences education》2013,6(5):342-350
This article describes the development of an interactive computer‐based laboratory manual, created to facilitate the teaching and learning of medical histology. The overarching goal of developing the manual is to facilitate self‐directed group interactivities that actively engage students during laboratory sessions. The design of the manual includes guided instruction for students to navigate virtual slides, exercises for students to monitor learning, and cases to provide clinical relevance. At the end of the laboratory activities, student groups can generate a laboratory report that may be used to provide formative feedback. The instructional value of the manual was evaluated by a questionnaire containing both closed‐ended and open‐ended items. Closed‐ended items using a five‐point Likert‐scale assessed the format and navigation, instructional contents, group process, and learning process. Open‐ended items assessed student's perception on the effectiveness of the manual in facilitating their learning. After implementation for two consecutive years, student evaluation of the manual was highly positive and indicated that it facilitated their learning by reinforcing and clarifying classroom sessions, improved their understanding, facilitated active and cooperative learning, and supported self‐monitoring of their learning. Anat Sci Educ 6: 342–350. © 2013 American Association of Anatomists. 相似文献
7.
David M. Schultz Stuart Anderson Ryo Seo-Zindy 《Journal of Science Education and Technology》2013,22(3):278-286
For students who major in meteorology, engaging in weather forecasting can motivate learning, develop critical-thinking skills, improve their written communication, and yield better forecasts. Whether such advances apply to students who are not meteorology majors has been less demonstrated. To test this idea, a weather discussion and an eLearning weather forecasting contest were devised for a meteorology course taken by third-year undergraduate earth- and environmental-science students. The discussion consisted of using the recent, present, and future weather to amplify the topics of the week’s lectures. Then, students forecasted the next day’s high temperature and the probability of precipitation for Woodford, the closest official observing site to Manchester, UK. The contest ran for 10 weeks, and the students received credit for participation. The top students at the end of the contest received bonus points on their final grade. A Web-based forecast contest application was developed to register the students, receive their forecasts, and calculate weekly standings. Students who were successful in the forecast contest were not necessarily those who achieved the highest scores on the tests, demonstrating that the contest was possibly testing different skills than traditional learning. Student evaluations indicate that the weather discussion and contest were reasonably successful in engaging students to learn about the weather outside of the classroom, synthesize their knowledge from the lectures, and improve their practical understanding of the weather. Therefore, students taking a meteorology class, but not majoring in meteorology, can derive academic benefits from weather discussions and forecast contests. Nevertheless, student evaluations also indicate that better integration of the lectures, weather discussions, and the forecasting contests is necessary. 相似文献
8.
9.
Flexibility in problem solving has been widely recognized as an important skill for students' mastery of mathematics. Here we utilize the Opportunity-Propensity framework to investigate student characteristics, teacher characteristics, and teacher instructional practices that may be associated with students' gains in flexibility in algebra. Teacher and student data were collected from 8th and 9th grade Algebra I teachers in Massachusetts as part of a larger study on the impact of a researcher-developed year-long supplementary curriculum that focused on improving students' flexibility. We explore student demographics, teacher background characteristics and teacher instructional practices as predictors of student gains in flexibility. We further investigate instructional practices associated with flexibility gains through an analysis of teacher questioning in the classroom for teachers whose students achieved the greatest gains in flexibility and those whose students achieved the least gains. Our results indicate that prior knowledge is a reliable predictor of flexibility gains and that gender is an important student background characteristic associated with the development of flexibility. In addition, although high and low gain teachers did not differ in their implementation fidelity, high flexibility gain teachers asked more open-ended questions that prompted students to verbalize the main ideas of the lesson. 相似文献
10.
论建构主义学习迁移观 总被引：41，自引：0，他引：41
刘儒德 《北京师范大学学报(社会科学版)》2001,(4):106-112
在建构主义看来 ,任何一个知识都具有一定的内涵、逻辑外延 (潜在应用范围 )和心理外延 (主观上的应用范围 ) ,知识的意义要通过知识的应用来理解。所谓学习迁移 ,实际上就是知识在新条件下的重新建构 ,这种建构同时涉及知识的意义与应用范围两个不可分割的方面 ,而知识的应用范围总是与一定的物理、内容、活动以及社会情境联系在一起的。为了促进学生在新条件下应用知识的能力 ,建构主义者提出了一些教学理论 ,强调教学时要让学生在各种实际情境中从多种角度反复应用知识。若此 ,学习迁移就变成了在新条件下对知识的进一步学习、对知识的深化理解以及对知识的心理应用范围的扩充 ,学习迁移的机制实质上等同于学习的机制 相似文献
11.
宋燕 《上海师范大学学报(哲学社会科学版)》2010,(2):75-77
适应性教学要求根据学生的个别能力以及需求特点,动态地组织和呈现适合学生学习水平的内容信息、在具体的教学情境中采用变化的教学策略等。据此进行教学设计,可以在充分掌握学生已有的基本知识结构、掌握学生学习需要和能力等差异的基础上,通过对教材和资源安排的灵活性来满足每位学生的学习需要和个性差异。 相似文献
12.
J. M. Zottmann A. Goeze C. Frank U. Zentner F. Fischer J. Schrader 《Interactive Learning Environments》2013,21(6):513-532
Analytical competency in classroom situations can be seen as a crucial aspect of teachers' professional competency. While case-based learning is considered to have great potential for teacher education, particularly with respect to the promotion of teachers' analytical skills, there have been very few attempts to investigate the effects of corresponding instructional support. The present empirical study investigated the effects of instructional support in the form of multiple perspectives (i.e. authentic comments made by teachers and learners) and the presentation format of these perspectives in a computer-supported case-based learning environment which was based on the principles of cognitive flexibility theory. Twenty-nine foreign-language student teachers participated in the study. Experimental groups were presented with multiple perspectives in a video (plus audio track) or audio-track format. A control group did not have access to these multiple perspectives. The instructional support with multiple perspectives positively influenced learning processes and outcomes with respect to a central dimension of analytical competency – learners' ability to apply conceptual knowledge to case information. Learners with access to multiple perspectives as “audio only” outperformed learners in the “audio + video” condition, who did not substantially differ from the control group. 相似文献
13.
Although there has been considerable research into knowledge transfer for over a century, there remains a need for specific, validated techniques for teaching for transfer. This article reports on classroom-based research in which students learned about complex systems and climate change with agent-based computer models using two different instructional approaches based on productive failure (PF). In both PF approaches, students initially explored a problem space on their own and then received teacher-led instruction. One treatment group used climate computer models whereas the other group engaged in analogical comparisons between the same climate computer models and complexity computer models in different domains. The study found both groups demonstrated significant learning gains by posttest on assessments of declarative and explanatory knowledge and on within domain near transfer. However, students in the two models treatment group performed at a significantly higher level on an across domain far transfer problem solving task. Theoretical and practical implications are considered. 相似文献
14.
The processes of student learning 总被引：2，自引：7，他引：2
Diana Laurillard 《Higher Education》1979,8(4):395-409
15.
16.
Previous studies have compared student performance for the same or similar classes delivered both online and face-to-face. However, few studies have explored the role that a change in learning environment plays in the student’s ability to transfer skills and knowledge gained in prerequisite courses to follow-on, or post-requisite, courses. The purpose of this study was to examine the relationship between student demographic factors, learning environments, and the transfer of skills and knowledge in undergraduate accounting education. In addition, this study examined student perceptions of online learning both before and after the course learning sequence, and the specific accommodations instructors made to their instructional design to facilitate the delivery medium change in learning environment. Data for this study was collected from 2,324 students and their corresponding instructors participating in a sequence of two undergraduate accounting courses at a large Midwestern U.S. university. Results revealed a positive relationship between a student’s performance in post-requisite coursework and GPA, the number of completed credits, and enrollment status (full or part-time). Instructors made delivery medium specific adjustments in course topic coverage, student participation, and group work to accommodate for the perceived capabilities of the learning environment. 相似文献
17.
18.
19.
Annika Goeze Jan M. Zottmann Freydis Vogel Frank Fischer Josef Schrader 《Instructional Science》2014,42(1):91-114
The ability to analyze and understand classroom situations through the eyes of not only teachers but also students can be seen as a crucial aspect of teachers’ professional competence. Even though video case-based learning is considered to have great potential for the promotion of analytical competence of teachers (i.e., becoming immersed in student and teacher perspectives as well as applying conceptual knowledge to better understand classroom situations), only a few studies have investigated the effects of corresponding instructional support. This empirical field study examines the effects on analytical competence of two types of instructional support—hyperlinks to multiple perspectives and hyperlinks to conceptual knowledge—by using a 2 × 2 factorial design in a computer-supported video case-based learning environment inspired by cognitive flexibility theory and participatory design. The study examines collaborative learning processes to discover what specific kind of instruction may help to counteract some of the known deficits of case-based learning and teacher thinking, such as limited perspective-taking. From a participatory design point of view, training novices to become immersed in teacher and student perspectives can be considered as an alternative for direct involvement of teachers and students in the design process. The study was realized as a four-day university course for pre-service teachers (N = 100). ANCOVAs of learning processes (small-group discussions) and outcomes (written case analyses) provide evidence that both types of instructional support (i.e., hyperlinks to multiple perspectives and conceptual knowledge) are beneficial. In particular, hyperlinks to multiple perspectives affected small-group case discussions and written post-tests as they led to increased immersion (i.e., perspective-taking). Hyperlinks to conceptual knowledge furthered the application of this knowledge, especially in the written post-tests. Implications for teacher education, participatory design, and further research are discussed. 相似文献
20.
Robin Jacob Heather Hill Doug Corey 《Journal of research on educational effectiveness》2017,10(2):379-407
In this paper, we describe findings from a three-year evaluation of a well-developed mathematics professional development program that is commercially available on a wide scale. The professional development is designed to improve teachers' mathematical knowledge for teaching and to enable them to elicit more student thinking and reasoning during mathematics lessons. Specifically, it focused on helping teachers (a) learn more mathematics, (b) understand how children learn math, (c) use formative assessment to develop insight into what specific students know and do not know, and (d) develop effective classroom instructional strategies that enable student problem solving. Participants included 105 fourth- and fifth-grade teachers teaching in 19 low-income schools within a single district. Teachers were randomly assigned within schools either to a “business as usual” control group or to receive the professional development. The training consisted of a week-long summer institute and four to six in-service days during the school year. The training was run by full-time trained associates. We find some limited evidence of positive impacts on teachers' mathematical knowledge for teaching, but no effects on instructional practice or student outcomes. 相似文献