共查询到20条相似文献，搜索用时 15 毫秒
1.
Katie A. Gilligan-Lee Zachary C. K. Hawes Ashley Y. Williams Emily K. Farran Kelly S. Mix 《Child development》2023,94(5):1205-1221
Studies show that spatial interventions lead to improvements in mathematics. However, outcomes vary based on whether physical manipulatives (embodied action) are used during training. This study compares the effects of embodied and non-embodied spatial interventions on spatial and mathematics outcomes. The study has a randomized, controlled, pre-post, follow-up, training design (N = 182; mean age 8 years; 49% female; 83.5% White). We show that both embodied and non-embodied spatial training approaches improve spatial skills compared to control. However, we conclude that embodied spatial training using physical manipulatives leads to larger, more consistent gains in mathematics and greater depth of spatial processing than non-embodied training. These findings highlight the potential of spatial activities, particularly those that use physical materials, for improving children's mathematics skills. 相似文献
2.
The complex environmental challenges humanity faces require citizens who are scientifically and environmentally literate. Many environmental education programs are situated in the field where students are immersed in their learning. These field-based activities are engaging but may lack opportunities for students to develop critical thinking and reasoning skills necessary to be environmentally literate. We suggest a socio-scientific issue (SSI) based teaching approach can increase epistemic engagement and lead to student gains in scientific and environmental literacy. This study describes how we modified an existing field-based ecology course, framing the learning around a local environmental socio-scientific issue. We used a convergent parallel mixed-methods approach to examine the changes in socio-scientific reasoning (SSR) over time for high school students in this course as a measure of scientific and environmental literacy. Results indicate that a focused SSI field-based environmental education curriculum can support development of socio-scientific reasoning and environmental literacy competencies among high school students. 相似文献
3.
Fostering students' spatial thinking skills holds great promise for improving Science, Technology, Engineering, and Mathematics (STEM) education. Recent efforts have focused on the development of classroom interventions to build students' spatial skills, yet these interventions will be implemented by teachers, and their beliefs and perceptions about spatial thinking influence the effectiveness of such interventions. However, our understanding of elementary school teachers' beliefs and perceptions around spatial thinking and STEM is in its infancy. Thus, we created novel measures to survey elementary teachers' anxiety in solving spatial problems, beliefs in the importance of spatial thinking skills for students' academic success, and self-efficacy in cultivating students' spatial skills during science instruction. All measures exhibited high internal consistency and showed that elementary teachers experience low anxiety when solving spatial problems and feel strongly that their skills can improve with practice. Teachers were able to identify educational problems that rely on spatial problem-solving and believed that spatial skills are more important for older compared to younger students. Despite reporting high efficacy in their general teaching and science teaching, teachers reported significantly lower efficacy in their capacities to cultivate students' spatial skills during science instruction. Results were fairly consistent across teacher characteristics (e.g., years of experience and teaching role as generalist or specialist) with the exception that only years of teaching science was related to teachers' efficacy in cultivating students' spatial thinking skills during science instruction. Results are discussed within the broader context of teacher beliefs, self-efficacy, and implications for professional development research. 相似文献
4.
为提高学生的就业能力,很多高校都开设了就业指导课程,但这些课程不同程度存在重视技巧掌握,忽视方法、思维培养等不足。以适应竞争环境的大学生就业指导课"互动博弈"教学模式,能培养学生的博弈竞争能力,有效增强学生在毕业时的就业竞争力。 相似文献
5.
李晓燕 《商丘职业技术学院学报》2010,9(4):77-79
在英语课堂教学中,教师应注重培养学生进行英语思维的习惯,最大限度地排除汉语思维模式的干扰,在语篇框架、句与句的衔接、粘结手段、推理论证、观点阐述等方面对学生进行综合训练,使学生写出语篇连贯性强的文章,从而大幅度地提高学生的英文写作能力。 相似文献
6.
《：营养与食品卫生学》是一门理论与技能结合的专业课,在教学上也必须理论与实践相结合,才能加深理论学习、提高实际技能。课题式教学法给学生设定了要完成的目标,让学生灵活运用自己掌握的知识与技能,去寻求解决问题的最佳方案和方法,这样自然达到调动学生积极参与和学习的积极性,并且培养和提高了他们独立分析、思考、判断和解决问题的能力。 相似文献
7.
Thomas Deane Kathy Nomme Erica Jeffery Carol Pollock Gülnur Birol 《CBE life sciences education》2016,15(1)
We followed established best practices in concept inventory design and developed a 12-item inventory to assess student ability in statistical reasoning in biology (Statistical Reasoning in Biology Concept Inventory [SRBCI]). It is important to assess student thinking in this conceptual area, because it is a fundamental requirement of being statistically literate and associated skills are needed in almost all walks of life. Despite this, previous work shows that non–expert-like thinking in statistical reasoning is common, even after instruction. As science educators, our goal should be to move students along a novice-to-expert spectrum, which could be achieved with growing experience in statistical reasoning. We used item response theory analyses (the one-parameter Rasch model and associated analyses) to assess responses gathered from biology students in two populations at a large research university in Canada in order to test SRBCI’s robustness and sensitivity in capturing useful data relating to the students’ conceptual ability in statistical reasoning. Our analyses indicated that SRBCI is a unidimensional construct, with items that vary widely in difficulty and provide useful information about such student ability. SRBCI should be useful as a diagnostic tool in a variety of biology settings and as a means of measuring the success of teaching interventions designed to improve statistical reasoning skills. 相似文献
8.
Yoon Jeon Kim Mariah A. Knowles Jennifer Scianna Grace Lin José A. Ruipérez-Valiente 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(1):355-372
Game-based assessment (GBA), a specific application of games for learning, has been recognized as an alternative form of assessment. While there is a substantive body of literature that supports the educational benefits of GBA, limited work investigates the validity and generalizability of such systems. In this paper, we describe applications of learning analytics methods to provide evidence for psychometric qualities of a digital GBA called Shadowspect, particularly to what extent Shadowspect is a robust assessment tool for middle school students' spatial reasoning skills. Our findings indicate that Shadowspect is a valid assessment for spatial reasoning skills, and it has comparable precision for both male and female students. In addition, students' enjoyment of the game is positively related to their overall competency as measured by the game regardless of the level of their existing spatial reasoning skills.
Practitioner notes
What is already known about this topic:- Digital games can be a powerful context to support and assess student learning.
- Games as assessments need to meet certain psychometric qualities such as validity and generalizability.
- Learning analytics provide useful ways to establish assessment models for educational games, as well as to investigate their psychometric qualities.
- How a digital game can be coupled with learning analytics practices to assess spatial reasoning skills.
- How to evaluate psychometric qualities of game-based assessment using learning analytics techniques.
- Investigation of validity and generalizability of game-based assessment for spatial reasoning skills and the interplay of the game-based assessment with enjoyment.
- Game-based assessments that incorporate learning analytics can be used as an alternative to pencil-and-paper tests to measure cognitive skills such as spatial reasoning.
- More training and assessment of spatial reasoning embedded in games can motivate students who might not be on the STEM tracks, thus broadening participation in STEM.
- Game-based learning and assessment researchers should consider possible factors that affect how certain populations of students enjoy educational games, so it does not further marginalize specific student populations.
9.
This research investigates the effectiveness of an early academic intervention in Principles of Economics courses at a large public university. After the end of the fourth week of classes, students who fell below a 70% threshold on a performance measure, or had an attendance rate below 75%, were referred to the university's Student Success Center for additional academic support. A referral consisted of students being informed of their status and being given optional assistance in course specific skills through tutoring, as well as training in general skills like time management and study skills. Using a regression discontinuity framework at the referral threshold, we find that the performance intervention improved student scores on common questions on the final exam by 6.5 to 7.5 percentage points for students at or near the performance threshold. The gains are particularly large for students who entered college with below average math placement scores. These results indicate that low-cost light-touch interventions may significantly affect student academic performance. 相似文献
10.
Anssi Salonen Anu Hartikainen-Ahia Jonathan Hense Annette Scheersoi Tuula Keinonen 《International Journal of Science Education》2013,35(10):1339-1352
ABSTRACTSchool students demonstrate a lack of interest in choosing science studies and science-related careers. To better understand the underlying reasons, this study aims to examine secondary school students’ perceptions of working life skills and how these perceptions relate to the skills of the twenty-first century. The participants in this study were 144 Finnish 7th graders (aged 13–14 years). Using a questionnaire and qualitative content analysis, we examined their perceptions of working life skills in ‘careers in science’ and ‘careers with science’. Results reveal that although students have a great deal of knowledge about working life skills, it is often just stereotyped. Sector-specific knowledge and skills were highlighted in particular but skills related to society, organisation, time and higher order thinking, were often omitted. Results also indicate that students do not associate ‘careers in science’ with creativity, innovation, collaboration or technology and ICT skills. Conversely, according to the students, these careers demand more sector-specific knowledge and responsibility than ‘careers with science’. We conclude that students need more wide-ranging information about scientific careers and the competencies demanded; such information can be acquired by e.g. interacting with professionals and their real working life problems. 相似文献
11.
基于大学生创新训练项目探讨化学专业大学生创新能力的培养 总被引：2，自引：0，他引：2
大学生创新训练项目的实施是为了培养学生创新思维,提高创新能力,以适应社会发展。本文通过化学专业大学生创新项目的指导实践,认为在项目中突出学生的主体地位,注重学生知识及操作技能储备,培养科研素质及精神素质,用发展性评价理念对项目进行评价可以有效地提高化学专业大学生创新能力的培养。 相似文献
12.
The potential of individualization to transform learning that new technology makes possible has generated wide interest. We ask here whether individualization has been exploited to its maximum advantage. We explore its potential to provide individualized scaffolding at the meta-level of students’ reflection on their own thinking as they engaged in inquiry activity to support their reasoning about a multivariable causal system – a capability central to scientific thinking and higher-order thinking more broadly. In Study 1, middle-school pairs’ self-paced inquiry was individually guided by an adult who prompted them to question their assertions and strategies. Study 2 investigated how such scaffolding might be automated to provide individualization at scale. Delayed posttests for both studies involving new scenarios showed that gains in both inquiry and multivariable causal inference skills transferred to new content. Delayed far-transfer assessments showed that the intervention achieved its learning goals most effectively when an adult worked with a pair of students, compared to students working as a whole class (Study 1); students also learned effectively with an automated agent, but only when a human adult was also involved (Study 2). Implications are considered for developing and deploying technology that individualizes and supports self-directed, reflective meta-level thinking and learning, while remaining mindful of human social context. 相似文献
13.
Prior research on the labor market success of secondary vocational education has produced mixed results, with several studies finding wage gains only for individuals who work in training-related occupations. We contribute to this debate by focusing on a single occupation and organization and by comparing the careers of employees with and without occupation-related training in high school. We use longitudinal data on the careers of military recruits who completed high school Junior Reserve Officers’ Training Corps (JROTC), a military science program that has features of a vocational training and school-to-work program. We find that the occupation-specific training received via JROTC reduces early turnover and improves long-run job stability for those who choose military jobs, suggesting that an important effect of vocational training is to improve job match quality. We also find that promotion rates for vocational graduates are similar to their peers, suggesting that vocational education in general works by improving occupational sorting. 相似文献
14.
Diane F. Halpern Keith Millis Arthur C. Graesser Heather Butler Carol Forsyth Zhiqiang Cai 《Thinking Skills and Creativity》2012,7(2):93-100
Operation ARA (Acquiring Research Acumen) is a computerized learning game that teaches critical thinking and scientific reasoning. It is a valuable learning tool that utilizes principles from the science of learning and serious computer games. Students learn the skills of scientific reasoning by engaging in interactive dialogs with avatars. They are tutored by avatars with tutoring sessions that vary depending on how well students have responded to questions about the material they are learning. Students also play a jeopardy-like game against a feisty avatar to identify flaws in research and then generate their own questions to determine the quality of different types of research. The research examples are taken from psychology, biology, and chemistry to help students transfer the thinking skills across domains of knowledge. Early results show encouraging learning gains. 相似文献
15.
The present study builds on research that indicates that teachers play a key role in promoting those interactional behaviours
that challenge children’s thinking and scaffold their learning. It does this by seeking to determine whether teachers who
implement cooperative learning and receive training in explicit strategic questioning strategies demonstrate more verbal behaviours
that mediate children’s learning than teachers who implement cooperative learning only. The study also sought to determine
whether students who receive training in explicit questioning strategies demonstrate more explanatory behaviour than their
untrained peers, and, as a consequence, do these same students demonstrate more advanced reasoning and problem-solving skills
on follow-up reasoning and problem-solving tasks. The study involved 31 teachers in two conditions, the cooperative + strategic
questioning condition and the cooperative condition, and two groups of students from each teacher’s classroom. The results
show that the teachers in the cooperative + strategic questioning condition used significantly more mediating behaviours than
their peers in the cooperative condition. The study also showed that the children in these teachers’ classes engaged in more
elaboration and obtained significantly higher scores on the follow-up reasoning and problem-solving tasks. The study demonstrates
the importance of explicitly teaching strategic questioning strategies to children during cooperative learning. 相似文献
16.
Anita Stender Martin Schwichow Corinne Zimmerman Hendrik Härtig 《International Journal of Science Education》2013,35(15):1812-1831
ABSTRACTMany science curricula and standards emphasise that students should learn both scientific knowledge and the skills associated with the construction of this knowledge. One way to achieve this goal is to use inquiry-learning activities that embed the use of science process skills. We investigated the influence of scientific reasoning skills (i.e. conceptual and procedural knowledge of the control-of-variables strategy) on students’ conceptual learning gains in physics during an inquiry-learning activity. Eighth graders (n?=?189) answered research questions about variables that influence the force of electromagnets and the brightness of light bulbs by designing, running, and interpreting experiments. We measured knowledge of electricity and electromagnets, scientific reasoning skills, and cognitive skills (analogical reasoning and reading ability). Using structural equation modelling we found no direct effects of cognitive skills on students’ content knowledge learning gains; however, there were direct effects of scientific reasoning skills on content knowledge learning gains. Our results show that cognitive skills are not sufficient; students require specific scientific reasoning skills to learn science content from inquiry activities. Furthermore, our findings illustrate that what students learn during guided inquiry activities becomes visible when we examine both the skills used during inquiry learning and the process of knowledge construction. The implications of these findings for science teaching and research are discussed. 相似文献
17.
Advances in online geospatial technologies (GST) have expanded access to K-12 classrooms which has implications for the support teachers require to effectively integrate GSTs to promote learning. Previous studies have shown the impact of GST-integrated lessons on student engagement, spatial thinking skills, and/or content knowledge; however, most of these studies have been small in scope and scale and frequently focus on the affordances of the technology, without addressing the context of the implementation and student characteristics for whom GST is most impactful. We attempt to address some of these gaps. Our program scaled an effective GST-focused professional learning and development program to a national audience through a facilitator development model. This paper explores the student characteristics and lesson factors that resulted in student interest in science and technology and careers in those fields. After teaching a Geospatial Inquiry lesson created during a teacher workshop, teachers (n = 82) submitted the lessons and surveys on the implementation of Geospatial Inquiry lessons. The implementation surveys and lessons were scored for alignment to the principles of high-quality Geospatial Inquiry. Students (n = 1924) completed a post-lesson retrospective survey and indicated the extent to which their perceptions and attitudes toward science and technology changed because of the lesson. Results indicate that teacher GST performance is associated with increases in student outcomes. Students with previous exposure to science activities were more likely to have increased interest and excitement in science and careers in science but decreased interest in technology careers. Students who had previous exposure to technology activities had increased interest and excitement in technology and careers in technology but decreased interest in science careers. Geospatial Inquiry lessons also had a significant impact on students who are traditionally underrepresented in STEM fields. After participating in the lessons, students who identify as female reported higher engagement and interest in science and higher interest in science careers. Students who identified as Black or Hispanic also reported higher interest and excitement in science and technology, and students who identified as Black reported marginally higher interest in science careers. 相似文献
18.
Steve Urbani Michael Robert Smith Cleborne D. Maddux Marlowe H. Smaby Edil Torres‐Rivera Judith Crews 《Counselor Education & Supervision》2002,42(2):92-106
The authors studied the effectiveness of the skilled counselor training model (SCTM). Counseling students who completed the SCTM demonstrated greater gains in skills acquisition and counseling self‐efficacy than counseling students who did not receive the training. At pretest, the counseling students in both groups, doing self‐appraisals, rated their performance of counseling skills significantly higher than trained raters assessed the students' performance of counseling skills. At posttest, members of the control group continued to overestimate their skills levels when compared with the ratings given by the trained raters, whereas, in comparison, students who received SCTM training underestimated their performance. 相似文献
19.
依据研究生培养目标和学习特征,从语言认知的视角探讨研究生英语教学中的学术能力培养策略。中高级阶段的研究生英语教学,应充分利用研究生的专业背景知识和英语学术语篇的结构与文体特征,在学术语篇的双语对比中培养研究生的学术语言的差异意识和学术思辩能力,建构其学术背景知识、学术思辩与学术英语表达互为一体的语言认知与应用技能。 相似文献
20.
The main purpose of this study was to test the effect of instruction to improve the reasoning skills of undergraduates majoring in the field of education. The results of this investigation demonstrate the lack of proficiency in formal reasoning by undergraduate education majors in the areas of proportional, probabilistic, and correlational reasoning. However, after receiving three specifically planned interventions, students in the experimental group showed improvement in all three areas of reasoning (p ≤ 0.05). Also, it was noted that students with science and/or math in their backgrounds performed significantly (p ≤ 0.05) better in all three areas of reasoning on both pre‐ and post‐tests than did students with no science or math in their backgrounds. This study is among the first to show that background knowledge obtained from college level science and math courses correlates with better reasoning skills. Data from this study also demonstrated that interventions focusing on probability and proportionality improved the correlational reasoning skills of students. The results of this investigation indicate that deficiencies in reasoning abilities in the areas of proportionality, probability, and correlational reasoning can be successfully addressed even with limited classroom intervention. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 981–995, 2000 相似文献