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1.
Prompting students’ context-generating cognitive activity in ill-structured domains: does the prompting mode affect learning? 总被引:1,自引:0,他引:1
Pantelis M. Papadopoulos Stavros N. Demetriadis Ioannis G. Stamelos Ioannis A. Tsoukalas 《Educational technology research and development : ETR & D》2009,57(2):193-210
This study was designed to investigate the impact of question prompts that guide students to focus on context-related issues
when learning through cases in an ill-structured domain. Three groups of undergraduate students studied cases during a lab-session
time period using a web-based environment. The first group studied without any question prompts. The second group studied
the same material while prompted to provide written answers to embedded questions in the cases. The third group studied while
having only to think of possible answers for the question prompts. In this study, we explored how the questioning intervention
affected students’ conceptual knowledge of the domain and their problem-solving ability. Post-tests did not reveal significant
statistical differences in the groups’ performance, indicating that under specific study conditions the prompting impact is
not traceable in the learning outcomes. This result, however, is discussed in the light of a previous study, which showed
that this context-oriented prompting method had a beneficial effect on student learning in a prolonged study-time setting,
where students were able to self-regulate their study activity.
相似文献
Pantelis M. PapadopoulosEmail: |
2.
Students’ Learning with the Connected Chemistry (CC1) Curriculum: Navigating the Complexities of the Particulate World 总被引:4,自引:3,他引:1
The focus of this study is students’ learning with a Connected Chemistry unit, CC1 (denotes Connected Chemistry, chapter 1),
a computer-based environment for learning the topics of gas laws and kinetic molecular theory in chemistry (Levy and Wilensky
2009). An investigation was conducted into high-school students’ learning with Connected Chemistry, based on a conceptual framework
that highlights several forms of access to understanding the system (submicro, macro, mathematical, experiential) and bidirectional
transitions among these forms, anchored at the common and experienced level, the macro-level. Results show a strong effect
size for embedded assessment and a medium effect size regarding pre-post-test questionnaires. Stronger effects are seen for
understanding the submicroscopic level and bridging between it and the macroscopic level. More than half the students succeeded
in constructing the equations describing the gas laws. Significant shifts were found in students’ epistemologies of models:
understanding models as representations rather than replicas of reality and as providing multiple perspectives. Students’
learning is discussed with respect to the conceptual framework and the benefits of assessment of learning using a fine-tuned
profile and further directions for research are proposed.
Electronic supplementary material The online version of this article (doi:) contains supplementary material, which is available to authorized users.
相似文献
Sharona T. LevyEmail: |
3.
This paper argues that Amartya Sen’s (Development as freedom, New York: Random House, 1999) concept of “capabilities” provides a useful framework for interpreting the brokering of learning provisions that emerged
as a key feature of reforms to education and training in Queensland (Australia) for young people. Sen’s capability approach
is presented as a way of understanding the place of vocational learning in capability deprivation and enhancement. Methodologically,
this account comes from a case study of the reforms’ birthing and trial phases (2000–2006) (Harreveld and Singh 2007, Queensland’s education and training reforms for the future: the journey so far in senior phase learning. Brisbane, Qld: Department of Education, Training and the Arts). Evidence about the brokering of learning provision for young
people comes from Queensland’s youth support coordinators, community mentoring scheme, flexible learning services and a work
readiness program.
相似文献
Michael J. SinghEmail: |
4.
Fostering High School Students’ Conceptual Understandings About Seasons: The Design of a Technology-enhanced Learning Environment 总被引:1,自引:0,他引:1
The purpose of this study is to understand in what ways a technology-enhanced learning (TEL) environment supports learning
about the causes of the seasons. The environment was designed to engage students in five cognitive phases: Contextualisation,
Sense making, Exploration, Modeling, and Application. Seventy-five high school students participated in this study and multiple
sources of data were collected to investigate students’ conceptual understandings and the interactions between the design
of the environment and students’ alternative conceptions. The findings show that the number of alternative conceptions held
by students were reduced except for the incorrect concepts of “the length of sunshine” and “the distance between the sun and
the earth.” The percentage of partial explanations held by students was also reduced from 60.5 to 55.3% and the percentage
of students holding complete scientific explanations after using Lesson Seasons rose from 2.6 to 15.8%. While some students
succeeded in modeling their science concepts closely to the expert’s concepts, some failed to do so after the invention. The
unsuccessful students could not remediate their alternative conceptions without explicit guidance and scaffolding. Future
research can then be focused on understanding how to provide proper scaffoldings for removing some alternative concepts which
are highly resistant to change.
相似文献
Fu-Kwun HwangEmail: |
5.
Brian R. Belland Krista D. Glazewski Jennifer C. Richardson 《Educational technology research and development : ETR & D》2008,56(4):401-422
Problem-based learning (PBL) is an instructional approach in which students in small groups engage in an authentic, ill-structured
problem, and must (1) define, generate and pursue learning issues to understand the problem, (2) develop a possible solution,
(3) provide evidence to support their solution, and (4) present their solution and the evidence that supports it (Barrows,
How to design a problem-based curriculum for the preclinical years. Springer Publishing, New York, 1985). However, research has shown that novice problem-solvers and learners without deep content knowledge have difficulty developing
strong evidence-based arguments (Krajcik et al., J Learn Sci 7:313–350, 1998a; Reiser, J Lear Sci 13(3):273–304, 2004). In this paper, we discuss the components of (e.g., claims and evidence) and processes of making (e.g., define problem and
make claim) evidence-based arguments. Furthermore, we review various scaffolding models designed to help students perform
various tasks associated with creating evidence-based arguments (e.g., link claims to evidence) and present guidelines for
the development of computer-based scaffolds to help middle school students build evidence-based arguments.
相似文献
Brian R. BellandEmail: |
6.
This exploratory study examines the learning beliefs of high and low achieving, low-income Mexican-American students. Semi-structured
interviews were conducted with 11 ninth grade students. The qualitative analysis shows that students’ perceptions of their
teachers’ expectations of a “good” student or a “not so good” student did not differ along achievement lines. However, the
students’ perceptions about what it means to be a good student differentiated the low-achievers from the high-achievers. This
study’s findings may be used to inform educators about Mexican-American students’ orientation towards school and learning,
in hopes for creating more equitable educational settings where all students achieve to their fullest potential.
相似文献
Soung BaeEmail: |
7.
Powerful knowledge and quality talk: maximising learning of genetics during collaborative group work
Grady Venville 《Cultural Studies of Science Education》2009,4(1):201-209
This commentary brings additional theoretical perspectives to bear on data and findings presented by Anniken Furberg and Hans
Christian Arnseth in their paper on students’ meaning making in genetics in collaborative learning activities. The theoretical
perspectives converge on the importance of maximizing students’ learning in genetics. The perspectives include the notion
of powerful knowledge which raises the issue of whether the curriculum being delivered is a means by which students can acquire
powerful knowledge that will provide them with more reliable explanations and new ways of thinking about the world. The role
of the teacher in fostering social interactions that result in conceptually focused discussions within small group work also
is considered. Finally, the issue of whether students can be taught how to improve the quality of their talk within small
groups is explored.
相似文献
Grady VenvilleEmail: |
8.
Chit-Kwong Kong 《Learning Environments Research》2008,11(2):111-129
It is generally believed that classroom learning experiences very much influence students’ academic development. However,
relatively little is known about whether classroom learning experiences have much effect on students’ affective and social
development. In this study, we argued for the importance of learning experiences on students’ affective and social development.
From research on Accelerated Schools Project and active learning, we conceptualised Positive Learning Experiences, Teacher
Support in Learning, and Active Learning Experiences as three components of learning experiences and developed relevant measures
to tap these learning experiences. Using research data from a large-scale student survey in Hong Kong (N = 19,477), we examined the construct validity of learning experiences and quality of school life. Confirmatory factor analysis
provided very strong support for the measures and the underlying constructs that they tap. In two-way analysis of variance,
the effects of gender and school level (secondary versus primary) on learning experiences and quality of school life were
examined. Significant gender and school-level main effects, as well as gender by school-level interaction effects, were found
for students’ ratings of their learning experiences and quality of school life. Female students gave more favourable ratings
than male students, and primary students gave more favourable ratings than secondary students. In addition, gender differences
in these ratings in secondary schools were relatively smaller than in primary schools. In subsequent multilevel modelling,
learning experiences were strong predictors of quality of school life after controlling for the effects of gender, school
level and average school achievement. These findings provide strong empirical support for the significance of classroom learning
experiences for students’ social and affective development.
相似文献
Chit-Kwong KongEmail: |
9.
10.
Multilevel issues in research using students’ perceptions of learning environments: The case of the Questionnaire on Teacher Interaction 总被引:2,自引:1,他引:1
The design of learning environment studies investigating students’ perceptions often is multilevel in nature. This multilevel
nature of studies can appear in the object of research (for example, teacher behaviour towards the individual student or towards
the class), the level of perception (personalised perceptions or group perceptions) and the sampling of data (usually clustered:
students are sampled with their classmates, classes are sampled with other classes taught by the same teacher, etc.). In the
present study, the impact of decisions about level is studied using students’ perceptions of the teacher–student relationship
as assessed with the Questionnaire on Teacher Interaction (QTI). Data were gathered in one school (59 classes of 29 teachers)
with two versions of this questionnaire: a personalised version and a class version. For reasons of comparison, additional
data on the class version were analysed from 44,415 students from 1,913 teachers in 207 schools. Results from multilevel and
single-level analyses of the class and personal versions of the QTI indicated that multilevel analyses are to be preferred
over single-level analyses and that different conceptual structures could apply depending on the object of study and the level
of perception.
相似文献
Theo WubbelsEmail: |
11.
David F. Feldon 《Educational Psychology Review》2007,19(2):91-110
Instruction on problem solving in particular domains typically relies on explanations from experts about their strategies.
However, research indicates that such self-reports often are incomplete or inaccurate (e.g., Chao & Salvendy, 1994; Cooke & Breedin, 1994). This article evaluates research on experts’ cognition, the accuracy of experts’ self-reports, and the efficacy of instruction
based on experts’ self-reports. Analysis of this evidence indicates that experts’ free recall of strategies introduces errors
and omissions into instructional materials that hinder student success. In contrast, when experts engage in structured knowledge
elicitation techniques (e.g., cognitive task analysis), the resultant instruction is more effective. Based on these findings,
the article provides a theoretical explanation of experts’ self-report errors and discusses implications for the continued
improvement of instructional design processes.
相似文献
David F. FeldonEmail: |
12.
Mattias Lundin 《Journal of Science Education and Technology》2007,16(5):369-377
This article sets out to examine how school science activities can encourage students’ participation while supporting a specific
science content. One ordinary class with 12-year-old students was chosen and their regular classroom work was studied without
intervention and with a minimum of interference. Lessons were video filmed, transcribed and analyzed focussing on the participants’
speech acts. It was found that students’ initiatives and experiences were important parts of their participation. The results
show how students’ participation was orchestrated with a science content by means of four different kinds of activities. The
activities are called ‘individual inventory of experiences’, ‘building a common platform of experiences’, ‘sharing new experiences’
and ‘concluding a common platform’. The activities form a foundation for participation in human biology topics. For example,
to ‘build a common platform of experiences’ seems to level out students’ different prerequisites for participating in subsequent
tasks. Furthermore, to ‘conclude a common platform’ implied a checkpoint of the shared new experiences. The activities support
students’ tentative use of scientific words as well as their learning of what counts as knowledge in the school science setting.
However, it can be questioned if the time spent on each separate activity is necessary or if similar achievements could be
made even if some activities were integrated. The question is open for further research.
相似文献
Mattias LundinEmail: |
13.
Tara E. Higgins Michele W. Spitulnik 《Journal of Science Education and Technology》2008,17(5):511-521
Professional development is critical in supporting teachers’ use of technological tools in classrooms. This review of empirical
research synthesizes the effective elements of professional development programs that support science teachers in learning
about technology integration. Studies are examined that explore how professional development supports technology use within
inquiry-based and traditional science instruction. Implications for future research are discussed in four areas: understanding
and building on teachers’ beliefs about science and technology; supporting teacher learning by supporting teachers’ examination
of students’ work; using technology to support teacher communities and social networks; and sustaining teachers’ learning
beyond formal professional development programs.
相似文献
Tara E. HigginsEmail: |
14.
The general background of this study is an interest in how digital tools contribute to structuring learning activities. The
specific interest is to explore how such tools co-determine students’ reasoning when solving word problems in mathematics,
and what kind of learning that follows. Theoretically the research takes its point of departure in a sociocultural perspective
on the role of cultural tools in thinking, and in a complementary interest in the role of the communicative framing of cognitive
activities. Data have been collected through video documentation of classroom activities in secondary schools where multimedia
tools are integrated into mathematics teaching. The focus of the analysis is on cases where the students encounter some kind
of difficulty. The results show how the tool to a significant degree co-determines the meaning making practices of students.
Thus, it is not a passive element in the situation; rather it invites certain types of activities, for instance iterative
computations that do not necessarily rely on an analysis of the problems to be solved. For long periods of time the students’
activities are framed within the context of the tool, and they do not engage in discussing mathematics at all when solving
the problems. It is argued that both from a practical and theoretical point of view it is important to scrutinize what competences
students develop when using tools of this kind.
相似文献
Annika Lantz-AnderssonEmail: |
15.
In this rejoinder to Ann Kindfield and Grady Venville’s comments on our article “Reconsidering conceptual change from a socio-cultural
perspective: Analyzing students’ meaning making in genetics in collaborative learning activities,” we elaborate on some of
the critical issues they raise. Their comments make apparent some of the crucial differences between a socio-cultural and
a socio-cognitive approach towards conceptual change. We have selected some issues that are addressed, either implicitly or
explicitly, in their comments. The main issues discussed are talk and interaction as data, the significance of context in
interaction studies, the feasibility of generic claims in small-scale interaction studies, and the difference between studying
students’ understanding of science concepts as opposed to studying the construction of meaning.
相似文献
Anniken FurbergEmail: |
16.
Manu Kapur Charles K. Kinzer 《Educational technology research and development : ETR & D》2007,55(5):439-459
This study investigated the effect of well- vs. ill-structured problem types on: (a) group interactional activity, (b) evolution
of group participation inequities, (c) group discussion quality, and (d) group performance in a synchronous, computer-supported
collaborative learning (CSCL) environment. Participants were 60 11th-grade science students working in three-member groups
(triads) who were randomly assigned to solve a well- or an ill-structured problem scenario on Newtonian Kinematics. Although
groups solving ill-structured problems generated more problem-centered interactional activity (a positive effect), they also
exhibited participation patterns that were more inequitable (a negative effect) than groups solving well-structured problems.
Interestingly, inequities in member participation patterns exhibited a high sensitivity to initial exchange and tended to
get “locked-in” early in the discussion, ultimately lowering the quality of discussion and, in turn, the group performance.
Findings and their implications for theory, methodology, and scaffolding of CSCL groups are discussed.
Manu Kapur is an Assistant Professor of Learning Sciences and Technologies at the National Institute of Education of Nanyang Technological University of Singapore. Charles K. Kinzer is a Professor of Education and Technologies, and Coordinator of the program in Communication, Computing and Technology in Education at Teachers College, Columbia University in New York. 相似文献
Charles K. KinzerEmail: |
Manu Kapur is an Assistant Professor of Learning Sciences and Technologies at the National Institute of Education of Nanyang Technological University of Singapore. Charles K. Kinzer is a Professor of Education and Technologies, and Coordinator of the program in Communication, Computing and Technology in Education at Teachers College, Columbia University in New York. 相似文献
17.
18.
In the learning sciences, students’ understanding of scientific concepts has often been approached in terms of conceptual change. These studies are grounded in a cognitive or a socio-cognitive approach to students’ understanding and imply a focus on the
individuals’ mental representations of scientific concepts and ideas. We approach students’ conceptual change from a socio-cultural
perspective as they make new meaning in genetics. Adhering to a socio-cultural perspective, we emphasize the discursive and
interactional aspects of human learning and understanding. This perspective implies that the focus is on students’ meaning
making processes in collaborative learning activities. In the study, we conduct an analysis of a group of students’ who interact
while working to solve problems in genetics. In our analyses we emphasize four analytical aspects of the students’ meaning
making: (a) the students’ use of resources in problematizing, (b) teacher interventions, (c) changes in interactional accomplishments,
and (d) the institutional aspect of meaning making. Our findings suggest that students’ meaning making surrounding genetics
concepts relates not only to an epistemic concern but also to an interactional and an institutional concern.
Anniken Furberg is a PhD student in education at InterMedia, the University of Oslo. After earning a master’s degree in education at the University of Oslo (1998) she spent four years working as a researcher at Telenor R&I. She still has her position in Telenor R&I but performs her PhD work on a daily basis at InterMedia, the University of Oslo. Her research interests include the socio-cultural approach to collaborative learning, socio-scientific issues, computer-supported learning, and analyses of students’ and teachers’ classroom talk. Hans Christian Arnseth is an associate professor/research director at the Network for IT-Research and Competence in Education, University of Oslo. In 2004 he earned his PhD in education at the University of Oslo. He currently works with initializing and coordinating national and international research programs related to ICT in education. His research explores computer-supported collaborative learning, computer gaming and learning, and analyses of students’ classroom interaction. 相似文献
Anniken FurbergEmail: |
Anniken Furberg is a PhD student in education at InterMedia, the University of Oslo. After earning a master’s degree in education at the University of Oslo (1998) she spent four years working as a researcher at Telenor R&I. She still has her position in Telenor R&I but performs her PhD work on a daily basis at InterMedia, the University of Oslo. Her research interests include the socio-cultural approach to collaborative learning, socio-scientific issues, computer-supported learning, and analyses of students’ and teachers’ classroom talk. Hans Christian Arnseth is an associate professor/research director at the Network for IT-Research and Competence in Education, University of Oslo. In 2004 he earned his PhD in education at the University of Oslo. He currently works with initializing and coordinating national and international research programs related to ICT in education. His research explores computer-supported collaborative learning, computer gaming and learning, and analyses of students’ classroom interaction. 相似文献
19.
Socio-emotional orientations and teacher change 总被引:1,自引:0,他引:1
Raimo Kaasila Markku S. Hannula Anu Laine Erkki Pehkonen 《Educational Studies in Mathematics》2008,67(2):111-123
In this article we consider how elementary education students’ views of mathematics changed during their mathematics methods
course. We focus on four female students: two started the course with mainly positive views of mathematics and a task orientation,
two with negative views of the subject and an ego-defensive orientation. The biggest change observed was that the trainees’
views of teaching and learning mathematics became more positive. Moreover, what had been an ego-defensive orientation changed
towards a social-dependence orientation. The crucial facilitators of change seemed to be (1) handling of and reflection on
one’s experiences of learning and teaching mathematics, (2) exploring content with concrete materials, and (3) collaboration
with a partner or working as a tutor of mathematics.
相似文献
Raimo KaasilaEmail: |
20.