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1.
文章首先将科学发现学习的认知要素划分为实际系统和科学理论模型,以及实验空间和假设空间。然后,运用GOMS模型对科学发现学习进行认知任务分析,将其分解为理解问题、探究局部模型、合成全局模型和反思评价四个子目标,详细分析了其中的基本操作与方法,以及在此过程中学生的工作记忆和长时记忆是如何发展变化的。由此建立的认知模型为基于计算机的科学发现学习环境的设计奠定了必要的理论基础。 相似文献
2.
如何利用计算机模拟软件来支持一些在实验室无法完成的实验是目前科学教学中迫切需要解决的问题之一。微世界作为支持发现学习的模拟软件,尤其适合于发展科学学科的探索与发现学习活动。学习者利用它提供的操作方法与指令探索其中的领域知识,并观察产生的现象、检验自己的假设,从而发现并习得微世界中蕴藏的领域知识。文章从理解微世界和科学发现学习的含义出发,分析了微世界支持的科学发现的活动过程和学习者存在的困难,从技术应用和支持学习者科学发现学习认知过程两个维度提出了微世界支持的科学发现学习的策略框架,并通过开展教学实践,探索微世界支持小学科学发现学习的教学策略的实施过程,以促进小学科学课堂教学的有效开展,提升小学生的科学素养。 相似文献
3.
计算机模拟环境中的科学发现学习 --过程、条件与学习支持 总被引：2，自引：0，他引：2
如何在计算机模拟情境中嵌入有效的学习支持是当前研究者关注的一个重要问题.科学发现学习活动中有三种基本活动线索:问题表征与假设生成、实验检验、自我监控与反思概括.这种学习活动可能主要受三个内在条件的制约:意义性、系统逻辑性和反思概括,据此,针对计算机模拟环境中的学习支持可以包括三个侧面:解释性支持、实验性支持和反省性支持. 相似文献
4.
Koen Veermans Ton de Jong Wouter R. van Joolingen 《Interactive Learning Environments》2013,21(3):229-255
Providing learners with computer-generated feedback on their learning process in simulation-based discovery environments cannot be based on a detailed model of the learning process due to the “open” character of discovery learning. This paper describes a method for generating adaptive feedback for discovery learning based on an “opportunistic” learning model that takes the current hypothesis of the learner and the experiments performed to test this hypothesis as input. The method was applied in a simulation–based learning environment in the physics domain of collisions. Additionally, the method was compared to an environment in which subjects received predefined feedback on their hypotheses, not taking the experimentation behavior into account. Results showed that overall both groups did not differ on knowledge acquired. A further analysis indicated that, in their learning processes, the learners in the experimental condition built upon their intuitive knowledge base, whereas the learners in the control condition built upon their conceptual knowledge base. In addition, measures of the learning process showed that the subjects in the experimental condition adopted a more inquiry-based learning strategy compared to the subjects in the control condition. We concluded, therefore, that providing learners with adaptive feedback had a different and beneficial effect on the learning process compared to more traditional predefined feedback. 相似文献
5.
微世界是一种面向科学发现学习的虚拟仿真学习环境。然而,科学发现学习本身的复杂性和现有微世界软件对这种学习方式缺乏支持,阻碍了微世界的有效应用。为此,在关于科学发现的已有研究基础上,将科学发现学习的活动结构划分为执行层与元策略层。进而,依据科学发现学习的活动结构,建立了以学生模型、活动模型和情境模型为核心的,面向科学发现学习的微世界概念模型。 相似文献
6.
张朗昌 《江苏广播电视大学学报》2001,12(3):12-14,72
发现学习有利于引导学生主动思考、培养探索精神；接受学习能保证在较短时间里掌握较多的知识。在开放化、信息化环境下，利用网络平台突破时空限制，构建以接受学习为主、发现学习为辅的现代远程个别化教学模式，符合开放教育试点的教育思想和人才培养目标，有利于开放教育的教学并使之达到最佳效果。 相似文献
7.
Learning in discovery environments, such as simulations, requires both planning and complex inference processing from learners.
Studies evaluating simulations learning have indicated that, without added instructional support, simulation learning knowledge
gains are disappointing and/or unclear. With regard to the problems that learners could encounter, we feel, on the one hand,
that learners should be supported in their discovery processes whenever possible. On the other hand, we believe that learners'
own responsibility in the learning process should be emphasised. The discovery environment in the present study is called
CIRCUIT, in which the behaviour of current and voltage sources in electrical circuits is simulated. CIRCUIT includes three
main types of instructional support: model progression, assignments, and explanations. Two experimental conditions were created.
Although these conditions were similar with respect to the support, they differed with respect to the amount of freedom given
to the subjects. That is, the first group of subjects was free to choose their own sequence exploring the simulation environment.
In the second group, the sequence was largely controlled by the environment. In determining the instructional value of the
interaction, special attention is paid to acquiring intuitive knowledge as compared to definitional knowledge. The evaluation
followed a pretest-posttest design. Results showed no gain in definitional knowledge but a gain in intuitive knowledge. No
major differences between the experimental groups were detected in the posttest results or in the interaction processes, a
cognitive load measure, and the subjective ratings.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
8.
When learners explore dynamic and interactive visualisations they are often not able to interact with them in a systematic and goal-oriented way. Frequently, even supporting learners in processes of discovery learning does not lead to better learning outcomes. This can be due to missing pre-requisite knowledge such as the coherent mental integration of the pictorial and symbolic sources of information. In order to support learners in this process, we encouraged them to interactively and externally relate different static sources of information to each other before exploring dynamic and interactive visualisations. We evaluated the benefit of this instructional support in two experimental studies concerning the domains of statistics and mechanics. It revealed that the active integration of static representations before processing dynamic visualisations resulted in better performance and can provide a basis for a more systematic and goal-oriented experimentation behaviour during simulation-based discovery learning.in final form: 16 November 2004 相似文献
9.
顾建华 《广东广播电视大学学报》2003,12(2):10-13
本文对教学基本问题中的接受学习和发现学习的概念以及它们之间的内在联系作了阐述，并着重就在网络远程教学环境下，如何实施接受学习和发现学习的问题作了初步探讨。 相似文献
10.
Nadira Saab Wouter R. van Joolingen Bernadette H. A. M. van Hout-Wolters 《Instructional Science》2007,35(1):73-98
We present a study on the effect of instruction on collaboration in a collaborative discovery learning environment. The instruction
we used, called RIDE, is built upon four principles identified in the literature on collaborative processes: Respect, Intelligent collaboration, Deciding together, and Encouraging. In an experimental study, a group of learners (ages 15–17) receiving this instruction was compared to a control group. The
learners worked in dyads on separate computers in a shared discovery learning environment in the physics domain of collisions,
communicating through a chat channel. Qualitative and quantitative analyses of the logged actions in the learning environment
and the chat protocols showed that the RIDE instruction can lead to more constructive communication, and improved discovery
learning activities, as expected, although no direct effect on discovery learning results was found. This study shows the
benefits of providing instruction on effective communication and the learning process in a collaborative discovery learning
situation. 相似文献
11.
Discovery-based learning designs incorporating active exploration are common within instructional software. However, researchers have highlighted empirical evidence showing that “pure” discovery learning is of limited value and strategies which reduce complexity and provide guidance to learners are important if potential learning benefits are to be achieved. One approach to reducing complexity in discovery learning is limiting the range of possible actions for the learner to ensure that they do not undertake exploratory activities leading to confusion. This article reports on a study in which the learning outcomes from two learning conditions using computer-based simulations were compared. One condition allowed exploration through manipulation of simulation parameters, while the other allowed observation of simulation output from preset parameters, the latter condition designed to limit the complexity of the task. Learning outcomes for the 158 university student participants were assessed via pre-tests and post-tests of conceptual understanding. Students’ exploration activities were recorded and their strategies subsequently coded as either systematic or unsystematic. The results showed that when compared with observation, systematic exploration resulted in learning benefits, while unsystematic exploration did not. These results have implications for the design of discovery learning tasks and instructional guidance within computer-based simulations. 相似文献
12.
Using a virtual physics lab, we analyzed the impact of metacognitive support on simulation-based scientific discovery learning (SDL). The dependent variables for learning outcome were the immediate conceptual knowledge gain and the retained conceptual knowledge three weeks later. Additional dependent variables were the actual use of a domain-specific cognitive strategy, motivation, emotions, and cognitive load. To contrast the effects of metacognitive support with possible effects of goal specificity, the experimental study followed a 2 × 2 design with a sample of N = 129 ninth grade students and with metacognitive support (yes vs. no) and learning goals (specific vs. nonspecific) as factors. The results showed positive effects of metacognitive support on learning outcome, on actual cognitive strategy use, and on learning emotions. No interaction effect of metacognitive support and goal specificity on learning outcome was observed. 相似文献
13.
Science consists of a body of knowledge and a set of processes by which the knowledge is produced. Although these have traditionally been treated separately in science instruction, there has been a shift to an integration of knowledge and processes, or set of practices, in how science should be taught and assessed. We explore whether a general overall mastery of the processes drives learning in new science content areas and if this overall mastery can be improved through engaged science learning. Through a review of literature, the paper conceptualizes this general process mastery as scientific sensemaking, defines the sub-dimensions, and presents a new measure of the construct centered in scenarios of general interest to young adolescents. Using a dataset involving over 2500 6th and 8th grade students, the paper shows that scientific sensemaking scores can predict content learning gains and that this relationship is consistent across student characteristics, content of instruction, and classroom environment. Further, students who are behaviorally and cognitively engaged during science classroom activities show greater growth in scientific sensemaking, showing a reciprocal relationship between sensemaking ability and effective science instruction. Findings from this work support early instruction on sensemaking activities to better position students to learn new scientific content. 相似文献
14.
Kristin Knipfer Eva Mayr Carmen Zahn Stephan Schwan Friedrich W. Hesse 《Educational Research Review》2009,4(3):196-209
In this article, the potentials of advanced technologies for learning in science exhibitions are outlined. For this purpose, we conceptualize science exhibitions as dynamic information space for knowledge building which includes three pathways of knowledge communication. This article centers on the second pathway, that is, knowledge communication among visitors. We argue that advanced technologies have specific potentials to support all forms of visitor-to-visitor knowledge communication and, furthermore, allow for new forms of knowledge communication among unacquainted visitors and beyond the actual museum visit. We discuss mechanisms of collaborative learning with regard to their relevance for visitor-to-visitor knowledge communication and present prototypical advanced media applications in science exhibitions that address these mechanisms. This article both contributes to our understanding of collaborative learning in science exhibitions and the support advanced technologies can provide for visitor-to-visitor knowledge communication in science exhibitions. 相似文献
15.
In this study, we used think-aloud verbal protocols to examine how various macro-level processes of self-regulated learning (SRL; e.g., planning, monitoring, strategy use, handling of task difficulty and demands) were associated with the acquisition of a sophisticated mental model of a complex biological system. Numerous studies examine how specific micro-level SRL processes such as judgments of learning or prior knowledge activation are related to learning outcomes. However, it is also valuable to look at these processes in macro-level aggregates because efficacy and use of micro-level strategies can vary due to individual differences. Two hundred and nineteen high-school and middle-school students produced think-aloud protocols while learning with a hypermedia environment. We transcribed and coded participants’ learning sessions for the use of micro- and macro-level SRL processes. Participants’ developmental level, prior knowledge, and monitoring behaviors were associated with posttest mental model sophistication. These results illustrate that monitoring is a key SRL process when developing an understanding of a complex science topic using hypermedia. 相似文献
16.
重构发现学习 总被引：1，自引：0，他引：1
凌宇 《湖南第一师范学报》2003,3(3):71-73
布鲁纳的发现学习在教育界影响深远．重构发现学习是时代对于这一学习理论的崭新诠释。发现学习是不断超越固定结构的建构学习，是学习者亲历真实情境的研究性学习。是注重发展学生主体性的自主学习．在教学中有着广阔的应用空间。 相似文献
17.
云计算是多种技术的合成和业务模式的创新,在整个信息产业运作模式的变革中起到了越来越重要的作用。移动终端应用随着互联技术以及终端技术的发展也正在受到全社会的关注。移动学习作为终身学习的一种实践手段在潜移默化地改变着人们的学习方式。基于云计算的移动学习平台建设无疑解决了传统教学平台的诸多缺陷。对云计算环境下移动学习平台的深入研究将为人们在实践中提高学习的自主性和灵活性提供更有效的支持。 相似文献
18.
马新英 《新疆教育学院学报》2005,21(4):35-37
作为研究性学习基础的发现学习和作为发现学习提升与发展的研究性学习，在具体的实施中对其二者内涵的深度把握十分重要。本文从发现学习和研究性学习的理论基础、特征及目标定位等方面分析两者的异同，以为基础教育课程改革献微薄之力。 相似文献
19.
Jürgen Paul Norman G. Lederman Jorge Groß 《International Journal of Science Education》2016,38(15):2367-2387
Experiments are essential for both doing science and learning science. The aim of the German youth science fair, Jugend forscht, is to encourage scientific thinking and inquiry methods such as experimentation. Based on 57 interviews with participants of the competition, this study summarises students’ conceptions and steps of learning about experimentation, taking into account age disparities. Five distinct subdomains of learning were identified in which learning processes may occur. These subdomains are procedure, purpose, material, control, and time. The three separate age groups used slightly different concepts but all the participants took the same or very similar steps of learning independent of their age. Two main reasons for conceptual developments could be detected: Firstly, the participating students had the opportunity to work using methodology similar to the commonly accepted scientific path of knowledge. Secondly, due to communication processes during the competition, a purposive reflection of their own project was promoted. With respect to different educational levels, experimentation proves to be a complex scientific framework that will be learnt step by step throughout students’ education. We therefore argue for a stronger anchoring of research experiments embedded in open or authentic inquiry to be included in science lessons at school. 相似文献
20.
朱雷 《鞍山师范学院学报》2006,8(3):43-45
从布鲁纳的发现学习法出发,结合本人日常教学实际,初步探讨了在英语教学中培养学生独立学习、探究发现的学习方式,并提出了几种可行的方案,如创设问题发现法,创设情境发现法,适时适量发现法等。 相似文献