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1.
Purposely Teaching for the Promotion of Higher-order Thinking Skills: A Case of Critical Thinking 总被引：1，自引：0，他引：1
This longitudinal case-study aimed at examining whether purposely teaching for the promotion of higher order thinking skills
enhances students’ critical thinking (CT), within the framework of science education. Within a pre-, post-, and post–post
experimental design, high school students, were divided into three research groups. The experimental group (n = 57) consisted of science students who were exposed to teaching strategies designed for enhancing higher order thinking
skills. Two other groups: science (n = 41) and non-science majors (n = 79), were taught traditionally, and acted as control. By using critical thinking assessment instruments, we have found
that the experimental group showed a statistically significant improvement on critical thinking skills components and disposition
towards critical thinking subscales, such as truth-seeking, open-mindedness, self-confidence, and maturity, compared with
the control groups. Our findings suggest that if teachers purposely and persistently practice higher order thinking strategies
for example, dealing in class with real-world problems, encouraging open-ended class discussions, and fostering inquiry-oriented
experiments, there is a good chance for a consequent development of critical thinking capabilities. 相似文献
2.
Orthographic spelling is a major difficulty in German-speaking children with dyslexia. The aim of the present study was to
evaluate the effectiveness of an orthographic spelling training in spelling-disabled students (grade 5 and 6). In study 1,
ten children (treatment group) received 15 individually administered weekly intervention sessions (60 min each). A control
group (n = 4) did not receive any intervention. In study 2, orthographic spelling training was provided to a larger sample consisting
of a treatment group (n = 13) and a delayed treatment control group (n = 14). The main criterion of spelling improvement was analyzed using an integrated dataset from both studies. Repeated-measures
analysis of variance revealed that gains in spelling were significantly greater in the treatment group than in the control
group. Statistical analyses also showed significant improvements in reading (study 1) and in a measure of participants’ knowledge
of orthographic spelling rules (study 2). The findings indicate that an orthographic spelling training enhances reading and
spelling ability as well as orthographic knowledge in spelling-disabled children learning to spell a transparent language
like German. 相似文献
3.
Children (5 and 6 years old, n = 30) at familial risk of dyslexia received a home-based intervention that focused on phoneme awareness and letter knowledge
in the year prior to formal reading instruction. The children were compared to a no-training at-risk control group (n = 27), which was selected a year earlier. After training, we found a small effect on a composite score of phoneme awareness
(d = 0.29) and a large effect on receptive letter knowledge (d = 0.88). In first grade, however, this did not result in beneficial effects for the experimental group in word reading and
spelling. Results are compared to three former intervention studies in The Netherlands and comparable studies from Denmark
and Australia. 相似文献
4.
Juan Antonio Moreno Murcia José Antonio Vera Lacárcel Fernando Del Villar Álvarez 《European Journal of Psychology of Education - EJPE》2010,25(1):37-47
The study focused on discovering the influence that an autonomous motor task learning programme had on the improvement of
perceived competence, intrinsic regulation, incremental belief and motivational orientations. The study was performed with
two groups of participants (n = 22 and n = 20) aged between 19 and 35 years. The instruments used were the incremental factor of the Conceptions of the Nature of
Athletic Ability Questionnaire (CNAAQ-2), the Goal Orientation in Exercise Scale (GOES), the intrinsic regulation factor of
the Behavioural Regulation in Exercise Questionnaire (BREQ-2), the perceived autonomy factor of the autonomy measurement scale
(EMA) and the perceived competence factor of the Motives for Physical Activity Measure Revised Scale (MPAM-R). The questionnaires
were handed out over 3 months in a weekly session with pre-test and post-test. The results showed that the use of an autonomy-based
teaching programme increased perceived competence, intrinsic motivation, incremental ability belief and task-involving motivational
orientation. 相似文献
5.
Our spelling training software recodes words into multisensory representations comprising visual and auditory codes. These
codes represent information about letters and syllables of a word. An enhanced version, developed for this study, contains
an additional phonological code and an improved word selection controller relying on a phoneme-based student model. We investigated
the spelling behavior of children by means of learning curves based on log-file data of the previous and the enhanced software
version. First, we compared the learning progress of children with dyslexia working either with the previous software (n = 28) or the adapted version (n = 37). Second, we investigated the spelling behavior of children with dyslexia (n = 37) and matched children without dyslexia (n = 25). To gain deeper insight into which factors are relevant for acquiring spelling skills, we analyzed the influence of
cognitive abilities, such as attention functions and verbal memory skills, on the learning behavior. All investigations of
the learning process are based on learning curve analyses of the collected log-file data. The results evidenced that those
children with dyslexia benefit significantly from the additional phonological cue and the corresponding phoneme-based student
model. Actually, children with dyslexia improve their spelling skills to the same extent as children without dyslexia and
were able to memorize phoneme to grapheme correspondence when given the correct support and adequate training. In addition,
children with low attention functions benefit from the structured learning environment. Generally, our data showed that memory
sources are supportive cognitive functions for acquiring spelling skills and for using the information cues of a multi-modal
learning environment. 相似文献
6.
Kai-Lin Yang 《Educational Studies in Mathematics》2012,80(3):307-326
In this study, we explored the structural relationship between the students’ perceived use of cognitive and metacognitive reading strategies (CMRS) and their reading comprehension of geometry proof (RCGP), and we also examined the differences in students’ perceived use of reading strategies among the poor, moderate and good comprehenders. A sample of ninth graders (N = 533) completed a RCGP test and then the CMRS questionnaire. In the exploratory factor analysis with one subsample (n = 150), principal component analysis was used to extract factors of CMRS use for improving the CMRS instrument. Another subsample of students (n = 370) participated in the study on the confirmatory factor analysis with structural equation modelling method. Results revealed that the use of metacognitive reading strategies exerts an executive function over that of cognitive reading strategies, which directly influenced students’ RCGP. Our interesting findings were that good comprehenders tended to employ more metacognitive reading strategies for planning and monitoring comprehension and more cognitive reading strategies for elaborating proof compared with the moderate comprehenders, who in turn employed these strategies more often compared with the poor comprehenders. 相似文献
7.
The aim of the study was to elucidate the nature and efficiency of the strategies that readers with phonological dyslexia
use for temporary retention of written words in Working Memory (WM). Data was gathered through a paradigm whereby participants
had to identify serially presented written (target) words from within larger word pools according to their presentation order,
with word pools containing code-specific distracter (CSD) words and non-code-specific distracter (NCSD) words. Analyses focused
on three aspects of performance: (1) false recognition of target words; (2) correct recognition of target words; and (3) retention
of word presentation order. Participants were readers with diagnosed phonological dyslexia (n = 20, mean grade level = 9.05 [0.89]) and a control group of regular readers (n = 25, mean grade level = 9.00 [0.76]). Results provide direct evidence that the dyslexic readers and the regular readers
used essentially different memory coding strategies for the temporary retention of written words, with the former predominantly
relying on a visual strategy and the latter on a phonological strategy. Findings further pinpointed a notably impoverished
ability of the dyslexic readers to retain word presentation order. The implication of these findings is discussed in relation
to theories predicting the acquisition and mastery of reading.
相似文献
| Paul MillerEmail: |
8.
The purpose of the study is to compare problem based learning (PBL) and lecture-based learning (LBL) in Hong Kong secondary
students’ science achievement. Secondary One students were divided into two groups: group A (n = 37), was taught two topics: “Human Reproduction” and “Density” through PBL; group B (n = 38) was taught the same topics by LBL. Multiple choice questions and short structured response items were used to assess
students’ academic performance. Pre and post tests were categorized into three domains: knowledge, comprehension and application
according to Bloom’s Taxonomy (Bloom 1956). The results of this study suggest first that PBL is at least as effective as LBL in gaining the knowledge required to achieve
the syllabus’ learning objectives; secondly, the PBL group shows a significant improvement in students’ comprehension and
application of knowledge over an extended time. Seemingly, PBL is favored for knowledge retention compared to a more conventional
teaching approach, by these early adolescent children in Hong Kong. An ongoing longitudinal study on students’ interactions
will further determine whether students taught through PBL develop improved learning in relation to high order skills, in
a local situation which still tends to focus on factual recall but where higher skills are being demanded by systemic reform. 相似文献
9.
Recent research on metacognition points out the crucial role of on-line methods when endeavouring to conduct valid assessments
of metacognitive skills. Presently, different on-line methods are used, however, it is still a question of research whether
and how they affect students’ learning behaviour and learning outcome. Thus, the aim of this study is to quasi-experimentally
analyse the effects of two on-line verbalisation methods on learning performance. By means of the thinking-aloud method, students
in one experimental group (n = 24) were instructed to read and think aloud during learning. With the reflection when prompted method, students of another
experimental group (n = 24) were prompted at each navigational step to reflect on the reasons why they chose specific information. Students in
the control group (n = 22) learned without being instructed to verbalise. All three groups were treated identically except for the different use
of verbalisation assessment methods. The students’ task was to learn the concepts and principles of operant conditioning presented
in a hypermedium within 30 min. The students’ learning sessions were videotaped and learning performance was obtained immediately
afterwards. Based on Ericsson and Simon’s (Protocol analysis: Verbal reports as data, MIT, Cambridge, 1993) model, no performance differences between the thinking aloud and the control group were hypothesised.
However, prompting students for metacognitive reflection should affect learning performance positively, which is confirmed
by the results only in tendency for transfer performance. Implications for on-line assessment methods of metacognitive skill
will be discussed. 相似文献
10.
A meta-analysis of morphological interventions: effects on literacy achievement of children with literacy difficulties 总被引：2，自引：0，他引：2
This study synthesizes 79 standardized mean-change differences between control and treatment groups from 17 independent studies,
investigating the effect of morphological interventions on literacy outcomes for students with literacy difficulties. Average
total sample size ranged from 15 to 261 from a wide range of grade levels. Overall, morphological instruction showed a significant
improvement on literacy achievement ([`(d)] \overline d = 0.33). Specifically, its effect was significant on several literacy outcomes such as phonological awareness ([`(d)] \overline d = 0.49), morphological awareness ([`(d)] \overline d = 0.40), vocabulary ([`(d)] \overline d = 0.40), reading comprehension ([`(d)] \overline d = 0.24), and spelling ([`(d)] \overline d = 0.20). Morphological instruction was particularly effective for children with reading, learning, or speech and language
disabilities, English language learners, and struggling readers, suggesting the possibility that morphological instruction
can remediate phonological processing challenges. Other moderators were also explored to explain differences in morphological
intervention effects. These findings suggest students with literacy difficulties would benefit from morphological instruction. 相似文献
11.
We examined whether university students who report a significant history of reading difficulties (RD; n = 24) differed from university students with no history of reading difficulties (NRD; n = 31) in how sentence context affects word recognition. Experiment 1 found no differences in how congruent sentence primes
or syntactic manipulations of the sentence primes affected the performance of the two groups. However, only the RD group displayed
a significant inhibition effect when the target word was preceded by an incongruent sentence prime. Experiment 2 found that
the groups differed in how meaning frequency of the target word and context strength of the sentence prime affected word recognition
latencies. The results suggest that the RD participants’ performance is context-sensitive and better explained by interactive
models of language processing than by modular models. 相似文献
12.
Christian Harteis Barbara Morgenthaler Christine Kugler Karl-Peter Ittner Gabriel Roth Bernhard Graf 《Vocations and Learning》2012,5(2):119-136
Intuition presents as a crucial component of professional competence for many occupations, including emergency physicians because many of their decisions have to be made quickly. When arriving at the scene of an accident, they promptly have to assess the circumstances and initiate immediate life-saving measures without opportunities for deep analyses of patients’ conditions. Therefore, spontaneous and intuitive decisions are required to solve the problem appropriately, rather than more intentional and time-consuming forms of decision-making. Yet, the efficacy of and processes underpinning these intuitive activities remain far from fully understood or clearly conceptualised. The study reported here aims at revealing the efficacy of such intuition by analysing decision-making behaviour of emergency physicians. Based on patient simulation mannequins, which can be programmed to present specified clinical situations, three groups of participants with different levels of emergency medicine expertise (n 1 = 10 novices, n 2 = 10 semi-experts, n 3 = 10 experts) each addressed two different authentic problem cases. In the first simulation, time pressure was utilised to press participants to decide intuitively. In the second simulation, the participants had to legitimise their decisions without any time pressure in order to generate rational decisions. Whereas no clear difference in the participants’ performances between both cases could be identified, experts and semi-experts performed better than novices in their intuitive decision-making, thereby supporting beliefs about the efficacy of intuition. It is proposed that medical education, as well as other forms of occupational preparation, should consider theories of mental simulations in order to improve surgeons’ professional education. 相似文献
13.
Yu-Ling Tsai Ching-Kuch Chang 《International Journal of Science and Mathematics Education》2009,7(3):501-531
This article reports an alternative approach, called the combinatorial model, to learning multiplicative identities, and investigates
the effects of implementing results for this alternative approach. Based on realistic mathematics education theory, the new
instructional materials or modules of the new approach were developed by the authors. From the combinatorial activities based
on the things around daily life, the teaching modules assisted students to establish their concept of the distributive law,
and to generalize it via the process of progressive mathematizing. The subjects were two classes of 8th graders. The experimental
group (n = 32) received a combinatorial approach to teaching by the first author using a problem-centered with double-cycles instructional
model, while the control group (n = 30) received a geometric approach to teaching, from the textbook by another teacher who uses lecturing. Data analyses were
both qualitative and quantitative. The findings indicated that the experimental group had a better performance than the control
group in cognition, such as for the inner-school achievement test, mid-term examination, symbol manipulation, and unfamiliar
problem-solving: also in affection, such as the tendency to engage in the mathematics activities and enjoy mathematical thinking. 相似文献
14.
Susan A. Everett Gail R. Luera Charlotte A. Otto 《International Journal of Science and Mathematics Education》2008,6(1):1-17
The goal of this study was to examine the two related links of research to teaching practice and teaching practice to research that pre-service elementary teachers made during an action research project focusing on a conceptual-change teaching experience
with elementary school students. Data were collected from the final written reports from 144 groups of students. Analysis
of the data by the process of grounded theory showed that the majority of students (96%) were able to link current educational
research successfully to their teaching practice while fewer students (16%) were able to link their teaching practice back
to the research base. Many students (30%), however, found new knowledge in the form of identifying new misconceptions or finding
previously reported misconceptions with new populations or confirming prior research. Preliminary results (n = 17) based on the changes to the course showed significant improvement. 相似文献
15.
The aim of this study was to investigate the theory that visual magnocellular deficits seen in groups with dyslexia are linked
to reading via the mechanisms of visual attention. Visual attention was measured with a serial search task and magnocellular
function with a coherent motion task. A large group of children with dyslexia (n = 70) had slower serial search times than a control group of typical readers. However, the effect size was small (η
p2 = 0.05) indicating considerable overlap between the groups. When the dyslexia sample was split into those with or without
a magnocellular deficit, there was no difference in visual search reaction time between either group and controls. The data
suggest that magnocellular sensitivity and visual spatial attention weaknesses are independent of one another. They also provide
more evidence of heterogeneity in response to psychophysical tasks in groups with dyslexia. Alternative explanations for poor
performance on visual attention tasks are proposed along with avenues for future research. 相似文献
16.
Pierre Jean Ensergueix Lucile Lafont 《European Journal of Psychology of Education - EJPE》2010,25(2):222-242
Students often do not take full advantage of peer tutoring instructional strategies because they are not sufficiently prepared
to fulfill the role of tutor. This study examined whether implementing a peer tutor training program prior to the beginning
of reciprocal peer tutoring (RPT) sessions might help overcome this issue. Gender differences were also explored. In a physical
education setting, 48 novice ninth-graders were assigned in symmetric dyads to a physical practice associated with trained
RPT condition (TRPT; n = 24) or a physical practice associated with spontaneous RPT condition (SRPT; n = 24). Moreover, 24 participants were assigned to a physical practice without any form of RPT control condition (PP). The
peer tutor training, based on an original group interview technique, aimed at enhancing the explanatory potential of the tutor
and his/her sensitivity to the specific needs of the tutee. Results indicated a superior motor performance for the TRPT condition
and no difference between the SRPT and PP conditions. Interestingly, a positive relation between motor performance and self-efficacy
beliefs was found for TRPT females. The assumption that the development of metacognitive awareness is one of the mechanisms
underlying RPT’s effectiveness was thus supported. 相似文献
17.
In the new science and technology junior-high-school curriculum in Israel, it is recommended that the cell topic be taught
“longitudinally in conjunction with other study contents”. This recommendation confers a change in teaching the cell topic
and provides an opportunity to form meaningful relationships between biological phenomena at the macro-level and their cellular
explanations. Here, we examine junior-high-school science and technology teachers’ pedagogical content knowledge (PCK) with
regard to the cell topic and the formation of macro-micro relations, ten years following the publication of the change in
the curriculum. Teachers in this study participated in three focus groups (n = 59) and one workshop (n = 12). In addition, six experienced teachers were interviewed in the course of this study. Specific tools were developed
to capture the teachers’ PCK. We found that the teachers had changed their way of teaching the cell topic only superficially:
they did not undergo any deep change. Despite the importance the teachers placed on teaching and learning the cell topic,
their concerns about their students’ comprehension difficulties reduced the time they devoted to teaching the topic in class.
The teachers were also found to have no PCK capacity to integrate biological phenomena at the macro-level with their cellular
explanations. In addition, a duality was identified among the teachers with regards to relating macro- and micro-levels in
biology and in chemistry. 相似文献
18.
Tolga Gok 《International Journal of Science and Mathematics Education》2012,10(2):417-436
The purpose of this study is to assess students’ conceptual learning of electricity and magnetism and examine how these conceptions,
beliefs about physics, and quantitative problem-solving skills would change after peer instruction (PI). The Conceptual Survey
of Electricity and Magnetism (CSEM), Colorado Learning Attitudes about Science Survey (CLASS), multiple-choice test was administered
as a pre- and posttest with Solomon 4 group design to students (N = 138) enrolled on freshman level physics course. The number of chapter taught to the students was 14. Problem-solving
strategy steps were asked to students in the exam. The analyses of CSEM showed that the treatment group (g = 0.62) obtained significantly higher conceptual learning gain than the control group (g = 0.36). The conceptual understanding and problem-solving skills of the students on magnetism considerably enhanced when
PI was conducted (37% and 20%, respectively). CLASS results for 5 subscales (conceptual understanding, applied conceptual
understanding, problem solving general, problem solving confidence, and problem solving sophistication) supported the findings
of CSEM. 相似文献
19.
Students have been largely ignored in discussions about how best to teach science, and many students feel the curriculum is
detached from their lives and interests. This article presents a strategy for incorporating students’ interests into the formal
Biology curriculum, by drawing on the political meaning of “shadow government” as alternative policies developed by parties
not in office. A “shadow curriculum” thus reflects the interests and information needs of those who have no voice in deciding
what the formal curriculum should include, although they are the ones who are most influenced by it. High school students’
interests in three Biology topics were identified (n = 343) and retested on another student sample (n = 375), based on their solicited questions as indicators for interests. The results of this exploratory case study showed
that half of the questions asked by students in the areas of genetics, the cardiovascular system and the reproductive system
are not addressed by the national curriculum. Students’ questions were then expressed in the curricular language of principles,
phenomena and concepts in order to create a shadow curriculum. A procedure that could be used by other researchers and practitioners
to guide the development of a curriculum that is more aligned with student interests is suggested. 相似文献
20.
Parents of dyslexic children encounter many difficulties in understanding and accepting their children’s disability. This
affects the child’s self-image and the way s/he copes (Hallahan and Kauffman 1991; Einat 2003). The goal of this study was to develop VR immersive simulated states. The simulation was designed to help the parents of
dyslexic children experience the kind of errors their children make when reading. Two groups of parents of dyslexic children
participated in this experiment, an experimental group (N = 37), which experienced ten 3D worlds simulating different kinds of reading errors, and a control group (N = 30), that watched a movie describing and explaining similar errors. All the subjects were administered a cognitive questionnaire
(Shavit 2005) before and after the intervention. In addition, the participants in the experimental group were interviewed before and after
the intervention. The results indicate that experiencing a variety of simulated types of dyslexia with virtual reality can
bring about improvement in parents’ awareness of the dyslexic child’s cognitive experiences, and that this improvement is
significantly greater than that achieved by watching a film about dyslexia. 相似文献