共查询到20条相似文献，搜索用时 15 毫秒
1.
Andrew F. Heckler 《International Journal of Science Education》2013,35(14):1829-1851
We conducted a series of experiments to investigate the extent to which prompting the construction of a force diagram affects student solutions to simple mechanics problems. A total of 891 university introductory physics students were given typical force and motion problems under one of the two conditions: when a force diagram was or was not prompted as part of the solution. Results indicated that students who were prompted to draw the force diagram were less likely to obtain a correct solution than those who were not prompted to solve the problem in any particular way. Analysis of the solution methods revealed that those students prompted to use a diagram tended to use the formally taught problem‐solving method, and those students not prompted to draw a force diagram tended to use more intuitive methods. Students who were prompted to draw diagrams were also more likely to depict incorrect forces. These results may be explained by two factors. First, novice students may simply be more effective using intuitive, situational reasoning than using new formal methods. Second, prompting the construction of a force diagram may be misinterpreted by the student as a separate task, unrelated to solving the problem. For instruction, the results of this study imply that ignoring students’ prior abilities to solve problems and their necessary developmental stages in learning formal problem‐solving techniques may lead to serious mismatches in what is taught and what is intended to be learned. 相似文献
2.
William Winn Tian-Zhu Li Donna Schill 《Educational technology research and development : ETR & D》1991,39(1):17-29
In two experiments, university students solved kinship problems as they studied family trees or lists of statements about
who was whose parent. Subjects were given problems to solve requiring the application of rules to the statements or trees.
In the first experiment, response latency was less for subjects seeing trees than for those seeing statements. It was also
found that latency increased as the problems became more difficult. In the second experiment, response latencies for subjects
seeing no rules were less on difficult problems than for subjects working with rules involving English and nonsense kinship
terms. This difference disappeared with practice. These findings provided support for an account of diagram interpretation
based on the facilitation of search and computation through the spatial arrangement of concepts.
Data from the first experiment reported here were presented at the Annual Meeting of the American Educational Research Association,
San Francisco, CA, March 1989. 相似文献
3.
The purpose of this study is to investigate the effects of the cooperative learning approach based on conceptual change conditions
over traditional instruction on 10th grade students' conceptual understanding and achievement of computational problems related
to chemical equilibrium concepts. The subjects of this study consisted of 87 tenth grade students from two intact classes
of a Chemistry Course instructed by the same teacher. One of the classes was randomly assigned as the experimental group,
which was instructed with cooperative learning approach based on conceptual change conditions and the other class was assigned
as the control group, which was instructed with traditional instruction. Chemical Equilibrium Concept Test (CECT) was administered
to the experimental and the control groups as pre- and post-tests to measure the students' conceptual understanding, and Chemical
Equilibrium Achievement Test (CEAT) was administered to the experimental and the control groups as a post-test to measure
the students' achievements related to computational problems. Science Process Skills Test was used at the beginning of the
study to determine the students' science process skills. Multivariate Analysis of Covariate (MANCOVA) was used to analyze
the data. The results showed that students in the experimental group had better conceptual understanding, and achievement
of computational problems related to the chemical equilibrium concepts. Furthermore, students' science process skills were
accounted for a significant portion of variations in conceptual understanding and achievements related to the computational
problems. 相似文献
4.
Diana Wearne 《Educational Studies in Mathematics》1990,21(6):545-564
Fourth graders with differing achievement records participated in a specially designed two week unit on decimal fractions. Students were encouraged to connect meaningful referents with decimal fraction symbols and use these meanings to develop procedures for adding and subtracting decimal numbers. One year later these students and a matched set of fifth graders were interviewed and given paper-and-pencil tests. Three questions were of interest: (1) Do short term changes in the processes students use to solve problems remain stable over time; (2) Do students who have been instructed in conceptually-based processes exhibit a higher level of performance one year later than their conventionally taught peers; and (3) What is the relationship between entry achievement level and the year-long effects of conceptually-based instruction? The results suggest that: (1) If students used the meanings of written symbols as a basis for solving problems immediately after instruction, they used these processes to solve problems one year later, regardless of entering achievement; (2) Compared to their conventionally taught peers, students in the lower achievement group benefitted relatively more from the conceptually-based instruction than students in the higher achievement group; (3) However, higher achieving students were more likely to exhibit use of conceptually-oriented processes one year later than the lower achieving students. 相似文献
5.
Avner Ziv 《Contemporary educational psychology》1983,8(1):68-75
Two studies investigating the influence of a humorous atmosphere on students' creativity scores are presented. In the first study 78 adolescents were shown humorous film clips and given a task requiring them to write captions for cartoons. A creativity test was subsequently administered to these students and to a control group. In the second study, Form A of the Torrance creativity test (TCT) with standard instructions was given to 130 adolescents. These were then divided into two groups, one experimental and one control. The experimental group was instructed to complete Form B of the TCT with humorous responses, while the control group was instructed to proceed as before. Results of both experiments showed that a humorous atmosphere significantly increases creativity scores. Several explanations for the findings were proposed and the practical applicability of the results in education were stressed. 相似文献
6.
van Garderen D 《Journal of learning disabilities》2007,40(6):540-553
This study examined the effectiveness of instruction focused on teaching students with learning disabilities (LD) to solve 1- and 2-step word problems of varying types. Three students with LD in Grade 8 participated in the study. During the treatment, students received instruction in diagram generation and a strategy that incorporates diagrams as a part of the procedure to solve word problems. The results indicated that all students improved in the number of diagrams they used and in their ability to generate diagrams. Their word problem solving performance increased. Moreover, the students generated and used diagrams to solve other types of problems. Overall, the students were very satisfied with the instruction and would continue to use the diagrams and the strategy to solve word problems in other classroom settings. 相似文献
7.
《Journal of moral education》2012,41(1):18-23
Abstract The present study investigated the strategies that elementary school teachers employ when they help other people resolve moral dilemmas. Thirty‐six elementary school teachers were randomly assigned to one of three groups and administered the ‘Defining Issues Test’ (DIT). Teachers in Groups One and Two were instructed to respond to the DIT as if they were helping a ‘10‐year‐old child’ or a ‘40‐year‐old adult’ resolve a number of difficult moral problems. Teachers in Group Three were instructed to respond to the DIT with their own opinions concerning the resolution of the same moral problems. Results revealed that teachers made no differentiation between their own views as to the resolution of moral problems and the advice that they gave a 10‐year‐old child or a 40‐year‐old adult attempting to solve the same problems. The implications of these findings for moral education are discussed. 相似文献
8.
Abstract In this study we describe and examine the effectiveness of an instructional program designed to teach learning disabled adolescents to make better personal decisions. We presented problems in short narratives based on the types of problems these students must solve in their own lives. The program, conducted as part of the students' regular resource room curriculum, incorporated schema‐general questions for problem solving coupled with practice in generating problem‐specific questions to reach an appropriate decision. Participants were 70 resource room students in two large, urban high schools. We employed a pretest‐posttest comparison group design. On the posttest, instructed students performed significantly better on (1) identifying a general schema for making a personal decision and (2) applying the schema to reach appropriate decisions concerning novel problem narratives. The results support the view that application of a general schema to specific problems can be an effective instructional method to improve critical thinking and decision making. 相似文献
9.
Reuven Lazarowitz Technion Haifa Jehuda Huppert 《International Journal of Science Education》2013,35(1):67-77
The learning unit, ‘The Cell’, was implemented in a ninth grade junior high school biology course using an individualized audio‐tutorial (IAT) method of instruction. Students’ learning environment their attitudes toward the method and toward science and the understanding of the process of science were investigated. The sample consisted of 105 students in the experimental group and 65 in the control group which was instructed in a traditional lecture‐laboratory method. Data were treated by analysis of covariance and the t‐test results indicate that aspects of the learning environment, such as cooperation and cohesiveness did not diminish in the IAT group, and that factors such as cliqueness, favouritism and competition did not increase. While students expressed favourable attitudes toward some aspects of the IAT method (performing experiments individually, development of independent thinking, self‐examination, rate of learning and self‐achievement), no changes occurred in their attitudes toward science and their understanding the processes of science as a result of being instructed in an IAT setting. Regarding differences between girls and boys, girls expressed more favourable attitudes than boys toward the individualized aspects of the IAT method. 相似文献
10.
Richard Sparks Leonore Ganschow Jane Pohlman Sue Skinner Marjorie Artzer 《Annals of dyslexia》1992,42(1):25-53
Research findings suggest that most students who have foreign language learning problems have language-based difficulties
and, in particular, phonological processing problems. Authors of the present study examined pre- and posttest scores on native
language and foreign language aptitude tests of three groups of at-risk high school students enrolled in special, self-contained
sections of first-year Spanish. Two groups were instructed using a multisensory structured language (MSL) approach. One of
the groups was taught in both English and Spanish (MSL/ES), the other only in Spanish (MSL/S). The third group (NO-MSL) was
instructed using more traditional second language teaching methodologies. Significant gains were made by the MSL-ES group
on measures of native language phonology, vocabulary, and verbal memory and on a test of foreign language aptitude; the MSL/S
group made significant gains on the test of foreign language aptitude. No significant gains on the native language or foreign
language aptitude measures were made by the NO-MSL group. Implications for foreign language classroom instruction of at-risk
students are discussed. 相似文献
11.
学术抄袭会导致严重的后果,在高校教学中通过教师的示范讲义、示范论文和对学生作业、论文的指导等具体教学活动使学生在具体的学术活动中养成良好规范的学术行为方式,有助于从根本上解决学术抄袭问题。 相似文献
12.
There is a consensus regarding the fact that students encounter difficulties in understanding scientific concepts, such as the particulate nature of matter, the mole, and the interpretation of chemical symbols. Researchers and practitioners have been looking for teaching methods to improve students' understanding of quantitative chemistry and their ability to solve related problems. This study describes the Multidimensional Analysis System (MAS), an approach to constructing, classifying, and analyzing quantitative chemistry problems. MAS enables classification based on complexity and transformation levels of a quantitative problem. We define three transformation levels: symbol ? macro, symbol ? micro, and symbol ? process. Applying this framework to teaching and research, we investigated the relationships between MAS‐classified chemistry problems and student achievement in solving these problems. The research population, 241 high school chemistry students, studied problem solving according to MAS for 9 weeks; the control group studied the same topic for the same duration in the traditional way. Student achievement was sorted by mathematics level and gender. We found that the success rate of the entire student population in solving these problems decreased as the problem difficulty increased. Experimental group students scored significantly higher than their control group peers. The improvement in student achievement was significantly dependent on the pretest score and the mathematics level, and independent of gender. Students who studied mathematics in the basic level benefited significantly more from MAS‐based teaching than their peers, whose mathematics level was advanced. Based on the research findings, we recommend applying the multidimensional analysis approach while teaching quantitative problems in chemistry. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 278–302, 2003 相似文献
13.
Summary versus argument tasks when working with multiple documents: Which is better for whom? 总被引：1，自引：0，他引：1
Laura Gil Ivar Bråten Eduardo Vidal-Abarca Helge I. Strømsø 《Contemporary educational psychology》2010
This article reports on two experiments where undergraduates read five documents on a scientific topic and afterwards answered comprehension questions and wrote either summaries or argument essays on the topic. In the first experiment, students who were instructed to work with the documents for the purpose of summarizing their contents displayed better comprehension and integration of document contents than did students instructed to construct arguments from the documents. In the second experiment, focusing on whether the effects of task instructions on multiple-documents comprehension and integration could be moderated by students’ prior knowledge, it was found that only students with high prior knowledge were able to take advantage of instructions to construct arguments while reading, whereas low-knowledge readers seemed to be more hindered than helped by such task instructions. Theoretical as well as educational implications of these findings are discussed. 相似文献
14.
《Educational Assessment》2013,18(2):131-152
Large-scale assessment programs are beginning to design group assessment tasks in which small groups of students collaborate to solve problems or complete projects. Little is known, however, about the validity of data from group assessment for making inferences about the competence of individual students. This study compared performance in small-group and individual assessment contexts to determine how well achievement scores from the group setting represented the mathematics skills of individual students and to determine what additional information about students' skills was provided by data on their behavior in the group setting. All students performed at high levels in the group setting; the profile of group interaction was a better predictor of individual achievement than was individual performance in the group setting. 相似文献
15.
Effects of two subtraction instruction types for low achieving children were compared. The first was based on constructivist ideas. The second was more or less traditional but did include interaction opportunities comparable to those in constructivist classrooms. Sixteen students (eight in each condition) with an average age of 10.5 years were trained during 34 lessons. Results showed no performance differences between the two groups on the subtraction problems instructed. There was a performance advantage for the traditional group on transfer problems without regrouping. The constructivist group used more different strategies but was not able to use this bigger repertory in a flexible way; instead, they used their strategies rather randomly. These findings pose questions on the usefulness of constructivist teaching in mathematics for low performers. 相似文献
16.
André Didierjean Evelyne Cauzinille-Marmèche 《European Journal of Psychology of Education - EJPE》1998,13(3):385-398
One of the “classical” ways of learning consists of studying examples of already solved problems. In two experiments, we analyzed the degree of abstraction of the knowledge used by ninth grade students to solve algebra problems after studying worked examples. The results showed that there are two processes underlying reasoning by analogy, one that uses abstract knowledge and another that involves case-based reasoning. Both experiments pointed out interindividual differences in the population under study: when given examples, some subjects seem to extract the structure of the solving process by comparing the worked examples, while others focus more on the specifics of each example. To these two processes correspond two levels of transfer: correctly solve problems that have the same structure as the examples, regardless of how similar they are, or be better at solving problems that resemble the examples the most. Experiment 2 used a dual-task paradigm to show that some subjects implement both processes, in which case the mental load is greater. This experiment also showed that both processes can lead to the long-term acquisition of the principles behind the examples. 相似文献
17.
David Palmer 《International Journal of Science Education》2013,35(6):681-696
When attempting to solve closely related problems in science, students will often respond to irrelevant contextual features in the questions rather than generalizing their conceptions over the range of relevant situations. In this study, a group of 40 students (one group of 15‐16‐year‐olds and another of preservice science teachers) was surveyed and interviewed to determine the effect of context on the reasoning which they used to solve problems concerning the forces acting on objects in linear motion. It was found that the younger group of students were influenced by contextual features such as the speed, weight and position of the moving object, the direction of the motion and their own personal experience of the context. There were clearly two types of contextual effects ‐‐ primary and secondary, which are described. The older group of students was generally less affected by context and thus more consistent in their reasoning. 相似文献
18.
19.
We examined the effect of drawing sketches on metacomprehension accuracy of science texts for 5th grade (ages 10–11) students (Study 1: N = 60, Study 2: N = 62). Students either received instruction on drawing organizational sketches, which focused on capturing the relationships described in texts, or representational sketches, which focused on capturing details described in texts. They then read and drew sketches for texts, predicted their performance, and completed tests. They completed this procedure for five texts. Metacomprehension accuracy was greater for students instructed to draw organizational sketches than for students instructed to draw representational sketches or those in a control group who did not draw (Study 2). Performance on comprehension tests was also greater for students instructed to draw organizational sketches than for students in other groups. The superior metacomprehension accuracy was explained in terms of the cue-utilization framework of metacognitive monitoring (Koriat, 1997). 相似文献
20.
Pinar Seda Çetin Ebru Kaya Ömer Geban 《Journal of Science Education and Technology》2009,18(2):130-137
The aim of this study is to investigate the effectiveness of conceptual change oriented instruction (CCOI) over traditionally
designed chemistry instruction (TDCI) on overcoming 10th grade students’ misconceptions on gases concepts. In addition, the
effect of gender difference on students’ understanding of gases concepts was investigated. The subjects of this study consisted
of 74 10th grade students from two chemistry classes. One of the classes was assigned as experimental group and the other
group was assigned as control group. The experimental group was instructed with CCOI and the control group was instructed
by TDCI. Gases Concept Test (GCT) was administered to both groups as pre- and post-tests to measure the students’ conceptual
understanding. The results showed that students in the experimental group got higher average scores from Gases Concept Test.
Also, a significant difference was found between the performance of females and that of males in terms of understanding gases
concepts in favor of males. 相似文献