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1.
Caroline Koh 《Asia Pacific Education Review》2008,9(2):81-93
The aim of this study is to investigate the effectiveness of group work as a strategy for attribution retraining and improving
students’ motivational styles. Students were first categorised into one of three motivational styles: learned helplessness,
self-worth motivation and mastery orientation. In the intervention procedure, selected students from each of these three categories
were subjected to an intervention procedure requiring the students to work in groups, with the emphasis on personal effort
as the major contributor to group success. Post-intervention assessment of motivation showed an improvement in the motivation
of self-worth motivated students although there was generally a decrease in mastery orientation amongst students in both the
control as well as the experimental groups. 相似文献
2.
A research-based framework for teaching science is a heuristic tool used to help preservice teachers conceptualize many
complexities of teaching while making explicit the strategy to use a research-based body of professional knowledge to inform
instructional decision-making (Clough, 2003, Paper presented at the annual meeting of the Association for the Education of Teachers in Science, St. Louis, MO). Elementary
preservice teachers frequently struggle to apply this knowledge to classroom decisions (Madsen, 2002, Paper presented at the annual meeting of the North Central Association for the Education of Teachers of Science, Bettendorf,
IA). This study examined the effects of using a video case-analysis within an elementary science methods course focused on
the development of a research-based framework. Students in two course sections completed a unit plan, and students in one
section completed the video analysis. Video analysis students’ performance on an oral defense with the instructor was compared
with oral defense performance from students in the unit plan group. Video analysis students outperformed their peers on questions
related to how learning theories influence decisions of selecting content, explaining the use of questioning, and the use
of self assessment strategies. Despite these differences, students in both groups still perceive teaching as primarily accomplished
through activities and have difficulties understanding the critical role of the teacher in promoting student goals. This study
raises issues regarding teachers’ knowledge development during preservice experiences. 相似文献
3.
Chung-Yuan Hsu Chin-Chung Tsai Jyh-Chong Liang 《Journal of Science Education and Technology》2011,20(5):482-493
Educational researchers have suggested that computer games have a profound influence on students’ motivation, knowledge construction,
and learning performance, but little empirical research has targeted preschoolers. Thus, the purpose of the present study
was to investigate the effects of implementing a computer game that integrates the prediction-observation-explanation (POE)
strategy (White and Gunstone in Probing understanding. Routledge, New York, 1992) on facilitating preschoolers’ acquisition of scientific concepts regarding light and shadow. The children’s alternative
conceptions were explored as well. Fifty participants were randomly assigned into either an experimental group that played
a computer game integrating the POE model or a control group that played a non-POE computer game. By assessing the students’
conceptual understanding through interviews, this study revealed that the students in the experimental group significantly
outperformed their counterparts in the concepts regarding “shadow formation in daylight” and “shadow orientation.” However,
children in both groups, after playing the games, still expressed some alternative conceptions such as “Shadows always appear
behind a person” and “Shadows should be on the same side as the sun.” 相似文献
4.
This study employed a case-study approach to reveal how an ability to think with mental models contributes to differences
in students’ understanding of molecular geometry and polarity. We were interested in characterizing features and levels of
sophistication regarding first-year university chemistry learners’ mental modeling behaviors while the learners were solving
problems associated with spatial information. To serve this purpose, we conducted case studies on nine students who were sampled
from high-scoring, moderate-scoring, and low-scoring students. Our findings point to five characteristics of mental modeling
ability that distinguish students in the high-, moderate-, and low-ability groups from one another. Although the levels of
mental modeling abilities have been described in categories (high, moderate, and low), they can be thought of as a continuum
with the low-ability group reflecting students who have very limited ability to generate and use mental models whereas students
in the high-ability group not only construct and use mental models as a thinking tool, but also analyze the problems to be
solved, evaluate their mental models, and oversee entire mental modeling processes. Cross-case comparisons for students with
different levels of mental modeling ability indicate that experiences of generating and manipulating a mental model based
on imposed propositions are crucial for a learner’s efforts to incorporate content knowledge with visual-spatial thinking
skills. This paper summarizes potential factors that undermine learners’ comprehension of molecular geometry and polarity
and that influence mastery of this mental modeling ability. 相似文献
5.
Elisabetta Robotti 《Educational Studies in Mathematics》2012,80(3):433-450
In the field of human cognition, language plays a special role that is connected directly to thinking and mental development (e.g., Vygotsky, 1938). Thanks to “verbal thought”, language allows humans to go beyond the limits of immediately perceived information, to form concepts and solve complex problems (Luria, 1975). So, it appears language can be studied as a cognitive process (Chomsky, 1975). In this investigation, I study language as a means for making the cognitive process explicit. In particular, I analyze the role of the verbalization produced by pairs of students solving a plane geometry problem. The basic idea of my research is that, during the resolution process of a plane geometry problem, natural language can play roles beyond that of communication: Natural language can be seen as a tool for supporting students’ cognitive processes (Robotti, 2008), and, at the same time, it can also be seen as a researchers’ tool which allows us to shed light on the evolution of students’ cognitive processes. With regard to language as researchers’ tool, I show how natural language (in our case, students’ verbalization during resolution of a plane geometry problem) can be used by the researcher to make explicit, to study, and to describe the development of the students’ cognitive processes during the resolution process. To this end, I present a model I have developed that allows us to identify, in students’ verbalization, different phases of their cognitive processes. 相似文献
6.
Geraldine Clarebout Holger Horz Wolfgang Schnotz Jan Elen 《Educational technology research and development : ETR & D》2010,58(5):573-587
The current study investigates whether embedding support may provide a solution to sub optimal use of support and whether
this is related to learners’ self-regulation skills and goal orientation. Sixty students were divided in a condition where
support was embedded and a condition where support was non-embedded. Results reveal that the embedded group used more and
spent more time on the use of support. Quality of use differed for one support device only, with quality being higher in the
non-embedded group. An interaction with self-regulation was found. High self-regulators use the support devices less optimal
when support is embedded. No conclusions could be drawn with respect to goal orientation. Quality of usage and proportional
time spent on support influenced learning outcomes. 相似文献
7.
Open learning environments (OLEs) assume that learners are good self-regulators. In such environments, learners have a large
amount of control and decide on the use of different support devices (i.e. tools). However, research clearly suggests that,
because students often do not possess the necessary regulation skills, they cannot decide what tool might be beneficial for
their learning. This contribution deals with the impact of three metacognitive variables on tool use in OLEs: students’ regulation
activities; help-seeking behaviour; and instructional conceptions. Results reveal that these student characteristics affect
tool use and that their impact is moderated by environmental factors, especially advice. 相似文献
8.
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
9.
The 21st century as a digital age is characterized by the increased accessibility of information and knowledge through the
medium of sophisticated technological tools. The main aim of this article is to show how educational technology can be used
effectively to help students construct knowledge when teaching Islamic studies in the UK. The first part of this paper summarizes
the differences between information sharing and knowledge construction with reference to the essence of knowledge as Aristotelian
‘episteme’ (theoretical knowledge) and technê (practical knowledge: know-how); and the extent which the former process is created by the use of Information Technology
(IT) while the latter is enhanced by Educational Technology (ET). The second part explores how ET can be used effectively
to ‘provide training in critical and creative thinking skills of students’ as an integral part of producing useful tools and
generating practical benefit during their learning process (Felder et al. 2000, p. 26; Callaos 2009, p. 3). The third, then, explains why a student centred and research-based teaching is preferred to traditional research-led
method in order to support the construction of knowledge. The paper concludes by presenting some reflections and limitations
on how effective use of ET and research-based teaching can help students to become critical thinkers while studying Islam
and Middle Eastern politics as part of international politics curriculum in the UK. 相似文献
10.
A method for uncovering students’ thinking about thinking, specifically their meta-strategic knowledge, is explored within
the context of an ongoing, multi-year intervention designed to promote the development of students’ thinking dispositions.
The development of a concept-map instrument that classroom teachers can use and an analytic framework for interpreting students’
responses is presented. In a preliminary study, the concept map instrument is piloted to evaluate changes in students’ conceptions
of thinking after a year’s participation in classrooms where their teachers actively sought to make thinking more visible
by noticing and naming the thinking observed as well as introducing and using thinking routines (Ritchhart and Perkins. Educational
Leadership, 65(5), 57–61 2008). Concept maps from 239 students from grades 3 through 11 were analyzed. Results suggest that students’ conceptions of thinking
do improve with age but also can be substantially developed through a classroom culture where thinking is modeled and rich
opportunities for thinking are present. The concept map instrument itself proved to be a robust instrument for uncovering
students’ thinking about thinking. 相似文献
11.
A large and burgeoning literature has established that mastery goal orientations yield positive cognitive and behavioural
educational outcomes. Less research has focused on the psychological antecedents of adopting mastery goals. The present study
draws upon prominent psychological theories of ac motivation, specifically the expectancy-value theory of Eccles, Wigfield
and colleagues (Wigfield and Eccles 2002), to explore possible antecedents of students’ mastery goals. Based on this theoretical
framework, our study focused on children’s perceptions of their competencies in English and maths and how these related to
intrinsic value and mastery goals for English and maths. Questionnaires were used to gather data about Year 6 (N=60) participants’
perceived competence, intrinsic value and mastery goal orientation, and correlational analyses established the direction and
strength of the relationships between the perceptions. Participants were targeted for follow-up interviews (n=17) according
to a matrix of low and high competence perceptions and mastery goals, with students selected from within each of six focal
groups. Interview responses were reported according to emergent themes, from which we describe how the constructs under consideration
relate to one another and highlight implications for educational practice. 相似文献
12.
Ruibei Bai Yuting Ma Yiyao Liu Baoshan Zhang Abida Rasool 《Psychology in the schools》2019,56(6):891-906
The purpose of this study was to explore the relationship between cellphone use and achievement goals in junior high school students. The participants were 282 students randomly selected from a secondary school in Xi'an, China. The Frequency of Cellphone Use Questionnaire and the Achievement Goal Questionnaire were used as measurement tools. The results showed that cellphone use at Time 1 (T1) was significantly associated with performance goals orientation and with mastery goals orientation at both times; cellphone use at Time 2 (T2) was not correlated with performance goals orientation or mastery goals orientation at T1. The cross‐lagged analysis showed a negative causal relationship between the frequency of cellphone use and mastery goals but no causal relationship between the frequency of cellphone use and performance goals. These results may be helpful for guiding adolescents to reduce cellphone use, pay attention to the mastery of knowledge, and establish mastery goals. 相似文献
13.
Improving course evaluations to improve instruction and complex learning in higher education 总被引：1，自引：0，他引：1
Theodore W. Frick Rajat Chadha Carol Watson Emilija Zlatkovska 《Educational technology research and development : ETR & D》2010,58(2):115-136
Recent research has touted the benefits of learner-centered instruction, problem-based learning, and a focus on complex learning.
Instructors often struggle to put these goals into practice as well as to measure the effectiveness of these new teaching
strategies in terms of mastery of course objectives. Enter the course evaluation, often a standardized tool that yields little
practical information for an instructor, but is nonetheless utilized in making high-level career decisions, such as tenure
and monetary awards to faculty. The present researchers have developed a new instrument to measure teaching and learning quality
(TALQ). In the current study of 464 students in 12 courses, if students agreed that their instructors used First Principles
of Instruction and also agreed that they experienced academic learning time (ALT), then students were about 5 times more likely
to achieve high levels of mastery of course objectives and 26 times less likely to achieve low levels of mastery, according to independent instructor assessments. TALQ can measure improvements in use of First Principles in
teaching and course design. The feedback from this instrument can assist teachers who wish to implement the recommendation
made by Kuh et al. (2007) that universities and colleges should focus their assessment efforts on factors that influence student success. 相似文献
14.
Hagar Gal 《Educational Studies in Mathematics》2011,78(2):183-203
“From Another Perspective” is a year-long course for teachers of mathematics that is designed to enhance teachers’ awareness
of the way that their students think when they are experiencing difficulties in geometry. It also aims at equipping teachers
with tools needed to analyze and cope with Problematic Learning Situations in geometry (Gal & Linchevski, 2000). This paper reviews the rationale, content, and approach of the course, which is characterized as “the Back and Forth model”.
It then reports on a study that tracked the changes that course participants (pre- and in-service mathematics teachers) passed
through. The paper describes the results of the case study of Eti, one of the participants, who taught mathematics to junior
high school students. The findings suggest that Eti was helped to achieving the goals of: (1) expanding and deepening her
understanding of students’ ways of thinking; (2) increasing her awareness of her students’ processes of thinking in order
to identify their difficulties; (3) equipping her with appropriate tools to analyze and cope with such difficulties; and (4)
enhancing her ability to retrieve and utilize this knowledge while making instructional decisions. Conclusions and open questions
for further study are drawn. 相似文献
15.
In the current work, we examined learners’ comprehension when engaged with elaborative processing strategies. In Experiment
1, we randomly assigned students to one of five elaborative processing conditions and addressed differences in learners’ lower-
and higher-order learning outcomes and ability to employ elaborative strategies. Findings indicated no significant differences
among conditions on learning outcomes. However, learners better able to employ elaborative processing strategies performed
better on outcome measures. Experiment 2 extended this research and addressed whether there would be differences across elaborative
processing conditions in learners’ comprehension at delayed testing. We also examined the role of motivation in performance
and strategy use. Findings indicated no differences on the outcome measures at delayed testing; however, there were significant
differences in learners’ performance on an integration outcome at immediate testing. In addition, significant positive correlations
were indicated for several outcome measures, strategy use and mastery orientation. Future research should further consider
instructional scaffolds to promote learners’ strategic processing and critical individual difference variables as they effect
elaborative processing. 相似文献
16.
Joanna O. Masingila Samson M. Muthwii Patrick M. Kimani 《International Journal of Science and Mathematics Education》2011,9(1):89-108
This study examined standard 6 and 8 (Standards 6 and 8 are the sixth and eighth years, respectively, of primary level schooling
in Kenya.) students’ perceptions of how they use mathematics and science outside the classroom in an attempt to learn more
about students’ everyday mathematics and science practice. The knowledge of students’ everyday mathematics and science practice
may assist teachers in helping students be more powerful mathematically and scientifically both in doing mathematics and science
in school and out of school. Thirty-six students at an urban school and a rural school in Kenya were interviewed before and
after keeping a log for a week where they recorded their everyday mathematics and science usage. Through the interviews and
log sheets, we found that the mathematics that these students perceived they used outside the classroom could be classified
as 1 of the 6 activities that Bishop (Educ Stud Math 19:179–191, 1988) has called the 6 fundamental mathematical activities and was also connected to their perception of whether they learned
mathematics outside school. Five categories of students’ perceptions of their out-of-school science usage emerged from the
data, and we found that 4 of our codes coincided with 2 activities identified by Lederman & Lederman (Sci Child 43(2):53,
2005) as part of the nature of science and 2 of Bishop’s categories. We found that the science these students perceived that they
used was connected to their views of what science is. 相似文献
17.
18.
Alex Ramirez Michael J. Hine Shaobo Ji Frank Ulbrich Rob Riordan 《Learning Inquiry》2009,3(3):157-175
This article investigates the relationship of learning and its infrastructure using Web 2.0 technologies to facilitate the
acquisition of skills needed to succeed in a global economy. We explore the learning phenomenon as a way to bring forward
a process of continuous improvement supported by social software. We use a commonly accepted definition of learning to evaluate
different learning theories, since it seems that the definition of learning itself is not a major source of difference between
learning theories. Their differences are over issues of interpretation, not over definition. The theories reviewed are used
in the design of a framework to assess the infrastructure against expectations of skill proficiency using Web 2.0 tools, i.e.,
wikis, blogs, social bookmarking, tagging, etc. which must emerge as a result of registering in an introduction to business
information and communication technologies (ICT) course in a Canadian university. In this course, we use Friedman’s (The world
is flat: a brief history of the twenty-first century release 3.0, Picador, New York, 2007) thesis that the “world is flat” to discuss issues of globalization and the role of ICT. Students registered in the course
are usually familiar with some of the tools we introduce and use in the course. The students are members of Facebook or MySpace,
regularly check YouTube, and use Wikipedia in their studies. These tools are the tools to socialize. In our course, we broaden
the students’ horizons and explore the potential business benefits of such tools and empower the students to use Web 2.0 technologies
within a business context. 相似文献
19.
20.
This paper presents data generated during a semester-long programme to support international students from countries in Melanesia and Asia embarking on masters research in education in a New Zealand university. All were scholarship recipients. The researcher-and facilitator-of the programme, was interested in documenting and understanding the nature of the students’ experience as they planned and wrote research proposals. The process of developing a research proposal, as one of the early stages of ‘becoming’ a researcher, highlighted a number of challenges for the six case study students. The challenges are viewed from a transition or ‘resituation’ perspective (Eraut in Stud Contin Educ 26(2): 247–74, 2004, 2008) rather than an adjustment one. A resituation perspective assumes that students brought with them “personal expertise, practical wisdom and tacit knowledge” (Eraut 2008, p. 42) which needed to be reconciled with what was demanded of them by different aspects of the research planning process. The resituation challenges experienced by the students included situating a perceived problem or issue in the research literature; reconciling personal research goals with the limitations of one’s own agency as a researcher; integrating new learning with research goals; and reconciling the new role or identity as a researcher with the previous role as colleague or community member. The paper presents a case for providing a context for postgraduate students in which explicit recognition of what they bring to the research task, and acknowledgement of the resituation challenges can take place. 相似文献