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1.
Sreyashi Jhumki Basu Angela Calabrese Barton 《Cultural Studies of Science Education》2009,4(2):387-392
In this rejoinder to Bryan Brown and John Reveles, we highlight the facts that (a) sociocultural theories of learning do not
go far enough because they fail to address a number of issues and (b) we require concepts such as power and positionality
to understand science learning.
相似文献
| Angela Calabrese BartonEmail: |
2.
A research framework for creative and imitative reasoning 总被引：1，自引：0，他引：1
Johan Lithner 《Educational Studies in Mathematics》2008,67(3):255-276
This conceptual research framework addresses the problem of rote learning by characterising key aspects of the dominating
imitative reasoning and the lack of creative mathematical reasoning found in empirical data. By relating reasoning to thinking
processes, student competencies, and the learning milieu it explains origins and consequences of different reasoning types.
相似文献
| Johan LithnerEmail: |
3.
Since many teachers and students recognize other kinds of knowledge (faith) based on other ways of knowing, consideration
of these realities is appropriate for the science education community. Understanding the multitude of ways that clergy view
relationships between science and faith (i.e. alternative ways of knowing) would assist in understanding various ways that
people address complex issues arising from ideas about science and faith. We administered a questionnaire composed of multiple-choice
and short answer items to 63 United Methodist ministers. Findings included (1) that formal, organized faith contexts (e.g.
church services) serve as informal science education opportunities, (2) participants demonstrated considerable diversity regarding
the types of relationships developed between science and faith, and (3) participants recognized a need exists for better understandings
of science and its relationship to faith for them, their colleagues, and their congregations.
相似文献
| Daniel L. Dickerson (Corresponding author)Email: |
| Karen R. DawkinsEmail: |
| John E. PenickEmail: |
4.
Bringing the Classroom to the Web: Effects of Using New Technologies to Capture and Deliver Lectures
Technology expands instructional options for faculty, and this study examines the differential learning effects of offering
a lecture on physics to students in a traditional classroom versus internet video formats. Based on an experiment conducted
in a natural educational context, results indicate enhanced transfer of lecture information in the video formats relative
to the live condition, with students also responding more positively to personalized video presentation.
相似文献
| Eric L. DeyEmail: |
5.
Technology in Support of Collaborative Learning 总被引：1，自引：0，他引：1
This paper reviews the research conducted in the last 20 years on the application of technology in support of collaborative
learning in higher education. The review focuses primarily on studies that use Internet-based technologies and social interaction
analysis. The review provides six sets of observations/recommendations regarding methodology, empirical evidence, and research
gaps and issues that may help focus future research in this emerging field of study.
相似文献
| Paul RestaEmail: |
6.
Faculty experiences of innovative approaches to learning and the changes to their knowledge emerging from such experiences
constitute an important area of inquiry that has to date largely been ignored or has been approached with research methods
ill-suited to examining such experiences. This paper adopts interpretative meta-ethnography as its research framework to investigate
the changes to faculty knowledge that occur when they adopt problem-based learning (PBL). The paper presents themes that emerged
through the analysis and argues for future inquiry.
相似文献
| Claire Howell MajorEmail: |
7.
While a vast literature exists on students and their learning, work on lecturers and their teaching continues to lag some
way behind. This paper explores the notion that the complexity of Higher Education (HE) today significantly impacts upon what
goes on in the classroom through a two-tiered study. Semi-structured interviews were conducted to explore lecturers’ perceptions
and experiences of teaching a specific module. Interviewees raised issues pertaining to the wider departmental, institutional
and socio-political context. Consequently, focus groups were run with key people in the University to explore their perceptions
of teaching and learning within the current HE climate. The findings suggest that lecturers perceive numerous external factors
to impinge upon their teaching and attempt to militate against these in various ways in order to achieve ongoing enhancement
of learning for students.
相似文献
| Susan J. LeaEmail: |
8.
More than a conversation: using cogenerative dialogues in the professional development of high school chemistry teachers 总被引：1，自引：0，他引：1
Sonya N. Martin Kathryn Scantlebury 《Educational Assessment, Evaluation and Accountability》2009,21(2):119-136
This paper focuses on content-based and pedagogical instructors’ use of cogenerative dialogues to improve instructional practice
and to evaluate program effectiveness in a professional development program for high school chemistry teachers. We share our
research findings from using cogenerative dialogues as an evaluative tool for general assessment of various program-related
issues. We discuss how engaging students in cogenerative dialogues improved teaching and learning in chemistry and chemistry
education courses. This research provides insights and direction for improving content-based professional development programs
for science teachers and the learning experiences of high school science students. Cogenerative dialogue has the potential
to expand evaluation methodologies that will position participants more centrally in not only the collection of data, but
also the analysis of these data to catalyze transformative practices in educational programs.
相似文献
| Sonya N. MartinEmail: |
9.
Robin H. Kay Liesel Knaack 《Educational technology research and development : ETR & D》2009,57(2):147-168
Learning objects are interactive web-based tools that support the learning of specific concepts by enhancing, amplifying,
and/or guiding the cognitive processes of learners. Research on the impact, effectiveness, and usefulness of learning objects
is limited, partially because comprehensive, theoretically based, reliable, and valid evaluation tools are scarce, particularly
in the K-12 environment. The purpose of the following study was to investigate a Learning Object Evaluation Scale for Students
(LOES-S) based on three key constructs gleaned from 10 years of learning object research: learning, quality or instructional
design, and engagement. Tested on over 1100 middle and secondary school students, the data generated using the LOES-S showed
acceptable internal reliability, face validity, construct validity, convergent validity and predictive validity.
相似文献
| Robin H. KayEmail: |
10.
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: |
11.
Angela Calabrese Barton 《Cultural Studies of Science Education》2009,4(2):393-397
Dr. Sreyashi Jhumki Basu was a scholar committed to equity and social justice in science education who passed away in December
2008. In this essay, I describe Jhumki’s research and the call to action her life’s work has laid out for the science education
community. In particular, I draw attention to the role of critical science agency in learning and the democratic science pedagogy
model that Jhumki developed to support students in crafting such agency.
相似文献
| Angela Calabrese BartonEmail: |
12.
Faculty have long incorporated students into interdisciplinary research projects to meet increasingly common demands for collaborative
research by federal funding agencies. Despite the critical role of experiential learning in building student research skills
and capacity, few have explored social interaction mechanisms used to facilitate student experiential learning in an interdisciplinary
research team. Drawing upon the New Rural Economy project as a case study, interviews with 13 students from eight Canadian
universities were conducted to explore these social interaction mechanisms. While findings revealed an array of social interaction
mechanisms used to develop student learning networks, the quality of these mechanisms were mixed; thereby influencing the
utilization of these networks for guidance and feedback. As faculty organize social interaction mechanisms, they should consider
factors such as previous experience, student and faculty relationships, finances, language, gender, ethnicity, and other issues,
that will have an impact on student engagement with experiential learning.
相似文献
| Deborah ThienEmail: |
13.
14.
Representatives from more than 20 institutions making up a research and teaching network met to discuss and investigate a
web application designed to promote knowledge sharing and understanding. The web application, called Fieldtrip, enables students,
professors and researchers to virtually share their experiences and findings from real field trips. This study investigates
how professors from the network conceived Fieldtrip and their approach to designing and teaching student learning experiences
using it. Results show that the professors had divergent understandings of the potential of the web application, and that
qualitatively better ways of conceiving Fieldtrip were related to more robust approaches to design for learning and teaching.
The implications of this study as an exploration into professor experiences of web applications are important if universities
wish to make the best use of technologies in learning for their students and professors.
相似文献
| Brendan F. D. BarrettEmail: |
15.
Leonard J. Waks 《Learning Inquiry》2007,1(2):83-87
The topic of listening has been broadly neglected in educational studies. This special issue presents studies on the connections
between listening and reflecting in educational contexts.
相似文献
| Leonard J. WaksEmail: |
16.
This article reports on the development of a methodology that integrates virtual and hands-on inquiry in a freshman introductory
biology course. Using a two time × two order-condition design, an effective combination (blend) of the two environments was
evaluated with 39 freshman biology participants. The quantitative results documented no significant effect of presentation
order but demonstrated a significant effect of the combined learning experience. The qualitative results showed a strong preference
by students for the virtual work preceding the hands-on laboratory. The study provides practitioners an effective alternative
to traditional instructional practices by combining virtual and hands-on inquiry learning.
相似文献
| Lisa R. LudvicoEmail: |
17.
A Reconsideration of Cognitive Load Theory 总被引：6，自引：1，他引：5
Cognitive load theory has been very influential in educational psychology during the last decade in providing guidelines for
instructional design. Whereas numerous empirical studies have used it as a theoretical framework, a closer analysis reveals
some fundamental conceptual problems within the theory. Various generalizations of empirical findings become questionable
because the theory allows different and contradicting possibilities to explain some empirical results. The article investigates
these theoretical problems by analyzing the conceptual distinctions between different kinds of cognitive load. It emphasizes
that reduction of cognitive load can sometimes impair learning rather than enhancing it. Cognitive load theory is reconsidered
both from the perspective of Vygotski’s concept of the zone of proximal development and from the perspective of research on
implicit learning. Task performance and learning are considered as related, but nevertheless fundamentally different processes.
Conclusions are drawn for the further development of the theory as well as for empirical research and instructional practice.
相似文献
| Wolfgang SchnotzEmail: |
18.
Craig Ross R. Robert Orr 《Educational technology research and development : ETR & D》2009,57(2):251-265
Troubleshooting skills are integral for the Information Technology professional. In order to address faculty concerns that
students were not effectively learning required troubleshooting skills, a standardized troubleshooting methodology (the DECSAR
Method) was created and integrated into the standard curriculum of a college information technology program. Components of
troubleshooting were measured using a pre-/post-testing approach with the Social Problem Solving Inventory—Revised. Testing
indicated improvement in several areas of troubleshooting reinforced by DECSAR. The context in which the troubleshooting methodology
was applied was associated with post-test change.
相似文献
| R. Robert OrrEmail: |
19.
20.
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: |