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Attitudes toward learning (ATL) have been shown to influence students’ learning outcomes. However, there is a lack of knowledge
about the ways in which the interaction between ATL, the learning situation, and the level of students’ prior knowledge influence
affective reactions and conceptual change. In this study, a simulation of acid-base titrations was examined to assess the
impact of instruction format, level of prior knowledge and students’ ATL on university-level students, with respect to flow
experiences (Csikszentmihalyi, 1990) and perceived conceptual change. Results show that the use of guiding instructions was
correlated with a perceived conceptual change and high levels of “Challenge,” “Enjoyment,” and “Concentration,” but low sense
of control during the exercise. Students who used the open instructions scored highly on the “Control flow” component, but
their perceived learning score was lower than that for the students who used the guiding instructions. In neither case did
students’ ATL or their pre-test results contribute strongly to students’ flow experiences or their perceived learning in the
two different learning situations. 相似文献
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Chun-Yen Chang Ting-Kuang Yeh Chun-Yen Lin Yueh-Hsia Chang Chia-Li D. Chen 《Journal of Science Education and Technology》2010,19(4):332-340
This study explored the effects of congruency between preferred and actual learning environment (PLE & ALE) perceptions on
students’ science literacy in terms of science concepts, attitudes toward science, and the understanding of the nature of
science in an innovative curriculum of High Scope Project, namely Sci-Tech Mind and Humane Heart (STMHH). A pre-/post-treatment
experiment was conducted with 34 Taiwanese tenth graders involved in this study. Participating students’ preferred learning
environment perception and pre-instruction scientific literacy were evaluated before the STMHH curriculum. Their perceptions
toward the actual STMHH learning environment and post-instruction scientific literacy were also examined after the STMHH.
Students were categorized into two groups; “preferred alignment with actual learning environment” (PAA) and “preferred discordant
with actual learning environment” (PDA), according to their PLEI and ALEI scores. The results of this study revealed that
most of the students in this study preferred learning in a classroom environment where student-centered and teacher-centered
learning environments coexisted. Furthermore, the ANCOVA analysis showed marginally statistically significant difference between
groups in terms of students’ post-test scores on scientific literacy with the students’ pre-test scores as the covariate.
As a pilot study with a small sample size aiming to probe the research direction of this problem, the result of marginally
statistically significant and approaching large sized effect magnitude is likely to implicate that the congruency between
preferred and actual learning environments on students’ scientific literacy is noteworthy. Future study of this nature appears
to merit further replications and investigations. 相似文献
4.
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
5.
The aim of this article is to shed light on some aspects of professional responsibility by investigating students’ visions
of future work and notions of professional responsibility. The data is based on interviews with samples of freshmen in three
educational programmes at the University of Oslo in Norway. The data has been analysed in relation to two thesis claimed by
Steven Brint: “The rise of a utilitarian ethos” in higher education and the movement from “social trustee professionalism”
to “expert professionalism”. The findings show that the students in our sample do not think of higher education primarily
as a means to get credentials that will be useful in the labour marked. An intellectual interest in the discipline is the
most prevalent reason for the students’ educational choices. Furthermore our findings support an orientation towards “expert
professionalism” rather than “social trustee professionalism”. But, embedded in the perspective of an expert there is an emphasis on ethical knowledge, moral and/or societal responsibility
and the wish to do good for others. However, the students’ sense of responsibility seems to be restricted to certain “localism”
of their specific occupation. Based on the findings we argue that the students reveal a moral awareness that should be taken
seriously by the educational institution in order to foster critical rationality and professional commitments. 相似文献
6.
A. W. E. A. Bakx J. M. M. Van der Sanden K. Sijtsma M. A. Croon Y. J. M. Vermetten 《Higher Education》2006,51(1):71-104
An important purpose of higher social work education is to guide students to acquire and develop social-communicative competencies.
The purpose of this study was to investigate the role students’ personality characteristics, self-perceived communicative
competence and learning conceptions play in the acquisition and development of social-communicative competencies. We designed
and tested a hypothetical model on the student-related variables – self-perceived communicative competence, learning conceptions
and reported learning activities regarding communication – in relation to performance scores. We were interested in developmental
trends in the above mentioned variables. We also wanted to gain insight into the relationships among the variables. The study
was set up according to a longitudinal, within-subjects design in order to study intra-individual changes. One-hundred and
twenty-three first-year social-work students participated in this study. Many changes were found in students characteristics,
reported deployed learning activities and study results during their first academic year. Except for confidence in “showing
sympathy”, which was already relatively high at the beginning of the study, all scores on aspects of students’ self-perceived
social-communicative competence increased. Assessment scores on comparable communication tests also increased significantly.
Extraversion and emotional stability were the only two personality characteristics, which seemed rather stable. Agreeableness
decreased while autonomy increased continuously during the first academic year. It seemed to be possible to set up a model, which may
serve as a starting point for further research into the development of social-communicative competence. 相似文献
7.
Alan F. Cliff 《European Journal of Psychology of Education - EJPE》2000,15(1):49-60
This paper presents the findings of an interview study of first-year engineering students’ approaches to study. Data is presented to illustrate the construct of “dissonant study orchestration” as it is manifested in the everyday academic reality of these students’ learning behaviour. This data is theorised within a student’s-experiences-oflearning framework and patterns of study approach considered atypical of or theoretically undesirable within, the model used to determine them are presented and discussed. Individual-level, qualitatively different patterns of “dissonant” orchestration are articulated. The conclusion to the paper argues that the qualitative distinctions apparent amongst dissonant approaches present particular challenges to academic practitioners whose aim is the improvement of these students’ learning behaviour. 相似文献
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The purpose of this mixed methods sequential explanatory study was to identify factors contributing to students’ persistence
in the University of Nebraska-Lincoln Distributed Doctoral Program in Educational Leadership in Higher Education by obtaining
quantitative results from surveying 278 current and former students and then following up with four purposefully selected
typical respondents to explore those results in more depth. In the first, quantitative, phase, five external and internal
to the program factors were found to be predictors to students’ persistence in the program: “program”, “online learning environment”,
“student support services”, “faculty”, and “self-motivation”. In the qualitative follow up multiple case study analysis four
major themes emerged: (1) quality of academic experiences; (2) online learning environment; (3) support and assistance; and
(4) student self-motivation. The quantitative and qualitative findings from the two phases of the study are discussed with
reference to prior research. Implications and recommendations for policy makers are provided. 相似文献
9.
Professional Development of Physics Teachers in an Evidence-Based Blended Learning Program 总被引：1，自引：0，他引：1
Hana Berger Bat-Sheva Eylon Esther Bagno 《Journal of Science Education and Technology》2008,17(4):399-409
The present study examined continuity of learning between face-to-face and online environments in a “blended” professional
development program designed for 16 physics teachers. The program had nine face-to-face meetings as well as continuous online
exchanges between them through a website. The program focused on “knowledge integration” (KI) innovative activities in physics
classes using an “evidence-based” approach: The teachers implemented the activities, collected and analyzed data about their
practice and their students’ learning, and reflected on the evidence with their peers. Five reflective tools were used to
promote continuity: Your Comments, Hot Polls, Smashing Sentences, Hot Reports, and Mini Research. Continuity was assessed with regard to the ideas discussed by the teachers and the reasoning patterns that they employed.
Analysis of the online exchanges in relation to teachers’ face-to-face discourse revealed that the teachers discussed the
same ideas (KI, evidence and learner-centered pedagogies), employed the same reasoning patterns (e.g., forming generalizations),
and extended ideas in re-visitation. The online and face-to-face environments played different and complementary roles in
the teachers’ learning. This study shows that appropriate use of an online environment in a blended program can lead to a
continuous course of learning and can transform a “9 once-a-month-meetings” workshop into a “9-month” workshop. 相似文献
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Markus Nivala Roger S?lj? Hans Rystedt Pauliina Kronqvist Erno Lehtinen 《Instructional Science》2012,40(5):799-811
New representational technologies, such as virtual microscopy, create new affordances for medical education. In the article, a study on the following two issues is reported: (a) How does collaborative use of virtual microscopy shape students’ engagement with and learning from virtual slides of tissue specimen? (b) How do visual and conceptual cues scaffold students’ reasoning? Fifteen pairs of medical students participated in two sessions in which the students used a virtual microscope as a diagnostic tool in the context of learning pathology. The slides provided the students with varying levels of visual and conceptual cueing. The sessions were videotaped, and the students’ reasoning while using the microscope was analysed. The students’ written answers were analysed in terms of the findings they made and the diagnoses suggested. At a general level, the results show that students engage actively in this kind of virtually-mediated environment. The visual and/or conceptual cues improve students’ performance, and guide the students’ perception and reasoning in a manner that is productive from the point of view of learning to make clinically relevant observations. Scaffolding students’ reasoning process through cues furthermore assists the students in avoiding the most obvious pitfalls such as overlooking critical areas of a specimen. Overall, visual and conceptual cues improve students’ reasoning in perceptual and cognitive terms, while still allowing space for the making of “relevant mistakes” that may further the students’ diagnostic skills. 相似文献
12.
George E. Glasson 《Cultural Studies of Science Education》2011,6(2):327-335
Environmental educators are challenged by how to teach children about global environmental crisis such as the Gulf oil spill,
which only serves to engender children’s fears and apprehensions about the negative impact of humans on ecosystems. Eduardo
Dopico and Eva Garcia-Vazquez’s article presents an interesting context from which to analyze and reflect on the connections
between local and global environmental education issues. The authors’ study involves student researchers in actively learning
about place-based, sustainable agricultural practices in rural Spain that are passed down through generations. These ecofriendly,
culturally mediated farming practices, referred to as “traditional” by the farmers, were contrasted to “modern” practices
that are used throughout market-based globalized economy. The connection between local (traditional) and global (modern) practices
became very important in the reflections and learning of the student participants about sustainability and ecojustice issues
associated with traditional farming. Students learned from the local farmers a positive, non-dualistic approach to sustainable
agriculture in which human activity and culture is connected to ecological sustainability. Further, the students’ active research
of sustainable and culturally medicated agricultural practices at the local level provided a frame of reference to understand
global environmental crises. 相似文献
13.
Mad City Mystery: Developing Scientific Argumentation Skills with a Place-based Augmented Reality Game on Handheld Computers 总被引：3，自引：5，他引：3
While the knowledge economy has reshaped the world, schools lag behind in producing appropriate learning for this social change.
Science education needs to prepare students for a future world in which multiple representations are the norm and adults are
required to “think like scientists.” Location-based augmented reality games offer an opportunity to create a “post-progressive”
pedagogy in which students are not only immersed in authentic scientific inquiry, but also required to perform in adult scientific
discourses. This cross-case comparison as a component of a design-based research study investigates three cases (roughly 28
students total) where an Augmented Reality curriculum, Mad City Mystery, was used to support learning in environmental science.
We investigate whether augmented reality games on handhelds can be used to engage students in scientific thinking (particularly
argumentation), how game structures affect students’ thinking, the impact of role playing on learning, and the role of the
physical environment in shaping learning. We argue that such games hold potential for engaging students in meaningful scientific
argumentation. Through game play, players are required to develop narrative accounts of scientific phenomena, a process that
requires them to develop and argue scientific explanations. We argue that specific game features scaffold this thinking process,
creating supports for student thinking non-existent in most inquiry-based learning environments. 相似文献
14.
Learning in vocational schools and workplaces are the two main components of vocational education. Students have to develop professional competences by building meaningful relations between knowledge, skills and attitudes. There are, however, some major concerns about the combination of learning in these two learning environments, since vocational schools are primarily based on the rationales of learning and theory, while workplaces are based on the rationales of working and practice. This study therefore aims to structure empirical insights into students’ learning processes during the combination of school-based learning and workplace learning in vocational education. A review-study has been conducted in which ultimately 24 articles were analyzed thoroughly. The review shows that students’ learning processes in vocational schools and workplaces are related to six main themes: students’ expertise development, students’ learning styles, students’ integration of knowledge acquired in school and workplace, processes of knowledge development, students’ motivations for learning and students’ professional identity development. Our results show that students are novices who use specific and different learning styles and learning activities in vocational schools and workplaces. It is concluded that the enhancement of students’ learning processes needs to be adaptive and differentiated in nature. Recommendations for further research are elaborated and suggestions for the enhancement of students’ learning processes are discussed using insights from hybrid learning environments and boundary crossing via boundary objects. 相似文献
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This study analyses the discourse among the teacher and the students, members of three (3) small groups, who learn in the
environment of a stand-alone computer. Two educational environments are examined: the first one, a “virtual laboratory” (Virtual
scale-DELYS) and the second one, a computer modeling environment (ModelsCreator). The ‘Virtual Scale’ environment provides
users with curriculum focused feedback and in that sense it can be categorized as directive. The ModelsCreator environment
provides users merely with a representation of their own conception of curriculum concepts, so it can be categorized as an
open-ended environment. The goal of this research is to exemplify the way the two educational software environments support
(a) the development of collective thinking in peer— and teacher-led discussion and (b) students’ autonomy. The software tools
of the “Virtual scale” along with the resources provided for the problem solving created an educational framework of hypothesis
testing. This framework did not limit the students’ contributions by directing them to give short answers. Moreover, it supported
the students’ initiatives by providing tools, representations and procedures that offered educationally meaningful feedback.
Based on the above results, we discuss a new educationally important structure of software mediation and describe the way
the two software activities resourced collective thinking and students’ initiatives. Finally, for each type of software environment,
we propose certain hypotheses for future research regarding the support of collaborative problem solving. 相似文献
16.
Peter Riley Bahr 《Research in higher education》2012,53(1):94-121
The traditional unidirectional (“linear”) postsecondary path from high school to a community college to a 4-year institution
into the workforce represents accurately a decreasing proportion of the pathways actually taken by students through higher
education. Instead, students increasingly exhibit patterns of enrollment that take them through multiple postsecondary institutions,
both within levels of the higher education system (e.g., multiple community colleges, multiple 4-year institutions) and across
levels (e.g., movement back and forth between community colleges and 4-year institutions). These “swirling” patterns of enrollment
are widely recognized by scholars of higher education, but they remain poorly understood. In this study, I employ data that
address 89,057 first-time students in the California community college system to answer a number of key questions concerning
lateral transfer between community colleges, which, according to prior research, constitutes one sizeable component of student
“swirl”. Building on the very limited work on this topic, I examine whether the reported high prevalence of lateral transfer
holds true under a more stringent operational framework than that employed in prior work. I explore whether lateral transfer
is primarily an artifact of students enrolling simultaneously in multiple community colleges, sometimes called “double-dipping”.
I investigate the timing of lateral transfer from several different perspectives to determine how lateral transfer fits in
students’ progress and development. Finally, I probe the relationship between students’ level of academic investment in their
current community college and the risk of lateral transfer. 相似文献
17.
Testing students on higher order thinking skills may reinforce these skills among them. To research this assertion, we developed
a graduate course for inservice science teachers in a framework of a “Journal Club”—a hybrid course which combines face-to-face
classroom discussions with online activities, interrelating teaching, learning, and assessment. The course involves graduate
students in critical evaluation of science education articles and cognitive debates, and tests them on these skills. Our study
examined the learning processes and outcomes of 51 graduate students, from three consecutive semesters. Findings indicated
that the students’ higher order thinking skills were enhanced in terms of their ability to (a) pose complex questions, (b)
present solid opinions, (c) introduce consistent arguments, and (d) demonstrate critical thinking. 相似文献
18.
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
19.
Vygotskian theory and mathematics education: Resolving the conceptual-procedural dichotomy 总被引：1，自引：0，他引：1
Jean Schmittau 《European Journal of Psychology of Education - EJPE》2004,19(1):19-43
The aim of this paper is to demonstrate that in spite of some superficial similarities the current mathematics reform in the
US based on constructivist principles differs substantially from mathematical education based on Vygotskian cultural-historical
theory (V.V. Davydov’s mathematics program), and to illustrate the manner in which Davydov’s program virtually obliterates
the conceptual-procedural division that has fueled the current “math wars”. Both constructivism and Davydov’s approach emphasize
the active character of students’ acquisition of mathematical concepts. Constructivists, however, begin the instructional
process from the children’s preexistent concepts while Vygotskians reorient it toward acquisition of what Vygotsky defined
as “scientific” rather than “spontaneous, everyday” concepts. A three-year study of the implementation of Davydov’s elementary
mathematics program in a school setting in the US found that the American children overcame the initial challenges of the
program, consistently resolved computational errors conceptually, and finally demonstrated the ability to solve high school
level mathematics problems. The curriculum appeared to foster the development of theoretical thinking, an explicit goal of
Davydov’s program, which constitutes its major value and educational significance. 相似文献
20.
Learning no longer takes place as effectively as it did before in most current Korean classrooms. Many teachers have voiced
concerns about a notably reduced level of students’ interest in and enthusiasm for learning school materials, lack of students’
attention to their lectures, and lack of students’ involvement in classroom activities. This negative change, which has been
observed since around 1997, is often referred to as “school collapse” in Korea, meaning classroom breakdown. The paper investigates
the factors that have lead to the phenomenon of the school collapse, introduces the 7th National Curriculum as one of the new reform approaches of the Korean government, and makes some suggestions to ensure more
autonomy and diversity in classrooms to promote effective teaching and learning. 相似文献