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1.
Tim Rajan 《Instructional Science》1991,20(2-3):89-110
This paper describes an approach to evaluating the usefulness of an Animated Program Tracer (APT) in communicating run-time information to novice Prolo programmers. The method used in the evaluation consists of a set of programs which have been specially designed to elicit how novices think Prolog programs are executed, and thus to reveal how accurate their model of program execution is. Two experiments are reported. The first determines the misconceptions that novices hold about the runtime actions of the Prolog interpreter, and produces six different categories of misconception. The second experiment investigates the ability of APT to communicate run-time information to novice Prolog programmers. A scoring technique was used to interpret subjects' answers, and shows that there was a significant improvement in the scores of the group who saw programs traced by APT when compared with a control group who saw no trace. 相似文献
2.
In a WWW-based virtual learning environment where students and teachers are physically separated, the quantity and quality of interaction among students and with instructors affects learning. Lack of constructive activity is often identified as one of the major causes for poor learning. We developed support tools (prompts which support students to use self-explanation and self-monitoring strategies) and studied how support tools facilitate convergent knowledge building processes in a WWW-based virtual university engineering course. A quasi-experimental study was designed. An engineering class of a virtual university was selected as the research site and the students in the class were randomly assigned to two different work environments: (1) without support tools, and (2) with support tools. This study has an implication for theory that the opportunity to engage in interaction itself is not enough for students to either integrate knowledge or develop/improve the coordination of group work in an online learning environment. Frequent interaction with their peers is not enough either for students to integrate knowledge or develop/improve coordination of group work in an online learning environment. The type of interaction matters, especially because convergent type of interaction facilitates students' knowledge integration. 相似文献
3.
Henriikka Vartiainen Jorma Enkenberg 《Educational technology research and development : ETR & D》2013,61(5):841-862
Sociocultural approaches emphasize the systemic, context-bound nature of learning, which is mediated by other people, physical and conceptual artifacts, and tools. However, current educational systems tend not to approach learning from the systemic perspective, and mostly situate learning within classroom environments. This design-based research aims to seek answers to these challenges by enhancing the use of museum objects and inquiry tools in learning through developing a new kind of virtual environment. By using learning objects that represent physical objects, the students can develop their own research questions, and choose related museum artifacts and inquiry tools with which to find answers to their questions during forthcoming museum visits. This study aims to examine what kinds of learning systems emerged when three different student groups collaboratively designed their visits to the Finnish Forest Museum based on their own interests and afforded resources in the learning environment. Data analysis indicates that a tool-driven system typically seems to represent the approach of primary school students, with an object-driven system for technical college students, and a strategic, research-question-driven system for teacher-education students. When considering the desired effects of technology and open environments on emerging learning systems and processes, the results of the study suggest that self-organization and free choice do not necessarily lead to research-question-driven learning processes, unless the variation in student approaches, design-process scaffolding, and paying attention to the social arrangements, and to the use of tools during the implementation of inquiry activities are all taken into account. 相似文献
4.
5.
Aytac Gogus 《Educational technology research and development : ETR & D》2013,61(2):171-195
Cognitive scientists investigate mental models (how humans organize and structure knowledge in their minds) so as to understand human understanding of and interactions with the world. Cognitive and mental model research is concerned with internal conceptual systems that are not easily or directly observable. The goal of this research was to investigate the use of Evaluation of Mental Models (EMM) to assess the mental models of individuals and groups in solving complex problems and to compare novices and experts models as bases for providing feedback to learners. This study tested a qualified web-based assessment tool kit, Highly Interactive Model-based Assessment Tools and Technologies (HIMATT), in an as yet untested domain—mathematics. In this study, university students and their mathematics instructors used two tools in HIMATT, Dynamic Evaluation of Enhanced Problem Solving (DEEP) and Text-Model Inspection Trace of Concepts and Relations (T-MITOCAR). The research questions include: Do novice participants exhibit common patterns of thoughts when they conceptualize complex mathematical problems? Do novices conceptualize complex mathematical problems differently from experts? What differences in DEEP and T-MITOCAR patterns and responses exist according to the measures of HIMATT? Findings suggest that EMM and HIMATT could effectively support formative assessment in a complex mathematical domain. Finally, this study confirms a common assumption of cognitive scientists that the tool being used could affect the tool user’s understanding of the problem being solved. In this case, while DEEP and T-MITOCAR led to somewhat different expert models, both tools prove useful in support of formative assessment. 相似文献
6.
逻辑程序设计模型的一个特性是它的非确定性,而Prolog语言所具有的非确定性对于编写非确定性计算模型的解释程序提供了坚实的语言基础,通过几个非确定性机的仿真程序,对于实现其他一些计算模型的仿真具有很好的借鉴意义. 相似文献
7.
The aim of this study is to scrutinize the characteristics of conceptual meaning making when students engage with virtual worlds in combination with a spreadsheet with the aim to develop graphs. We study how these tools and the representations they contain or enable students to construct serve to influence their understanding of energy resource consumption. The data were gathered in 1st grade upper-secondary science classes and they constitute the basis for the interaction analysis of students?? meaning making with representations. Our analyses demonstrate the difficulties involved in developing students?? orientation toward more conceptual orientations to representations of the knowledge domain. Virtual worlds do not in themselves represent a solution to this problem. 相似文献
8.
Julia I. Smith Elijah D. Combs Paul H. Nagami Valerie M. Alto Henry G. Goh Muryam A. A. Gourdet Christina M. Hough Ashley E. Nickell Adrian G. Peer John D. Coley Kimberly D. Tanner 《CBE life sciences education》2013,12(4):628-644
There are widespread aspirations to focus undergraduate biology education on teaching students to think conceptually like biologists; however, there is a dearth of assessment tools designed to measure progress from novice to expert biological conceptual thinking. We present the development of a novel assessment tool, the Biology Card Sorting Task, designed to probe how individuals organize their conceptual knowledge of biology. While modeled on tasks from cognitive psychology, this task is unique in its design to test two hypothesized conceptual frameworks for the organization of biological knowledge: 1) a surface feature organization focused on organism type and 2) a deep feature organization focused on fundamental biological concepts. In this initial investigation of the Biology Card Sorting Task, each of six analytical measures showed statistically significant differences when used to compare the card sorting results of putative biological experts (biology faculty) and novices (non–biology major undergraduates). Consistently, biology faculty appeared to sort based on hypothesized deep features, while non–biology majors appeared to sort based on either surface features or nonhypothesized organizational frameworks. Results suggest that this novel task is robust in distinguishing populations of biology experts and biology novices and may be an adaptable tool for tracking emerging biology conceptual expertise. 相似文献
9.
刘蕴秋 《外语教学理论与实践》2013,2(1):55-61
本文探索了从课程文本阅读入手,通过构建真实社会情景展开的写作教学实践及其对英语师范生学习成长的影响。作者采用定性与定量相结合的方法,选取某校英语专业三年级26名师范生及1名综英任课教师为研究对象,全程参与并记录教学实施过程,并以初稿、二稿、同伴互评、反思文本及教师点评为主要数据来源。研究结果显示,通过开展新模型下的写作教学实践,师范生在写作态度、英语语言能力及外语学科教学知识方面发生了变化,学习成长显著。文章最后指出,文本、范文演示分析和教学活动等起到了中介作用,帮助学生通过自身努力而达到学习成长。 相似文献
10.
Recently, attention has focused on identifying core instructional practices that could leverage novice teachers’ development of professional knowledge and skill. To help novices learn to implement these practices, there is also increasing interest in developing enactment tools that could translate abstract conceptual tasks into more concrete steps. Less attention, however, has been paid to understanding how novices might learn to use these tools adaptively in the context of practice. We address this issue by integrating a set of theoretical considerations that together serve as a model for investigating how novices could learn within a community of practice to use a specified elicitation sequence adaptively, guided by more experienced members in that community. In our results, we provide thematic categories for the problems that arose as novices used the sequence of questions and demonstrate how these problems afforded the teacher educator opportunities to connect novices’ work to a set of professional commitments that could guide their adaptive practice. In particular, we highlight how these opportunities arose in the midst of modifying the question sequence and investigating the consequences of its enactment. Although our analysis focuses on a particular question sequence, we see our results as relevant to the development of other forms of enactment tools for use in adaptive practice across a range of professional domains. 相似文献
11.
In this paper, we analyse interactions between secondary students and pre‐service teachers in an online environment in order to understand how their meaning‐making processes embody distributed cognition. We begin by providing a theoretical review of the ways in which literacy learning is distributed across learners, objects, tools, symbols, technologies and the environment in modern English language arts classrooms. This is followed by a case study where we identify how programme values, textual resources and cultural schema function as distributed tools. In traditional schools, with an emphasis on taking standardised tests, the learning environment is designed on the view that learning is a transaction that happens solely ‘inside the head’. Unfortunately, this pushes many students to the margins of classroom engagement and participation. By analysing students' and pre‐service teachers' online discourse, we argue that virtual spaces can facilitate critical dialogue and can act as catalysts for a distributed theory of mind. 相似文献
12.
Patricia Velasco Herlinda Cancino 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2012,58(5):649-674
The challenges of bilingual education in English and Spanish in public schools of New York: Objectives, models and curricula – The first section of this article describes the conceptual differences between educational objectives, educational model (context and structures) and curriculum (units of study or sequential study guides). The second section analyses how these three concepts were put into practice in five bilingual elementary schools serving immigrant students in New York City. The educational objectives reflect the leadership and work expectations which the principal establishes within the school and with the community. The educational model is translated into a clear language allocation policy that is reached by consensus between the principal and the teachers. The curriculum adaptations reflect the context and culture of the students, but without neglecting the educational objectives. The development of academic language (the language based on academic texts) is an element that attracts vast interest in American schools, but is ignored in many bilingual ones. The development of academic language occupies a central role in the curriculum of these five schools. This is, to a great extent, the result of the limited exposure to literacy that many students have had outside of the school environment. The final section of this article describes how these schools disregard the antagonism towards immigrants and bilingual education that is currently characteristic of the United States and focus on the quality of their programmes. 相似文献
13.
为了使Prolog推理引擎可以从一定程度的语义上来区分子句,通过概念图的形式对Prolog程序的子句建立本体.子句本体的概念模型通过其谓词参数和头子目标来建立,而头子目标是指出现在规则体首部并且位于任何谓词调用之前的子目标集合.所提出的方法把一个Prolog程序转换成包含其子句本体的Prolog CG程序.实验表明,通过对Prolog子句建立本体,可以尽早地去除与当前目标明显不匹配的子句,从而使得目标求解树的规模减小.在概念图的描述形式下,子句本体使得Prolog程序的语义更清晰可读,在某些情况下能明显加快程序的求解过程. 相似文献
14.
针对传统数控培训设备成本过高的问题,提出一种逼真虚拟环境下的数控机床操作仿真方法。详细阐述了仿真系统的开发平台、虚拟机床环境构建及优化,建立了基于消息驱动机制的数控机床的运动行为模型,推导了刀具走刀轨迹中刀具扫描体曲面的求解过程,并建立工件的三角网格模型。最后,在Visual C++6.0环境下结合Open Inventor实现了数控机床操作仿真系统。该系统具有逼真的三维可视化加工环境,允许使用者对机床进行实时操作仿真。 相似文献
15.
Investigating the impacts of targeted professional development around models and modeling on teachers' instructional practice and student learning 
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下载免费PDF全文 Developing understanding of models and proficiency with modeling practice is challenging for both teachers and students. This 2‐year study first investigated existing instructional strategies employed by teachers while teaching Earth and Space Science with dynamic physical models. Summer professional development introduced a conceptual framework, based on analogical reasoning, to help students strengthen and deepen the connections they make between a model and its real‐world referent. The framework draws explicit attention to correspondences and non‐correspondences between model and referent, an often overlooked component of modeling practice which underpins the ability to evaluate and thus improve a model. Teachers were guided to reflect on their own instructional use of models and to plan for integrating specific instructional strategies around models into their Year 2 practice. Classroom observation data reveal that from Years 1 to 2, teachers shifted from a more didactic approach in which they used physical models primarily as tools for demonstration toward more student engagement with models as problem‐solving tools. On an assessment measuring their students' ability to reason with and about models, pre‐post learning gains were higher in Year 2 than Year 1 across students at all ability levels. Together, these findings present evidence that teachers can learn to guide their students toward using physical models in ways that approximate key aspects of how scientists use runnable models, as envisioned by the Developing and Using Models practice of the Next Generation Science Standards. 相似文献
16.
Mary Hanrahan 《Research in Science Education》1994,24(1):156-165
This paper presents a model for the type of classroom environment believed to facilitate scientific conceptual change. A survey
based on this model contains items about students' motivational beliefs, their study approach and their perceptions of their
teacher's actions and learning goal orientation. Results obtained from factor analyses, correlations and analyses of variance,
based on responses from 113 students, suggest that an empowering interpersonal teacher-student relationship is related to
a deep approach to learning, a positive attitude to science, and positive self-efficacy beliefs, and may be increased by a
constructivist approach to teaching.
Specializations: secondary school science learning environments, writing in science, alternative frameworks, the language of science. 相似文献
17.
为使学生自主设置实验条件、节约实习经费,结合云教育平台和虚拟现实技术,提出一种新颖的虚拟实验室环境构建方法。首先,利用云计算技术搭建云教育数据中心,并配置应用程序和用户终端服务;其次,通过虚拟现实技术创建虚拟实验室场景,主要包括虚拟教师人物、虚拟仪器设备和虚拟实验工具;然后,将虚拟机实验室资源转化为云服务资源,同时整合云教育平台的优势;最后,学生通过云终端进入虚拟实验环境。测试结果表明,基于云教育平台构建的虚拟实验室具有较高的使用价值。 相似文献
18.
Evans CJ 《American annals of the deaf》2004,149(1):17-27
A bilingual model has been applied to educating deaf students who are learning American Sign Language (ASL) as their first language and written English as a second. Although Cummins's (1984) theory of second-language learning articulates how learners draw on one language to acquire another, implementing teaching practices based on this theory, particularly with deaf students, is a complex, confusing process. The purposes of the present study were to narrow the gap between theory and practice and to describe the teaching and learning strategies used by the teachers and parents of three elementary school children within a bilingual/bicultural learning environment for deaf students. The findings suggest that strategies such as using ASL as the language of instruction and making translation conceptual rather than literal contribute to literacy learning. Findings further indicate that some inconsistencies persist in applying a bilingual approach with deaf students. 相似文献
19.
高校图书馆拥有非常丰富的实体图书资源,一般仅面向本校师生开放,由此出现资源利用率低、分配不均等问题。为解决上述问题,提出一种基于Unity3D的图书馆虚拟阅读系统,通过Unity3D软件进行环境模拟和搭建,再使用C#语言实现人机交互,将虚拟阅读和虚拟漫游相结合,实现在虚拟环境中行走与阅读。实验表明,该系统可让用户沉浸在虚拟环境中学习和阅读,能够满足大众阅读需求。 相似文献
20.
Julie‐Ann Sime 《Interactive Learning Environments》2013,21(1):109-124
The introduction of qualitative modelling techniques into learning environments, and intelligent training systems, requires not just the development of tools and techniques for modelling and simulation but also some guidance on how to use qualitative models in learning environments. This paper describes the rationale behind the design of a simulation based learning environment, the Model Switching PROcess rig Demonstration System (MS‐PRODS). Three qualitative and three quantitative simulations of the behavior of the physical system have been implemented using the ITSIE tools (Scott et al, 1990). The design of the learning environment is presented from the point of view of instruction and how the models are to be used to promote learning, in particular examining the model switching mechanism. This mechanism determines how to select and sequence the presentation of models to the learner during guided explorations of the domain. A knowledge based an alysis of the domain knowledge is combined with principles derived from Cognitive Flexibility Theory (Spiro 6 Jehng, 1990) to produce a generic design for a learning environment based on multiple models. The design and implementation of the learning environment is illustrated and a sample sequence of models presented. Finally, related work such as White & Frederiksen (1990) on model progression is discussed. 相似文献