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1.
《Learning and Instruction》2007,17(5):510-531
This paper examines task design that affords deep changes in mathematical thinking in the context of peer interaction. We describe a study in which 60 low-level high-school students solved a proportional reasoning task, the “blocks” task as individuals and/or in dyadic interaction. We show that we could tailor the design of the task in order to create a cognitive conflict among dyads, notwithstanding the strategies used by the students. We show that students' proportional reasoning strategies did not improve as a result of discussion even when guided by an experimenter dedicated at reaching consensus; however the introduction of a hypothesis testing device and the guidance of the experimenter to accommodate divergent views led peers to impressive conceptual change in their discussion and in an individual post-test. Examination of one case of dyadic interaction shows that beyond the value of given characteristics of individuals or of tasks, the process of argumentation that takes place between the peers explains the subsequent gains of the individuals. The conditions under which conceptual change was attained challenge theoretical views on cognitive development and social interactions. 相似文献
2.
Stephanie Thornton 《Child development》1999,70(3):588-603
It is widely accepted that conceptual development must, to an extent, be constrained by the conceptual structures a child already possesses. Yet this conclusion raises a problem, for a given conceptual structure can only constrain the discovery of elements that are already implicit within itself. Thus it cannot constrain the discovery of structures that are qualitatively different from itself. And yet, qualitative change in conceptual structures does occur. It is proposed here that conceptual change is constrained not only by conceptual structures in the child but also by structures inherent in the tasks in which children deploy their skills. The dynamic interaction between the strategies children bring to the task and the detailed structure of the task in hand acts to redirect the child's attention to new aspects of a problem, opening up the possibility of new discoveries that were not prefigured in the child's original approach. This process is explored first in a microgenetic study of ( N = 30) children aged 5 to 9 years completing a bridge building task, focusing particularly on a case study of the problem solving of a 5-year-old child; and also through examining predictions as to the incidence of within-session change in problem solving in 5-year-olds playing the "Twenty Questions" game, using group data ( N = 62). 相似文献
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L B Smith 《Child development》1984,55(2):363-380
Preschoolers' (2-, 3-, and 4-year-olds) understanding of attributes and dimensions was examined in 3 experiments. Attribute knowledge is the knowledge that a particular attribute--for example, red--can be instantiated in a variety of distinct objects. Dimension knowledge is the knowledge that there are qualitatively distinct kinds of attributes; for example, red and blue are attributes of the same kind, a kind that is different from that of big. Preschoolers' understanding of attributes and dimensions was assessed by both a conceptual measure and a linguistic measure. A language-free follow-the-leader task served as the conceptual measure. In this task, all the children showed strong attribute knowledge. However, 2-year-olds did not appear to differentiate attributes into their dimensional kinds. The observed trend in the linguistic task was not isomorphic to that observed in the conceptual task. The acquisition of some attribute and dimension labels appears to follow closely the trend in conceptual development, whereas the acquisition of others (specifically, size-attribute labels) lags severely behind the attainment of the basic concepts. The results provide new information about the development of object comparison and the acquisition of dimensional terms. 相似文献
4.
图书馆网络信息资源建设探析 总被引：1，自引：0，他引：1
贾宏 《咸阳师范学院学报》2003,18(2):79-81
网络环境给传统图书馆的信息资源建设带来了冲击和挑战，网络信息资源建设已成为现代图书馆生存和发展的首要任务。在网络环境下，图书馆信息资源建设产生了新变化，对网络信息资源建设的途径进行了比较系统的论述。 相似文献
5.
随着20世纪欧洲经济、教育等方面的发展,西欧的家庭结构也逐渐发生了变化,如:传统核心家庭继续存在,单亲家庭和同居家庭增多,同性恋家庭、丁克家庭等新形式出现。造成这种情况的原因,主要是职业妇女的增多,节育手段的发展,教育水平的提高等因素的影响。 相似文献
6.
本研究编制了一份含有6个题目、各题目包含3个层次的评价任务的标准化动态评价工具,以评估儿童在数、量、形、关系等领域的数学能力.该工具通过改变任务的结构、呈现方式、指导语以及提供操作材料等方式为儿童提供越来越具体和直接的中介支持,以逐渐降低评价任务的难度.根据中介支持的具体程度和直接程度以及任务分数的高低,可以判断儿童学习潜能的大小.本研究采用该工具对235名4岁2个月至6岁1个月的儿童进行数学能力评价的结果表明,标准化动态评价能够提供与静态评价一样有效的关于儿童学习结果的信息;与静态评价相比,动态评价不仅能够了解儿童能否独立解决问题、完成任务,而且能够了解儿童在何种水平上通过怎样的中介支持来解决任务,从而为教育者提供更多有关儿童学习潜能的信息. 相似文献
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The present work introduced a task which superimposed a tray brightness, stimulus-response contingency on previously acquired, highly successful, one-trial oddity performance. Continuing with new one-trial oddity problems, the new contingency was that responses to the odd objects were rewarded on a white tray and responses to the nonodd objects were rewarded on the black tray. Since there is no opportunity to learn specific stimuli or stimulus patterns, successful performance may be interpreted as having a conceptual basis. All monkeys achieved criterion (90% based on 18/20) and statistically significant performances (p<.001). Discussion considered the appropriate nomenclature to describe a conceptual conditional discrimination task and the necessary evidence to justify a conceptual interpretation of conditional discrimination behavior. 相似文献
10.
《Journal of Further & Higher Education》2012,36(1):1-14
Concept mapping activities were trialed over a 2 year period as part of an undergraduate microbiology course. This paper describes this developmental process and offers insight into the most beneficial ways of employing this tool in a higher education setting. The aim was to investigate the use of mapping activities to improve students' integration of the material presented and as a method of course evaluation. It was found that the emphasis placed on concepts at the beginning of the course had a profound influence on the trajectory of conceptual development exhibited by students. Once established, initial conceptual structures seemed resistant to change and restricted the subsequent choice of superordinate concepts. The approach was modified in the second year. Students were encouraged to restructure their understanding by producing a concept map as part of a collaborative group. The concept labels were prescribed and excluded the terminology that had appeared to constrain conceptual development in the previous year. Findings suggest that in order to optimize concept mapping activities they should: (1) reflect a student‐centred teaching philosophy; (2) be collaborative; (3) be given sufficient time for reflection and development; (4) avoid using specific terms that restrict conceptual development by hindering appropriate switching between opposing conceptual frameworks. Linking the mapping activity to course grades provided an extrinsic motivation for active engagement in the task. 相似文献
11.
Chronoula Voutsina 《Educational Studies in Mathematics》2012,79(2):193-214
This study analysed the different types of arithmetic knowledge that young children utilise when solving a multiple-step addition
task. The focus of the research was on the procedural and conceptual changes that occur as children develop their overall
problem solving approach. Combining qualitative case study with a micro-genetic approach, clinical interviews were conducted
with ten 5–6-year-old children. The aim was to document how children combine knowledge of addition facts, calculation procedures
and arithmetic concepts when solving a multiple-step task and how children’s application of different types of knowledge and
overall solving approach changes and develops when children engage with solving the task in a series of problem solving sessions.
The study documents children’s pathways towards developing a more effective and systematic approach to multiple-step tasks
through different phases of their problem solving behaviour. The analysis of changes in children’s overt behaviour reveals
a dynamic interplay between children’s developing representation of the task, their improved procedures and gradually their
more explicit grasp of the conceptual aspects of their strategy. The findings provide new evidence that supports aspects of
the “iterative model” hypothesis of the interaction between procedural and conceptual knowledge and highlight the need for
educational approaches and tasks that encourage and trigger the interplay of different types of knowledge in young children’s
arithmetic problem solving. 相似文献
12.
张礼 《阜阳师范学院学报(社会科学版)》2003,(4):49-52
查检释疑的交际目的、异常众多的接受对象、无比丰富的表述内容,体现了辞书交际领域的特殊性,是辞书语体形成的客观社会基础;准确规范、客观平实、简洁明晰、整齐划一是辞书交际领域制约下的语言运用特点,通过词语、句式、辞格、篇章等因素的独特使用或安排体现出来,是辞书语体形成的标志。就此而言,辞书语体当属于语体的一级下位分体。 相似文献
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当前无论是理论还是实践层面,越来越多的研究开始突破传统阅读的“简单模型”假设,基于问题解决的阅读或有目的的阅读成为重要的研究视角。随着技术的发展,以读者为核心,强调分享、互动、传播的社会性阅读的兴起,使得原有的理论模型面临挑战。将共享调节引入社会性阅读,有助于拓展基于问题解决的阅读的理论视角,构建基于共享调节的社会性阅读的概念模型。这一模型的核心观点是,在具体的阅读活动之前,需要形成个人和群体层面的二阶段心智模型:即情境模型和任务模型。该模型还可以进一步衍生出新的研究假设,构建阅读支架及支持系统,并进行相应的课堂实践。以一门本科课程的阅读活动为解释案例,对该概念模型进行阐释和应用的结果表明,基于共享调节的社会性阅读可以帮助学生提取原先容易被忽略的物理及社会情境因素,形成小组阅读目标和阅读计划,支架及协作工具也有助于社会性阅读过程中的任务理解、计划、监控和调节。这一研究有助于完善新媒体环境下有目的的阅读理论,揭示社会性阅读过程中共享情境和任务形成的影响因素及动态发展过程,也可以为课堂社会性阅读提供可操作的应用模式。 相似文献
14.
Ho Sung Kim 《European Journal of Engineering Education》2013,38(6):671-686
A quantitative method for estimating an expected uncertainty (reliability and validity) in assessment results arising from the relativity between four variables, viz examiner's expertise, examinee's expertise achieved, assessment task difficulty and examinee's performance, was developed for the complex assessment applicable to final year project thesis assessment including peer assessment. A guide map can be generated by the method for finding expected uncertainties prior to the assessment implementation with a given set of variables. It employs a scale for visualisation of expertise levels, derivation of which is based on quantified clarities of mental images for levels of the examiner's expertise and the examinee's expertise achieved. To identify the relevant expertise areas that depend on the complexity in assessment format, a graphical continuum model was developed. The continuum model consists of assessment task, assessment standards and criterion for the transition towards the complex assessment owing to the relativity between implicitness and explicitness and is capable of identifying areas of expertise required for scale development. 相似文献
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Integrated science teaching is a task which requires that teachers develop new conceptual structures for the science topics they teach. It is often assumed that changes in teaching can be facilitated through reflective practices such as teacher self-assessment. Does self-assessment in fact help teachers develop new conceptual structures in the context of integrated science? We examine this assumption in the research reported in this paper. In the German PING project—an integrated science project for middle schools—teacher in-service education was based on collaborative workshops in which a group of 22 teachers from different types of schools used teaching materials for eight integrated topics for their lesson planning and conducting units over a period of 30 months. During this time concept maps, interviews and questionnaires were used as means to promote teacher self-assessment. We find that this kind of self-assessment in a collaborative framework was a useful basis for helping science teachers develop integrated conceptual structures and we suggest that in-service courses might use self-assessment for reflection on conceptual content knowledge as a basis for supporting integrated science teaching. 相似文献
17.
Minds, modules, and meta-analysis 总被引：5，自引：0，他引：5
Wellman and colleagues' meta-analysis of performance on the false-belief task is methodologically useful, but it does not lead to any theoretical progress concerning the nature of the mechanisms that underlie the existence and development of "theory of mind." In particular, the results of this meta-analysis are perfectly compatible with "early competence" accounts that posit a specific, innate, and possibly modular basis for theory of mind. The arguments presented by Wellman and colleagues against such views stem not from their meta-analytic data, but from mistaken assumptions regarding the requirements of such theories (e.g., that there exist manipulations that improve performance only, or to a greater degree, in young children). Contrary to what Wellman and colleagues claim, their meta-analysis, while consistent with conceptual change, does not lend any new support for such theories. 相似文献
18.
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
19.
Margarita Limón Mario Carretero 《European Journal of Psychology of Education - EJPE》1997,12(2):213-230
Cognitive conflict has been proposed as a strategy to promote conceptual change. The history and philosophy of science have shown the importance of anomalous data to change scientific theories and to the progress of science. Often, scientists use anomalous data to develop new interpretations that lead to new conceptualizations and finally, to a deep conceptual change. To be aware of contradiction seems to be a first step in the process of conceptual change. A study to explore novice students responses to anomalous data has been carried out. Sixty nine ninth graders, fifty seven eleventh graders and sixty three twelfth graders participated in the study. A paper and pencil task about the origin of life on the Earth was designed. Subjects were divided into two conditions. In condition “A” only anomalous data were presented to the subjects. In condition “A+B”, both anomalous and confirmatory data were presented. Results indicated that younger students were less aware of contradiction than older students when both anomalous and confirmatory data were presented. However, no differences have been found among them when just anomalous data were presented (condition A). Twelfth graders were aware of contradiction in both conditions. Some students’ epistemological beliefs influenced their response to anomalous data. Although no conceptual change (weak or strong restructuring) was achieved, as it could be predicted by the low domain-specific knowledge of the subjects and the complexity of the topic, presenting anomalous data facilitated the achievement of the first steps of the conceptual change process. 相似文献
20.
Koen Luwel Lieven Verschaffel Patrick Onghena Erik De Corte 《European Journal of Psychology of Education - EJPE》2001,16(2):233-255
A previous study (Luwel, Verschaffel, Onghena, & De Corte, 2000) revealed that 2nd and 6th graders use at least 3 different kinds of strategies for determining different numerosities of blocks presented in square grids: (a) an addition strategy by means of which (groups of) blocks are counted (and added), (b) a subtraction strategy in which the number of empty squares is subtracted from the total number of blocks in the grid (i.e. the anchor), and (c) an estimation strategy, whereby the number of blocks is determined in a quick but imprecise way. Although 6th as well as 2nd graders used the clever subtraction strategy, the majority of 2nd graders had serious trouble with the correct determination of the anchor, resulting in huge numerosity judgement errors. Since this finding seriously complicated the testing of a number of hypotheses in that study, we replicated the above study but presented the children information about the grid size. This manipulation led to a substantial increase in the proportion of appropriate subtraction strategy users and made it possible to investigate the effect of several subject and task variables on the frequency, accuracy, and adaptiveness with which the different strategies were applied. Results are discussed in terms of the conceptual framework of Lemaire and Siegler (1995) regarding strategic change. 相似文献