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ABSTRACTThis study investigated how studying a refutational map, a type of argument map, affected conceptual change. Refutational maps visually display both correct and alternative conceptions. Participants (N?=?120) were randomly assigned to (1) a refutational map condition, (2) a refutational text condition, and (3) a non-refutational text condition. The post-test results showed that studying the refutational map led to better performance on free recall and learning transfer measures. Specifically, participants who studied the refutational map performed significantly better than others on a free recall test, and they significantly outperformed the non-refutational text group on a short-answer transfer test. The multiple-choice test, another transfer measure, failed to detect any differences among the three groups. The research also found that individual differences in need for cognition and logical thinking ability interacted with the type of study materials. Participants scoring lower on logical thinking ability gained more from studying the refutational map. 相似文献
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This study examined whether cooperative learning and feedback facilitate situated, example-based e-learning in the field of statistics. The factors “social context” (individual vs. cooperative) and “feedback intervention” (available vs. not available) were varied; participants were 137 university students. Results showed that the feedback intervention clearly supported learning. Feedback proved especially beneficial for students with little prior knowledge. Cooperation did not promote learning outcomes; however, group performance in the learning phase was superior to individual performance. Also, cooperative learning enhanced perceived performance and perceived competence. Probably, collective efficacy had a halo effect on self-efficacy. 相似文献
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《The Journal of educational research》2012,105(4):216-220
AbstractThis study investigated the effects of retelling (free recall) upon the comprehension and recall of text information for 93 fourth-grade students. Subjects were assigned randomly to one of two generative learning strategy treatment conditions: retelling or illustrating. Subjects participated in four training sessions and one test session. For each of the four training sessions subjects silently read a passage and then, according to treatment condition, either retold the important parts of the passage or illustrated the important parts of the passage. For the test passage all subjects silently read the passage, and then rendered a free recall. Two days later all subjects rendered a delayed free recall and answered 10 literal and 10 inferential questions about the test passage. Statistically significant differences were found on all measures of reading comprehension and recall (immediate free recall, two-day delayed free recall, and responses to literal and inferential questions) in favor of the subjects who received practice in retelling. The results suggest that retelling is a highly potent generative learning strategy and that retelling has direct, beneficial consequences for children's processing of subsequent text. 相似文献
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In this study, high school students were trained to use adjunct maps strategically while studying a History text. Subjects were randomly assigned to either a control or map training group which read a lengthy passage which was accompanied by three maps. The control group was instructed to study the materials and write an essay about them. The map training group was instructed to study the materials and to place important event information from the text on their maps; they also discussed how their maps could be used to help them remember the text. One week later multiple choice, probed recall, free recall, and map recall tests were administered. Three weeks after training both groups read a transfer text and were instructed to use the attached map to help them remember the information. Free recalls were gathered after a short delay. Results showed that map training subjects obtained higher scores on all of the training text recall measures and on the main idea level transfer text measures. High ability map training subjects also recalled more details. Maps used in the transfer task showed trained subjects using the strategies they had been taught. 相似文献
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《Learning and Instruction》2003,13(3):255-269
This article focuses on possible interactions of students’ inter-individual differences and features of cooperative learning. In a first study the uncertainty- vs. certainty-orientation of 209 students (88 male, 121 female; age 13–14) in nine classrooms (8th grade) of two schools was assessed. Three uncertainty-oriented and three certainty-oriented students were selected in each classroom. In varying sequences they solved three tasks (subject matter: German, social studies, mathematics) first individually, than in orientation-homogeneous groups of three. While there were almost no differences in decision-making between uncertainty-oriented vs. certainty-oriented learners during individual sessions, learning in small groups instigated significant differences. These differences diminished with an increased structure/certainty of learning tasks. In a second study 138 students (52 female, 86 male) in all 12th grade classrooms of three schools learned for six weeks according to a modified ‘Jigsaw Puzzle Technique’. At one of the schools the teachers did not implement the cooperative model completely, but tried to stay ‘in control’. This had consequences for the study’s ability to observe students in situations of uncertain and certain learning tasks, but the researchers were able to include this school for testing critical variables. 相似文献
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Cooperative learning emerging as the leading new approach to classroom instruction abroad over the past decades has been studied by many researchers from all aspects.This paper mainly focuses on the basics of cooperative learning and tries to answer the question that if the use of cooperative learning produce higher achievement than the traditional methods in college English reading class through experimental study.The analysis contributes to better college English teaching and learning.A conclusion is drawn that cooperative learning is very effective in improving college students reading ability. 相似文献
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James D. Klein Doris R. Pridemore 《Educational technology research and development : ETR & D》1992,40(4):39-48
The purpose of this study was to investigate the effect of cooperative learning and the need for affiliation on performance,
time on task, and satisfaction. Subjects used either a cooperative or individual learning strategy while receiving information,
examples, practice, and feedback from an instructional television lesson. Results indicated that subjects who worked cooperatively
spent more time working on practice exercises and reported greater satisfaction than those who worked individually. In addition,
results revealed an interaction between instructional method and the need for affiliation. Performance of subjects with a
high need for affiliation who worked alone was lower than that of all other groups when subjects were asked to apply what
they had learned from the lesson. Implications for employing cooperative groups in settings that were originally designed
for individual learning are provided. 相似文献
8.
张强宏 《长江工程职业技术学院学报》2014,(1):73-75
小组合作学习模式是在班级授课制背景下的一种教学方式,即在承认课堂教学为基本教学组织形式的前提下,教师以学生学习小组为重要的教学组织手段,通过指导小组成员展开合作,发挥群体的积极功能,提高个体的学习动力和能力,达到完成特定教学任务的目的。改变了传统集体教学的师生单维交流模式,学生的主动性、创造性也因此得以充分的发挥。笔者把小组合作学习引入到高职高专英语阅读课教学中,探索提高高职英语阅读课教学效率的有效途径。 相似文献
9.
Seokhee Cho 《Learning and individual differences》2010,20(6):694-698
The role of IQ in individual differences in real-life problem solving and strategies use was explored. Repeated trials of learning and recall of information from a map were analyzed with high IQ and average IQ Korean students. IQ correlated with the selection and use of strategies in recall. However, the performance and strategic behaviors of low-recall high IQ students and high-recall average IQ students cautions the overgeneralization of the advantage of high IQ in the selection and use of cognitive and metacognitive strategies. The individual's mind set about learning and domain-specific ability needs to be considered as compensatory mechanisms to explain the relationship between IQ and strategies use. 相似文献
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The purpose of the study was to investigate the effects of individual versus cooperative learning on different components of students’ functioning. As a theoretical framework to analyse these processes we used CAMS model (Dansereau, 1986; O’Donnell & Dansereau, 1992), which includes four levels of students’ functioning: cognitive (C), affective (A), metacognitive (M) and social (S). 373 fifth grade students (170 in experimental group and 203 in control group) from nine different primary schools participated in the research. In the experimental group cooperative learning was introduced for one in four lessons in two subjects: mathematics and Slovene language. The control group received the traditional way of teaching. Statistical analysis showed strong positive effects of cooperative learning on achievement in both subjects. No other variable showed differential change. 相似文献
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大学英语阅读小班合作学习实证研究 总被引：2，自引：0，他引：2
赵俊海 《成都教育学院学报》2008,22(8):81-84
研究采用合作学习策略中的“小组成绩分组法”,为期10周,研究对象为48名一年级非英语专业本科生。研究工具为成绩测验、态度量表、合作学习行为评估表以及访谈。学习过程为研究过程前后成绩测验,合作学习策略讲解、分组、适应性学习和正式学习。学习结束后,对两次测验成绩作对比分析和显著性分析,以检验合作学习策略对提高大学生英语阅读能力的效果。研究结果表明,合作学习策略能有效提高大学非英语专业学生的英语阅读能力,80％的参与者对合作学习持肯定态度,该策略除了可以明显提高非英语专业大学生的英语阅读能力外,还能显著提高他们的合作意识和团队精神。 相似文献
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John F Moore David M Moore 《British journal of educational technology : journal of the Council for Educational Technology》1984,15(3):182-190
The purpose of this study was to investigate the effects of supplemental subliminal captions and field dependence on the recall of cognitive information. Groups of subjects (N = 199) viewed one of four television presentations: subliminal captions only, conventional (visible) captions only, subliminal and visible combined for reinforcement, and subliminal and visible mismatched for interference. Data was analysed using ANCOVA and Tukey multiple comparison tests with a 0.05 significance level. There was a significant difference in recall between field dependents and field independents in each treatment except combined subliminal and conventional captions.
Based on this evidence the authors suggest repetitive subliminal television captions which supplement visible captions may be an effective device for reducing differences in achievement attributable to cognitive style in learning from television programmes. 相似文献
Based on this evidence the authors suggest repetitive subliminal television captions which supplement visible captions may be an effective device for reducing differences in achievement attributable to cognitive style in learning from television programmes. 相似文献
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在英语教学中开展小组合作学习,能激发学生学习热情,突出学生的主体地位,发挥学生的主体作用,培养学生合作意识和良好的学习习惯。文章对英语阅读应用小组合作学习进行研究,以提高小组合作学习实效,提高英语教学质量,提升学生英语自主学习能力和学科素养。 相似文献
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大学英语专业《精读》教学普遍存在费时低效的问题,其主要根源在于未能激发学生学习动机,以及学生自主学习能力的缺失。通过分析大学英语《精读》课教学中实施研究性学习的可行性,结合互动教学法、合作学习和自主学习等方式来优化专业英语《精读》课的教学模式,提高人才培养质量。 相似文献
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The research examined effects of notetaking instruction on elementary-aged students’ abilities to recall science information
and their notetaking behaviors. Classes of eight to nine years old third grade students were randomly assigned to three treatment
conditions: strategic notetaking, partial strategic notetaking, and control, for four training sessions. The effects of the
notetaking instruction were measured by their performances on a test about science information, a long-term free recall of
the information, and the number of information units recalled with or without cues. Students’ prior science achievement was
used to group students into two levels (high vs. low) and functioned as another independent variable in analysis. Results
indicated significant treatment effect in favor of the strategy notetaking instruction groups on cued and non-cued recall
of the information units. Students with higher prior achievement in science performed better on cued recall and long-term
free recall of information. The results suggest that students as young as those in third grade classes can be instructed to
develop notetaking ability that promotes their learning. 相似文献
19.
Yin-Kum Law 《教育心理学》2014,34(4):470-494
The present study aimed to compare the effectiveness of two types of cooperative learning groups used in reciprocal teaching (RT) classes (i.e. high-structured vs. low-structured groups) for enhancing students’ reading comprehension. The participants were 235 Hong Kong Chinese Grade 6 students in nine classes. Reading comprehension tests and questionnaires were used to investigate students’ reading comprehension, teachers’ cognitive support and perceptions of cooperative learning. The findings indicate that high achievers from the low-structured RT group significantly outperformed high achievers from the high-structured RT group in post-test reading comprehension, whereas low achievers from the high-structured RT group significantly outperformed low achievers from the low-structured RT group in follow-up reading comprehension. Students from the high-structured RT group reported higher scores for their perceptions of cooperative learning than students from the low-structured RT group. 相似文献
20.
Jeremy L. Moreland Donald F. Dansereau Todd L. Chmielewski 《Contemporary educational psychology》1997,22(4):521-533
The benefits of using a comprehensive annotation strategy (employing underlining/circling, making connections, asking questions, and making comments) with knowledge maps (spatial/verbal arrays) and traditional, linear text to improve free recall scores for learners with individual differences in vocabulary and comprehension ability were examined. Types and frequencies of annotations generated were also examined for each stimulus format condition. Multiple regression analyses indicate that the frequency of use of two component annotation strategies, asking questions and making connections, were significant predictors of recall scores, while frequency of underlining/circling and generating elaborations failed to predict recall scores. Text users generated more underlining/circling, while knowledge map users generated more connections between ideas, suggesting that knowledge maps may facilitate the application of more productive annotation strategies. Also examined were the interrelationships between vocabulary ability, comprehension ability, and free recall scores. 相似文献