共查询到20条相似文献，搜索用时 46 毫秒
1.
Asha K. Jitendra Jon R. Star Kristin Starosta Jayne M. Leh Sheetal Sood Grace Caskie Cheyenne L. Hughes Toshi R. Mack 《Contemporary educational psychology》2009
The present study evaluated the effectiveness of an instructional intervention (schema-based instruction, SBI) that was designed to meet the diverse needs of middle school students by addressing the research literatures from both special education and mathematics education. Specifically, SBI emphasizes the role of the mathematical structure of problems and also provides students with a heuristic to aid and self-monitor problem solving. Further, SBI addresses well-articulated problem solving strategies and supports flexible use of the strategies based on the problem situation. One hundred forty eight seventh-grade students and their teachers participated in a 10-day intervention on learning to solve ratio and proportion word problems, with classrooms randomly assigned to SBI or a control condition. Results suggested that students in SBI treatment classes outperformed students in control classes on a problem solving measure, both at posttest and on a delayed posttest administered 4 months later. However, the two groups’ performance was comparable on a state standardized mathematics achievement test. 相似文献
2.
Research has demonstrated that instruction that relies more heavily on example study is more effective for novices’ learning than instruction consisting of problem solving. However, ‘a heavier reliance on example study’ has been implemented in different ways. For example, worked examples only (WE), example-problem pairs (WE-PS), or problem-example pairs (PS-WE) have been used. This study investigated the effectiveness of all three strategies compared to problem solving only (PS), using electrical circuits troubleshooting tasks; participants were secondary education students who were novices concerning those tasks. Based on prior research, it was hypothesized and confirmed that WE and WE-PS would lead to lower cognitive load during learning and higher learning outcomes than PS. In addition, the open questions of whether there would be any differences between WE and WE-PS, and whether there would be any differences between PS-WE and PS were explored. Results showed no differences between WE and WE-PS or between PS-WE and PS. This study can inform instructional designers on which example-based learning strategies to implement: it does not seem necessary to alternate example study and problem solving, but when doing so, example-problem pairs should be used rather than problem-example pairs. 相似文献
3.
于杰 《牡丹江教育学院学报》2009,(6):141-142
解题是巩固和运用知识的重要手段,又是发展学生智力、培养学生能力的有效途径。数学教学的主要目的是培养学生分析问题和解决问题的能力,这些能力的培养要有扎实的数学知识、灵活的方法和成功的解题经验,解题是否能顺利进行,还取决于解题过程是否遵循哲学规律。因此,正确的思想方法和能否遵循哲学规律也是影响解题成败的重要因素之一。 相似文献
4.
《The Journal of educational research》2012,105(6):333-347
Abstract The authors examined the thinking of children who had the opportunity to construct personal knowledge about division of fractions. The authors based this study on a teaching experiment design and used relevant contexts/situations to foster students' development of knowledge. Participants were a group of mixed-ability, 5th-grade mathematics students. They used pictures, symbols, and words to resolve situations and communicate their solutions. The authors analyzed the solutions to describe the students' constructions of division-of-fractions concepts and procedures. All strategies that the students used represented some manifestation of conceptual knowledge about addition and subtraction of fractions and a definition of division. Some students developed formal symbolic procedures, and others developed pictorial procedures; none invented an invert-and-multiply procedure. Through the window of constructivism, this study allowed the authors to glimpse children's constructions of knowledge and provided alternatives to the traditional view of the expected procedure (invert and multiply) that children should learn for division of fractions. 相似文献
5.
Henk J. Pol Egbert G. Harskamp Cor J. M. Suhre Martin J. Goedhart 《Journal of Science Education and Technology》2008,17(4):410-425
Many students experience difficulties in solving applied physics problems. Most programs that want students to improve problem-solving
skills are concerned with the development of content knowledge. Physhint is an example of a student-controlled computer program
that supports students in developing their strategic knowledge in combination with support at the level of content knowledge.
The program allows students to ask for hints related to the episodes involved in solving a problem. The main question to be
answered in this article is whether the program succeeds in improving strategic knowledge by allowing for more effective practice
time for the student (practice effect) and/or by focusing on the systematic use of the available help (systematic hint-use
effect). Analysis of qualitative data from an experimental study conducted previously show that both the expected effectiveness
of practice and the systematic use of episode-related hints account for the enhanced problem-solving skills of students. 相似文献
6.
问题解决作为心理学一个重要的理论概念,对于处理师生冲突有重要的启发意义。将师生冲突看作是问题来解决,其影响因素有专家与新手的区别、知识表征方式、定势、功能固着、教师处理冲突的动机、教师的情绪、师生之间的关系等七个方面,师生冲突的处理过程可以借助问题解决的步骤来进行,同时问题解决过程中所运用的策略也有助于师生冲突的处理。 相似文献
7.
Relations were examined between epistemic profiles, regulation of cognition, and mathematics problem solving. Two hundred sixty-eight students were sampled from undergraduate mathematics and statistics courses. Students completed inventories reflecting their epistemic profiles and learning strategies, and were profiled as rational, empirical, or both. Based on their profiles, 24 students participated in two problem-solving sessions. Episodes were coded for planning, monitoring, control, use of empirical and rational argumentation, and justification for solutions. For both self-reported metacognitive self-regulation and regulation of cognition during problem solving, students profiled as rational had the highest self-reported mean and actual frequency of regulation of cognition compared to students profiled as predominantly empirical. Moreover, students profiled as predominantly rational correctly solved more problems than the other two groups. Finally, students’ approaches to problem solving were consistent with their epistemic profiles. Relations are discussed in the context of various theoretical frameworks. 相似文献
8.
Salvador Llinares Ana Isabel Roig 《International Journal of Science and Mathematics Education》2008,6(3):505-532
This study focussed on how secondary school students construct and use mathematical models as conceptual tools when solving
word problems. The participants were 511 secondary-school students who were in the final year of compulsory education (15–16
years old). Four levels of the development of constructing and using mathematical models were identified using a constant-comparative
methodology to analyse the student’s problem-solving processes. Identifying the general in the particular and using the particular
to endow the general with meaning were the key elements employed by students in the processes of construction and use of models
in the different situations. In addition, attention was paid to the difficulties that students had in using their mathematical
knowledge to solve these situations. Finally, implications are provided for drawing upon student’s use of mathematical models
as conceptual tools to support the development of mathematical competence from socio-cultural perspectives of learning. 相似文献
9.
Gunnar Friege Gunter Lind 《International Journal of Science and Mathematics Education》2006,4(3):437-465
Based on empirical findings and theoretical considerations related to the field of expertise research, the importance of “types”
and “qualities” of knowledge in relation to problem solving in physics was investigated. The students (N =138) in this study had a level of competence that corresponds to an intensive beginner college course in physics. It was
found that conceptual declarative knowledge and problem scheme knowledge are excellent predictors of problem solving performance.
However, a detailed analysis shows that the first knowledge type is more typical for low achievers (novices) in physics problem
solving whereas the second type is predominately used by high achievers (experts). Regarding types and qualities of knowledge
and their relations to problem solving, the results of a multidimensional scaling analysis (MDS) indicate that two dimensions
of knowledge can be distinguished. On the extreme limits of the first dimension, which could be named “problem solving relevance
vs. structure of discipline”, are the types of knowledge and the qualities of knowledge, respectively. The second dimension
of knowledge could be named “single knowledge elements vs. organised knowledge units”. There are types of knowledge as well
as qualities of knowledge distributed along this dimension. Consequences of these results for improving physics education
are discussed. 相似文献
10.
Attila Szabo 《Scandinavian Journal of Educational Research》2018,62(4):555-569
In this paper, we examine the interactions of mathematical abilities when 6 high achieving Swedish upper-secondary students attempt unfamiliar non-routine mathematical problems. Analyses indicated a repeating cycle in which students typically exploited abilities relating to the ways they orientated themselves with respect to a problem, recalled mathematical facts, executed mathematical procedures, and regulated their activity. Also, while the nature of this cyclic sequence varied little across problems and students, the proportions of time afforded the different components varied across both, indicating that problem solving approaches are informed by previous experiences of the mathematics underlying the problem. Finally, students’ whose initial problem formulations were numerical typically failed to completed the problem, while those whose initial formulations were algebraic always succeeded. 相似文献
11.
Eric Kuo Nicole R. Hallinen Luke D. Conlin 《International Journal of Science Education》2013,35(7):814-839
ABSTRACTOne aim of school science instruction is to help students become adaptive problem solvers. Though successful at structuring novice problem solving, step-by-step problem-solving frameworks may also constrain students’ thinking. This study utilises a paradigm established by Heckler [(2010). Some consequences of prompting novice physics students to construct force diagrams. International Journal of Science Education, 32(14), 1829–1851] to test how cuing the first step in a standard framework affects undergraduate students’ approaches and evaluation of solutions in physics problem solving. Specifically, prompting the construction of a standard diagram before problem solving increases the use of standard procedures, decreasing the use of a conceptual shortcut. Providing a diagram prompt also lowers students’ ratings of informal approaches to similar problems. These results suggest that reminding students to follow typical problem-solving frameworks limits their views of what counts as good problem solving. 相似文献
12.
Anton J.H. Boonen Menno van der SchootFloryt van Wesel Meinou H. de VriesJelle Jolles 《Contemporary educational psychology》2013
Two component skills are thought to be necessary for successful word problem solving: (1) the production of visual-schematic representations and (2) the derivation of the correct relations between the solution-relevant elements from the text base. The first component skill is grounded in the visual–spatial domain, and presumed to be influenced by spatial ability, whereas the latter is seated in the linguistic–semantic domain, and presumed to be influenced by reading comprehension. These component skills as well as their underlying basic abilities are examined in 128 sixth grade students through path analysis. The results of the path analysis showed that both component skills and their underlying basic abilities explained 49% of students’ word problem solving performance. Furthermore, spatial ability and reading comprehension both had a direct and an indirect relation (via the component skills) with word problem solving performance. These results contribute to the development of instruction methods that help students using these components while solving word problems. 相似文献
13.
Henriikka Vartiainen Hanna Vuojärvi Kaija Saramäki Miikka Eriksson Ilkka Ratinen Piritta Torssonen Petteri Vanninen Sinikka Pöllänen 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(5):1304-1320
This study investigated an international, inter-university and multidisciplinary online course with the aim of helping higher education students develop competencies for solving complex problems in collaboration with their peers and stakeholders. The course design was informed by the knowledge creation framework and ideas about cross-boundary collaboration. We attempted to enrich perspectives on knowledge creation by investigating how higher education students (N = 42) from different fields of study and from 17 different nationalities perceived, built and regulated cross-boundary collaboration in the pursuit of real-life problems presented by companies or non-governmental organisations. Drawing on data from 11 in-depth group interviews and team reports of students who had completed this course, we showed the kinds of activities the students considered relevant for cross-boundary collaboration and knowledge creation online. Given this extended context for knowledge creation, the study contributes to the pedagogical development of online learning in higher education. 相似文献
14.
This article presents data collected at the level of practice to highlight one non-governmental organization's approach to human rights education and how household-, school-, and community-level factors mediated student impact. Findings suggest that a variety of factors at the three levels contribute to the program's successful implementation in government schools serving marginalized students (where most HRE programs are in operation in India today). These responses emerge along a continuum from ‘time pass’—a commonly used term in India for anything that does not directly contribute to greater performance on high-stakes exams—to ‘transformative force’, wherein students internalize knowledge and values related to human rights and take action based on it. Responses to HRE were characterized in four areas and representative examples are provided of each: (1) personal changes; (2) attempts to intervene in situations of abuse; (3) reporting (or threatening to report) abuse; and (4) spreading awareness about human rights. 相似文献
15.
In two experiments, differential performance onchemistry problems was obtained for twotraining strategies: text editing andconventional problem solving. Text editingrequires students to scan the text of problemstatements and specify whether it providessufficient, missing or irrelevant informationfor solution. It was hypothesized that textediting, which emphasizes gaining familiaritywith schematic knowledge, would lead to higherachievement than conventional problem solving.Experiment one indicated that text editing wassuperior to conventional problem solving inlearning to solve molarity and dilutionproblems. In particular, students who weretrained in text editing skipped someintermediate steps while solving molarityproblems. In contrast, using stoichiometryproblems, experiment two showed that students whowere trained in text editing performed worsethan students given conventional problems tosolve. An error analysis suggested that becauseof its failure to direct students' attention tothe coherent problem structure in the firstinstance, text editing has no advantage overconventional problem solving in the domain ofstoichiometry problems. It was concluded thatthe suitability of a text editing trainingstrategy depends on the learning materials. 相似文献
16.
Martine Baars Sandra Visser Tamara van Gog Anique de Bruin Fred Paas 《Contemporary educational psychology》2013
Students’ Judgments of Learning (JOLs) are often inaccurate: students often overestimate their future test performance. Because of the consequences that JOL inaccuracy can have for regulating study activities, an important question is how JOL accuracy can be improved. When learning texts, JOL accuracy has been shown to improve through ‘generation strategies’, such as generating keywords, summaries, or concept maps. This study investigated whether JOL accuracy can also be improved by means of a generation strategy (i.e., completing blank steps in the examples) when learning to solve problems through worked example study. Secondary education students of 14–15 years old (cf. USA 9th grade) either studied worked examples or completed partially worked examples and gave JOLs. It was found that completion of worked examples resulted in underestimation of future test performance. It seems that completing partially worked-out examples made students less confident about future performance than studying fully worked examples. However, this did not lead to better regulation of study. 相似文献
17.
Menno van der Schoot Annemieke H. Bakker Arkema Tako M. Horsley Ernest C.D.M. van Lieshout 《Contemporary educational psychology》2009
This study examined the effects of consistency (relational term consistent vs. inconsistent with required arithmetic operation) and markedness (relational term unmarked [‘more than’] vs. marked [‘less than’]) on word problem solving in 10–12 years old children differing in problem-solving skill. The results showed that for unmarked word problems, less successful problem solvers showed an effect of consistency on regressive eye movements (longer and more regressions to solution-relevant problem information for inconsistent than consistent word problems) but not on error rate. For marked word problems, they showed the opposite pattern (effects of consistency on error rate, not on regressive eye movements). The conclusion was drawn that, like more successful problem solvers, less successful problem solvers can appeal to a problem-model strategy, but that they do so only when the relational term is unmarked. The results were discussed mainly with respect to the linguistic–semantic aspects of word problem solving. 相似文献
18.
Comparing common mathematical errors to correct examples may facilitate learning, even for students with limited prior domain knowledge. We examined whether studying incorrect and correct examples was more effective than studying two correct examples across prior knowledge levels. Fourth- and fifth-grade students (N = 74) learned about decimal magnitude in a brief tutoring session. Students were randomly assigned to two conditions: 1) comparing correct and incorrect examples (incorrect condition) or 2) comparing correct examples only (correct condition). The incorrect condition helped students learn correct procedures and key concepts more than the correct condition, including reducing misconceptions. Students’ prior knowledge of decimals did not interact with condition. Students’ explanations during the intervention revealed that those in the incorrect condition more frequently discussed correct concepts (e.g., the magnitude of a decimal and identifying misconceptions). Overall, contrasting incorrect examples with correct examples can help students learn correct concepts and procedures. 相似文献
19.
基于理论研究,笔者提出物理问题解决的影响因素假设模型,借助于"原始物理问题测验工具"和"原始物理问题解决影响因素问卷",对450名高中生进行了测试和问卷调查,采用AMOS4.01软件对数据进行结构方程模型分析,主要指标CFI和NNFI大于0.95,表示模型拟合得较好,RESEA小于0.08的拟合结果可以接受,从而验证了假设模型。结果表明,物理问题解决的影响因素包括:物理知识、物理方法、思维品质的深刻性、独创性、批判性和灵活性,这为问题解决的进一步研究提供了有益的启示。 相似文献
20.
The goal of the study reported here is to gain a better understanding of the role of belief systems in the approach phase
to mathematical problem solving. Two students of high academic performance were selected based on a previous exploratory study
of 61 students 12–13 years old. In this study we identified different types of approaches to problems that determine the behavior
of students in the problem-solving process. The research found two aspects that explain the students’ approaches to problem
solving: (1) the presence of a dualistic belief system originating in the student’s school experience; and (2) motivation
linked to beliefs regarding the difficulty of the task. Our results indicate that there is a complex relationship between
students’ belief systems and approaches to problem solving, if we consider a wide variety of beliefs about the nature of mathematics
and problem solving and motivational beliefs, but that it is not possible to establish relationships of causality between
specific beliefs and problem-solving activity (or vice versa). 相似文献