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1.
Florence R. Sullivan Claire E. Hamilton Danielle A. Allessio Rachel J. Boit Alexandra D. Deschamps Tony Sindelar German E. Vargas Ramos Anthony Randall Nicholas Wilson Yan Zhu 《Educational technology research and development : ETR & D》2011,59(5):619-644
In this paper we report the results of a study which investigated the affordances of multi-user virtual environments (MUVEs)
for collaborative learning from a design perspective. Utilizing a mixed methods approach, we conducted a comparative study
of the effect of varying representational and interactional design features on a collaborative design activity in three online
synchronous environments. We compared environments featuring multiple modes of interaction (MUVEs), shared representations
(text chat and 2D still images) and text-only features. Sixty-one students enrolled in an undergraduate course on Child Development
participated in the study. Participants were asked to design a theoretically-based, developmentally appropriate, preschool
classroom setting. Students were randomly assigned to one of three online learning environments that provided varying levels
of representation and interaction. Significant differences in collaborative problem solving interactions were found. Participants
in the shared representations + text condition evidenced stronger learning outcomes as regards substantive discussion and
integration of child development concepts; while participants in the MUVE condition reported the most enjoyment with the experience.
These findings are explained by the concepts of representational guidance, representational bias, educational affordances
and interface design metaphors. Suggestions for the design of MUVEs for collaborative learning are provided. 相似文献
2.
Using multiple representations and argumentation are two fundamental processes in science. With the advancements of information communication technologies, these two processes are blended more so than ever before. However, little is known about how these two processes interact with each other in student learning. Hence, we conducted a design-based study in order to distill the relationship between these two processes. Specifically, we designed a learning unit on nuclear energy and implemented it with a group of preservice middle school teachers. The participants used a web-based knowledge organization platform that incorporated three representational modes: textual, concept map, and pictorial. The participants organized their knowledge on nuclear energy by searching, sorting, clustering information through the use of these representational modes and argued about the nuclear energy issue. We found that the use of multiple representations and argumentation interacted with each other in a complex way. Based on our findings, we argue that the complexity can be unfolded in two aspects: (a) the use of multiple representations mediates argumentation in different forms and for different purposes; (b) the type of argumentation that leads to refinement of the use of multiple representations is often non-mediated and drawn from personal experience. 相似文献
3.
Pedagogical Affordances of Multiple External Representations in Scientific Processes 总被引：2，自引：2，他引：0
Multiple external representations (MERs) have been widely used in science teaching and learning. Theories such as dual coding theory and cognitive flexibility theory have been developed to explain why the use of MERs is beneficial to learning, but they do not provide much information on pedagogical issues such as how and in what conditions MERs could be introduced and used to support students?? engagement in scientific processes and develop competent scientific practices (e.g., asking questions, planning investigations, and analyzing data). Additionally, little is understood about complex interactions among scientific processes and affordances of MERs. Therefore, this article focuses on pedagogical affordances of MERs in learning environments that engage students in various scientific processes. By reviewing literature in science education and cognitive psychology and integrating multiple perspectives, this article aims at exploring (1) how MERs can be integrated with science processes due to their different affordances, and (2) how student learning with MERs can be scaffolded, especially in a classroom situation. We argue that pairing representations and scientific processes in a principled way based on the affordances of the representations and the goals of the activities is a powerful way to use MERs in science education. Finally, we outline types of scaffolding that could help effective use of MERs including dynamic linking, model progression, support in instructional materials, teacher support, and active engagement. 相似文献
4.
Mike Stieff 《科学教学研究杂志》2011,48(10):1137-1158
The present article discusses the design and impact of computer‐based visualization tools for supporting student learning and representational competence in science. Specifically, learning outcomes and student representation use are compared between eight secondary classrooms utilizing The Connected Chemistry Curriculum and eight secondary chemistry using lecture‐based methods. Results from the quasi‐experimental intervention indicate that the curriculum and accompanying visualization tool yield only small to modest gains in student achievement on summative assessments. Analysis of student representation use on pre‐ and post‐assessments, however, indicate the students in Connected Chemistry classrooms are significantly more likely to use submicroscopic representations of chemical systems that are consistent with teacher and expert representation use. The affordances of visualization tools in inquiry activities to improve students' representational competence and conceptual understanding of content in the science classroom are discussed. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1137–1158, 2011 相似文献
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It is common practice in elementary science classrooms to have students create representations, such as drawings, as a way of exploring new content. While numerous studies suggest the benefits of representation in science, the majority focus on specific, canonical representations, such as graphs. Few offer insight or guidance regarding how teachers might effectively incorporate ad hoc, non-normative student-generated representations in their curricula. This study addresses this gap by detailing the relationship between two designed activities—one that supported more open-ended engagement with referents and the other that promoted a synthesis of referents—and the representational products that students generated as a result. We present data from a mixed age classroom (ages 6–9, N?=?32) as students depicted their understanding of loggerhead sea turtles. Findings indicate that students performed better when working alone in the open condition and in collaborative dyads in the synthesize condition. These results suggest that it is necessary to unpack how mediating factors (such as students' cooperative strategies, facilitator feedback and materials used) align, to support or inhibit students' representational activities. 相似文献
7.
Vaughan Prain Russell Tytler Suzanne Peterson 《International Journal of Science Education》2013,35(6):787-808
There has been extensive research on children’s understanding of evaporation, but representational issues entailed in this understanding have not been investigated in depth. This study explored three students’ engagement with science concepts relating to evaporation through various representational modes, such as diagrams, verbal accounts, gestures, and captioned drawings. This engagement entailed students (a) clarifying their thinking through exploring representational resources; (b) developing understanding of what these representations signify; and (c) learning how to construct representational aspects of scientific explanation. The study involved a sequence of classroom lessons on evaporation and structured interviews with nine children, and found that a focus on representational challenges provided fresh insights into the conceptual task involved in learning science. The findings suggest that teacher‐mediated negotiation of representational issues as students construct different modal accounts can support enriched learning by enabling both (a) richer conceptual understanding by students; and (b) enhanced teacher insights into students’ thinking. 相似文献
8.
以美国《基督教科学箴言报》1938-1943年对重庆大轰炸的相关报道为话语文本,运用传播学的理论分析框架,从媒体的“议题设置”功能出发,对媒介文本的内容进行分类和量化分析,从报道量,报道内容和报道走势三方面,探讨该报重庆大轰炸报道的新闻理念及运作实践,从一个侧面考察二战期间西方主流媒体上的中国抗战首都重庆形象。 相似文献
9.
Romina A. Vivaldi 《Infancia y Aprendizaje》2017,40(1):56-87
This study examines if and how the presence of an adult as a receptive agent of children’s drawings has an effect on the early production of pictorial symbols by emphasizing the children’s referential intention as drawers. To this end, we compared three-year-old children’s representational drawings with a model in four experimental conditions, three conditions with an adult as a receptive agent and one condition without a receiver. In the conditions with a receiver (Linguistic Feedback, Graphic Demonstration and Graphic Product) children were explicitly asked to draw for an adult, who had to use the children’s pictures to find hidden objects in identical boxes; the conditions differed in the adult’s actions with non-representational drawings. The results indicate that the presence of the receiver had an impact on representational production only when the adult demonstrated how to create the drawings with the intent of communicating the identity of the objects (Graphic Demonstration). Although drawing is typically viewed as a solitary activity, these results suggest that representational drawings may emerge in communicative contexts between drawers and receivers. 相似文献
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Russell Tytler Vaughan Prain George Aranda Joseph Ferguson Radhika Gorur 《科学教学研究杂志》2020,57(2):209-231
Despite mixed results in research on student learning from drawing in science, there is growing interest in the potential for this visual mode, in tandem with other modes, to enact and enable student reasoning in this subject. Building on current research in this field, and using a micro-ethnographic approach informed by socio-semiotic perspectives, we aimed to identify how and why student drawing can contribute to student reasoning and learning. In our study, secondary school students were challenged to explore and collaboratively create explanatory representations of phenomena including through drawing. Data were generated using multiple wall- and ceiling-mounted cameras capable of continuously tracking groups of students negotiating these representational challenges. Our analysis proceeded through active and iterative viewing of the extensive video record, and the identification of themes to establish possible relationships between drawing and reasoning. Through this process, we (a) identify multiple necessary conditions and varied opportunities for student drawing to enact and enable reasoning, and (b) extend current understandings of how the particular affordances of this mode interact with these conditions to contribute to student learning in science. 相似文献
12.
Carey Jewitt Gunther Kress Jon Ogborn Charalampos Tsatsarelis 《Zeitschrift für Erziehungswissenschaft》2000,3(2):267-284
In this paper we exemplify how a social semiotic approach to pupils’ multimodal texts (texts which draw on and make available to the senses a range of resources, including the visual, material, and actional) can provide a way into understanding learning. We suggest that learning can be seen as a transformative process of sign making. Specifically, we suggest that materiality (use of frame, shape, texture, colour, and imported objects) can be seen as one expression of how pupils engage with knowledge and learning. In order to demonstrate this we focus on year seven (11 year old) pupils’ visual representations of cells in two science classrooms at a London girls school. We argue that the range of representational resources available within visual communication (spatial relations, materiality, etc.) enabled the expression of kinds of meaning which would have been difficult, or perhaps impossible, in language. We conclude that visual and linguistic modes of expression have different potentials for meaning making, and therefore different potentials for learning. 相似文献
13.
This study draws on recent research on the central role of representation in learning. While there has been considerable research
on students’ understanding of evaporation, the representational issues entailed in this understanding have not been investigated
in depth. The study explored students’ engagement with evaporation phenomena through various representational modes. The study
indicates how a focus on representation can provide fresh insights into the conceptual task involved in learning science through
an investigation of students’ responses to a structured classroom sequence and subsequent interviews over a year. A case study
of one child’s learning demonstrates the way conceptual advances are integrally connected with the development of representational
modes. The findings suggest that teacher-mediated negotiation of representational issues as students construct different modal
accounts can support enriched learning by enabling both (a) richer conceptual understanding by students, and (b) enhanced
teacher insights into students’ thinking. 相似文献
14.
Using the example of an undergraduate unit of study that is taught both on-campus and externally, but uses Internet-based learning in both cases, we explore how social media might be used effectively in higher education. We place into question the assumption that such technologies necessarily engage students in constructivist learning; we argue that the affordances of social media must be complemented by social affordances, designed into the learning experience, which thereby generate the necessary connection between students’ motivations to study and their motivations to exploit social media. We demonstrate, via the example given, how assessment structures and strategies are the most effective focus when attempting to create the pedagogical affordances that might lead to collaborative learning. 相似文献
15.
This study examines eighth grade students’ use of a representational metaphor (cups and tiles) for writing and solving equations
in one unknown. Within this study, we focused on the obstacles and difficulties that students experienced when using this
metaphor, with particular emphasis on the operations that can be meaningfully represented through this metaphor. We base our
analysis within a framework of referential relationships of meanings (Kaput 1991; Kaput, Blanton, and Moreno, et al. 2008). Our data consist of videotaped classroom lessons, student interviews, and teacher interviews. Ongoing analyses of these
data were conducted during the teaching sequence. A retrospective analysis, using constant comparison methodology, was then
undertaken in order to generate a thematic analysis. Our results indicate that addition and (implied) multiplication operations
only are the most meaningful with these representational models. Students also very naturally came up with a notation of their
own in making sense of equations involving multiplication and addition. However, only one student was able to construct a
“family of meanings” when negative quantities were involved. We conclude that quantitative unit coordination and conservation
are necessary constructs for overcoming the cognitive dissonance (between the two representations—drawn pictures and the algebraic
equation) experienced by students and teacher. 相似文献
16.
Daniel Ansari 《Learning and individual differences》2010,20(2):123-129
The present paper provides a critical overview of how adult neuropsychological models have been applied to the study of the atypical development of numerical cognition. Specifically, the following three assumptions are challenged: 1. Profiles of strength and weaknesses do not change over developmental time. 2. Similar neuronal structures are activated in children and adults, as well as the notion that 3. Similarities in behavioral performance imply equivalence in underlying neurocognitive mechanisms. Data from behavioral and neuroimaging studies with both typically and atypically developing children is reviewed to illustrate the pitfalls of these assumptions. The present review proposes that, instead of resting on adult neuropsychological models, the use of both cross-sectional and longitudinal methods is required to elucidate the age-related changes in brain and behavior that give rise to the breakdown of numeracy and mathematics. Empirical data derived from such studies will generate explanatory models of the development of atypical numerical cognition. 相似文献
17.
Prior research shows that representational competencies that enable students to use graphical representations to reason and solve tasks is key to learning in many science, technology, engineering, and mathematics domains. We focus on two types of representational competencies: (1) sense making of connections by verbally explaining how different representations map to one another, and (2) perceptual fluency that allows students to fast and effortlessly use perceptual features to make connections among representations. Because these different competencies are acquired via different types of learning processes, they require different types of instructional support: sense-making activities and fluency-building activities. In a prior experiment, we showed benefits for combining sense-making activities and fluency-building activities. In the current work, we test how to combine these two forms of instructional support, specifically, whether students should first work on sense-making activities or on fluency-building activities. This comparison allows us to investigate whether sense-making competencies enhance students’ acquisition of perceptual fluency (sense-making-first hypothesis) or whether perceptual fluency enhances students’ acquisition of sense-making competencies (fluency-first hypothesis). We conducted a lab experiment with 74 students from grades 3–5 working with an intelligent tutoring system for fractions. We assessed learning processes and learning outcomes related to representational competencies and domain knowledge. Overall, our results support the sense-making-first hypothesis, but not the fluency-first hypothesis. 相似文献
18.
Kay J. Wijekumar Bonnie J.F. Meyer Diane Wagoner Lon Ferguson 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(2):191-209
Computer technologies for learning environments have been introduced with great expectations for improved learning outcomes. However, the great improvements have not materialised; some of these extant studies are examined. Of all the explanations for these disappointing results, the least examined are the affordances of the computer tools. This paper provides a rationale for studying affordances and presents two studies in K‐12 and undergraduate settings showing how powerful affordances are in affecting outcomes. Finally, the paper presents guidelines on how to gradually move students from a game affordance of a computer to a learning mode. 相似文献
19.
《British journal of educational technology : journal of the Council for Educational Technology》2018,49(1):153-164
This study explored the effect of different classroom spatial layouts on student perceptions of digital technology in a secondary schooling environment. A quasi‐experimental approach facilitated by a Single Subject research design (SSRD) isolated the impact of two learning spaces—traditional' classrooms, and ‘new generation learning spaces’ (NGLS), on students' perceived effectiveness, use and value of one‐to‐one technology as a learning tool. Results from quantitative analyses over the period of a school year indicated that different spatial configurations had a measurable effect on how students' perceived the effectiveness of the affordances of digital technology, with improvements often linked to NGLS. However, the evidence suggests that a change in learning space alone will not increase learning. A change in space supports those teachers who are able and willing to integrate the affordances of technology into their practice. Building on the collective methodologies of earlier work this analysis has reinforced the credibility of this unique methodological approach, arguing this evaluative strategy offers the capacity to generate much needed robust empirical data on evaluation of learning environments in a secondary school setting. 相似文献
20.
Abstract This article reviews research on pedagogies associated with the use of information and communications technology (ICT) in primary and secondary schools. We propose a framework for examining pedagogical practices based on an analysis of the nature of pedagogy as revealed in the literature. In the light of this framework we discuss empirical evidence of the use of different types of ICT in different subjects and phases of education. We identify pedagogical issues associated with ICT use and their implications for teachers' pedagogical reasoning and practices. The evidence suggests that new affordances provided by ICT-based learning environments require teachers to undertake more complex pedagogical reasoning than before in their planning and teaching that incorporates knowledge of specific affordances and how these relate to their subject-based teaching objectives as well as the knowledge they have always needed to plan for their students' learning. In addition the research shows that teachers' beliefs about the value of ICT for learning and the nature of successful learning environments are important in teachers' pedagogical reasoning 相似文献