共查询到20条相似文献，搜索用时 0 毫秒
1.
This study aims to investigate a construct of reading comprehension of geometry proof (RCGP). The research aims to investigate
(a) the facets composing RCGP, and (b) the structure of these facets. Firstly, we conceptualize this construct with relevant
literature and on the basis of the discrimination between the logical and the epistemic meanings of an argument, then assemble
the content of RCGP from literature and propose a hypothetical model of RCGP. Secondly, mathematicians and mathematics teachers
are interviewed for their ideas on reading mathematical proof in order to enrich the content of RCGP. Adapting the phases
of reading comprehension in language, the content of RCGP is classified into six facets. Lastly, these facets are structured
using the hypothetical model and then justified by students’ performance in the facets of RCGP using the multidimensional
scaling method. The results sustain that the structure of facets can be characterized by this conceptualized model. 相似文献
2.
Recent research on metacognition points out the crucial role of on-line methods when endeavouring to conduct valid assessments
of metacognitive skills. Presently, different on-line methods are used, however, it is still a question of research whether
and how they affect students’ learning behaviour and learning outcome. Thus, the aim of this study is to quasi-experimentally
analyse the effects of two on-line verbalisation methods on learning performance. By means of the thinking-aloud method, students
in one experimental group (n = 24) were instructed to read and think aloud during learning. With the reflection when prompted method, students of another
experimental group (n = 24) were prompted at each navigational step to reflect on the reasons why they chose specific information. Students in
the control group (n = 22) learned without being instructed to verbalise. All three groups were treated identically except for the different use
of verbalisation assessment methods. The students’ task was to learn the concepts and principles of operant conditioning presented
in a hypermedium within 30 min. The students’ learning sessions were videotaped and learning performance was obtained immediately
afterwards. Based on Ericsson and Simon’s (Protocol analysis: Verbal reports as data, MIT, Cambridge, 1993) model, no performance differences between the thinking aloud and the control group were hypothesised.
However, prompting students for metacognitive reflection should affect learning performance positively, which is confirmed
by the results only in tendency for transfer performance. Implications for on-line assessment methods of metacognitive skill
will be discussed. 相似文献
3.
4.
The purpose of the study is to compare problem based learning (PBL) and lecture-based learning (LBL) in Hong Kong secondary
students’ science achievement. Secondary One students were divided into two groups: group A (n = 37), was taught two topics: “Human Reproduction” and “Density” through PBL; group B (n = 38) was taught the same topics by LBL. Multiple choice questions and short structured response items were used to assess
students’ academic performance. Pre and post tests were categorized into three domains: knowledge, comprehension and application
according to Bloom’s Taxonomy (Bloom 1956). The results of this study suggest first that PBL is at least as effective as LBL in gaining the knowledge required to achieve
the syllabus’ learning objectives; secondly, the PBL group shows a significant improvement in students’ comprehension and
application of knowledge over an extended time. Seemingly, PBL is favored for knowledge retention compared to a more conventional
teaching approach, by these early adolescent children in Hong Kong. An ongoing longitudinal study on students’ interactions
will further determine whether students taught through PBL develop improved learning in relation to high order skills, in
a local situation which still tends to focus on factual recall but where higher skills are being demanded by systemic reform. 相似文献
5.
A number of authors have presented data that challenge the validity of self-report of strategy use or choice of strategy.
We created a multiple-choice measure of students’ strategy use based on the work of Kozminsky, E., and Kozminsky, L. (2001), and tested it with three samples as part of a series of studies testing the fit of the DIME model of reading comprehension.
One study was conducted at the high school level (N = 175) and two at the undergraduate level (N = 185 and 737). Over the three studies with three different samples, we found good evidence for the internal consistency
reliability and concurrent validity of this type of measure. Commonality analysis suggested that strategy use mainly makes
a shared contribution to comprehension with other predictors, especially inference, and to some extent vocabulary, background
knowledge, and word reading. The measure was relatively easy to construct and easy to administer to large numbers of students,
and showed much higher evidence of concurrent validity than self-ratings of frequency of use of strategies. 相似文献
6.
The authors examined how motivational and cognitive variables predict reading comprehension, and whether each predictor variable
adds unique explanatory power when statistically controlling for the others. Fourth-grade students (N = 205) completed measures of reading comprehension in September and December of the same year, and measures of background
knowledge and cognitive strategy use in December. Teachers rated internal reading motivation of each student. Results from
multiple regression analyses showed that motivation, background knowledge, and cognitive strategy-use made significant, independent
contributions to children’s reading comprehension when the other predictor variables were controlled. Further analyses showed
the same cognitive and motivational variables predicted growth over a 3-month period in reading comprehension. Possible explanations
of the observed relations between motivation, cognitive variables, and reading comprehension are presented. 相似文献
7.
It is widely recognized that metacognition is an important mediator for successful and high-level learning, especially in
higher education. Nevertheless, a majority of higher education students possess insufficient metacognitive knowledge and regulation
skills to self-regulate their learning adequately. This study explores the potential of reciprocal peer tutoring to promote
both university students’ metacognitive knowledge and their metacognitive regulation skills. The study was conducted in a
naturalistic higher education setting, involving 67 students tutoring each other during a complete semester. A multi-method
pretest–posttest design was used combining a self-report questionnaire, assessing students’ metacognitive knowledge and their
perceived metacognitive skilfulness, with the analysis of think-aloud protocols, revealing students’ actual use of metacognitive
strategies. Results indicate no significant pretest to posttest differences in students’ metacognitive knowledge, nor in their
perception of metacognitive skill use. In contrast, significant changes are observed in students’ actual metacognitive regulation.
At posttest, students demonstrate significantly more frequent and more varied use of metacognitive regulation, especially
during the orientation, monitoring, and evaluation phases. Furthermore, our findings point to an increase in more profound
and higher-quality strategy use at posttest. 相似文献
8.
Proficient readers engage in a wide range of cognitive and metacognitive strategies, and both developmental and classroom
intervention researchers are in need of high-quality measures of strategy use. Several researchers have recently called into
question the validity of the most common type of measures of strategy use in reading, self-report or introspective measures
(i.e., the participant must report on his or her cognitive activity while not actually engaged in the activity). We administered
three parallel strategy use measures to a sample of 30 ninth-grade students: a prospective self-report measure, a concurrent
multiple-choice measure which required students to apply the strategies to specific passages, and a text on which we asked
students to think aloud. We also collected two measures of reading comprehension—a standardized measure and free recall scores.
Consistent with Veenman’s (2005) conclusions based on a literature review, the concurrent multiple-choice and think-aloud
data were both significantly correlated with both of the comprehension scores and with each other, whereas the prospective
self-report data had non-significant correlations with all of the other measures. We conclude by recommending concurrent measures
for researchers who wish to study strategy use in reading comprehension. 相似文献
9.
This study aimed to investigate the effectiveness of cognitive strategy instruction (CSI) on Chinese reading comprehension
of Hong Kong low achieving students. A total of 88 Grade 7 students from four intact Chinese language remedial groups were
randomly assigned to treatment and control conditions. Students in the treatment group received a 6-week Chinese CSI Program
in their regular Chinese language lessons. The findings in this study generally supported that the Program had a positive
impact on the reading development of low achieving students. Students who received strategy instruction made superior gains
in comprehension performance, used more strategies during their reading process, had more knowledge about, strategy use, and
showed a more positive attitude toward the reading instruction than did their peers who received traditional Chinese language
instruction. Students’ improvements on their strategy use and reading comprehension were maintained 4 months after the termination
of the Program. However, the positive treatment effects of the Program were not transferred to other school subject materials,
and students’ reading motivation did not have significant changes after the Program. Factors contributing to the success of
the Program as well as its limitations are discussed. 相似文献
10.
Jia-ling Charlene Yau 《Metacognition and Learning》2009,4(3):217-235
Integrating both quantitative and qualitative approaches, this study examined the knowledge and application of strategic reading
among Taiwanese adolescents learning to read English as a foreign language. A total of 144 Grade 11 students participated
in this study. Correlational analysis and t-tests were applied to analyzing quantitative data, including an English reading
comprehension test and two sets of reading strategy questionnaires; the constant comparative method (Glaser and Strauss 1967) was used for analyzing qualitative data, comprising semi-structured interviews and think-aloud protocols. Results from quantitative
analysis show a relatively strong link between the perceived use of first language (L1, Chinese) and second language (L2,
English) strategies. Nonetheless, metacognitive and cognitive strategies were reportedly used more frequently for L1 reading,
whereas support strategies were more often used for L2 reading. One salient theme that emerged from the qualitative analysis
is that the reading of the English texts more closely resembled the reading of the texts written in the classic literary style
of Chinese than the reading of the texts written in contemporary Chinese. These findings to some extent support the reading
universals hypothesis (Goodman in Journal of Typographic Reseach, 103–110, 1970); yet, skills transfer is not uniformly automatic (Bell in TESOL Quarterly, 687–704, 1995; Urquhart and Weir 1998). 相似文献
11.
We examined whether university students who report a significant history of reading difficulties (RD; n = 24) differed from university students with no history of reading difficulties (NRD; n = 31) in how sentence context affects word recognition. Experiment 1 found no differences in how congruent sentence primes
or syntactic manipulations of the sentence primes affected the performance of the two groups. However, only the RD group displayed
a significant inhibition effect when the target word was preceded by an incongruent sentence prime. Experiment 2 found that
the groups differed in how meaning frequency of the target word and context strength of the sentence prime affected word recognition
latencies. The results suggest that the RD participants’ performance is context-sensitive and better explained by interactive
models of language processing than by modular models. 相似文献
12.
Purposely Teaching for the Promotion of Higher-order Thinking Skills: A Case of Critical Thinking 总被引：1，自引：0，他引：1
This longitudinal case-study aimed at examining whether purposely teaching for the promotion of higher order thinking skills
enhances students’ critical thinking (CT), within the framework of science education. Within a pre-, post-, and post–post
experimental design, high school students, were divided into three research groups. The experimental group (n = 57) consisted of science students who were exposed to teaching strategies designed for enhancing higher order thinking
skills. Two other groups: science (n = 41) and non-science majors (n = 79), were taught traditionally, and acted as control. By using critical thinking assessment instruments, we have found
that the experimental group showed a statistically significant improvement on critical thinking skills components and disposition
towards critical thinking subscales, such as truth-seeking, open-mindedness, self-confidence, and maturity, compared with
the control groups. Our findings suggest that if teachers purposely and persistently practice higher order thinking strategies
for example, dealing in class with real-world problems, encouraging open-ended class discussions, and fostering inquiry-oriented
experiments, there is a good chance for a consequent development of critical thinking capabilities. 相似文献
13.
The quality of teachers’ knowledge about how people learn influences students’ learning outcomes. Similarly, the quality of
students’ knowledge about how they learn influences their engagement in self-regulated learning and consequently, their learning
achievement. There is a gap between research findings that support these two premises and teaching–learning practices in classrooms.
In this paper we describe attempts to reduce this gap. In Study 1 we surveyed early adolescent students’ cognitive and metacognitive
strategy use and demonstrated that students’ cognitive and metacognitive strategy knowledge has substantial room for improvement.
In Studies 2 and 3 we collaborated with teachers to embed explicit cognitive and metacognitive strategy instruction, using
learning protocols, into regular class lessons. Studies 2 and 3 showed that the learning protocols slipped readily into teachers’
typical lesson designs, scaffolded teachers’ delivery of strategy instruction, and scaffolded some students’ acquisition of
strategy knowledge, although progress was sometimes slow. Recommendations are presented for supporting teachers and students
to engage with cognitive and metacognitive strategy instruction. 相似文献
14.
This study investigates how the enactment of a climate change curriculum supports students’ development of critical science
agency, which includes students developing deep understandings of science concepts and the ability to take action at the individual
and community levels. We examined the impact of a four to six week urban ecology curriculum on students from three different
urban high schools in the USA. Data collection included pre and posttest written assessments from all students (n = 75) and pre and post interviews from focal students (n = 22) to examine how students’ conceptual understandings, beliefs and environmental actions changed. Our analyses showed
that at the beginning of the curriculum, the majority of students believed that climate change was occurring; yet, they had
limited conceptual understandings about climate change and were engaged in limited environmental actions. By the end of the
curriculum, students had a significant increase in their understanding of climate change and the majority of students reported
they were now engaged in actions to limit their personal impact on climate change. These findings suggest that believing a
scientific theory (e.g. climate change) is not sufficient for critical science agency; rather, conceptual understandings and
understandings of personal actions impact students’ choices. We recommend that future climate change curriculum focus on supporting
students’ development of critical science agency by addressing common student misconceptions and by focusing on how students’
actions can have significant impacts on the environment. 相似文献
15.
This study tested the theory that future poor comprehenders would show modest but pervasive deficits in both language comprehension and production during early childhood as compared with future poor decoders and typical readers. Using an existing database (NICHD ECCRN), fifth‐grade students were identified as having poor comprehension skills (n=16), poor decoding skills (n=11) or typical reading skills (n=35) based on standardised assessments of word recognition and reading comprehension. Language comprehension and production during the toddler and preschool years were retrospectively compared across these subgroups. Compared with future typical readers and poor decoders, poor comprehenders had the lowest abilities on language assessments at 15, 24, 36 and 54 months. For nearly all contrasts, the difference between poor comprehenders and the other groups of readers exceeded .5 standard deviation in magnitude, indicating that the early language skills of poor comprehenders exhibit appreciable lags. 相似文献
16.
The present work describes an experience of educational innovation in a university context. Its aim was to determine the relationship
between students’ frequency of use of online self-assessment with feedback and their final performance on the course, taking
into account both learners’ motivation and perceived usefulness of these resources for their learning process. Furthermore,
we studied the relationship between metacognitive variables and academic performance and/or execution of activities aimed
at learning the course content. To this end we created self-assessment material with the Hot Potatoes educational program and assessed the degree to which students took advantage of the tool, their satisfaction with it and
their perceived knowledge, using ad hoc questionnaires. The results indicate better academic performance in those students
that use interactive self-assessment. It should be pointed out that even students with low motivation levels made use of this
teaching tool. Finally, a relationship was found between metacognitive variables and students’ effort and performance. We
discuss the need to include self-assessment in the curriculum, with a view to improving students’ metacognitive knowledge. 相似文献
17.
Joseph P. Magliano Keith K. Millis Irwin Levinstein Chutima Boonthum 《Metacognition and Learning》2011,6(2):131-154
Comprehension emerges as the results of inference and strategic processes that support the construction of a coherent mental
model for a text. However, the vast majority of comprehension skills tests adopt a format that does not afford an assessment
of these processes as they operate during reading. This study assessed the viability of the Reading Strategy Assessment Tool
(RSAT), which is an automated computer-based reading assessment designed to measure readers’ comprehension and spontaneous
use of reading strategies while reading texts. In the tool, readers comprehend passages one sentence at a time, and are asked
either an indirect (“What are your thoughts regarding your understanding of the sentence in the context of the passage?”)
or direct (e.g., why X?) question after reading each pre-selected target sentence. The answers to the indirect questions are
analyzed on the extent that they contain words associated with comprehension processes. The answers to direct questions are
coded for the number of content words in common with an ideal answer, which is intended to be an assessment of emerging comprehension.
In the study, the RSAT approach was shown to predict measures of comprehension comparable to standardized tests. The RSAT
variables were also shown to correlate with human ratings. The results of this study constitute a “proof of concept” and demonstrate
that it is possible to develop a comprehension skills assessment tool that assesses both comprehension and comprehension strategies. 相似文献
18.
In the new science and technology junior-high-school curriculum in Israel, it is recommended that the cell topic be taught
“longitudinally in conjunction with other study contents”. This recommendation confers a change in teaching the cell topic
and provides an opportunity to form meaningful relationships between biological phenomena at the macro-level and their cellular
explanations. Here, we examine junior-high-school science and technology teachers’ pedagogical content knowledge (PCK) with
regard to the cell topic and the formation of macro-micro relations, ten years following the publication of the change in
the curriculum. Teachers in this study participated in three focus groups (n = 59) and one workshop (n = 12). In addition, six experienced teachers were interviewed in the course of this study. Specific tools were developed
to capture the teachers’ PCK. We found that the teachers had changed their way of teaching the cell topic only superficially:
they did not undergo any deep change. Despite the importance the teachers placed on teaching and learning the cell topic,
their concerns about their students’ comprehension difficulties reduced the time they devoted to teaching the topic in class.
The teachers were also found to have no PCK capacity to integrate biological phenomena at the macro-level with their cellular
explanations. In addition, a duality was identified among the teachers with regards to relating macro- and micro-levels in
biology and in chemistry. 相似文献
19.
This study examines cognitive ability profiles of children with specific age-based normative weaknesses in reading comprehension and compares those profiles to the profiles of (a) children with at least average achievement in reading comprehension, reading decoding skills, and mathematics and (b) children with low achievement across the 3 achievement areas. When compared across 9 cognitive ability composite scores derived from Cattell–Horn–Carroll theory and measured by the Woodcock–Johnson III [Woodcock, McGrew, & Mather (2001). Woodcock–Johnson. Itasca, IL: Riverside], groups differed in overall level of performance. When individual abilities were considered, the poor comprehenders scored significantly lower than the average achievement group on all nine composite scores and significantly lower than the normative population on all composite scores except Processing Speed and Long-Term Retrieval. In contrast, the poor comprehenders also scored significantly higher than the low achievement group on all composite scores except for Visual–Spatial Thinking and Phonemic Awareness. Although the poor comprehenders as a group scored lowest on composite scores measuring language- and knowledge-based abilities, review of the profiles of individual poor comprehenders revealed no consistent pattern of performance across cognitive ability composite scores. 相似文献
20.
This paper presents a meta-analytic review (k = 237, N = 44,668) of the adjustment to college literature. The review, based on studies using the Student Adaptation to College Questionnaire,
is organized around three primary themes: (1) the structure of students’ adjustment to college, (2) the relationship of adjustment
to college constructs with possible antecedents and correlates, and (3) the relationship of adjustment to college constructs
with college grades and college retention. Meta-analytic results indicate that adjustment to college is multidimensional,
predictive of college grades, and an unusually good predictor of college retention. Adjustment to college is also shown to
be moderately related to individual traits, social support, and students’ relationships with their parents. Weaker relationships
are evident with demographic variables, prior achievement, coping approaches, and variables that reflect students’ psychological
independence from their parents. Theoretical and practical implications for the study of students’ adjustment to college,
academic performance, and retention are discussed. 相似文献