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1.
The Implications of Research on Expertise for Curriculum and Pedagogy   总被引：1，自引：0，他引：1  
Instruction on problem solving in particular domains typically relies on explanations from experts about their strategies. However, research indicates that such self-reports often are incomplete or inaccurate (e.g., Chao & Salvendy, 1994; Cooke & Breedin, 1994). This article evaluates research on experts’ cognition, the accuracy of experts’ self-reports, and the efficacy of instruction based on experts’ self-reports. Analysis of this evidence indicates that experts’ free recall of strategies introduces errors and omissions into instructional materials that hinder student success. In contrast, when experts engage in structured knowledge elicitation techniques (e.g., cognitive task analysis), the resultant instruction is more effective. Based on these findings, the article provides a theoretical explanation of experts’ self-report errors and discusses implications for the continued improvement of instructional design processes.
David F. FeldonEmail:
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2.
The purposes of this study were to determine preservice physics teachers’ instructional beliefs and to investigate the relationship between their beliefs and practices. The theoretical framework was based on the combination Haney & McArthur’s (Science Education, 86(6):783–802, 2002) research and Ford’s (1992) motivation systems theory. A multicase study design was utilized for the research in order to focus on a belief–practice relationship within several examples. Semistructured interviews, observations, and preservice teachers’ written documents were used to collect data. Results showed that most preservice teachers held instructional beliefs aligned with constructivist philosophy. Some of the preservice teachers’ beliefs were consistent with their practices while some of them presented different practices from their beliefs in different placements.  相似文献   

3.
A lot of research has focused on the beneficial effects of using multimedia, that is, text and pictures, for learning. Theories of multimedia learning are based on Baddeley’s working memory model (Baddeley 1999). Despite this theoretical foundation, there is only little research that aims at empirically testing whether and more importantly how working memory contributes to learning from text and pictures; however, a more thorough understanding of how working memory limitations affect learning may help instructional designers to optimize multimedia instruction. Therefore, the goal of this review is to stimulate such empirical research by (1) providing an overview of the methodologies that can be applied to gain insights in working memory involvement during multimedia learning, (2) reviewing studies that have used these methodologies in multimedia research already, and (3) discussing methodological and theoretical challenges of such an approach as well as the usefulness of working memory to explain learning with multimedia.  相似文献   

4.
In this Forum paper we synthesize some of the main ideas from three papers: Auli Orlander and Per-Olof Wickman’s (Cult Stud Sci 6, 2011), Bodily experiences in secondary school biology, Roger Sages’ (Cult Stud Sci Educ 6, 2011), About Descartes: Uses and misuses, and Steve Alsop’s (Cult Stud Sci Educ 6, 2011), The body bites back! These papers challenged us to identify how emotions functioned as elements of bodily experiences in classroom transactions and why science teachers often are not responsive to students’ emoting. We also explored how teachers making use of curriculum and companion meanings could support the construction of learning environments that more productively support students’ science learning.  相似文献   

5.
This is an educator’s story about the pursuit of excellence in teaching. The narrative of an ESL teacher is examined using the analysis tool, Burke’s Pentad (Burke 1945). This qualitative examination considers contributing factors of teacher self-efficacy and agency connected with the development, implementation, and sustenance of exemplary professional practice targeted at meeting the needs of each student. Application is made from the analysis of the narrative considering educators’ self-perceptions, self-reflections, self-efficacy, and agency in their pursuit of excellence in teaching. The questions of how and why the professional practices of working ESL teachers are impacted relative to the dialogical and dynamic encounters within the teaching, working, and learning contexts are addressed.  相似文献   

6.
Cognitive load theory is intended to provide instructional strategies derived from experimental, cognitive load effects. Each effect is based on our knowledge of human cognitive architecture, primarily the limited capacity and duration of a human working memory. These limitations are ameliorated by changes in long-term memory associated with learning. Initially, cognitive load theory's view of human cognitive architecture was assumed to apply to all categories of information. Based on Geary’s (Educational Psychologist 43, 179–195 2008; 2011) evolutionary account of educational psychology, this interpretation of human cognitive architecture requires amendment. Working memory limitations may be critical only when acquiring novel information based on culturally important knowledge that we have not specifically evolved to acquire. Cultural knowledge is known as biologically secondary information. Working memory limitations may have reduced significance when acquiring novel information that the human brain specifically has evolved to process, known as biologically primary information. If biologically primary information is less affected by working memory limitations than biologically secondary information, it may be advantageous to use primary information to assist in the acquisition of secondary information. In this article, we suggest that several cognitive load effects rely on biologically primary knowledge being used to facilitate the acquisition of biologically secondary knowledge. We indicate how incorporating an evolutionary view of human cognitive architecture can provide cognitive load researchers with novel perspectives of their findings and discuss some of the practical implications of this view.  相似文献   

7.
Despite substantial efforts across postsecondary education to increase minority participation in study abroad, the homogeneity of study abroad participants remains largely unchanged (Dessoff in Int Educ 15(2):20–27, 2006; Shih in , 2009). This study applies an adaptation of an integrated student choice model (Perna in Higher education: Handbook of theory and research, 2006; Salisbury et al. in Research in Higher Education 50:119–143, 2009) to identify differences between white and minority (African-American, Hispanic, and Asian-American) students across measures of human, financial, social, and cultural capital previously shown to influence aspirations to study abroad (Salisbury et al.). Analysis of data from 6,828 students at 53 institutions participating in the Wabash National Study on Liberal Arts Education suggests numerous differences between racial groups with considerable implications for institutions, scholars, and policymakers.  相似文献   

8.
The purposes of this study were to understand the nature of discourse in terms of knowledge types and cognitive process, source of utterances (student or teacher), and time use in microcomputer-based labs (MBL) and verification type labs (VTL) and to gain an understanding of the role of MBL in promoting mathematization. The study was conducted in 2 grade 11 classes in which students studied Hooke’s law and Newton’s second law of motion using MBL during 1 year while a different group of students studied the same topics with the same physics teacher using a VTL approach. All sessions were videotaped, transcribed and coded using a taxonomy developed by DeVito & Grotzer (2005). In addition, evidence to support each of the 5 steps of mathematization was sought from the actions of the teachers and their discourse with the students. Results showed that conceptual knowledge type utterances were significantly more frequent in MBL sessions, cognitive processes of remembering and understanding were significantly more frequent in the MBL sessions, students spent most of their time analyzing the graphs in the MBL sessions, and MBL has a potential to promote mathematization in favorable instructional environments in physics laboratory classes.  相似文献   

9.
A hallmark of current science education reform involves teaching through inquiry. However, the widespread use of inquiry-based instruction in many classrooms has not occurred (Roehrig and Luft in Int J Sci Educ 26:3–24, 2004; Schneider et al. in J Res Sci Teach 42:283–312, 2005). The purpose of this study was to investigate the impact of a professional development program on middle school science teachers’ ability to enact inquiry-based pedagogical practices. Data were generated through evaluation of teacher practice using the Reformed Teaching Observation Protocol (RTOP) (Sawada et al. in School Sci Math 102:245–253, 2002) at three distinct junctures, before, during, and after the professional development treatment. Analysis of teacher-participant post-institute reflections was then utilized to determine the perceived role of the various institute components. Statistical significant changes in RTOP scores indicated that the teachers were able to successfully transfer the enactment of the inquiry-based practices into their classrooms. The subsequent discussion provides connection between these pedagogical changes with use of professional development strategies that provide a situated learning environment.  相似文献   

10.
A primary goal of educational systems is to provide learners with the information, skills, and dispositions needed to be an effective member of a complex and information-rich society. To effectively address this goal, educators and educational psychologists need to understand both the ability and the willingness of learners to grapple effectively with information. A psychological construct that may illuminate heretofore unexplored aspects of learners’ willingness or reluctance to grapple with information is the need for closure (Kruglanski, Psychol Inq 1(3):181–197, 1990; Kruglanski and Webster, Psychol Rev 103:263–283, 1996; Webster and Kruglanski, J Pers Soc Psychol 76(6):1049–1062, 1994). The purpose of this article is to provide educational psychologists with a theoretical overview of need for cognitive closure, highlighting its applicability to instructional settings. We will also discuss what closure needs may look like within the classroom and the conditions under which they may be exhibited. We argue for the relevance of the need for closure construct for improving educators’ understanding of teaching and learning processes.  相似文献   

11.
This article is a response to Randy Yerrick and Joseph Johnson’s article “Negotiating White Science in Rural Black America: A Case for Navigating the Landscape of Teacher Knowledge Domains”. They write about research conducted by Yerrick in which videos of his teaching practice as a White educator in a predominately Black rural classroom were examined. Their analysis is framed through Shulman’s (1986) work on “domains of teacher knowledge” and Ladson-Billings’ (1999) critical race theory (CRT). Although we appreciate a framework that attends to issues of power, such as CRT, we see a heavier emphasis on Shulman’s work in their analysis. We argue that a culturally relevant pedagogy (CRP) framework has the potential to provide a more nuanced analysis of what occurred in Yerrick’s classroom from a critical lens. Thus we examine Yerrick and Johnson’s work through the five main CRP components (as defined by Brown-Jeffy and Cooper 2011) and ultimately argue that science educators who want to promote equity in their classrooms should engage in continuous critical reflexivity, aid students in claiming voice, and encourage students to become not only producers of scientific knowledge but also users and critics of such knowledge.  相似文献   

12.
Zehavit Gross 《Prospects》2010,40(1):93-113
Research has shown the Holocaust to be the primary component of Jewish identity (Farago in Yahadut Zmanenu 5:259–285, 1989; Gross in Influence of the trip to Poland within the framework of the Ministry of Education on the working through of the Holocaust. Unpublished M.A. thesis, Ben-Gurion University, Beer Sheva, 2000; Herman in Jewish identity: A socio-psychological perspective, Sage, Beverly Hills, 1977; Levy et al. in Beliefs, observations and social interaction among Israeli Jews. Louis Guttman Israel Institute of Applied Social Research (Hebrew), Jerusalem, 1993; Ofer in Jews in Israel: Contemporary social and cultural patterns. Brandeis University Press, Hanover and London, pp. 394–417, 2004a) and to contribute significantly to Jewish Israelis’ sense of belonging to the Jewish people. Though the Holocaust is a central event in Jewish history, Holocaust education is mandatory in the state education system in Israel, and some research has investigated the impact of this education, the field has not been conceptualized systematically (Blatman in Bishvilei haZikaron 7:15–16, 1995; Feldman in Bishvilei haZikaron 7:8–11, 1995; Ofer in Jewish Educ 10:87–108, 2004b; Schatzker in Int J Polit Educ 5(1): 75–82, 1982). This article attempts to organize the existing knowledge on the subject through a meta-analysis of the foundations and basic premises of Holocaust education in Israel, using the most important literature in the area. It first suggests a conceptual framework, organizing by period the changing attitudes toward the Holocaust in general and Holocaust education in particular. It then describes Holocaust education over the years, and finally analyzes the goals of Holocaust education, along with its major dilemmas and challenges.  相似文献   

13.
多媒体学习理论是一个贯通了学习理论与教学理论的科学体系。作为学习理论的多媒体学习认知理论基于双重编码理论、工作记忆模型以及生成加工理论,解释了学习者通过加工语词与画面所呈现的材料来建构知识的学习机制,属于解释性理论;作为教学理论的多媒体教学设计理论发展出一系列教学设计应遵循的原则,为教育实践提供了具有处方性意义的行动指南,属于处方性理论。解释性的学习理论为处方性的教学理论提供了扎实可靠的科学基础。在多媒体学习研究从学习理论向教学理论转化的过程中,多媒体教学设计理论是实现跃迁的关键环节,而认知负荷理论则是理论跃迁成功的关键变量。基于认知负荷理论,梅耶提出多媒体学习认知负荷三元模型,包括必要认知加工、外来认知加工和生成性认知加工。围绕这三类认知加工,梅耶及其同事进行了大量的实验研究,最终确定了12项与多媒体学习认知理论及其前提假设保持高度逻辑一贯性的多媒体教学设计原则。这些原则都是经得起实践检验的,但教学设计人员在应用的过程中,应明确各项原则的问题情境、适用范围等边际条件。  相似文献   

14.
This study tested a hypothesis that focused on whether or not teachers’ pedagogical content knowledge (PCK) is a necessary body of knowledge for reformed science teaching. This study utilized a quantitative research method to investigate the correlation between a teacher’s PCK level as measured by the PCK rubric (Park et al. 2008) and the degree to which his/her classroom is reform-oriented as measured by RTOP (Sawada et al. 2002). Data included 33 instructional sessions of photosynthesis and heredity videotaped with 7 high school biology teachers. Each session was given a score on both the PCK rubric and RTOP by two independent raters. Results indicate that PCK score is significantly related to RTOP score in terms of both total score (r = .831, p < .01) and sub-component scores (ranging from r = .616 to .805, p < .01). Implications for science teacher education and future research are discussed.  相似文献   

15.
Learning to display kindness and compassion for others is a critical and ongoing developmental process and an important part of young children’s evolving social competence (Han and Kemple in Early Child Educ J 34(3):241–246, 2006; Moore in Early Child Educ Today 19(3):36–44, 2004). The capacity to care emanates from physical and psychological caregiving by nurturing others, develops into self-nurturing, and gradually supports the ability to nurture others (McNamee and Mercurio in Early Child Res Pract, , Spring 2007). Literature that highlights and supports secure attachment and positive interaction between young children and their significant adults and highlights kindness serves to build foundations of trust whereby prosocial behaviors such as sharing, helping, comforting, and caring are acknowledged and valued. A rationale, selection criteria, and teaching strategies for using picture books to encourage kindness are presented. Fourteen children’s books are reviewed and recommended.  相似文献   

16.
The research project presented in this article was designed to provide a better understanding of the stable and significant differences in the PISA results between two otherwise very similar Nordic welfare states, Denmark and Finland. In the PISA studies, Finnish students repeatedly achieve the highest Nordic (and partly worldwide) scores in e.g. reading, science and math, while Danish students score lower. Even though Denmark has one of the world’s most expensive educational systems, the OECD ranks the Finnish school system as the world’s best both in terms of quality and equity (OECD 2004). The basic research question is why these differences continue to persist. The case study methodology was mainly inspired by Kirsti Klette’s classroom research (Klette 2003) which involves both interviews and observations. Thus, the overall design could be labeled mixed methods (Johnson and Onwuegbuzie Educational Researcher, 33(7): 14-26, 2004). Five regular public schools in each country were sampled for the comparative classroom studies. The basic theoretical approaches follow Hundeide’s theory of pedagogical communication and relations (2003) and Csikszentmihalyi’s flow-theory (1992). Both this study and statistical studies (S?rensen 2008) show that the difference in the Danish and Finnish PISA results mainly consists in the relatively better score by the lowest scoring 25% of the Finnish pupils compared to the lowest scoring Danish quartile. The results of this study point to a number of possible classroom related reasons why the Finnish school system can produce a better outcome for the lowest scoring quartile of pupils. These reasons are presented and discussed in the article. The study underlines the need to focus more on good classroom management in Denmark—and recommends further international, comparative research in order better to understand the huge differences shown in large scale international programmes such as PISA, PIRLS and TIMMS. The study also reveal the need for more knowledge about inclusive classroom practices, the use of teacher assistants and free, healthy school meals for all pupils.  相似文献   

17.
The study explored English as a Second Language (ESL) learner development. In particular, it focused on investigating learners’ understanding of reading and their willingness to be engaged in strategic reading in participatory classroom activities. It also examined possible effects of such pedagogy on reading performance. The context was a two-month strategy-based reading instruction program, set within a constructivist framework. The program emphasized developing students’ academic reading proficiency. The study, quasi-experimental in design, involved a control group and an experimental group, both of whom were ESL students from the People’s Republic of China (PRC). The students were expected to satisfy an intensive English communication skills requirement in order to be successfully matriculated into English-medium universities in Singapore. The results showed that the teacher’s strategy-based instructional intervention evolving around participatory activities affected changes in the ESL students’ use of reading strategies and improvement in comprehension. These findings are discussed in relation to PRC students in study-abroad contexts, especially the cultures of learning that they bring along with them. Recommendations for further research are also made. I have been granted permission to use all the materials presented in this article and I declare that the participants’ names that are referred to in this study are not their real names.  相似文献   

18.
The CASCADE-MUCH system was designed to help teacher-designers in Shanghai, China with the development of instructional scenarios for multimedia curricula. After four rounds of prototyping, a summative evaluation was carried out to assess practicality. Results showed that the system was practical for the intended target users in Shanghai and also had potential for users in other contexts. The purpose of this article is to present the design process of the CASCADE-MUCH program and discuss how the evolutionary prototyping approach improved program quality and contributed to the designer’s knowledge growth.  相似文献   

19.
The purpose of this article was to illuminate for early childhood teacher practitioners how guided reading, as a research-based approach to reading instruction, could address the challenges of early reading instruction. The early years are the focus for the prevention of reading difficulties and research conducted over the past two decades has produced extensive results demonstrating that children who get off to a poor start in reading rarely catch up (Lentz, 1988; Neuman & Dickinson, 2001; Snow, Burns, & Griffin, 1998; Torgesen, 1998; Whitehurst & Lonigan, 2001). One particular research-based strategy, guided reading, is an important “best practice” associated with today’s balanced literacy instruction. The National Reading Panel (2000) argued that balanced approaches are preferable when teaching children to read, based on their review of scientific research-based reading instructional practices used by teachers in classrooms across the country. Additionally, guided reading practices as part of a balanced literacy program conforms to the recommendations on literacy as suggested in position statements by the International Reading Association/The National Association for the Education of Young Children (1998), and the National Council of Teachers of English (2002).  相似文献   

20.
The aim of this paper is to examine the effects of sequencing instructional materials and learners' prior knowledge on learning ESL (English as a second language) through an online learning course. 121 fifth-grade students from an elementary school in Korea participated in the study. Each participant was allocated to one cell of a 2?×?2 between-subjects factorial design, with an instructional format (i.e. sequential or concurrent) as a first factor, and prior knowledge (i.e. high or low) as a second factor. Instructions of the words and grammar rules were allocated to each page for the sequential group, whereas integrated on a single page for the concurrent group. The result indicates that the sequential instruction of words followed by grammar explanations was more effective for the students with higher levels of prior knowledge than the concurrent presentation. The reverse was also found for the students with lower levels of prior knowledge in English. There are four possible explanations for the results. First, split-attention effect, temporal-contiguity effect, or transient information effect might occur. Second, worked-example effect might occur and over-ride the effect of sequencing. Third, intrinsic and extraneous cognitive load might intertwine each other. Last, the levels of element interactivity in two instructional formats might be different from each other. The implications for instructional designers and future research are discussed.  相似文献   

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