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1.
This article attempts to describe students’ process of learning physics using the notion of experiencing variation as the
basic mechanism for learning, and thus explores what variation, with respect to a particular object of learning, that students
experience in their process of constituting understanding. Theoretically, the analysis relies on analytic tools from the phenomenographic
research tradition, and the recent group of studies colloquially known as the variation theory of learning, having the notion
of experiencing variation as a key for learning at its core. Empirically, the study relies on video and audio recordings of
seven pairs of students interacting in a computer-simulation learning environment featuring Bohr’s model of the atom. The
data was analysed on a micro-level for the emergence of student-recognised variation, depicted in terms of ‘threads of learning’.
This was done by linking variation around aspects of the object of learning present in the situation, and attended to by the
students, to new ways of seeing—characterised as an expanding anatomy of awareness, and hence as learning. The students’ threads
of learning are characterised in terms of two stages of learning progress: (1) discerning variation, and (2) constituting
meaning from this experience of variation (experienced as holistically relevant in the students’ conceptual domain of physics
and the Bohr model). Two groups of threads of learning were identified: one where the variation experienced by students was
within an aspect of the object of learning, and one where variation was across several aspects. 相似文献
2.
This study contributes to research that characterises the affective learning that is evoked and taken on by students in response
to their perceptions of their contextual learning environments. Interview-discussions were held with lecturers of both introductory
and higher-level physics courses (n = 3) concerning how they formulated their patterns of teaching in terms of a particular conceptual framing that they considered
to best optimize making learning possible. Subsequently their students (n = 212) were asked with written questions, and some select follow-up interview-discussions, to describe what they expected
from ‘a good physics lecturer’. The relationships between these two things—the lecturer’s crafting of practice and the students’
expectations of quality teaching—were investigated. Results show that students’ expectations tend to match their lecturers’
practice, indicating that students are strongly influenced by a contextually based appreciation of ‘good’ teaching. 相似文献
3.
Lena Löfgren Gustav Helldén 《International Journal of Science and Mathematics Education》2008,6(3):481-504
In order to develop successful teaching approaches to transformations of matter, we need to know more about how young students
develop an understanding of these processes. In this longitudinal study, we followed 25 students from 7 to 13 years of age
in their reasoning about transformations of matter. The questions addressed included how the students’ understanding of transformations
of matter changed and how we can make sense of individual learning pathways. In interviews performed once or twice every year
the students described and explained three situations: fading leaves left on the ground, a burning candle, and a glass of
water covered with a glass plate on which some mist had formed. When analysing the interviews, we found a common pathway of
how the students’ ideas changed over the years in each one of the situations. When analysing individual student’s interviews
with Ausubel’s assimilation theory we could discern subordinate, superordinate and combinatorial learning. How these findings
can contribute to an improvement of teaching about transformations of matter is discussed. 相似文献
4.
Anna Vikström 《Journal of Science Teacher Education》2008,19(3):211-233
Within the framework of variation theory, 7- to 12-year-old students’ ways of understanding cellular respiration and photosynthesis
were investigated against the background of their teachers’ teaching. Eighteen students were selected by the teachers and
interviewed by the researcher. Lessons were observed and video recorded, and stimulated-recall interviews with the teachers
were conducted. The students’ understanding of the function of oxygen and sugar in plants was described in four categories.
The study concludes that young students can develop complex understanding if opportunities to learn are presented. The opportunities
depended mainly on the language used by the teachers, such as metaphors, pointing out critical aspects of the object of learning.
The study has implications for the relationship between teachers’ competence and students’ learning. 相似文献
5.
6.
This study investigates the mechanisms of scaffolding in a synchronous network-based environment – the ‘collaborative virtual
workplace’. A theoretical ‘multi-actor’ scaffolding model was formulated. The study itself focused on the role and inter-relations
of verbal scaffolding by tutor and peers during a collaborative process of making decisions about environmental issues. The analysis drew on data from the decision-making
discussions of 31 groups – material that was saved automatically by the learning environment software. The age of the 62 students
ranged from 14 to 17. Discourse act categories were devised to describe the tutor’s and the students’ task-related, supportive
and social communicative acts. The scaffolding situation was characterized through a causal discourse act interaction approach.
Tutor and students appeared to be elaborating and replacing each other’s process scaffolding acts in the collaborative decision-making
situation. The influence of certain tutor’s and students’ inter-related scaffolding patterns on students’ decision-making
provided empirical support for the ‘multi-actor’ scaffolding model.
in final form: 12 May 2005 相似文献
7.
Todd Campbell Shaing Kwei Wang Hui-Yin Hsu Aaron M. Duffy Paul G. Wolf 《Journal of Science Education and Technology》2010,19(5):505-511
This position paper proposes the enhancement of teacher and student learning in science classrooms by tapping the enormous
potential of information communication and technologies (ICTs) as cognitive tools for engaging students in scientific inquiry.
This paper serves to challenge teacher-held assumptions about students learning science ‘from technology’ with a framework
and examples of students learning science ‘with technology’. Whereas a high percentage of students are finding their way in
using ICTs outside of school, for the most part they currently are not doing so inside of school in ways that they find meaningful
and relevant to their lives. Instead, the pedagogical approaches that are most often experienced are out-of-step with how
students use ICTs outside of schools and are not supportive of learning framed by constructivism. Here we describe a theoretical
and pedagogical foundation for better connecting the two worlds of students’ lives: life in school and life outside of school.
This position paper is in response to the changing landscape of students’ lives. The position is transformative in nature
because it proposes the use of cyber-enabled resources for cultivating and leveraging students new literacy skills by learning
‘with technology’ to enhance science learning. 相似文献
8.
Perry den Brok Sibel Telli Jale Cakiroglu Ruurd Taconis Ceren Tekkaya 《Learning Environments Research》2010,13(3):187-204
The purposes of this study were to examine how Turkish students perceived their biology classroom environment, how their perceptions
compared to those of students in other countries, and what classroom learning environment profiles could be discerned in Turkish
high school biology classrooms. Data were gathered from 1,474 high school students in four inner city schools, in Bursa, Turkey.
A total of 11 biology teachers participated in the study with 52 of their classes. Data on students’ perceptions of their
learning environment were collected with the What Is Happening In this Class? (WIHIC) questionnaire. Results indicated that
Turkish classrooms were perceived as being low in terms of Teacher Support and high in terms of Task Orientation. Six distinct
classroom learning environment profiles were found: the ‘self-directed learning classroom’, ‘task-oriented cooperative learning
classroom’, ‘mainstream classroom’, ‘task-oriented individualised classroom’, ‘low-effective learning classroom’ and ‘high-effective
learning classroom’. The most common profile was the ‘mainstream classroom’ for which all WIHIC scales had medium–high scores. 相似文献
9.
Mattias Lundin 《Journal of Science Education and Technology》2007,16(5):369-377
This article sets out to examine how school science activities can encourage students’ participation while supporting a specific
science content. One ordinary class with 12-year-old students was chosen and their regular classroom work was studied without
intervention and with a minimum of interference. Lessons were video filmed, transcribed and analyzed focussing on the participants’
speech acts. It was found that students’ initiatives and experiences were important parts of their participation. The results
show how students’ participation was orchestrated with a science content by means of four different kinds of activities. The
activities are called ‘individual inventory of experiences’, ‘building a common platform of experiences’, ‘sharing new experiences’
and ‘concluding a common platform’. The activities form a foundation for participation in human biology topics. For example,
to ‘build a common platform of experiences’ seems to level out students’ different prerequisites for participating in subsequent
tasks. Furthermore, to ‘conclude a common platform’ implied a checkpoint of the shared new experiences. The activities support
students’ tentative use of scientific words as well as their learning of what counts as knowledge in the school science setting.
However, it can be questioned if the time spent on each separate activity is necessary or if similar achievements could be
made even if some activities were integrated. The question is open for further research.
相似文献
| Mattias LundinEmail: |
10.
Variation in Students’ Experiences of the ‘Oxford Tutorial’ 总被引：2，自引：0，他引：2
This paper examines Oxford University students’ conceptions of the role of the tutorial in their learning. An analysis of
interviews with 28 students constituted four qualitatively different conceptions of the ‘Oxford Tutorial’. These ranged from
the tutorial involving the tutor explaining to the student what the student did not know, to the tutorial involving the tutor
and the student in exchanging different points of view and both coming to a new understanding of the topic under discussion.
These different conceptions also appeared to be related to variations in students’ views of the role of the work done in preparation
for the tutorial, their view of the student’s and tutor’s roles in the tutorial, and the conception of knowledge that students
adopted in relation to the tutorial. The implications of this study are discussed in terms of the relations between students’
conceptions of tutorials and their anticipated learning outcomes and its implications for contexts outside of Oxford in terms
of students’ conceptions of academic tasks. 相似文献
11.
Delayed Understanding and Staying in Phase: Students’ Perceptions of their Study Situation 总被引：1，自引：0，他引：1
Max Scheja 《Higher Education》2006,52(3):421-445
Findings are presented from a study of undergraduate students’ experiences of understanding in first-year engineering. At
the end of their first year of study 86 Swedish students of electrical engineering and computer science were asked to reflect
in writing on their experiences of studying and learning. Fifteen of them also took part in interviews which explored in some
detail their experiences of understanding in relation to perceived constraints of the teaching-learning environment. The analyses
of the students’ written accounts and the interview data focused on the students’ experiences of studying and of understanding
in relation to course work in engineering. The majority of the students reported problematic first-year experiences and testified
to a sensation of ‘falling out of phase’ with their studies. This sensation was frequently coupled with a lag in coming to
understand course material, which may be characterised in terms of delayed understanding. The notion of delayed understanding is discussed in relation to ideas about students’ perceptions of the learning environment
and the impact that those perceptions might have on students’ opportunities to reflect on learning material and develop a
solid understanding of course material in engineering education. In conclusion, it is suggested that the the notion of delayed
understanding captures the complications of a study situation in which a perceived lack of time to reflect on learning material
obstructs students’ understanding of course material in engineering, and also points up a more general aspect of learning
observing that time to reflect on previous experiences is an essential component of the process of coming to understand learning
material in a particular educational setting. 相似文献
12.
?se Hansson 《Educational Studies in Mathematics》2012,81(1):103-125
In the multilingual mathematics classroom, the assignment for teachers to scaffold students by means of instruction and guidance in order to facilitate language progress and learning for all is often emphasized. In Sweden, where mathematics education is characterized by a low level of teacher responsibility for students’ performance, this responsibility is in part passed on to students. However, research investigating the complexity of relations between mathematics teaching and learning in multilingual classrooms, as well as effect studies of mathematics teaching, often take the existence of teachers’ responsibility for offering specific content activities for granted. This study investigates the relations between different aspects of responsibility in mathematics teaching and students’ performance in the multilingual mathematics classroom. The relationship between different group compositions and how the responsibility is expressed is also investigated. Multilevel structural equation models using TIMSS 2003 data identified a substantial positive influence on mathematics achievement of teachers taking responsibility for students’ learning processes by organizing and offering a learning environment where the teacher actively and openly supports the students in their mathematics learning, and where the students also are active and learn mathematics themselves. A correlation was also revealed between group composition, in terms of students’ social and linguistic background, and how mathematics teaching was performed. This relationship indicates pedagogical segregation in Swedish mathematics education by teachers taking less responsibility for students’ learning processes in classes with a high proportion of students born abroad or a high proportion of students with low socio-economic status. 相似文献
13.
The constructivist paradigm opens abundant opportunities for effective knowledge construction in which student build knowledge and continually evaluated and improved their knowledge. The teaching mode under constructivist pedagogy redefines the role of students and the teachers and their interrelationships by creating a nurturing environment. By adapting constructivist framework, this article demonstrates how the variation of learning practices was critical in facilitating Primary 4 students in Singapore to carry out seamless science learning. The variation of learning practices enables the students to explore a particular scientific concept through various learning experience across the contexts. The study adapted the framework of the Objects of Constructivist Learning Model for the improvement of the seamless science learning design. When redesigning the lesson, a conscious effort was made by the teacher to create relevant patterns of variation, that is, varying certain critical aspect(s) while keeping other aspects of the object of learning invariant in order to help students discern those critical aspects. The findings contribute knowledge to how the Theory of Variation can be used in analyzing seamless learning as well as designing for constructivist learning experiences. The findings have also demonstrated that the complementary practice of constructivist pedagogy with variation theory as a viable and effective approach in seamless science learning, at which it deepened students' understanding through constructing the critical aspects of a phenomenon. Engagement with primary school students in experiencing the variations allowed the translation of theory into practice. 相似文献
14.
Components of Conceptual Ecologies 总被引：1，自引：0，他引：1
Hyun Ju Park 《Research in Science Education》2007,37(2):217-237
The theory of conceptual change is criticized because it focuses only on supposed underlying logical structures and rational
process processes, and lacks attention to affective aspects as well as motivational constructs in students’ learning science.
This is a vast underestimation of the complexity and diversity of one’s change of conceptions. The notion of conceptual ecology
provides a context for understanding individuals’ conceptual change learning, as it is the environment through which all information
is interpreted. This research investigated how high school students’ statements, made in answering questions, reflect selected
components of their conceptual ecologies. Data for this study was collected from six interviews in which seven students took
part. The data also include the science teacher’s profiles of each student, the students’ personal journals, their assignments,
and their examinations and answers in class. The analysis presented will here include only those components that were represented
in the discourse of the seven high school students who were interviewed. When students were asked questions, there was evidence
of the engagement of the various components of conceptual ecologies. These components include: epistemological commitments,
metaphysical beliefs, the affective domain and emotional aspects, the nature of knowledge, the nature of learning, the nature
of conceptions, and past experience. Evidence from this study suggests that these components might function as constraints
to learning. This study contributes to the field by expanding our knowledge of the components of high school students’ conceptual
ecologies through its definition of the categories and themes associated with those components. In examining across the range
of components, the study illustrates the variety and sources of science conceptions within high school students’ conceptual
ecologies. 相似文献
15.
Allyson F. Hadwin John C. Nesbit Dianne Jamieson-Noel Jillianne Code Philip H. Winne 《Metacognition and Learning》2007,2(2-3):107-124
This exploratory case study examined in depth the studying activities of eight students across two studying episodes, and
compared traces of actual studying activities to self-reports of self-regulated learning. Students participated in a 2-hour
activity using our gStudy software to complete a course assignment. We used log file data to construct profiles of self-regulated
learning activity in four ways: (a) frequency of studying events, (b) patterns of studying activity, (c) timing and sequencing
of events, and (d) content analyses of students’ notes and summaries. Findings indicate that students’ self-reports may not
calibrate to actual studying activity. Analyses of log file traces of studying activities provide important information for
defining strategies and sequences of fine-grained studying actions. We contrast these analytic methods and illustrate how
trace-based profiles of students’ self-regulated studying inform models of metacognitive monitoring, evaluation, and self-regulated
adaptation. 相似文献
16.
变易学习理论是解释学习中差异的理论,在当代学习研究中受到重视。其方法论基础是现象描述分析学;其涵义体现在认为学习即是意识到了学习内容的重要方面,学习者经验或理解事物的方式依赖于意识到并能进行区分的那些方面;而其实践形式是课堂学习研究,即以变易学习理论为依据,教师及同伴进行课堂学习研究,以支持学生对学习内容的重要方面的识别。从而,可以理解到变易学习理论对有效的课堂教学、学习评价以及校本课程开发的指导意义。 相似文献
17.
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
18.
Attitudes toward learning (ATL) have been shown to influence students’ learning outcomes. However, there is a lack of knowledge
about the ways in which the interaction between ATL, the learning situation, and the level of students’ prior knowledge influence
affective reactions and conceptual change. In this study, a simulation of acid-base titrations was examined to assess the
impact of instruction format, level of prior knowledge and students’ ATL on university-level students, with respect to flow
experiences (Csikszentmihalyi, 1990) and perceived conceptual change. Results show that the use of guiding instructions was
correlated with a perceived conceptual change and high levels of “Challenge,” “Enjoyment,” and “Concentration,” but low sense
of control during the exercise. Students who used the open instructions scored highly on the “Control flow” component, but
their perceived learning score was lower than that for the students who used the guiding instructions. In neither case did
students’ ATL or their pre-test results contribute strongly to students’ flow experiences or their perceived learning in the
two different learning situations. 相似文献
19.
Choon-Lang Quek Angela F. L. Wong Shanti Divaharan Woon-Chia Liu Jarina Peer Michael D. Williams 《Learning Environments Research》2007,10(3):177-187
Project work (PW) provides one of the pathways for students’ self-inquiry learning and collaboration in Singapore schools.
In this context, PW teachers function as facilitators. This study investigated quantitatively how a group of 270 secondary-school
students (aged 14 years) perceived their seven PW teacher-facilitators’ face-to-face interactions with students based on the
Questionnaire on Teacher Interaction (QTI), and whether their perceptions of teacher–student interaction during PW classrooms
were related with their attitudes towards PW learning as a whole. Seven out of eight QTI scales were associated with Enjoyment
of Project Work Lessons and two QTI scales were associated with Attitude to Inquiry in Project Work. The findings are discussed
in terms of how teachers who function as facilitators can translate their interpersonal behaviours into effective teaching
strategies for communicating with students and facilitating students’ learning in PW classrooms. 相似文献
20.
The purpose of this paper is to contribute to the debate about how to tackle the issue of ‘the teacher in the teaching/learning
process’, and to propose a methodology for analysing the teacher’s activity in the classroom, based on concepts used in the
fields of the didactics of mathematics as well as in cognitive ergonomics. This methodology studies the mathematical activity
the teacher organises for students during classroom sessions and the way he manages1 the relationship between students and mathematical tasks in two approaches: a didactical one [Robert, A., Recherches en Didactique
des Mathématiques 21(1/2), 2001, 7–56] and a psychological one [Rogalski, J., Recherches en Didactique des Mathématiques 23(3),
2003, 343–388]. Articulating the two perspectives permits a twofold analysis of the classroom session dynamics: the “cognitive
route” students are engaged in—through teacher’s decisions—and the mediation of the teacher for controlling students’ involvement
in the process of acquiring the mathematical concepts being taught. The authors present an example of this cross-analysis
of mathematics teachers’ activity, based on the observation of a lesson composed of exercises given to 10th grade students
in a French ‘ordinary’ classroom. Each author made an analysis from her viewpoint, the results are confronted and two types
of inferences are made: one on potential students’ learning and another on the freedom of action the teacher may have to modify
his activity. The paper also places this study in the context of previous contributions made by others in the same field. 相似文献