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1.
Open learning environments (OLEs) assume that learners are good self-regulators. In such environments, learners have a large
amount of control and decide on the use of different support devices (i.e. tools). However, research clearly suggests that,
because students often do not possess the necessary regulation skills, they cannot decide what tool might be beneficial for
their learning. This contribution deals with the impact of three metacognitive variables on tool use in OLEs: students’ regulation
activities; help-seeking behaviour; and instructional conceptions. Results reveal that these student characteristics affect
tool use and that their impact is moderated by environmental factors, especially advice. 相似文献
2.
Creating next generation blended learning environments using mixed reality,Video Games and Simulations 总被引：1，自引：1，他引：1
Summary The goal of this article has been to discuss next generation learning environments and next generation training technologies
as well as the learning and design challenges faced in using these. Specifically, we discuss theoretical and design principles
of constructivist learning environments and how advanced technologies can potentially support meeting these principles as
well as the challenges they may pose to various types of designers, instructional, game, graphic and programming. To address
methods for designing complex environments, we also address the use of methodologies and authoring systems with various tools
to support the design process. In this context, to illustrate how tools can be used to help instructional design teams manage
the complexities of developing for these environments. As an example, we discuss one tool,IIPI CREATE, that supports this process and organizes the development process 相似文献
3.
Mathematics problem solving provides a means for obtaining a view of young children’s understanding of mathematics as they
move through the early childhood concept development sequence. Assessment information can be obtained through observations
and interviews as children develop problem solutions. Examples of preschool, kindergarten, and primary grade children’s approaches
to problem solving are provided in the article. Prekindergarten and kindergarten age children discover problems during play.
For example, they figure out how to use informal measurement to use construction materials such as unit blocks and Lego to
build a desired building or make a desired object. Moldable materials such as clay and play dough provided shape experiences.
The daily sequence of activities builds on their concept of time. Primary grade children solve adult- and child-generated
problems. They may use manipulatives and/or drawings to generate problem solutions prior to using symbols and notation. Teacher
and/or student devised rubrics can be used to guide evaluation. 相似文献
4.
Uncovering the Potential: The Role of Technologies on Science Learning of Middle School Students 总被引：1，自引：0，他引：1
Angelia Reid-Griffin Glenda Carter 《International Journal of Science and Mathematics Education》2008,6(2):329-350
There is, no doubt, untapped potential in using technological tools to enhance the understanding of science concepts. This
study examines the potential by observing 7th and 8th grade middle school students’ (n = 23) use of portable data collection devices in a nine-week elective class, Exploring Technologies. Students’ use of the data collection devices and subsequent interactions were traced through audiocassette and videocassette
recordings, field notes, and student artifacts. The culminating activity for the course was a scientific investigation that
required students to use the technologies to answer student-selected research questions. To illustrate the use of technology
as a mediatory tool, an inquiry investigation of three student groups is described. In examining the three groups of middle
school students the researchers encountered specific evidence of technology maximizing students’ science learning. The students
were able to use the portable data collection devices in their investigations as they discussed scientific ideas related to
temperature and heat. The study’s findings indicated that the three student groups were able to use the tools to conduct scientific
inquiry and engage in scientific discourse. Further research on instructional approaches that allow students to develop expertise
by using technology as tools to construct knowledge about complex phenomena is encouraged. 相似文献
5.
Professional Development of Physics Teachers in an Evidence-Based Blended Learning Program 总被引：1，自引：0，他引：1
Hana Berger Bat-Sheva Eylon Esther Bagno 《Journal of Science Education and Technology》2008,17(4):399-409
The present study examined continuity of learning between face-to-face and online environments in a “blended” professional
development program designed for 16 physics teachers. The program had nine face-to-face meetings as well as continuous online
exchanges between them through a website. The program focused on “knowledge integration” (KI) innovative activities in physics
classes using an “evidence-based” approach: The teachers implemented the activities, collected and analyzed data about their
practice and their students’ learning, and reflected on the evidence with their peers. Five reflective tools were used to
promote continuity: Your Comments, Hot Polls, Smashing Sentences, Hot Reports, and Mini Research. Continuity was assessed with regard to the ideas discussed by the teachers and the reasoning patterns that they employed.
Analysis of the online exchanges in relation to teachers’ face-to-face discourse revealed that the teachers discussed the
same ideas (KI, evidence and learner-centered pedagogies), employed the same reasoning patterns (e.g., forming generalizations),
and extended ideas in re-visitation. The online and face-to-face environments played different and complementary roles in
the teachers’ learning. This study shows that appropriate use of an online environment in a blended program can lead to a
continuous course of learning and can transform a “9 once-a-month-meetings” workshop into a “9-month” workshop. 相似文献
6.
7.
Christine M. Phelps 《Educational Studies in Mathematics》2010,75(3):293-309
The purpose of this study was to examine the sources that pre-service teachers (PSTs) use when they construct their self-efficacy
beliefs and learning goals, which compose their motivational profiles. Pre-service elementary teachers (n = 22) with different motivational profiles participated in narrative interviews designed to examine retrospectively their
past experiences in mathematics and the effect of those experiences on their motivational profiles. Results reveal that participants
relied on multiple sources to construct their efficacy beliefs and goals, including past performance, vicarious experiences,
verbal persuasions, career goals, and the fit between participants’ views of mathematics and the nature of mathematics in
their classes. While some of these factors have been identified by previous research, the contribution of the current study
is to extend this research to a new population and to elaborate on these factors. Results also help refine and extend our
knowledge of PSTs’ motivation and suggest ways that teacher educators could influence PSTs’ motivational profiles. 相似文献
8.
This research addresses issues in the design of online scaffolds for regulation within inquiry learning environments. The
learning environment in this study included a physics simulation, data analysis tools, and a model editor for students to
create runnable models. A regulative support tool called the Process Coordinator (PC) was designed to assist students in planning,
monitoring, and evaluating their investigative efforts within this environment. In an empirical evaluation, 20 dyads received
a “full” version of the PC with regulative assistance; dyads in the control group (n = 15) worked with an “empty” PC which contained minimal structures for regulative support. Results showed that both the frequency
and duration of regulative tool use differed in favor of the PC+ dyads, who also wrote better lab reports. PC− dyads viewed
the content helpfiles more often and produced better domain models. Implications of these differential effects are discussed
and suggestions for future research are advanced. 相似文献
9.
Addison Y. S. Su Stephen J. H. Yang Wu‐Yuin Hwang Chester S. J. Huang Ming‐Yu Tern 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(4):647-665
For more than 2 years, Scratch programming has been taught in Taiwanese elementary schools. However, past studies have shown that it is difficult to find appropriate learning methods or tools to boost students’ Scratch programming performance. This inability to readily identify tutoring tools has become one of the primary challenges addressed in Scratch programming studies. To cope with this problem, we propose an innovative approach, which combines an Annotation‐based Scratch Programming (ASP) tool with the problem‐solving‐based teaching approach in Scratch programming pedagogy. The ASP tool was developed to enable students to create, review and share Scratch programming and homework annotations. In a quasi‐experimental study, we have evaluated Scratch programming pedagogy at a North Taiwanese elementary school to investigate the effects of instructional‐tools‐supported programming instructional modes on Scratch programming performance. The experimental results show that students who received ASP tool support in conjunction with a problem‐solving‐based teaching approach performed significantly better than the other groups. Based on our findings, the innovative approach was believed to play an important role in improving the learning patterns of younger pupils. Therefore, we suggest that teachers consider incorporating the innovative method into their teaching environments in order to boost students’ learning achievements in the area of Scratch programming and the subsequent learning process. 相似文献
10.
Starting from Perkins’ (1985) framework, this study addresses tool use in a computerbased learning environment. In line with Perkins, first the effects
of tool use on performance were investigated to gain insight into the functionality of the tools. Next, the influence of advice
was studied to identify whether this advice could make students more knowledgeable with respect to the tools, and hence encourage
them to make more (adequate) use of the tools. A third research question addressed learner related variables. The influence
of metacognitive skills, goal orientation, and instructional conceptions on students’ tool use was investigated. An experimental
design was used to address these research questions with one control group and two experimental groups, one with advice and
one without advice. Results reveal that the tools were functional, the two experimental groups outperformed the control group.
With respect to advice, the group of students receiving advice used tools more frequently and spent more time on their use.
Finally, the study reveals mastery orientation to be an important variable. The more students are mastery oriented, the less
they use tools. 相似文献
11.
A Survey and Critical Analysis of Tools for Learning Programming 总被引：1，自引：1，他引：0
Systems and methodologies have been developed to improve the learning and practice of programming. We examine the kinds of support tools that have been developed to date, and we discuss their role in meeting the needs of beginning students. We begin with a literature review to summarize the actual difficulties involved in learning the tasks of program development. A comprehensive survey of environments developed to support the learning of problem solving and programming follows, covering programming environments, debugging aids, intelligent tutoring systems, and intelligent programming environments. A careful analysis of these systems uncovers the limitations that have prevented them from accomplishing their goals. 相似文献
12.
Jill M. Aldridge Barry J. Fraser Lisa Bell Jeffrey Dorman 《Journal of Science Teacher Education》2012,23(3):259-290
This article reports the development, validation and use of an instrument designed to provide teachers with feedback information,
based on students’ perceptions, about their classroom environments. The instrument was developed to provide teachers with
feedback that they could use to reflect on their teaching practices and, in turn, guide the implementation of strategies to
improve their learning environments. To determine the validity and reliability of the new instrument, data from 2043 grade
11 and 12 students from 147 classes in 9 schools were analysed. The Rasch model was used to convert data collected using a
frequency response scale into interval data that are suitable for parametric analyses. During an action research process,
reflective journals, written feedback, discussions at a forum and interviews with eight teachers helped to illuminate the
processes used by teachers during action research. This article reports the views of these teachers in general and examines
more closely how one of the teachers used student responses to the learning environment questionnaire as a tool for reflection
and as a guide in transforming her classroom environment. This case study helped us to gauge the extent to which action research
based on students’ perceptions of the learning environment was useful in guiding teachers’ improvements of their classroom
learning environments. 相似文献
13.
Ikseon Choi Kyunghwa Lee 《Educational technology research and development : ETR & D》2009,57(1):99-129
This design-based research study is aimed at two goals: (1) developing a feasible case-based instructional model that could
enhance college students’ ill-structured problem solving abilities, while (2) implementing the model to improve teacher education
students’ real-world problem solving abilities to deal with dilemmas faced by practicing teachers in elementary classrooms.
To achieve these goals, an online case-based learning environment for classroom management problem solving (CBL-CMPS) was
developed based on Jonassen’s (in: Reigeluth (ed.) Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, 1999) constructivist learning environment model and the general process of ill-structured problem solving (1997). Two successive
studies, in which the effectiveness of the CBL-CMPS was tested while the CBL-CMPS was revised, showed that the individual
components of the CBL-CMPS promoted ill-structured problem solving abilities respectively, and that the CBL-CMPS as a whole
learning environment was effective to a degree for the transfer of learning in ill-structured problem solving. The potential,
challenge, and implications of the CBL-CMPS are discussed.
相似文献
| Ikseon ChoiEmail: |
14.
15.
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
16.
Yaron Doppelt 《Learning Environments Research》2006,9(2):163-178
During recent decades, educational research has dealt with the contribution of the learning environment to the accomplishment of educational goals, such as improvement of academic achievement and motivation. In this research, an intervention program was implemented into the learning environment of science–technology classes at the junior high school level (Grades 7–9, 12–15 years old) in Israel. The intervention included a three-year workshop involving 224 hours each year. The teachers (N = 22) were required to reflect on their experiences using a portfolio that described their actual teaching experiences for relevant discussions at the workshop. Quantitative and qualitative tools were used to examine the teachers’ implementation of new teaching/learning and assessment methods or new subject matter, that were addressed by the workshop in their classes, and to identify learning environment characteristics and learning outcomes according to teachers’ perceptions. Differences were found between teachers’ and pupils’ perceptions of the impact of learning environment characteristics on learning outcomes. 相似文献
17.
Anna Chronaki 《European Journal of Psychology of Education - EJPE》2005,20(1):61-74
The present study explores the experience of two young Gypsy girls in solving school arithmetic tasks in interaction with
an adult who supports their participation. Along with learning the use of arithmetic tools, a basic element concerning the
experience of the two girls as they try to gain entry into the school practice is learning about developing relevant ‘learning
identities’. Analysis of the girls’ interaction with an adult identifies that the type of ‘learning identities’ required involve
at least two dimensions: (a) learning to value the use of formal arithmetic tools, and (b) learning about relevant ways of
behaving in the school mathematics practice. 相似文献
18.
Maria Mellone 《Journal of Mathematics Teacher Education》2011,14(4):269-284
Assumptions about the construction and the transmission of knowledge and about the nature of mathematics always underlie any
teaching practice, even if often unconsciously. I examine the conjecture that theoretical tools suitably chosen can help the
teacher to make such assumptions explicit and to support the teacher’s reflection on his/her previous as well as future educational
practice. In particular, I show how an epistemological vision of mathematics in resonance with a model of cognitive dynamics
can work as a powerful tool to support a teacher’s stable and autonomous attitude of noticing. To support this argumentation, I present some experimental data concerning a case study of one teacher. Through a methodological
frame suitably arranged I try to describe how the teacher’s ability to rely on this particular theoretical frame affects:
the choice of the global goals in mathematics education; the design of educational interventions; the interpretation of learners’
cognitive behaviours; and the assessment. 相似文献
19.
Science teachers struggle with meeting curricular goals outlined by professional organizations within the constraints of traditional
school. Engaging science learners as a community who collaboratively and creatively co-construct scientific understanding
through inquiry requires teachers to adopt new tools as well as a different mindset about the kind of classroom culture they
need to nurture. Classroom blogs (i.e., blogs that are managed by a teacher for his/her students to post their work and exchange
ideas) have been purported in the literature as offering unique opportunities to achieve this goal, although with little empirical
support thus far. To fill this gap, nine classroom blogs were selected through an extensive search, and systematically analyzed
to determine how the teachers’ instructional designs and classrooms’ enactment were able to capitalize on the specific affordances
blogging may offer to support reform-based learning goals. The shift in teacher mindset needed to realize blogging affordances
occurred as teachers engaged with students in the process of ‘living’ the classroom blog. 相似文献
20.
In the past decade, there has been an increased emphasis on the preparation of teachers who can effectively engage students
in meaningful mathematics with technology tools. This study presents a closer look at how three prospective teachers interpreted
and developed in their role of facilitating students’ mathematical problem solving with a technology tool. A cycle of planning–experience–reflection
was repeated twice during an undergraduate course to allow the prospective teachers to change their strategies when working
with two different groups of students. Case study methods were used to identify and analyze critical events that occurred
throughout the different phases of the study and how these events may have influenced the prospective teachers’ work with
students. Looking across the cases, several themes emerged. The prospective teachers (1) used their problem solving approaches
to influence their pedagogical decisions; (2) desired to ask questions that would guide students in their solution strategies;
(3) recognized their own struggle in facilitating students’ problem solving and focused on improving their interactions with
students; (4) assumed the role of an explainer for some portion of their work with students; (5) used technological representations
to promote students’ mathematical thinking or focus their attention; and (6) used the technology tools in ways consistent
with the nature of their interactions and perceived role with students. The implications inform the development of an expanded
learning trajectory for what we might expect as prospective teachers develop an understanding of how to teach mathematics
in technology-rich environments. 相似文献