A meta-analysis of the impact of mobile learning on mathematics achievement     

Güler  Mustafa  Bütüner  Suphi Önder  Danişman  Şahin  Gürsoy  Kadir 《Education and Information Technologies》2022,27(2):1725-1745

Education and Information Technologies - The technological developments of the twenty-first century have enabled the emergence of alternative teaching-learning models and instructional tools. One...  相似文献   

Algorithmic thinking development through physical computing activities with Arduino in STEM education     

Sarı  Uğur  Pektaş  Hüseyin Miraç  Şen  Ömer Faruk  Çelik  Harun 《Education and Information Technologies》2022,27(5):6669-6689

Education and Information Technologies - The need to benefit from information technologies in the twenty-first century digital age is increasing in all economies to overcome problems and...  相似文献   

A Study on Human-Computer Interaction Mechanism in an Intelligent Tutoring System     

GAO Hongli  YANG Lei  XU Sheng  LONG Zhou  LIU Kai  HU Xiang’en 《Frontiers of Education in China》2022,17(1):100

Discussion is a common and important learning process. Involvement of a virtual agent can provide adaptive support for the discussion process. Argumentative knowledge construction is beneficial to learners’ acquisition of knowledge,but the effectiveness of argumentative scaffolding in existing studies is not consistent. Based on an intelligent discussion system, a total of 47 undergraduate students took part in the experiment and they were assigned to three different conditions: content-related plus content-independent scaffolding condition, content-related scaffolding condition, and the control condition. Under the content-related and content-independent scaffolding condition, the computer agent provided an idea from semantically different categories (content-related scaffolding) according to the automatic categorization of the current contributions, and further inquired the participants about their attitudes and reasons (content-independent scaffolding). Under the condition of content-related scaffolding condition, the virtual agent only provided semantically different viewpoints. Under the control condition, the subjects expressed their opinion independently without the participation of the virtual agent. Findings revealed that compared with the control group, when the virtual agent provided semantically different ideas (content-related scaffolding), the discussion breadth (number of categories) was improved and the subjects felt that they had a more comprehensive understanding of the problem. Compared with the content-related scaffolding condition, when the virtual agent provided semantically different ideas and further asked about the attitudes and reasons, the subjects expressed more agreement with these views, but mentioned fewer categories during the discussion. This study suggests that the content-related scaffolding can facilitate the cognitive processing effect relevant to the topic of discussion. When the content independent scaffolding is added, it can promote the argumentative processing, but may have a negative effect on the cognitive processing related to the topic discussed.  相似文献   

印尼“先达国语”词汇语法特点概说     

甘于恩  单珊 《暨南大学华文学院学报》2013,(4):90-94,F0003

在印尼苏北省第二大城市先达,通行着一种类似西南官话的语言变体,当地华人称之为“先达国语”。本文简要介绍“先达国语”的产生和发展情况,在此基础上,对主要的语言变异特点——词汇和语法方面的典型特征进行分析和讨论,以期揭示在复杂的海外语言环境下先达国语的特色。  相似文献   

Comparison of two test methods for VIS: paper-pencil test and CAT*     

Selma Şenel  Ömer Kutlu 《欧洲特需教育杂志》2018,33(5):631-645

This paper examines listening comprehension skills of visually impaired students (VIS) using computerised adaptive testing (CAT) and reader-assisted paper-pencil testing (raPPT) and student views about them. Explanatory mixed method design was used in this study. Sample is comprised of 51 VIS, in 7th and 8th grades. 9 of these students were interviewed for determining student views about tests. Results indicated that scores obtained from CAT are significantly lower than scores obtained from raPPT. Additionally, a positive and high correlation was found between scores of CAT and raPPT. This result suggests that similar ability estimations were made by CAT and raPPT. Another finding is CAT made more reliable predictions, and was completed in shorter duration using fewer items. In qualitative part, student views were gathered through interviews and content analysis revealed three themes as technical features, test features, and psychological effects. In general, students reported positive views about CAT. VIS prefer CAT due to its listening/control options, shorter test durations, clarity of reading, and fairness of test, elimination of dependency to reader. Study provides implications for test developers and test-users to consider CAT as a multi-accommodation for VIS through its advantages.  相似文献   

Development and Nature of Preservice Chemistry Teachers’ Pedagogical Content Knowledge for Nature of Science     

Betül Demirdöğen  Deborah L. Hanuscin  Esen Uzuntiryaki-Kondakci  Fitnat Köseoğlu 《Research in Science Education》2016,46(4):575-612

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5. Dietmar Bolscho/Gerd Michelsen (Hrsg.): Methoden der Umweltbildungsforschung (Ökologie und Erziehungswissenschaft, Bd. 3)     

Bernhard Claußen 《Zeitschrift für Erziehungswissenschaft》2001,4(1):139-140

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Before,During, and After Examination: Development of Prospective Preschool Teachers’ Mathematics-Related Enjoyment and Self-Efficacy     

Sigrid Blömeke  Oliver Thiel  Lars Jenßen 《Scandinavian Journal of Educational Research》2019,63(4):506-519

This article examines the stability of Norwegian prospective preschool teachers’ enjoyment of mathematics and their mathematics-related self-efficacy before, during, and after a teacher-education examination. In addition, the stability of the two constructs across countries was examined through a comparison with Germany. The data revealed partial stability (technically speaking, metric invariance) of enjoyment but not of self-efficacy. Self-efficacy increased significantly before and after the examination without decreasing enjoyment, which may be a result of increased learning time. Prior mathematical knowledge predicted the level and development of enjoyment and self-efficacy in both countries. Many Norwegian students reported low mathematics-related enjoyment and self-efficacy, including negative developments. It may be important to provide positive experiences of mathematical activities during preschool teacher education.  相似文献   

High schools: A case study     

Şefik Yaşar 《Educational technology research and development : ETR & D》1997,45(1):103-112

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The development of the nature of science view scale (NOSvs) at university level     

Senar Temel  Şenol Şen  Özgür Özcan 《Research in Science & Technological Education》2018,36(1):55-68

Background: Determining individuals’ views of the nature of science is quite important for researchers since it is both a component of scientific literacy and a fundamental aim of science education.

Purpose: This study aims to develop a NOSvs for assessing prospective teachers’ views of the nature of science and to analyse their psychometric properties.

Sample: A total of 565 prospective teachers participated in the study.

Design and methods: The Kaiser–Meyer–Olkin (KMO) Index and Bartlett’s Sphericity Test were used in this study. Confirmatory factor analysis (CFA) was performed to determine the construct validity of the scale. Cronbach’s Alpha (α) coefficient was calculated for the reliability of the study.

Results: It was consequently found that the KMO was larger than .50. That Bartlett’s Sphericity Test was also statistically significant. The items with item-total correlations smaller than .30 were removed from the scale. Cronbach’s α values calculated for each sub-scale were above .70. In consequence of the first CFA performed, fit indices were found to be below the expected level. For this reason, three more items with the least item-total correlations were removed from the scale. Following the CFA, the final form of the scale included 36 items and five sub-scales.  相似文献