The impact of three‐dimensional computational modeling on student understanding of astronomical concepts: a quantitative analysis     

John A. Hansen  Michael Barnett  James G. MaKinster  Thomas Keating 《International Journal of Science Education》2013,35(11):1365-1378

The increased availability of computational modeling software has created opportunities for students to engage in scientific inquiry through constructing computer‐based models of scientific phenomena. However, despite the growing trend of integrating technology into science curricula, educators need to understand what aspects of these technologies promote student learning. This study used a multi‐method research approach involving both quantitative (Paper 1) and qualitative data (Paper 2) to examine student conceptual understanding of astronomical phenomena, relative to two different instructional experiences. Specifically, based on students' understandings of both spatial and declarative knowledge, we compared students who had constructed three‐dimensional computational models with students who had experienced traditional lecture‐based instruction. Quantitative analysis of pre‐interview and post‐interview data revealed that construction of three‐dimensional models best facilitated student understandings of spatially related astronomical concepts — whereas traditional instruction techniques best facilitated student understandings of fact‐oriented astronomical knowledge. This paper is the first in a two‐paper set that continues our line of research into whether problem‐based courses such as the Virtual Solar System course can be used as a viable alternative to traditional lecture‐based astronomy courses.  相似文献   

The Virtual Solar System Project: Developing Conceptual Understanding of Astronomical Concepts Through Building Three-Dimensional Computational Models   总被引：1，自引：2，他引：1  

Keating  Thomas  Barnett  Michael  Barab  Sasha A.  Hay  Kenneth E. 《Journal of Science Education and Technology》2002,11(3):261-275

The Virtual Solar System (VSS) course described in this paper is one of the first attempts to integrate three-dimensional (3D) computer modeling as a central component of an introductory undergraduate astronomy course. Specifically, this study assessed the changes in undergraduate university students' understanding of astronomy concepts as a result of participating in an experimental introductory astronomy course in which the students constructed 3D models of different astronomical phenomena. In this study, we examined students' conceptual understanding concerning three foundational astronomical phenomena: the causes of lunar and solar eclipses, the causes of the Moon's phases, and the reasons for the Earth's seasons. Student interviews conducted prior to the course identified a range of student alternative conceptions previously identified in the literature regarding the dynamics and mechanics of the Solar System. A previously undocumented alternative conception to explain lunar eclipses is identified in this paper. The interviews were repeated at the end of the course in order to quantitatively and qualitatively assess any changes in student conceptual understanding. Generally, the results of this study revealed that 3D computer modeling can be a powerful tool in supporting student conceptualization of abstract scientific phenomena. Specifically, 3D computer modeling afforded students the ability to visualize abstract 3D concepts such as the line of nodes and transform them into conceptual tools, which in turn, supported the development of scientifically sophisticated conceptual understandings of many basic astronomical topics. However, there were instances where students' conceptual understanding was incomplete and frequently hybridized with their existing conceptions. These findings have significant bearing on when and in what domains 3D computer modeling can be used to support student conceptual understanding of astronomy concepts.  相似文献   

Adult Education in Australia — A Residual and Eclectic Sector     

Jack Keating 《European Journal of Education》2004,39(1):105-117

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The influence of physical education on physical activity levels of urban elementary students     

Dauenhauer BD  Keating XD 《Research quarterly for exercise and sport》2011,82(3):512-520

The purpose of this study was to examine the role of physical education in shaping physical activity patterns. Seventy-one Hispanic and African American elementary students participated in the study. Students attended one 30- and one 60-min physical education class weekly. Pedometer steps were used to estimate physical activity. Data suggest that students did not engage in enough physical activity on a daily basis to incur health benefits. There were significant step differences in 0-, 30-, and 60-min physical education days, with the most steps occurring on 60-min days. Results from the study suggest physical education may be an important source of physical activity for Hispanic and African American students, especially girls, and may influence participation in physical activity outside of class.  相似文献   

Satellite Outreach Services Program to Under-Represented Students: Being in Their Space,Not on MySpace     

Paulita Aguilar  Kathleen Keating 《The Reference Librarian》2013,54(1):14-28

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Teachers' knowing how to use technology: exploring a conceptual framework for purposeful learning activity     

Tony Fisher  Tim Denning  Chris Higgins  Avril Loveless 《Curriculum Journal》2013,24(3):307-325

This article describes a project to apply and validate a conceptual framework of clusters of purposeful learning activity involving ICT tools. The framework, which is based in a socio-cultural perspective, is described as ‘DECK’, and comprises the following major categories of the use of digital technologies to support learning: distributed thinking and knowing; engagement; community and communication; and knowledge building. Small-scale research to test the framework was carried out with 12 teachers in English primary and secondary schools. The methods involved mind mapping, ‘think aloud’ procedures and interviews. The framework was modified in the light of teachers' responses and offers a way of describing and thinking about the diverse uses of digital technologies to support learning in various contexts.  相似文献   

Charting Pathways to the Development of Expertise     

Daniel P. Keating 《教育心理学家》2013,48(3-4):243-267

This article begins with a brief review of the history of the conceptions of intelligence and of intelligence testing. It then discusses the effects of these conceptions on education and on children's development. The problem of intelligence and intelligence testing is reformulated in terms of charting pathways to the development of expertise. In particular, the article stresses the importance of habits of mind, or patterns of thinking used in everyday life that can affect the way one approaches various tasks. Acquiring expertise requires acquiring those habits of mind that most facilitate task performance. The importance of context is stressed, as is the importance of dynamic testing of human abilities, which recognizes that people's observed levels of performance do not necessarily reflect their full capabilities.  相似文献   

Letting schools off the hook? Exploring the role of Australian secondary schools in the COAG Year 12 attainment agenda     

Jack Keating  John Polesel 《教育政策杂志》2013,28(2):268-286

In 2009, the Council of Australian Governments (COAG) set a target to lift Australia’s Year 12 or equivalent attainment rate from 83.5 to 90% by 2015. In the context of global financial uncertainty, the target was rationalised as a means for boosting national productivity and developing human capital to help Australia compete in the global knowledge economy. Historically, Year 12 attainment targets have been designed to pressure state and territory education systems to innovate and reform senior secondary curriculums and certificates, as retention and attainment rates depend largely on how flexible, diverse and inclusive the senior years are. In this paper, however, we argue that the COAG Year 12 attainment agenda is flawed and does very little to inspire innovation or reform in Australian senior secondary schools. Our argument comprises three parts. First, we argue that the COAG agenda is based on a weakened measure of attainment which is misleading and directs the burden for innovation away from senior secondary schools. Second, we argue that there are inherent limits in Australian secondary school systems which prevent the depth of innovation required to significantly contribute to raising Year 12 attainment. Third, we argue that the COAG agenda is further weakened by issues of equivalency, quality and comparison. Together, these arguments cast doubt over the value and meaningfulness of the COAG Year 12 attainment agenda and of target setting as a governmental strategy in this context.  相似文献   

Training Physical Education Students to Self-Regulate During Basketball Free Throw Practice     

Timothy J. Cleary  Barry J. Zimmerman  Tedd Keating 《Research quarterly for exercise and sport》2013,84(2):251-262

The additive effects of self-regulation training in forethought, performance, and self-reflection phase processes on acquiring a novel motoric skill (i.e., basketball free throws) and self-reflective beliefs were studied with 50 college students. The results showed a positive linear trend between the number of self-regulatory phases, in which the participants were trained, and their free throw shooting performance and shooting adaptation. The two- and three-phase training groups displayed significantly more accurate free throws and were able to self-correct their shooting form more frequently following missed shots than all other groups. Participants who received three-phase training displayed the most adaptive motivational profile, characterized by making strategic attributions and adaptive inferences and by using self/process criteria during self-evaluations.  相似文献   

An Evaluation of the Contribution of the Teacher‐Innovators to Soviet Educational Reform     

Avril Suddaby 《比较教育学》1989,25(2):245-256

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