An aptitude–treatment interaction approach to writing-to-learn     

Marleen Kieft  Gert Rijlaarsdam  Huub van den Bergh   《Learning and Instruction》2008,18(4):379-390

In this article, we propose to link the study of writing-to-learn to the theory of aptitude–treatment interaction (ATI). In an experimental study we examined the effects of a course on “Writing-to-learn about literary stories” consisting of writing tasks adapted to either a planning or a revising writing strategy. We hypothesized that the effects of writing-to-learn tasks depend on the interaction between students' preferred writing strategy and the type of writing instruction, matching or mismatching students' writing strategy. Our match hypothesis was in the main confirmed: results indicated that adapting writing tasks to students' writing strategies increases their learning in the field of literature.  相似文献   

Relating self reports of writing behaviour and online task execution using a temporal model     

Marion Tillema  Huub van den Bergh  Gert Rijlaarsdam  Ted Sanders 《Metacognition and Learning》2011,6(3):229-253

Current theory about writing states that the quality of (meta)cognitive processing (i.e. planning, text production, revising, et cetera) is, at least partly, determined by the temporal distribution of (meta)cognitive activities across task execution. Put simply, the quality of task execution is determined more by when activities are applied than by how often they are applied. Planning and revising are two extreme writing styles, in which (meta)cognitive activities are temporally differently distributed across the writing process. Planners are writers who generate plans before text production. Revisers use text production as a means to arrive at a content plan. The present study investigates the question whether the online (meta)cognitive processing of secondary school students during writing tasks, as measured by think aloud techniques and keystroke logging, can be predicted by their responses to an offline questionnaire which measures to what degree students considered themselves to be planners and revisers. It was expected that different reported writing styles would entail different temporal distributions of six (meta)cognitive activities: reading the assignment, planning, text production, reading own text, evaluating own text and revising. This hypothesis was partly confirmed. The results show that the online temporal distributions of reading the assignment and planning are different for different degrees of reported writing styles. On the basis of these results, the validity of both the questionnaire and the concept of planner and reviser styles are discussed.  相似文献   

Immersive virtual reality in STEM: is IVR an effective learning medium and does adding self-explanation after a lesson improve learning outcomes?     

Elme  Liisalotte  Jørgensen  Maria L. M.  Dandanell  Gert  Mottelson  Aske  Makransky  Guido 《Educational technology research and development : ETR & D》2022,70(5):1601-1626

Educational technology research and development - The goal of the current study was to investigate the effects of an immersive virtual reality (IVR) science simulation on learning in a higher...  相似文献   

Building on student mathematical thinking in whole-class discourse: exploring teachers’ in-the-moment decision-making,interpretation, and underlying conceptions     

Kooloos  Chris  Oolbekkink-Marchand  Helma  van Boven  Saskia  Kaenders  Rainer  Heckman  Gert 《Journal of Mathematics Teacher Education》2022,25(4):453-477

Often, mathematics teachers do not incorporate whole-class discourse of students’ various ideas and solution methods into their teaching practice. Particularly complex is the in-the-moment decision-making that is necessary to build on students’ thinking and develop their collective construction of mathematics. This study explores the decision-making patterns of five experienced Dutch mathematics teachers during their novice attempts at orchestrating whole-class discourse concerning students’ various solution methods. Our goal has been to unpack the complexity of their in-the-moment decision-making during whole-class discourse through lesson observations and stimulated recall interviews. We investigated teacher decision-making adopting a model that combines two perspectives, namely (1) we explored student-teacher interaction with regard to building on student thinking and (2) we explored how the teachers based decisions during such interaction upon their own personal conceptions and interpretation of student thinking. During these novice attempts at orchestrating whole-class discourse, the teachers created many situations for students to articulate their thinking. We found that at certain instances, teachers’ in-the-moment decision-making resulted in opportunities to build on student thinking that were not completely seized. During such instances, the teachers’ decision-making was shaped by the teachers’ own conceptions of the relevant mathematics and by teacher conceptions that centered around student understanding and mathematical goals. Our findings suggest that teachers might be supported in their novice attempts at whole-class discourse by explicit discussion of the mathematics and of their conceptions with regard to student understanding and mathematical goals.

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Making sense of student mathematical thinking: the role of teacher mathematical thinking     

Kooloos  Chris  Oolbekkink-Marchand  Helma  van Boven  Saskia  Kaenders  Rainer  Heckman  Gert 《Educational Studies in Mathematics》2022,110(3):503-524

Educational Studies in Mathematics - In mathematical whole-class discussions, teachers can build on various student ideas and develop these ideas toward mathematical goals. This requires teachers...  相似文献   

Understanding Learning Culturally: Overcoming the Dualism Between Social and Individual Views of Learning   总被引：1，自引：0，他引：1  

Phil Hodkinson  Gert Biesta  David James 《Vocations and Learning》2008,1(1):27-47

This paper identifies limitations within the current literature on understanding learning. Overcoming these limitations entails replacing dualist views of learning as either individual or social, by using a theory of learning cultures and a cultural theory of learning, which articulate with each other. To do this, we argue that it is possible and indeed necessary to combine major elements of participatory or situated views of learning with elements of Deweyan embodied construction. Bourdieu’s concepts of habitus and field are used to achieve this purpose, together with the use of ‘becoming’ as a metaphor to help understand learning more holistically. This theorizing has a predominantly heuristic purpose, and we argue that it enables researchers to better explain data. We also suggest that a cultural approach of the sort proposed here leads toward the asking of better questions about learning and its improvement and has high practical significance.

Phil HodkinsonEmail:

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After postmodernism … let’s talk about education     

Gert Biesta 《Educational Philosophy and Theory》2018,50(14):1557-1558

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Students' expectations about the processing demandsof teacher-made tests     

Hein  Bernadette H.A.M.  Huub  Gert 《Studies in Educational Evaluation》2004,30(4):281-304

History teachers (N=22) and their 11th-grade students (N=451) rated the importanceof four types of questions (verbatim, paraphrase, inference and skill items) by indicating the degree to which these questions were to be expected in an upcoming teacher-made test about a particular textbook chapter. In addition, teachers classified their actual tests according to these four question types. Importance ratings of individual students showed a low correspondence with those of their teacher and no correspondence with the actual test questions (as classified by their teacher). However, teachers' importance ratings also showed a considerable number of discrepancies with the actual test questions. These findings suggest that in study-test situations, more clarity is needed about processing demands.  相似文献   

Beyond Re/Presentation: A Case for Updating the Epistemology of Schooling   总被引：1，自引：0，他引：1  

Gert J. J. Biesta  Deborah Osberg 《Interchange》2007,38(1):15-29

In this paper we wish to argue that despite strong challenges to representational epistemology in the last two centuries, modern schooling is still organised around a representational view of knowledge. This is the case despite teaching practices being modified to accommodate different views of knowledge that have emerged in the last two centuries. This means, if schooling is to be brought in line with current epistemological trends, there is still a case for updating the epistemology of schooling. Our analysis shows, however, that this update will not leave the idea of modern schooling in tact. Updating the epistemology of schooling, so we argue, requires a fundamental rethink of the purposes of schooling.  相似文献   

Analysing change in learning strategies over time: A comparison of three statistical techniques     

Liesje Coertjens  Tine van Daal  Vincent Donche  Sven De Maeyer  Gert Vanthournout  Peter Van Petegem 《Studies in Educational Evaluation》2013

Change in learning strategies during higher education is an important topic of research when considering students’ approaches to learning. Regarding the statistical techniques used to analyse this change, repeated measures ANOVA is mostly relied upon. Recently, multilevel and multi-indicator latent growth (MILG) analyses have been used as well. The present study provides details concerning the differences between these three techniques. By applying them to the same dataset, we aim to answer two research questions. Firstly, how are findings on the average trend complementary, convergent or divergent? Secondly, how are results on the differential growth over time complementary, convergent or divergent? Data originates from a longitudinal study on the change in learning strategies during the transition from secondary to higher education in Flanders (Belgium). 425 students provided complete data at each of the three waves of data collection. Results on the significance of average trends are convergent while the strength of the growth over time diverges across analysis techniques. Regarding the differential change, the MILG seems more able to detect variance in growth over time. Recommendations for future research on the changeability of learning strategies over time are provided.  相似文献