Development of an Instrument Designed to Investigate Elements of Science Students’ Metacognition,Self‐Efficacy and Learning Processes: The SEMLI‐S     

Gregory Thomas  David Anderson  Samson Nashon 《International Journal of Science Education》2013,35(13):1701-1724

The development and evaluation of science students’ metacognition, learning processes and self‐efficacy are important for improving science education. This paper reports on the development of an empirical self‐report instrument for providing a measure of students’ metacognition, self‐efficacy and constructivist science learning processes. A review of the range of literature related to metacognition, self‐regulation and constructivist learning processes resulted in the development of an initial bilingual (English and traditional Chinese) instrument composed of 72 items. This instrument was completed by 465 Hong Kong high school students. The data collected were subjected to exploratory factor analysis and Rasch analysis. The subsequent refinement process resulted in a final version of the Self‐Efficacy and Metacognition Learning Inventory—Science (SEMLI‐S) consisting of 30 items that can be used for either analysing and focusing on any or all of its dimensions or for assigning scores to individuals that enable comparison between them in relation to their metacognitive science learning orientations.  相似文献   

Complexity of Secondary Scientific Data Sources and Students’ Argumentative Discourse     

Steven C. Kerlin  Scott P. McDonald  Gregory J. Kelly 《International Journal of Science Education》2013,35(9):1207-1225

This study examined the learning opportunities provided to students through the use of complex geological data supporting scientific inquiry. Through analysis of argumentative discourse in a high school Earth science classroom, uses of US Geological Survey (USGS) data were contrasted with uses of geoscience textbook data. To examine these differences, we conducted a review of frameworks for argumentation analysis, and through adaptation to the research foci of this study, developed a new analytic approach. Applying this approach to student classroom discourse revealed the affordances and constraints of both the complex USGS datasets and the filtered textbook data sources. The challenges of teaching with complex data are presented.  相似文献   

Improving the Root Mean Square Error of Approximation for Nonnormal Conditions in Structural Equation Modeling     

Jonathan Nevitt  Gregory R. Hancock 《Journal of Experimental Education》2013,81(3):251-268

In this study, the authors investigated incorporating adjusted model fit information into the root mean square error of approximation (RMSEA) fit index. Through Monte Carlo simulation, the usefulness of this adjusted index was evaluated for assessing model adequacy in structural equation modeling when the multivariate normality assumption underlying maximum likelihood estimation is violated. Adjustment to the RMSEA was considered in 2 forms: a rescaling adjustment via the Satorra-Bentler rescaled goodness-of-fit statistic and a bootstrap adjustment via the Bollen and Stine adjusted model p value. Both properly specified and misspecifed models were examined. The adjusted RMSEA was evaluated in terms of the average index value across study conditions and with respect to model rejection rates under tests of exact fit, close fit, and not-close fit.  相似文献   

YOUTH AND THE CHURCH 1     

Dean R. Hoge  Gregory H. Petrillo 《Religious education (Chicago, Ill.)》2013,108(3):305-313

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Parents’ Metacognitive Knowledge: Influences on Parent–Child Interactions in a Science Museum Setting     

Gregory P Thomas  David Anderson 《Research in Science Education》2013,43(3):1245-1265

Despite science learning in settings such as science museums being recognized as important and given increasing attention in science education circles, the investigation of parents’ and their children’s metacognition in such settings is still in its infancy. This is despite an individual’s metacognition being acknowledged as an important influence on their learning within and across contexts. This research investigated parents’ metacognitive procedural and conditional knowledge, a key element of their metacognition, related to (a) what they knew about how they and their children thought and learned, and (b) whether this metacognitive knowledge influenced their interactions with their children during their interaction with a moderately complex simulation in a science museum. Parents reported metacognitive procedural and conditional knowledge regarding their own and their children’s thinking and learning processes. Further, parents were aware that this metacognitive knowledge influenced their interactions with their children, seeing this as appropriate pedagogical action for them within the context of the particular exhibit and its task requirements at the science museum, and for the child involved. These findings have implications for exhibit and activity development within science museum settings.  相似文献   

The ‘dissertation marathon’ in doctoral distance education     

M. Gregory Tweedie  Sheila Clark  Robert C. Johnson  D. William Kay 《Distance Education》2013,34(3):379-390

Participation in “communities of practice” is often depicted as a central feature of various theoretical understandings of the social nature of learning. How are such communities of practice to be enacted in distance education, which, by definition, implies spatial detachment? This article reflects on the dimensions of communities of practice experienced by four students undertaking doctoral studies by distance education, working in different countries than the one in which the institution of their studies is based, and at four different phases of their doctoral program. In each writer’s experience, community of practice involvement was identified as critical in program completion, yet the source of the learning community was in each case outside of institutional provision.  相似文献   

Professional development for online university teaching     

Janet Gregory  Gilly Salmon 《Distance Education》2013,34(3):256-270

Almost every higher education institution is challenged to develop increasing numbers of staff to teach online or blended modes of learning. The process needs to be rapid, cost-effective and lead directly to practical outcomes. From our experience, we had little time, opportunity or the need to start from scratch, and we chose to adopt and adapt a course that was based on a well-rehearsed and respected pedagogical model. We offer our experience to date as a case study with some extracted principles for others to explore and follow. We discuss the value of contextualization, incremental innovation, and mentoring of online convenors. This article will be of interest to those seeking to provide effective professional development routes for large numbers of staff.  相似文献   

Coordinating principles and examples through analogy and self-explanation     

Timothy J. Nokes-Malach  Kurt VanLehn  Daniel M. Belenky  Max Lichtenstein  Gregory Cox 《European Journal of Psychology of Education - EJPE》2013,28(4):1237-1263

Research on expertise suggests that a critical aspect of expert understanding is knowledge of the relations between domain principles and problem features. We investigated two instructional pathways hypothesized to facilitate students’ learning of these relations when studying worked examples. The first path is through self-explaining how worked examples instantiate domain principles and the second is through analogical comparison of worked examples. We compared both of these pathways to a third instructional path where students read worked examples and solved practice problems. Students in an introductory physics class were randomly assigned to one of three worked example conditions (reading, self-explanation, or analogy) when learning about rotational kinematics and then completed a set of problem solving and conceptual tests that measured near, intermediate, and far transfer. Students in the reading and self-explanation groups performed better than the analogy group on near transfer problems solved during the learning activities. However, this problem solving advantage was short lived as all three groups performed similarly on two intermediate transfer problems given at test. On the far transfer test, the self-explanation and analogy groups performed better than the reading group. These results are consistent with the idea that self-explanation and analogical comparison can facilitate conceptual learning without decrements to problem solving skills relative to a more traditional type of instruction in a classroom setting.  相似文献   

Memory Self-Efficacy,Aging, and Memory Performance: The Roles of Effort and Persistence     

Gregory D. Wells  Carrie Esopenko 《Educational gerontology》2013,39(6):520-530

The relative importance of mental effort, as indicated by strategy use, and persistence as potential mediators of the memory self-efficacy (MSE)/memory performance relationship was investigated within a sample of 26 adults aged 65 years and older. It was found that persistence but not strategy use was predictive of performance on a free-recall task. Age-related declines were found in persistence, performance, and MSE but not in strategy use. Counter to expectation, neither strategy use nor persistence was significantly related to a global measure of MSE. These results highlight the importance in MSE research of distinguishing mental effort and persistence, of task-specific measures of MSE, and of considering age-related changes within the elderly population. Implications for MSE intervention programs are briefly discussed.  相似文献   

Role of peers in student academic achievement in exogenously formed university groups     

Gregory Androushchak  Oleg Poldin 《Educational studies》2013,39(5):568-581

We estimate the influence of classmates’ ability characteristics on student achievement in exogenously formed university student groups. The study uses administrative data on undergraduate students at a large selective university in Russia. The presence of high-ability classmates has a significant positive effect on individual grades in key economics and mathematics courses as well as on overall academic performance. While a simple linear-in-means model reveals moderate peer effects, non-linear specifications give strong evidence that students at the top of the ability distribution derive the greatest benefit from high-ability classmates. Less able students are not affected by peers and have no significant influence on peers’ outcomes.  相似文献