Teaching strategies associated with conceptual change learning in Science     

Edward L. Smith  Theron D. Blakeslee  Charles W. Anderson 《科学教学研究杂志》1993,30(2):111-126

The use of teaching strategies associated with a conceptual change model of science teaching was examined in a study of thirteen 7th-grade life science teachers. Teachers taught units on photosynthesis, cellular respiration, and matter cycling in ecosystems in their regular classes under conditions varying as to whether or not conceptual change-oriented instructional materials and training sessions were provided. Greater use of conceptual change teaching strategies was associated with use of the special instructional materials, but not with the training. Students in classes where teachers were provided with the materials tended to perform better on posttests than those where such materials were not provided. The use of the conceptual change strategies by teachers was also associated with higher student performance on tests designed to assess conceptual change learning. The results support claims for the usefulness of conceptual change teaching strategies, but few of the teachers in this study could successfully implement these strategies without the support of appropriately designed curriculum materials.  相似文献   

Systemic reform,inquiry, and personal sense‐making     

Charles W. Anderson 《科学教学研究杂志》2001,38(6):629-630

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Challenging teacher beliefs about student engagement in mathematics     

Janette Bobis  Jennifer Way  Judy Anderson  Andrew J. Martin 《Journal of Mathematics Teacher Education》2016,19(1):33-55

This study explored the beliefs about student engagement in mathematics of three Year 5 and 6 teachers, focusing on the shifts that occurred during a 10-week intervention. Data obtained from teacher surveys, interviews, video-recorded workshop observations and artefacts from teachers’ classrooms reveal variations in their reactions to the professional learning experiences. Teacher responses were mediated by personal and contextual elements including teacher efficacy beliefs, teacher confidence in mathematics and their conceptions of student engagement. Theories of teacher conceptual change are used to account for variations to teacher beliefs.  相似文献   

Single-subject research methodology: an underutilized tool in the field of deafness     

M Bullis  G Anderson 《American annals of the deaf》1986,131(5):344-348

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II. Method Overview     

Daniel R. Anderson  Aletha C. Huston  Kelly L. Schmitt  Deborah L. Linebarger  & John C. Wright 《Monographs of the Society for Research in Child Development》2001,66(1):10-24

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Mentor-shape: exploring the mentoring relationships of Black women in doctoral programs     

S. Rasheem  Ali-Sha Alleman  Dawnsha Mushonga  Darlene Anderson  Halaevalu F. Ofahengaue Vakalahi 《Mentoring & Tutoring: Partnership in Learning》2018,26(1):50-69

Using a Black Feminist Thought framework, this phenomenological study focused on lived experiences with mentoring relationships among 38 Black women in doctoral programs in multiple disciplines across universities in the United States. Although emerging studies on Black women in academia acknowledge the significance of mentorship and the reality of discrimination at the intersection of race and gender, the literature lacks empirical support pertaining to the formation and outcomes of mentoring relationships, specifically for Black women in doctoral education. Findings from this study suggested four central themes in the mentoring relationships among Black women in doctoral programs: (a) organic evolvement, (b) shared identity/mutual interest, (c) personal transformation and (d) increase in access and opportunity. Implications for future research, policy, practice and education across disciplines are offered.  相似文献   

在线学习的理论与实践     

TerryAnderson  FathiElloumi  肖俊洪 《开放教育研究》2004,(5):21-22

本刊今年第3期刊登了记者对国际知名远程教育专家、加拿大阿萨巴斯卡大学特里·安德森教授的专访。安德森教授在专访中提及他和同事法希·埃劳米的新著《在线学习的理论与实践》,“希望能得到我们中国朋友的青睐和欣赏”。该书收录了16篇论文,作者全部是阿萨巴斯卡大学的教师和研究者,也都是20世纪90年代中期以来阿萨巴斯卡大学为了应对日益裁减的政府资助和生源的锐减而进行大规模教育改革的实践者和见证人,这些论文既有经验总结又有前瞻性的思考,对我国的远程教育事业不无借鉴价值。鉴于此,本刊特邀肖俊洪先生谨将该书两位主编所撰写的“引言”中的有关全书内容概要的部分译成中文,以飨读者。  相似文献   

Exploring the Robustness of a Unidimensional Item Response Theory Model With Empirically Multidimensional Data     

Daniel Anderson  Joshua D. Kahn  Gerald Tindal 《教育实用测度》2017,30(3):163-177

Unidimensionality and local independence are two common assumptions of item response theory. The former implies that all items measure a common latent trait, while the latter implies that responses are independent, conditional on respondents’ location on the latent trait. Yet, few tests are truly unidimensional. Unmodeled dimensions may result in test items displaying dependencies, which can lead to misestimated parameters and inflated reliability estimates. In this article, we investigate the dimensionality of interim mathematics tests and evaluate the extent to which modeling minor dimensions in the data change model parameter estimates. We found evidence of minor dimensions, but parameter estimates across models were similar. Our results indicate that minor dimensions outside the primary trait have negligible consequences on parameter estimates. This finding was observed despite the ratio of multidimensional to unidimensional items being above previously recommended thresholds.  相似文献   

An Assessment of the Perception of Learning Gains of Freshmen Students in an Introductory Course in Nutrition and Food Science     

Alfred K. Anderson 《Journal of Food Science Education》2006,5(2):25-30

ABSTRACT: The assessment of learning gains of students in science and other disciplines is becoming a reality following the gradual shift from the traditional style of teaching to a curriculum-based assessment of learning outcomes. The degree to which students perceive to have obtained the outcomes of a course can be measured through an assessment of students' learning gains. This study evaluated the perceived learning gains of freshmen students in an introductory class FSC 110-Introduction to Human Nutrition and Food Science (FSC 110)-over a 4-semester period. Students used the Assessment of Learning Gains Survey Instrument, developed by the Wisconsin Center for Education Research, to assess the level of their perceived learning gains. The data collected indicated that, overall, students favorably perceived their learning gains in the course. Through the instrument, students identified areas of the course that they perceived to have contributed positively to their learning experiences and those they perceived to have not contributed in any meaningful way to their learning experiences. The students' perception of their learning gains could be useful to the instructor because it offers opportunities to revise the course with respect to delivery method, assessment methods and tools, and course resources, and to improve individual support given to students to enhance their learning experience. Such alterations in pedagogy could lead to significant improvements in course quality, which could be archived and transferred to subsequent classes.  相似文献   

Improving students' understanding of carbohydrate metabolism in first-year biochemistry at tertiary level     

DR Trevor Anderson  DR Diane Grayson 《Research in Science Education》1994,24(1):1-10

Many introductory biochemistry students have problems understanding metabolism and acquiring the skills necessary to study metabolic pathways. In this paper we suggest that this may be largely due to the use of a traditional teaching approach which emphasises memorisation rather than understanding. We present an alternative approach to teaching carbohydrate metabolism which is designed to promote understanding of pathways. The approach also enables regular monitoring of, and reflection on, student progress and the identification of student reasoning and conceptual difficulties through the use of specially designed problems. Preliminary results are presented giving examples of specific student difficulties and the extent to which they were addressed by the alternative instructional approach. A qualitative evaluation of the approach is also presented. Specializations: metal accumulating plants biochemical education. Specializations: physics education, conceptual development, instructional design, improvement of tertiary science education.  相似文献