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The challenge of teaching programming in higher education is complicated by problems associated with large class teaching, a prevalent situation in many developing countries. This paper reports on an investigation into the use of a blended learning approach to teaching and learning of programming in a class of more than 200 students. A course and learning environment was designed by integrating constructivist learning models of Constructive Alignment, Conversational Framework and the Three-Stage Learning Model. Design science research is used for the course redesign and development of the learning environment, and action research is integrated to undertake participatory evaluation of the intervention. The action research involved the Students’ Approach to Learning survey, a comparative analysis of students’ performance, and qualitative data analysis of data gathered from various sources. The paper makes a theoretical contribution in presenting a design of a blended learning solution for large class teaching of programming grounded in constructivist learning theory and use of free and open source technologies. 相似文献
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Helen J. Augare Dominique M. Davíd-Chavez Frederick I. Groenke Melissa Little Plume-Weatherwax Lisa Lone Fight Gene Meier Helene Quiver-Gaddie Elvin Returns From Scout Bonnie Sachatello-Sawyer Nate St. Pierre Shelly Valdez Rachel Wippert 《Cultural Studies of Science Education》2017,12(2):227-253
Native Science Field Centers (NSFCs) were created to engage youth and adults in environmental science activities through the integration of traditional Native ways of knowing (understanding about the natural world based on centuries of observation including philosophy, worldview, cosmology, and belief systems of Indigenous peoples), Native languages, and Western science concepts. This paper focuses on the Blackfeet Native Science Field Center, the Lakota Native Science Field Center, and the Wind River Native Science Field Center. One of the long-term, overarching goals of these NSFCs was to stimulate the interest of Native American students in ways that encouraged them to pursue academic and career paths in science, technology, engineering, and mathematics (STEM) fields. A great deal can be learned from the experiences of the NSFCs in terms of effective educational strategies, as well as advantages and challenges in blending Native ways of knowing and Western scientific knowledge in an informal science education setting. Hopa Mountain—a Bozeman, Montana-based nonprofit—partnered with the Blackfeet Community College on the Blackfeet Reservation, Fremont County School District #21 on the Wind River Reservation, and Oglala Lakota College on the Pine Ridge Reservation to cooperatively establish the Native Science Field Centers. This paper presents a profile of each NSFC and highlights their program components and accomplishments. 相似文献
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Zeeb Helene Biwer Felicitas Brunner Georg Leuders Timo Renkl Alexander 《Instructional Science》2019,47(6):711-739
Instructional Science - Preservice teachers face the challenge of integrating multiple types of knowledge, such as pedagogical–psychological knowledge and subject-specific pedagogical... 相似文献
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This study examined the contribution of word decoding, first-language (L1) and second-language (L2) vocabulary and prior topic
knowledge to L2 reading comprehension. For measuring reading comprehension we employed two different reading tasks: Woodcock
Passage Comprehension and a researcher-developed content-area reading assignment (the Global Warming Test) consisting of multiple
lengthy texts. The sample included 67 language-minority students (native Urdu or native Turkish speakers) from 21 different
fifth grade classrooms in Norway. Multiple regression analyses revealed that word decoding and different facets of L2 vocabulary
explained most of the variance in Woodcock Passage Comprehension, but a smaller proportion of variance in the Global Warming
Test. For the Global Warming Test, prior topic knowledge was the most influential predictor. Furthermore, L2 vocabulary depth
appeared to moderate the contribution of prior topic knowledge to the Global Warming Test in this sample of language minority
students. 相似文献
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Cally Guerin Vicki Xafis Diana V. Doda Marianne H. Gillam Allison J. Larg Helene Luckner 《Studies in Continuing Education》2013,35(1):65-81
Writing groups for doctoral students are generally agreed to provide valuable learning spaces for Ph.D. candidates. Here an academic developer and the eight members of a writing group formed in a Discipline of Public Health provide an account of their experiences of collaborating in a multicultural, multidisciplinary thesis writing group. We consider the benefits of belonging to such a group for Ph.D. students who are operating in a research climate in which disciplinary boundaries are blurring and where an increasing number of doctoral projects are interdisciplinary in nature; in which both academic staff and students come from enormously diverse cultural and language backgrounds; and in which teamwork, networking and collaboration are prized but not always proactively facilitated. We argue that doctoral writing groups comprising students from diverse cultural and disciplinary backgrounds can be of significant value for postgraduates who wish to collaborate on their own academic development to improve their research writing and communication skills; at the same time, such collaborative work effectively builds an inclusive, dynamic research community. 相似文献
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Helene Ahl 《International Journal of Lifelong Education》2013,32(4):385-405
Adults' motivation to participate in continued education is of immediate interest, as lifelong learning is now considered as the solution to the pressing problems of increased levels of unemployment, not least among unskilled workers. Many theories concerning motivation and adult education maintain that individuals are innately motivated to learn, and conclude that motivation problems result from various dispositional, situational and structural impediments. If such barriers are removed, adults will be naturally motivated to educate themselves. This article argues against these theories and maintains that motivation should not be regarded as something residing within the individual. It is rather a construct of those who see it lacking in others. A critical reading of the literature shows how motivation theory stigmatizes people held ‘unmotivated’ in that the theories ascribe motivation problems to the individual, while assuming the basis upon which the problem is formulated for granted, and making those who formulate the problem invisible. Instead of a problem solver, motivation becomes a euphemism for direction and control. This article suggests that motivation should be seen as a relational concept, rather than as residing within the individual. Adults' motivation, or lack of this, is best understood in relation to those who formulate the problem. Instead of asking what motivates adults to study, research should focus on who states that this is a problem, and why, and the reasons for this conclusion. This approach makes the operations of power visible, and demonstrates how the discourse of lifelong learning, as a necessary political response to economic and technological determinism, constructs adults as inadequate. 相似文献