Fifth graders' science inquiry abilities: A comparative study of students in hands‐on and textbook curricula     

Jerome Pine  Pamela Aschbacher  Ellen Roth  Melanie Jones  Cameron McPhee  Catherine Martin  Scott Phelps  Tara Kyle  Brian Foley 《科学教学研究杂志》2006,43(5):467-484

A large number of American elementary school students are now studying science using the hands‐on inquiry curricula developed in the 1990s: Insights; Full Option Science System (FOSS); and Science and Technology for Children (STC). A goal of these programs, echoed in the National Science Education Standards, is that children should gain “abilities to do scientific inquiry” and “understanding about scientific inquiry.” We have studied the degree to which students can do inquiries by using four hands‐on performance assessments, which required one or three class periods. To be fair, the assessments avoided content that is studied in depth in the hands‐on programs. For a sample of about 1000 fifth grade students, we compared the performance of students in hands‐on curricula with an equal number of students with textbook curricula. The students were from 41 classrooms in nine school districts. The results show little or no curricular effect. There was a strong dependence on students' cognitive ability, as measured with a standard multiple‐choice instrument. There was no significant difference between boys and girls. Also, there was no difference on a multiple‐choice test, which used items released from the Trends in International Mathematics and Science Study (TIMSS). It is not completely clear whether the lack of difference on the performance assessments was a consequence of the assessments, the curricula, and/or the teaching. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 467–484, 2006  相似文献   

Teachers' beliefs about student motivation: similarities and differences across cultures     

Neil R. Hufton  Julian G. Elliott  Leonid Illushin 《比较教育学》2003,39(3):367-389

The opinions of 108 teachers, about what influenced adolescent students' motivation and de-motivation, were sought through interview, at sites in each of the UK, the USA and Russia. Teachers' opinions in all three milieux were found to concur—on the positive effects of: parental interest and involvement and parental dissatisfaction; partnership with parents; teacher-student relations; symbolic and material rewards; grades and marks; success in learning—and on the negative effects of some leisure pursuits and of potential post-school unemployment. However, the meaning to be attached to such concurrence is problematised by contextualising apparent agreement within significantly differing local arrangements for, and expectations of: partnership with parents; continuity and duration of teacher-student-parent relations; the development of teachers' professional learning from experience; the deployment of praise and criticism; the pedagogical use of assessment; and the deployment of out-of-school time. Amplifying effects of peer and community subcultures, on the influence of potential unemployment, were also found to differ between contexts. It is concluded that whilst points of concurrence in teachers' opinions are of undoubted interest for any general theory of motivation to learn in school, methods which explore the conceptual system and semantic structure of the background beliefs which inform the expressed opinions that respondents express are urgently needed. The paper argues that we need to be able to model the underlying expectations and constraints which lend structure and priority to the lived experience of being schooled.  相似文献   

ANALYSIS OF VARIANCE OF GAIN SCORES WHEN INITIAL ASSIGNMENT IS RANDOM1     

Julian C. Stanley 《Journal of Educational Measurement》1966,3(2):179-182

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Detrimental effects of immediate explanation feedback     

Julian Roelle  Natalie Rahimkhani-Sagvand  Kirsten Berthold 《European Journal of Psychology of Education - EJPE》2017,32(3):367-384

Adjunct questions are a common means to foster learning from instructional explanations. As the benefit of adjunct questions is mitigated if learner performance on them is low, it is also common to provide feedback as an add-on if learners fail to correctly respond to them. However, if adjunct questions are highly demanding, feedback might not only beneficially affect learning because it helps learners revise their comprehension difficulties; at the same time, it could also detrimentally affect learning by causing learners to invest less time in responding to subsequent adjunct questions, which lowers learner performance on these questions. This, in turn, could reduce learning outcomes. To address these potential detrimental effects of feedback, we experimentally varied whether N?=?59 students received immediate feedback after they responded to highly demanding adjunct questions. We found that the feedback did indeed have detrimental effects: At least for the learners who perceived the task of responding to the adjunct questions as highly demanding, the feedback decreased both the time the learners invested in responding to the adjunct questions and their performance on them. This detrimental effect on the performance on the adjunct questions, in turn, entailed a detrimental effect on learning outcomes. We conclude that immediate feedback is not necessarily a beneficial add-on to adjunct questions in all situations.  相似文献   

Blocking of conditioned suppression with 1 or 10 compound trials     

Julian L. Azorlosa  George A. Cicala 《Learning & behavior》1986,14(2):163-167

It is generally agreed that the Kamin blocking effect provides a differential test of the model of classical conditioning proposed by Rescorla and Wagner (1972), on the one hand, and the models proposed by Mackintosh (1975) and Pearce and Hall (1980), on the other. Specifically, if the blocking effect occurs with 1 compound trial, Rescorla and Wagner are supported. Experiment 1 showed that prior training with one element of a simultaneous compound stimulus prevented the added element from becoming conditioned with 10 compound trials when compared with a nonpretrained (Kamin) control. A pseudoconditioning control, which received no compound training, showed substantial suppression only on the first trial. A contextual conditioning control, which received unsignaled shock prior to compound training, was suppressed, suggesting a failure of conditioning to contextual cues. Experiment 2 demonstrated 1-compound-trial blocking using a simultaneous presentation of the compound elements. The importance of this support for the Rescorla-Wagner model is discussed in the light of other supportive studies and those which support alternative models of classical conditioning.  相似文献   

Notes on Classroom Practice and the Ownership and Use of Personal Computers Amongst Egyptian Science and Mathematics Teachers     

Martin Monk  Julian Swain  Mary Ghrist  Wendy Riddle 《Education and Information Technologies》2003,8(1):83-95

This paper reports a study of the acquisition and use of personal computers by Egyptian science and mathematics teachers. Self-report data was collected from the same teachers on how they had changed their classroom activities and professional practice since their return to Egypt following a twelve-week in-service course in the United Kingdom. The data from this sample of teachers is compared with that from a second sample, who also attended the same in-service programme, but did not report the purchase of a personal computer. Analysis indicates that the Egyptian teachers with personal computers have tended to concentrate on improving the quality of current practice, through better preparation and student testing, rather than introducing major, paradigmatic, changes to their teaching.  相似文献   

Signaling a change in cue-outcome relations in human associative learning     

Pineño O  Miller RR 《Learning & behavior》2004,32(3):360-375

In three experiments, we assessed the role of signals for changes in the consequences of cues as a potential account of the renewal effect. Experiment 1 showed recovery of responding following extinction when acquisition, extinction, and test phases occurred in different contexts. In addition, extinction treatment in multiple contexts attenuated context-induced response recovery. In Experiment 2, we used presentations of an extraneous stimulus (ES), instead of context shifts, and found that responding recovered from extinction only when the ES was presented both between acquisition and extinction and between extinction and test. In Experiment 3, we used a reversal learning design in which, during training, two cues were first paired with different outcomes, then paired with the alternative outcomes, and finally paired again with the original outcomes. In this experiment, presentation, just prior to testing, of an ES that had previously been presented between the different phases produced an expectation of reversal in the meaning of the cues.  相似文献   

The Real-Time Case Method: Description and Analysis of the First Implementation     

Clare Kilbane  James Theroux  Julian Sulej  Barry Bisson  David Hay  Dennis Boyer 《Innovative Higher Education》2004,29(2):121-135

This article describes the first implementation of the Real-time Case Method (RTCM)—a new instructional practice that makes use of various technologies to create a new type of case study. Data obtained from five instructors at four business schools in the U.S. and Canada were analyzed using analytic induction. Analysis suggests RTCM was successfully implemented at both the graduate and undergraduate levels, in traditional face-to-face as well as online learning environments, with students of varying levels of experience and backgrounds, and by instructors with differing professional backgrounds and teaching styles. The instructors were highly satisfied with the method. They observed that students were engaged by RTCM, that it motivated them to work harder and longer on assignments, and that it allowed them to have experiences that were qualitatively different from those available from textbooks and traditional cases.  相似文献   

A guide to establishing hybrid learning courses: Employing information technology to create a new learning experience, and a case study   总被引：2，自引：1，他引：2  

Kamolbhan Olapiriyakul  Julian M. Scher   《The Internet and Higher Education》2006,9(4):287-301

Hybrid learning, or blended learning, has become an interesting learning delivery method in recent years. Many universities have sought to develop their own hybrid learning courses as another option for students and instructors who prefer to replace some portion of traditional face-to-face meeting time with online instruction. This paper provides some pragmatic guidance for establishing hybrid learning courses in universities. The authors focus on the use of information technology, as well as the development and the design of the course content. The paper also illustrates a case study of hybrid learning courses at NJIT. The research results showed no significant difference between the performance of the students who took a course in hybrid mode versus the performance of those who took the identical course in distance learning mode. Some positive feedback in terms of perceived benefit from the hybrid course instruction and course materials was obtained from the students. The student learning styles were also investigated. The results demonstrated that the majority of students who participated in the hybrid learning course are active/sensing/sequential/visual learners. Most of them preferred visual presentations to verbal explanations. The research results also revealed the difference between learning styles of students with high performance, and those with low performance.  相似文献   

Mind the Gap: Why do people act environmentally and what are the barriers to pro-environmental behavior?   总被引：3，自引：6，他引：3  

Anja Kollmuss  Julian Agyeman 《Environmental Education Research》2002,8(3):239-260

Numerous theoretical frameworks have been developed to explain the gap between the possession of environmental knowledge and environmental awareness, and displaying pro-environmental behavior. Although many hundreds of studies have been undertaken, no definitive explanation has yet been found. Our article describes a few of the most influential and commonly used analytical frameworks: early US linear progression models; altruism, empathy and prosocial behavior models; and finally, sociological models. All of the models we discuss (and many of the ones we do not such as economic models, psychological models that look at behavior in general, social marketing models and that have become known as deliberative and inclusionary processes or procedures (DIPS)) have some validity in certain circumstances. This indicates that the question of what shapes pro-environmental behavior is such a complex one that it cannot be visualized through one single framework or diagram. We then analyze the factors that have been found to have some influence, positive or negative, on pro-environmental behavior such as demographic factors, external factors (e.g. institutional, economic, social and cultural) and internal factors (e.g. motivation, pro-environmental knowledge, awareness, values, attitudes, emotion, locus of control, responsibilities and priorities). Although we point out that developing a model that tries to incorporate all factors might neither be feasible nor useful, we feel that it can help illuminate this complex field. Accordingly, we propose our own model based on the work of Fliegenschnee and Schelakovsky (1998) who were influenced by Fietkau and Kessel (1981).  相似文献