Implementation of a Curriculum-Integrated Computer Game for Introducing Scientific Argumentation     

Wallon  Robert C.  Jasti  Chandana  Lauren  Hillary Z. G.  Hug  Barbara 《Journal of Science Education and Technology》2018,27(3):236-247

Argumentation has been emphasized in recent US science education reform efforts (NGSS Lead States 2013; NRC 2012), and while existing studies have investigated approaches to introducing and supporting argumentation (e.g., McNeill and Krajcik in Journal of Research in Science Teaching, 45(1), 53–78, 2008; Kang et al. in Science Education, 98(4), 674–704, 2014), few studies have investigated how game-based approaches may be used to introduce argumentation to students. In this paper, we report findings from a design-based study of a teacher’s use of a computer game intended to introduce the claim, evidence, reasoning (CER) framework (McNeill and Krajcik 2012) for scientific argumentation. We studied the implementation of the game over two iterations of development in a high school biology teacher’s classes. The results of this study include aspects of enactment of the activities and student argument scores. We found the teacher used the game in aspects of explicit instruction of argumentation during both iterations, although the ways in which the game was used differed. Also, students’ scores in the second iteration were significantly higher than the first iteration. These findings support the notion that students can learn argumentation through a game, especially when used in conjunction with explicit instruction and support in student materials. These findings also highlight the importance of analyzing classroom implementation in studies of game-based learning.

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The Underlying Factors of Word Reading Rate     

Zvia Breznitz  Lauren Berman 《Educational Psychology Review》2003,15(3):247-265

The discovery of the acceleration phenomenon and the contribution of reading rate as an independent variable to the quality of the reading process brought about a systematic research project that examined the underlying factors of word reading rate. Word reading requires processing information in the visual and auditory modalities and relies on word recognition skills such as phonological and orthographic decoding. Therefore, it is believed that speed of processing of some subset of the above sub-processes affects word-reading rate. By using experimental manipulations relying on both electrophysiological (ERPs) and behavioral measures, the sub-processes that are activated in word reading can be distinguished and shown to differentiate between the early perceptual, the central cognitive, and the motoric stages of activation. Results indicate that word reading rate is related to basic speed of processing in the modalities activated during the reading process. However, the processing level within each modality that contributes to self-paced and fast word reading rate differs according to age and the efficiency of reading skills.  相似文献   

Exploring Representations of Characters with Disabilities in Library Books     

Charis Lauren Price  Michaelene M. Ostrosky  Chryso Mouzourou 《Early Childhood Education Journal》2016,44(6):563-572

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A Cohort-Driven Assessment Task for Scientific Report Writing     

Chuck  Jo-Anne  Young  Lauren 《Journal of Science Education and Technology》2004,13(3):367-376

A formative assessment task was developed to improve the scientific report writing skills of university students. Students undertaking this task typically possessed varying levels of scientific literacy and were drawn from a cohort of mixed abilities. The assessment task involved the construction of a scientific report that included feedback from instructor to students before final submission of the assessment piece. After initial submission of a scientific report, the instructor developed a cohort-specific marking scheme based on the deficiencies that were evident within the class group. Using a mixture of peer and self-review against specific criteria, the students were required to resubmit an amended report. This resulted in elevated marks compared with those that would have been obtained after first submission, thus rewarding the student for the application of feedback. This technique proved to be efficient for both parties and also resulted in improvement of skills of the entire student population, regardless of the ability of the student prior to the assessment task. Using this methodology, students of varying aptitudes were able to measure their own skill improvement against tangible criteria, and enjoy a degree of learning success independent of the ranking within their group.  相似文献   

Effects of Processing Time on Comprehension and Calibration in Print and Digital Mediums     

Lauren M. Singer Trakhman  Patricia A. Alexander  Lisa E. Berkowitz 《Journal of Experimental Education》2019,87(1):101-115

This study explored the effects of processing texts in print or digitally on readers' comprehension, processing time, and calibration. Eighty-six undergraduates read print and digital versions of book excerpts about childhood ailments presented in counterbalanced order. Comprehension was tested at three levels (i.e., main idea, key points, and other relevant information). Direct comparisons between print and digital reading demonstrated a significant advantage for reading in print on students' recall of key points and other relevant information but not the main idea. When processing time was added as a mediator variable, it significantly affected the relation between medium and comprehension for all question levels. In terms of calibration, students read more quickly and judged their performance higher when engaged digitally, although their actual performance was much better when reading in print. Implications of these findings for subsequent research are considered.  相似文献   

The role of intentionality and iconicity in children's developing comprehension and production of cartographic symbols     

Myers LJ  Liben LS 《Child development》2008,79(3):668-684

The contribution of intentionality understanding to symbolic development was examined. Actors added colored dots to a map, displaying either symbolic or aesthetic intentions. In Study 1, most children (5–6 years) understood actors' intentions, but when asked which graphic would help find hidden objects, most selected the incorrect (aesthetic) one whose dot color matched referent color. On a similar task in Study 2, 5- and 6-year-olds systematically picked incorrectly, 9- and 10-year-olds picked correctly, and 7- and 8-year-olds showed mixed performance. When referent color matched neither symbolic nor aesthetic dot colors, children performed better overall, but only the oldest children universally selected the correct graphic and justified choices with intentionality. Results bear on theory of mind, symbolic understanding, and map understanding.  相似文献   

Social Class Dialogues and the Fostering of Class Consciousness     

Meredith Madden 《Equity & Excellence in Education》2015,48(4):571-588

How do critical pedagogies promote undergraduate students’ awareness of social class, social class identity, and social class inequalities in education? How do undergraduate students experience class consciousness-raising in the intergroup dialogue classroom? This qualitative study explores undergraduate students’ class consciousness-raising in an intergroup dialogue on social class at a large, private Northeastern university. Analyses of weekly student journals are offered to expand upon our knowledge of undergraduate students’ social class experiences in higher education contexts, as well as illuminate positive impacts that intergroup dialogue pedagogy has on students’ class consciousness-raising in the intergroup dialogue classroom.  相似文献   

SUPPORTING STUDENTS IN FOSTER CARE          下载免费PDF全文

Lauren E. Palmieri  Tamika P. La Salle 《Psychology in the schools》2017,54(2):117-126

Students living in foster care are at risk for experiencing many challenges in school, spanning domains of social–emotional, behavioral, and academic functioning. They are twice as likely to be absent from school and to have received and out‐of‐school suspension and up to three and a half times more likely to receive special education services. Therefore, it is important for schools to recognize and respond to the unique needs of students in foster care to provide the necessary resources for school success. When working with students in foster care, school psychologists should be equipped to support the success of these students by determining what the needs of students in foster care are, and how to meet identified needs. The current paper will discuss the education‐related vulnerabilities and presenting problems for children in foster care and outline social–emotional, behavioral, and academic supports that school psychologists can offer.  相似文献   

Creating class-B: using a key symbol to become literate in educational discourse     

Lauren Erdreich 《Ethnography and Education》2017,12(3):311-328

This article addresses teacher training as a process of becoming literate in educational discourse. Through ethnographic research of a project for training science and math lecturers in educational practice, I follow how participants created a concept they called ‘Class-B’ to symbolise progressive educational discourse. Bringing the concept of key symbol and a New Literacy Studies approach to the analysis, I show how literacy in educational discourse is worked out and elaborated around the symbol of Class-B. The ethnography teaches us that key symbols can be keys to literacy, and perhaps be considered as a useful tool for teacher trainers.  相似文献   

“Applying anatomy to something I care about”: Authentic inquiry learning and student experiences of an inquiry project          下载免费PDF全文

Lauren M. Anstey 《Anatomical sciences education》2017,10(6):538-548

Despite advances to move anatomy education away from its didactic history, there is a continued need for students to contextualize their studies to make learning more meaningful. This article investigates authentic learning in the context of an inquiry‐based approach to learning human gross anatomy. Utilizing a case‐study design with three groups of students (n = 18) and their facilitators (n = 3), methods of classroom observations, interviews, and artifact collection were utilized to investigate students' experiences of learning through an inquiry project. Qualitative data analysis through open and selective coding produced common meaningful themes of group and student experiences. Overall results demonstrate how the project served as a unique learning experience where learners engaged in the opportunity to make sense of anatomy in context of their interests and wider interdisciplinary considerations through collaborative, group‐based investigation. Results were further considered in context of theoretical frameworks of inquiry‐based and authentic learning. Results from this study demonstrate how students can engage anatomical understandings to inquire and apply disciplinary considerations to their personal lives and the world around them. Anat Sci Educ 10: 538–548. © 2017 American Association of Anatomists.  相似文献