Effects of robotics programming on the computational thinking and creativity of elementary school students     

Noh  Jiyae  Lee  Jeongmin 《Educational technology research and development : ETR & D》2020,68(1):463-484

Educational technology research and development - Around the world, programming education is actively promoted by such factors as economic and technical requirements. The use of a robot in...  相似文献   

Links Between Preschoolers' Behavioral Regulation and School Readiness Skills: The Role of Child Gender     

Seung-Hee Son  Kangyi Lee  Miyoung Sung 《Early education and development》2013,24(4):468-490

Research Findings: We examined relations among preschoolers' behavioral regulation, gender, and school readiness outcomes in preacademic and classroom skills using a sample of South Korean preschoolers aged 3–5 (N = 229). Behavioral regulation was assessed using a direct measure, the Head–Toes–Knees–Shoulders task, which requires children to switch rules by responding in the opposite way to 4 different oral commands. Results demonstrated nonsignificant gender differences in behavioral regulation and academic skills but significant gender differences in classroom work-related skills and social skills, with higher scores for girls. Multilevel path modeling revealed that behavioral regulation predicted none of the preacademic skills and classroom behaviors after child age, gender, verbal intelligence, maternal education, and classroom nesting were controlled. However, there was an interaction effect of behavioral regulation and gender for early reading; the contribution of behavioral regulation to early reading was positive and stronger for boys. Practice or Policy: These results suggest that behavioral regulation is not an overall strong predictor of school readiness in South Korean children. Early educators need to support the development of behavioral regulation skills, especially for boys, as these skills may work as an important path to school readiness when children lack other classroom social strategies and resources.  相似文献   

Disseminating Standards in Higher Order Learning: Systemically Valid Instruments for Standards-Based Education Reform     

P. Cowan  H. Morrison  C. Wylie  F. McBride  M. Lee  G. Greenaway 《Interactive Learning Environments》2013,21(3):217-241

A decade of British experience in assessing and reporting higher order learning using a scale of national standards has important lessons for countries currently embarking on programmes of standards-based education reform. The architects of the British National Curriculum envisaged that the reliability of measures of higher order learning could be assured through a comprehensive auditing programme involving expert teachers. However, plans for a national auditing programme in Britain were never realised for financial reasons. This article argues that, in the absence of orthodox auditing procedures, modern information handling techniques have an important role to play in enhancing the technical fidelity of instruments for measuring higher order learning, by making the combined professional wisdom of experienced teachers available to the assessor at the time of marking. The higher order skill of creative writing is used to illustrate the calibration of a systemically valid computerised assessment tool, applicable to any standards-based assessment framework.  相似文献   

Playfulness-based design in educational games: a perspective on an evolutionary contest game     

Jon-Chao Hong  Ming-Yueh Hwang  Chin-Hsieh Lu  Ching-Ling Cheng  Yu-Chen Lee  Chan-Li Lin 《Interactive Learning Environments》2013,21(1):15-35

Playfulness steering is an emerging approach in educational game design and play. The integration of arithmetical computation, game strategy, and teamwork into one game allows players to interactively “steer” the playfulness and enhance learning. In this paper an evolutionary contest game was designed and implemented to examine the influencial factors. Using action research, focus groups and hermeneutic methods, this study suggest that the playfulness design of an evolutionary game is influenced by the degree of uncertainty and flexibility in decision-making, the level of challenge, equal conditions for fair play, opportunities to compete/cooperate, and the level of interactivity.  相似文献   

Designing a robot teaching assistant for enhancing and sustaining learning motivation     

I-Chun Hung  Ling Lee  Nian-Shing Chen 《Interactive Learning Environments》2013,21(2):156-171

Although many researchers have pointed out that educational robots can stimulate learners’ learning motivation, the learning motivation will be hardly sustained and rapidly decreased over time if the amusement and interaction merely come from the new technology itself without incorporating instructional strategies. Many researchers have identified that the sustainability of the learning motivation is closely related to the instructional strategies. Accordingly, learners must be well guided by suitable instructional strategies to enhance and sustain their learning motivation. In other words, suitable instructional strategies are required even if introducing educational robots to learners can stimulate learning motivation at the beginning of learning activities. Literature also suggests that systematic instructional strategies can be designed with the use of the Attention, Relevance, Confidence, and Satisfaction (ARCS) model. As the rapid development of robotics, it has become feasible to apply the educational robot for enhancing learning. A robot teaching assistant (RTA) was designed to enhance and sustain learning motivation for the learning of English reading skills. A quasi-experimental design and the Instructional Material Motivational Survey questionnaire were used for data collection and evaluation. The findings showed that the design of the RTA-based learning activities guided by the ARCS model for learning English reading skills can significantly improve learners’ learning motivation, learning performance, and continuance intention.  相似文献   

Beginning teacher attrition: a question of identity making and identity shifting     

Lee Schaefer 《Teachers and Teaching》2013,19(3):260-274

While there is discrepancy about the actual percentage of early career teachers that leave teaching in their first five years, one consistent discovery in a number of countries is that attrition is high for early career teachers. I became curious about early career teacher attrition as I watched colleagues leave the profession that they thought was a lifelong calling. In order to inquire into this phenomenon, I moved through a three-stage research process. First, I engaged in writing a series of stories about my experiences as a beginning teacher. Using autobiographical narrative inquiry, I then inquired into the stories in order to retell them looking for resonances across the stories. Secondly, I conducted a review of the literature, analyzing the studies to identify how the problem of early career teacher attrition was conceptualized. I identified two dominant problem frames: a problem frame situated within the individual and a problem frame situated in the context. Lastly, I offered a different conceptualization of the phenomenon of early career teacher attrition that draws on my autobiographical narrative inquiry and the literature review. I frame the problem of teacher attrition, not as a personal or a contextual problem frame, but as a problem of teacher identity making and identity shifting.  相似文献   

Professional identities and emotions of teachers in the context of curriculum reform: a Chinese perspective     

John Chi-Kin Lee  Yvonne Xian-Han Huang  Edmond Hau-Fai Law  Mu-Hua Wang 《Asia-Pacific Journal of Teacher Education》2013,41(3):271-287

This study explores the changing professional identities of teachers and their emotional experiences during curriculum reform in Shenzhen in the southern part of China. A qualitative approach to research was adopted. Findings reveal that the informants display several teaching behaviours and diverse emotions ranging from pain and helplessness, fulfilment and anxiety, and other mixed emotions. The three types of influential factors that influence teachers' professional identities are also discussed in this study.  相似文献   

‘It’s only a phase’: examining trust,identification and mentoring functions received across the mentoring phases     

Edward A. Bouquillon  John J. Sosik  Doris Lee 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):239-258

Kram has proposed that mentoring relationships develop and mature over time, providing different levels of mentoring functions as they progress through a sequence of four distinct phases: initiation, cultivation, separation, and redefinition. However, the influence of these mentoring phases on the dynamics and functions of mentoring has received little research attention. This quantitative field study examined the effect of mentoring phases on protégés’ perception of trust and identification with their mentors and mentoring functions received using data from 88 working professionals from industry and education. Results of MANCOVA indicated that protégés in the redefinition phase reported higher levels of psychosocial support than other protégés, and protégés in the separation phase reported lower levels of career development and role modeling than other protégés. No significant differences across the mentoring phases were found for trust and identification among protégés towards their mentors; however, protégés from education reported lower levels of identification with their mentors than those from industry.  相似文献   

Mentoring support and the professional development of beginning teachers: a Chinese perspective     

John Chi‐kin Lee  Shengyao Feng 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):243-262

For a long time, there has been a tradition in China of experienced teachers helping beginning teachers. This empirical school study investigates the kinds of support that are provided by eight dyads of mentoring teacher and first‐year secondary school teachers in Guangzhou of southern China and the major factors affecting mentoring support. In addition, this research focuses on the professional development of first‐year teachers in areas of subject knowledge, student, teaching and classroom management. The findings reveal that mentors provide four forms of support: provision of information, mutual lesson observation, collaborative lesson preparation and discussion in the office. Factors affecting mentoring support include teaching workload, grade and subject, style of mentor–protégé interactions, relationships between mentor and mentee, incentives for the mentors, and collegial culture in the case study schools. It is notable that there are positive and negative developments perceived by the protégé and the foci of mentoring tend to be the teaching of content rather than curriculum and pedagogy.  相似文献   

Electronic portfolios in grades one,two and three: a cautionary tale     

Donna Kotsopoulos  Joanne Lee  Michelle Cordy  Susan Bruyns 《Technology, Pedagogy and Education》2013,22(5):1-16

Some electronic portfolios (EPs) developers are proposing that EPs are suitable for implementation in primary education (i.e. kindergarten to grade three). Yet, empirical research evaluating the implementation and efficacy of EPs used in primary school settings at both the teacher and the student level is scarce. In this research, the authors attempted to implement EPs in grades one, two and three (approximate ages 6 through 8). EPs were reviewed to make the EP selection and in-depth collaborative planning with the teachers ensued. The main challenges for teachers and students were at the user interface level. Results from this cautionary tale suggest that implementation of EPs in primary education may be premature. While much potential exists in EPs, it has yet to be realised. Recommendations for improving EPs are suggested.  相似文献