Is having more prerequisite knowledge better for learning from productive failure?     

Pee Li Leslie Toh  Manu Kapur 《Instructional Science》2017,45(3):377-394

A critical assumption made in Kapur’s (Instr Sci 40:651–672, 2012) productive failure design is that students have the necessary prerequisite knowledge resources to generate and explore solutions to problems before learning the targeted concept. Through two quasi-experimental studies, we interrogated this assumption in the context of learning a multilevel biological concept of monohybrid inheritance. In the first study, students were either provided or not provided with prerequisite micro-level knowledge prior to the generation phase. Findings suggested that students do not necessarily have adequate prior knowledge resources, especially those at the micro-level, to generate representations and solution methods for a multilevel concept such as monohybrid inheritance. The second study examined how this prerequisite knowledge provision influenced how much students learned from the subsequent instruction. Although the prerequisite knowledge provision helped students generate and explore the biological phenomenon at the micro- and macro-levels, the provision seemingly did not confer further learning advantage to these students. Instead, they had learning gains similar to those without the provision, and further reported lower lesson engagement and greater mental effort during the subsequent instruction.  相似文献   

Investigating the impact of prior knowledge and interest on aquarium visitor learning   总被引：1，自引：0，他引：1  

John H. Falk  Leslie M. Adelman 《科学教学研究杂志》2003,40(2):163-176

Most free‐choice science learning institutions, in particular science centers, zoos, aquariums, and natural history museums, define themselves as educational institutions. However, to what extent, and for which visitors, do these free‐choice learning settings accomplish their educational mission? Answering this question has proven challenging, in large part because of the inherent variability of visitors to such settings. We hypothesize that the challenges of measuring free‐choice science learning might be diminished if it were possible to pool populations during analysis in ways that reduced this variability. Specifically, we propose grouping learners according to their entering understanding and attitudes, using qualitative categories such as minimal, moderate, and extensive. In this article, we use data collected at the National Aquarium in Baltimore to determine whether grouping makes it possible to discern more readily the nature of changes in aquarium visitors' conservation knowledge and attitudes. Although analysis revealed that there were significant changes in both conservation knowledge and attitudes, entry to exit, for all 100 visitors studied, a more detailed analysis revealed that gains were not evenly distributed across all visitors. The results support the hypothesis that the grouping of learners into minimal, moderate, and extensive conservation knowledge and attitude categories enabled a more fine‐grained and accurate understanding of changes in aquarium visitor's conservation learning. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 163–176, 2003  相似文献   

The influence of kinetic structure in films on biology students' achievement and attitude     

Ellen Stephanie Simmons 《科学教学研究杂志》1980,17(1):67-73

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Academic Expectations in Mothers of Preschool Children: A Psychometric Study of the Educational Attitude Scale     

Leslie Rescorla  Marion C. Hyson  Kathy Hirsh-Pasek  Jessica Cone 《Early education and development》1990,1(3):165-184

This study reports psychometric data on the Educational Attitude Scale, a new instrument designed to tap parental opinions about early academic, artistic, athletic, and social experiences. Mothers of 371 middle class prekindergarten children in 22 different schools completed the 32-item Likert-style survey. Mothers were highly similar in their views about the importance of social experiences, but differed widely in their opinions about early academic instruction for preschoolers. The scale proved to have excellent split-half and test-retest reliability. Correlational analysis and factor analysis supported the general domain structure along which the instrument was designed. Scores on the Educational Attitude Scale were significantly correlated with scores on a Developmental Expectations Card Sort. Highly significant differences were found in parent attitudes on the scale when schools were grouped into those High versus Low in academic emphasis by community reputation and observed classroom practices. Parents had significantly higher academic expectations than their children's teachers, particularly in schools with “Low Academic” emphasis.  相似文献   

Building professional bridges with prospective teachers     

Patricia E. Simmons 《Journal of Science Teacher Education》1994,5(1):23-29

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Problem-solving behaviors during a genetics computer simulation: Beyond the expert/novice dichotomy     

Patricia E. Simmons  Vincent N. Lunetta 《科学教学研究杂志》1993,30(2):153-173

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Children's Story Telling: what it can tell us about reading difficulties     

Katy Simmons 《Literacy》1987,21(1):43-52

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A comparison of Carnegie and NCES data on postsecondary faculty: Ambiguities and disjunctures     

David W. Leslie  Elaine C. Fygetakis 《Research in higher education》1992,33(4):447-465

This paper compares the results of NCES and Carnegie surveys of postsecondary faculty to identify points of agreement and disagreement between them, and to contrast the respective survey results to other recent research on faculty. The two surveys utilized differently constructed samples, experienced different response rates, and employed different weighting schemes for purposes of analyzing and interpreting the results. Certain important inconsistencies in the results of the two surveys were observed and the paper provides a critical analysis of methodological and interpretive issues raised in a comparison of the surveys' results.  相似文献   

Selected characteristics,roles, goals,and satisfactions of department chairmen in state and land-grant institutions     

Gerald W. McLaughlin  James R. Montgomery  Dr. Leslie F. Malpass 《Research in higher education》1975,3(3):243-259

Chairmen at 38 state and land-grant institutions were found to be involved in three major roles: academic, administrative, and leadership. The academic role consists of duties of student involvement and research activities. Chairmen enjoy this role and report high emphasis on concurrent goals but feel frustrated in terms of time to pursue commensurate activities. The administrative role requires the majority of time and also contains some of the less desirable duties. In addition, administrative goals are seen as over-emphasized. The leadership role involves tasks related to academic personnel and program development. It is a major satisfaction realized by accepting the position of chairman. Developing abilities of faculty members and maintaining academic freedom are the two most important goals in this role. The respondents also made suggestions on changes and development programs which would improve their effectiveness.  相似文献   

Liberal studies and critical pedagogy in further education colleges: ‘where their eyes would be opened’ (sometimes)     

Robin Simmons 《牛津教育评论》2016,42(6):692-706

This paper revisits the liberal studies movement, a significant feature of the English further education (FE) sector from the 1950s until the beginning of the 1980s. Its central argument is that liberal and general studies (LS/GS) and similar provision offered a vehicle where, at least in some circumstances, certain politically-motivated FE teachers were able to engage in forms of mutual, dialogic teaching and learning which can be conceptualised as critical pedagogy—or at least as close to critical pedagogy as can be achieved within the formal education system in a nation such as England. The paper draws on interviews with former FE lecturers who taught various forms of liberal studies to vocational students in FE colleges across England during the 1960s, 1970s, and 1980s. Whilst it is recognised that LS/GS was always contested terrain, data presented in this paper provide evidence to suggest that the spirit of critical pedagogy existed amongst a certain strand within the liberal studies movement, at least for a time—even if not all learners wished to be emancipated by their studies.  相似文献