Beliefs about justification for knowing when ethnic majority and ethnic minority students read multiple conflicting documents     

Helge Ivar Strømsø  Ivar Bråten  Øistein Anmarkrud  Leila E. Ferguson 《教育心理学》2016,36(4):638-657

We examined the role of justification for knowing beliefs in learning and comprehension when ethnic majority and ethnic minority students from the same school classes read five conflicting documents on the scientific issue of sun exposure and health. Results showed that the more ethnic minority students trusted scientific authorities and the less they relied on personal opinion when validating knowledge claims in the domain of science, the more they learned from and the better they comprehended the documents. In contrast, justification for knowing beliefs did not seem to play a role in learning and comprehension among ethnic majority students. These results may reflect that the documents represented more of a challenge to the ethnic minority students, with justification beliefs affecting learning and comprehension processes to a greater extent when the task is perceived as an ill-structured problem. This study is probably the first to indicate different relationships between various justification beliefs and performance in different language and cultural groups, having theoretical as well as educational implications.  相似文献   

The Discrepancy-Induced Source Comprehension (D-ISC) Model: Basic Assumptions and Preliminary Evidence     

Jason L. G. Braasch  Ivar Bråten 《教育心理学家》2017,52(3):167-181

Despite the importance of source attention and evaluation for learning from texts, little is known about the particular conditions that encourage sourcing during reading. In this article, basic assumptions of the discrepancy-induced source comprehension (D-ISC) model are presented, which describes the moment-by-moment cognitive processes that readers undergo when reading-to-understand controversial messages. We then review supporting evidence from single and multiple text comprehension research. In the discussion, we draw conclusions based on the theoretical and empirical research, highlight limitations of what is known to date, and suggest how further investigations of D-ISC might address these concerns.  相似文献   

Teaching and discussing about risk: seven elements of potential significance for science education     

Linda Schenk  Karim M. Hamza  Margareta Enghag  Iann Lundegård  Leena Arvanitis  Karin Haglund 《International Journal of Science Education》2019,41(9):1271-1286

The present paper takes its point of departure in risk being a relevant content for science education, and that there are many different approaches to how to incorporate it. By reviewing the academic literature on the use and definitions of risk from fields such as engineering, linguistics and philosophy, we identified key elements of the risk concept relevant for science education. Risk is a phenomenon of the future that may be conveyed by our activity, it is something that may or may not take place. Hence, at the core of risk we find uncertainty and consequence. Furthermore, the elements of probability and severity are relevant modifiers of the consequence, as well as both subject to uncertainty. Additionally, in framing, understanding and decision-making on risk, as individuals or society, we need to acknowledge that risk has both objective and subjective components, lying in the interface between knowledge and values. In this paper, we describe how these key elements were derived from the literature and derive a schematic model of the risk concept for the purpose of science education. We further discuss how this model may assist in planning, execution and evaluation of teaching activities explicitly or implicitly involving risk issues.  相似文献   

Demographic and psychological predictors of grade point average (GPA) in North-Norway: a particular analysis of cognitive/school-related and literacy problems     

Rannveig Grøm Sæle  Tore Sørlie  Trude Nergård-Nilssen  Karl-Ottar Ottosen  Charlotte Bjørnskov Goll  Oddgeir Friborg 《教育心理学》2016,36(10):1886-1907

Approximately 30% of students drop out from Norwegian upper secondary schools. Academic achievement, as indexed by grade point average (GPA), is one of the strongest predictors of dropout. The present study aimed to examine the role of cognitive, school-related and affective/psychological predictors of GPA. In addition, we examined the psychometric properties of a new scale for literacy problems (LP), as well as its role for GPA. Analyses showed that the scale had favourable psychometric properties. Multivariable regression analyses showed that study track choice, task solving skills, gender, lack of educational plans and LP predicted GPA in descending order. The major implication of the study was that GPA is related to a multiple number of demographic, cognitive and psychosocial factors, and that any interventions addressing GPA will be less effective if not addressing psychosocial in addition to cognitive/school-related factors.  相似文献   

Inside the Black Box: On the Concepts “Teaching” and “Learning” and the Connections Between Them     

Pål Anders Opdal 《Scandinavian Journal of Educational Research》2020,64(3):457-470

ABSTRACT

In this paper, I discuss the concepts “teaching” and “learning” and investigate the connections between them. Starting from the perspective on teaching and learning expressed in The European Qualifications Framework (EQF), I analyse three theses on the concept of teaching: the Dewey-thesis, the Standard-thesis and the Hirst-thesis, identifying problems in the established definitions. Following Hirst, I contend that teaching is an intention, hence a potential, having learning as its possible realization. That the learning is only possible is the papers main argument, since it explains how and why (the quality of) input is vitally important in educational settings. This idea is in direct opposition to the view in the EQF. In consequence, I argue that the connection between teaching and learning is teleological as opposed to mechanical. By way of contrast, I distinguish my understanding from Ryle-like analyses of teaching as task and learning as achievement, and argue that on a teleological understanding, teaching might be considered an achievement in its own right.  相似文献   

A qualitative investigation of student engagement in a flipped classroom     

Anna Therese Steen-Utheim  Njål Foldnes 《Teaching in Higher Education》2018,23(3):307-324

The flipped classroom is gaining acceptance in higher education as an alternative to more traditional methods of teaching. In the current study, twelve students in a Norwegian higher education institution were in-depth interviewed about their learning experiences in a two-semester long mathematics course. The first semester was taught using flipped classroom and the second semester using lectures, where both teaching modes contained a substantial amount of active learning. Overall, students report a more positive learning experience and higher engagement in the flipped classroom. The analysis revealed seven categories that the students highlight as especially conducive to their learning; commitment to peers, being recognized, feeling safe, instructor relationship, physical learning environment, learning with peers and using videos to learn new content. The results indicate that the affective dimension of student engagement is particularly prominent when students reflect upon learning in the flipped classroom.  相似文献   

Barbie princesses and dinosaur dragons: narration as a way of doing gender     

Eva Änggård 《Gender and education》2005,17(5):539-553

In this article, young children’s narration in words and pictures is discussed from a gender perspective. The article is based on a project in which eight pre‐school children made their own books. In their stories, the children reused narratives picked up from different media, both traditional fairytales and popular cultural products. The reuse of those narratives gives children opportunities to explore gender positions in a playful way. The narratives produced by the children had, in certain respects, a gender‐stereotyped content. The girls and the boys selected gender‐specific themes for their stories. But in their stories, the children also made reinterpretations of traditional stories and gender patterns. The girls let the female characters play the active roles and the boys let their heroes become friends with the enemies. In this way, the children used the stories creatively, reshaping them to fit their own purposes.  相似文献   

To click or not to click: investigating conflict detection and sourcing in a multiple document hypertext environment     

Delgado  Pablo  Stang Lund  Elisabeth  Salmerón  Ladislao  Bråten  Ivar 《Reading and writing》2020,33(8):2049-2072

This study investigated whether accessing conflicting claims in other documents by means of hyperlinks embedded within currently read documents may facilitate conflict detection and source-content integration. Norwegian undergraduates (n?=?85) read multiple conflicting documents on a controversial health-related issue, with half of the conflicting claims across documents hyperlinked and the other half not. Moreover, half of the participants were told that they would get more information by clicking on the links (weak prompting condition) while the other half were additionally told that clicking on the links was necessary to get a more complete understanding of the issue (strong prompting condition). Results indicated that the extent to which participants accessed conflicting claims in other documents via the hyperlinks was positively related to their detection of cross-document conflicts as well as their integration of source-content information. A mediational analysis indicated that conflict detection mediated the effect of accessing conflicting claims via the hyperlinks on source-content integration. No relationship was found between the prompting condition and participants’ selection of the hyperlinks. The theoretical significance as well as the practical value of our findings are discussed.

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Effects of different ways of introducing a reading task on intrinsic motivation and comprehension          下载免费PDF全文

Ivar Bråten  Roy‐Petter Johansen  Helge I. Strømsø 《Journal of Research in Reading》2017,40(1):17-36

This study compared the effects of two brief prereading instructional practices – hands‐on activities and prior knowledge activation – on sixth‐graders' intrinsic motivation for reading a text and reading comprehension. Both hands‐on activities and prior knowledge activation substantially improved reading comprehension relative to a control condition where students just read to answer questions and take a test about the text content. These effects did not depend on preexisting individual differences in basic reading skill, reading motivation or topic knowledge. Hands‐on activities and prior knowledge activation did not differentially affect reading comprehension, however, nor did either of them have any effect on intrinsic motivation to read the text. If used regularly in classrooms, brief prereading practices in the form of hands‐on activities or prior knowledge activation may result in knowledge gains that accumulate to build a solid conceptual basis for further, self‐regulated learning from text.  相似文献   

Constructing a national narrative in civil war: history teaching and national unity in South Sudan     

Merethe Skårås 《比较教育学》2019,55(4):517-535

ABSTRACT

This article analyses history teaching in South Sudanese secondary schools and focuses on the interplay of local context, curricular intentions, and teachers’ agency. Drawing on ethnographic data, the article focuses on how the main objectives of national unity and critical thinking are enacted by teachers in the classroom. Through theories of history teaching and learning in divided societies, I explore how teachers teach the recent violent past and how they navigate and mediate ‘invisible’ tensions among opposing truths in the classroom. Foregrounding the context of civil war, the article illustrates how narratives of current and previous civil wars in the country limit teachers’ ability to fulfil the goals of the syllabus. Despite the role of teachers as key mediators for a peaceful classroom, the context of war limits the ideological space for them to promote a culture of peace among students in the classroom.  相似文献