Students’ Ability to Connect Function Properties to Different Types of Elementary Functions: An Empirical Study on the Role of External Representations     

Dirk De Bock  Deborah Neyens  Wim Van Dooren 《International Journal of Science and Mathematics Education》2017,15(5):939-955

Recent research on the phenomenon of improper proportional reasoning focused on students’ understanding of elementary functions and their external representations. So far, the role of basic function properties in students’ concept images of functions remained unclear. We add to this research line by investigating how accurate students are in connecting functions to their corresponding properties and how this accuracy depends on function types and representations. A large group of 10th graders evaluated for different function types, represented in either a graphical, a formulaic, or a tabular mode, the correctness of statements about their general properties and behavior. Results show that students succeeded rather well in making the right connections between properties and functions. Errors depended not only on the type of function for which the properties were evaluated but also on the kind of representation in which the function was presented. These results highlight the importance of function properties in students’ concept images of functions and suggest positive effects of making these properties explicit to students.  相似文献   

Philosophy,education, and the explosion of knowledge     

Dr. Wim J. Van Der Steen  Dr. Peter B. Sloep 《Interchange》1993,24(1-2):19-28

In science, and in the teaching of science, knowinghow is as important as knowingthat. The value of theoretical knowledge is limited, especially so in view of the rapid increase in available information. Methodological analysis of concrete problems should play a major role in teaching. Also, students should learn to contextualize problems in disciplines other than their major area of interest. Generalists are badly needed for this, in teaching and in research. However, current forms of interdisciplinary integration must be de-emphasized.  相似文献   

Performance assessment in serious games: Compensating for the effects of randomness     

Wim Westera 《Education and Information Technologies》2016,21(3):681-697

This paper is about performance assessment in serious games. We conceive serious gaming as a process of player-lead decision taking. Starting from combinatorics and item-response theory we provide an analytical model that makes explicit to what extent observed player performances (decisions) are blurred by chance processes (guessing behaviors). We found large effects both theoretically and practically. In two existing serious games random guess scores were found to explain up to 41 % of total scores. Monte Carlo simulation of random game play confirmed the substantial impact of randomness on performance. For valid performance assessments, be it in-game or post-game, the effects of randomness should be included to produce re-calibrated scores that can reasonably be interpreted as the players’ achievements.  相似文献   

Influence of Redesigning a Learning Environment on Student Perceptions and Learning Strategies   总被引：1，自引：0，他引：1  

Jan?F.?H.?NijhuisEmail author  Mien?S.?R.?Segers  Wim?H.?Gijselaers 《Learning Environments Research》2005,8(1):67-93

In society, there is a growing need for graduates who possess competencies consistent with deep learning. This means that, amongst other competencies, graduates should be capable of dealing with the complexity of the tasks in which they will engage in professional situations. We tried to increase the depth of students learning by changing the format of a so-called assignment-based learning to a problem-based learning course. The goals of this research were to determine if students, firstly, perceived the redesigned course as being more challenging and, secondly, adjusted their learning strategies towards deeper learning. Participants were two groups of second-year International Business Studies students attending the International Business Strategy course in consecutive years. Students perceptions of the learning environment and their learning strategies were measured in both the original (n = 406 students) and the redesigned course (n = 312 students) using the Ramsden Course Experiences Questionnaire and the Biggs Study Processes Questionnaire. In contrast to our expectations, the results indicated that the students from the redesigned course showed a higher degree of surface learning and a lower level of deep learning than the students from the assignment-based learning course. Additionally, the students perceived the new learning environment to be less positive in terms of the clarity of its goals, the usefulness of the textbook and the workload. Improvement in terms of students perceptions of the learning environment and their learning strategies could be expected to be fostered by the implementation of a more advanced staff development program, focusing the curricular assessment system on problem-solving skills, supporting the students in the development of the skills necessary to cope with the demands of the redesigned course, and giving them more opportunities to experience this instructional approach.  相似文献   

Design Elements for a CSCL Environment in a Teacher Training Programme   总被引：1，自引：0，他引：1  

Ditte Lockhorst  Wilfried Admiraal  Albert Pilot  Wim Veen 《Education and Information Technologies》2002,7(4):377-384

In the design of a Telematic Learning Environment (TLE) in which student teachers learn collaboratively, we consider three clusters of design elements as important: the Telematic Work Environment, the guidance of the instructor and the task instruction. We will have a look at the way group and task behaviour, triggered by these design elements influence the collaborative outcomes. Experiments have revealed that the technical environment is not as important as we had expected beforehand. This research shows that the task instruction (pre-imposed structure, role taking and intrinsic motivation for the task) and the group process itself have far more impact on the online collaborative work of the student teachers.  相似文献   

Exploring teachers' instructional design practices from a systems design perspective     

Albert W.M. Hoogveld  Fred Paas  Wim M.G. Jochems  Jeroen J.G. Van Merriënboer 《Instructional Science》2002,30(4):291-305

Curricular changes in higher vocationaleducation have rendered teachers' instructionaldesign activities increasingly important. Usinga repertory grid technique, this paper sets outto analyse current design activities of tenteacher trainers. Their actual approach iscompared with an instructional systems design(ISD) approach and related to innovativeteacher roles. Teachers' activities show animbalance in two ID phases, that is problemanalysis and evaluation. The results suggestthat they attempt to translate curricular goalsdirectly into concrete lessons and they payrelatively little attention to evaluation. Inline with this finding, they underrate the twoinnovative teacher roles of the `diagnostician'and the `evaluator'. It is argued thatimbalanced or incomplete design approaches andperceived roles may hinder innovation ineducation. Implications for the support ofteachers' design activities are discussed.  相似文献   

Difficulties with consonants in the spelling and segmentation of CCVCC pseudowords: Differences among Dutch first graders     

Wim H.J. Van Bon  Inge J.C.A.F. Uit De Haag 《Reading and writing》1997,9(5-6):363-386

The goal of the present study was to explore the errors made by Dutch first graders in spelling syllable-initial and syllable-final consonants clusters in CCVCC pseudowords, to look for error types that discriminate poorer spellers from better spellers, and to relate these error types to the errors made when segmenting the same words. Such a correspondence across tasks would point to problems with the phonemic conceptualization of the spoken word as a source of spelling difficulty. The most prominent spelling error among poor spellers was omission of the consonant immediately following the vowel. This error seemed to be reflected in segmentation by omission of that consonant, but even more by the consonant being left unsegmented from the preceding vowel. The spelling and segmentation errors that we observed in Dutch are similar to those previously observed in English. The finding that such errors are made with a disproportionate frequency by poor spellers is new and suggests a basic problem in developing a phonemic conceptualization of spoken words (and of postvocalic consonant clusters in particular) that is adequate for spelling.  相似文献   

Students’ misconceptions of statistical inference: A review of the empirical evidence from research on statistics education     

Ana Elisa Castro Sotos  Stijn Vanhoof  Wim Van den Noortgate  Patrick Onghena 《Educational Research Review》2007,2(2):98-113

A solid understanding of inferential statistics is of major importance for designing and interpreting empirical results in any scientific discipline. However, students are prone to many misconceptions regarding this topic. This article structurally summarizes and describes these misconceptions by presenting a systematic review of publications that provide empirical evidence of them. This group of publications was found to be dispersed over a wide range of specialized journals and proceedings, and the methodology used in the empirical studies was very diverse. Three research needs rise from this review: (1) further empirical studies that identify the sources and possible solutions for misconceptions in order to complement the abundant theoretical and statistical discussion about them; (2) new insights into effective research designs and methodologies to perform this type of research; and (3) structured and systematic summaries of findings like the one presented here, concerning misconceptions in other areas of statistics, that might be of interest both for educational researchers and teachers of statistics.  相似文献   

The effect of adaptivity in digital learning technologies. Modelling learning efficiency using data from an educational game     

Dries Debeer  Stefanie Vanbecelaere  Wim Van Den Noortgate  Bert Reynvoet  Fien Depaepe 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(5):1881-1897

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Early childhood mathematical development: the association between patterning and proportional reasoning     

Vanluydt  Elien  Wijns  Nore  Torbeyns  Joke  Van Dooren  Wim 《Educational Studies in Mathematics》2021,107(1):93-110

Educational Studies in Mathematics - Insight into early precursors of proportional reasoning is necessary to further our theoretical understanding of mathematical development and to guide early...  相似文献