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We describe how the use of a games environment combined with technology supports upper primary children in engaging with a concept traditionally considered too advanced for the primary classes: The Law of Large Numbers. 相似文献
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Teaching and Learning in the Mixed-Reality Science Classroom 总被引：2，自引：2，他引：0
Lisa Tolentino David Birchfield Colleen Megowan-Romanowicz Mina C. Johnson-Glenberg Aisling Kelliher Christopher Martinez 《Journal of Science Education and Technology》2009,18(6):501-517
As emerging technologies become increasingly inexpensive and robust, there is an exciting opportunity to move beyond general
purpose computing platforms to realize a new generation of K-12 technology-based learning environments. Mixed-reality technologies
integrate real world components with interactive digital media to offer new potential to combine best practices in traditional
science learning with the powerful affordances of audio/visual simulations. This paper introduces the realization of a learning
environment called SMALLab, the Situated Multimedia Arts Learning Laboratory. We present a recent teaching experiment for
high school chemistry students. A mix of qualitative and quantitative research documents the efficacy of this approach for
students and teachers. We conclude that mixed-reality learning is viable in mainstream high school classrooms and that students
can achieve significant learning gains when this technology is co-designed with educators. 相似文献
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This paper deals with the question of how to best allocate a finite instructional resource among different students — specifically how to divide time on a computer-assisted instruction (CAI) system among a number of eligible students.First several possible objectives for a time allocation strategy are considered. Examples include maximizing the students' mean grade placement without increasing the variance and maximizing the number of students who make a particular gain. Then using operations research techniques, time-allocation strategies are described to optimize the chance of reaching each objective. Finally the outcomes of various allocation strategies are predicted by computer simulations that use learning curves estimated from observed data.The simulation models indicated that for the students and curriculum used, different time allocation strategies make very little difference in overall results when reasonable assumptions are made concerning the ways time can be allocated during a normal school day. A much more important variable is the total amount of CAI time used by students. For example, the school grade-placement average can be increased as much by increasing total CAI time by ten percent as by any allocation strategy tested.Also at Institute for Mathematical Studies in the Social Sciences, Stanford University. Please address reprint requests to Elizabeth Macken Raugh, Computer Curriculum Corporation, 700 Hansen Way, Palo Alto, CA 94304. The authors thank Mario Zanotti for helpful suggestions about the appendix of this article. 相似文献
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Mairéad Hourigan Aisling M. Leavy Claire Carroll 《Educational research; a review for teachers and all concerned with progress in education》2016,58(3):319-346
Background: The relationship between attitudes and behaviour has led to a focus on the role played by attitudes in the teaching and learning of mathematics.Purpose: This paper reports on an investigation into student teachers’ self-reported attitudes towards mathematics in the context of a mathematics education programme. The programme had been developed by the authors in response to a new, reformed four-year undergraduate initial teacher education (ITE) for primary teachers in Ireland. The authors aimed to use the feedback to evaluate and develop the course further.Sample: We report on the attitudes of 345 pre-service primary teachers enrolled in a four-year undergraduate ITE programme. 281 of these participants had matched survey data before and after participating in the mathematics education programme.Method and Design: Four evaluation criteria were used as a conceptual framework for the evaluation of the mathematics education programme. A multi-method approach was taken in investigating the students’ attitudes to mathematics by using a scale as a quantitative measure of attitude alongside open-ended survey items that provided qualitative insights into changes in attitudes.Results and conclusions: Results from the survey data suggested overall that the participants’ attitudes towards mathematics were more positive after they had experienced the mathematics education programme. Overall, the written responses suggested that according to self-reportage, participants perceived that participation in the mathematics education programme had affected their attitudes towards mathematics positively. Comments indicated that the ‘small group’ tutorial structure was particularly well received and was associated with opportunities to actively engage, explore, interact and reflect. Suggestions offered by the participants will be used to inform planning and development of the mathematics programme. 相似文献
25.
An examination of what metaphor construction reveals about the evolution of preservice teachers’ beliefs about teaching and learning 总被引：1，自引：0，他引：1
Examination of prospective teachers’ beliefs about teaching and learning on entry to teacher education programs, and tracking the development of these beliefs in light of academic and field-based experiences, is a critical task for teacher educators. The study examines metaphor construction as a tool to gain access to, and promote the development of, prospective teachers’ beliefs through the incorporation of reflective activities that integrate academic and field-based experiences. Specifically, this research examines how metaphorical representations of preservice elementary teachers’ in the United States and Europe changed and examines the factors influencing the development of beliefs and the modification of metaphors. 相似文献
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As part of Japanese Lesson study research focusing on ‘comparing and describing likelihoods’, fifth grade elementary students used real‐world data in decision‐making. Sporting statistics facilitated opportunities for informal inference, where data were used to make and justify predictions. 相似文献
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Aisling Leavy 《Irish Educational Studies》2013,32(2-3):159-177
The homogeneity that once represented Irish society will soon be represented only in the annals of history. The influx of people of diverse nationalities, together with the increasing presence of children with physical and intellectual disabilities, and children coming from a range of non-traditional backgrounds will make our classrooms increasingly diverse over time. Together with the great opportunities that this diversity presents come a number of challenges. A major challenge lies in the preparation of our future teachers to meet the needs of and provide equitable learning opportunities for children in our classrooms. This study examines preservice teachers’ exposure to and beliefs about diversity. Two instruments were administered to 286 preservice teachers (the Prior Experiences Related to Diversity, and the Personal and Professional Beliefs about Diversity Scale). The findings indicate that preservice teachers’ exposure to diversity is very limited, in particular their exposure to members of the Travelling community, and refugees and asylum-seekers. High levels of tolerance and support were expressed toward religious, cultural, sexual and language diversity. Most evident was limited understanding of the roles played by gender in contributing to inequity in society and the importance of gender equitable practices in educational contexts. Another finding of concern was the contrasting ways in which ethnic disparities in academic achievement were attributed, with members of the Travelling community being viewed less positively than those from other ethnic groups. 相似文献
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Aisling Ní Dhiorbháin 《Irish Educational Studies》2013,32(3):401-417
Although primary teachers in the Republic of Ireland are generalist teachers, language teaching of both Irish and English, as well as the development of literacy skills across the curriculum is an integral part of their daily professional practice. This paper presents an analysis of the European Portfolio for Student Teachers of Languages (EPOSTL) with a view to considering its potential as a reflective tool in the initial primary teacher education (IPTE) in the Republic of Ireland. The creation and structure of the EPOSTL within a European language policy landscape is delineated, and thematic analysis is presented, focusing on three of the EPOSTL’s main theoretical and conceptual underpinnings: (a) teacher autonomy, (b) reflective practice and, (c) self-assessment. The role of primary teachers as language teachers within a new framework of plurilingualism is highlighted. In order to consider the suitability of the EPOSTL as a reflective tool in teacher education, IPTE educational policy documents are examined to uncover converging discourses with the underlying themes of the EPOSTL. The EPOSTL emerges as a good conceptual fit with IPTE policy. It presents as a reflective tool with the potential to promote a transformative and integrated approach to language teacher education in and across Institutes of Education at a time of sociolinguistic and curriculum change in Irish primary schools. 相似文献