The Role of Content Knowledge in Ill-Structured Problem Solving for High School Physics Students     

Jeff Milbourne  Eric Wiebe 《Research in Science Education》2018,48(1):165-179

While Physics Education Research has a rich tradition of problem-solving scholarship, most of the work has focused on more traditional, well-defined problems. Less work has been done with ill-structured problems, problems that are better aligned with the engineering and design-based scenarios promoted by the Next Generation Science Standards. This study explored the relationship between physics content knowledge and ill-structured problem solving for two groups of high school students with different levels of content knowledge. Both groups of students completed an ill-structured problem set, using a talk-aloud procedure to narrate their thought process as they worked. Analysis of the data focused on identifying students’ solution pathways, as well as the obstacles that prevented them from reaching “reasonable” solutions. Students with more content knowledge were more successful reaching reasonable solutions for each of the problems, experiencing fewer obstacles. These students also employed a greater variety of solution pathways than those with less content knowledge. Results suggest that a student’s solution pathway choice may depend on how she perceives the problem.  相似文献   

Visual Representations of DNA Replication: Middle Grades Students’ Perceptions and Interpretations     

Michelle?D.?PatrickEmail author  Glenda?Carter  Eric?N.?Wiebe 《Journal of Science Education and Technology》2005,14(3):353-365

Visual representations play a critical role in the communication of science concepts for scientists and students alike. However, recent research suggests that novice students experience difficulty extracting relevant information from representations. This study examined students’ interpretations of visual representations of DNA replication. Each of the four steps of DNA replication included in the instructional presentation was represented as a text slide, a simple 2D graphic, and a rich 3D graphic. Participants were middle grade girls (n = 21) attending a summer math and science program. Students’ eye movements were measured as they viewed the representations. Participants were interviewed following instruction to assess their perceived salient features. Eye tracking fixation counts indicated that the same features (look zones) in the corresponding 2D and 3D graphics had different salience. The interviews revealed that students used different characteristics such as color, shape, and complexity to make sense of the graphics. The results of this study have implications for the design of instructional representations. Since many students have difficulty distinguishing between relevant and irrelevant information, cueing and directing student attention through the instructional representation could allow cognitive resources to be directed to the most relevant material.  相似文献   

美国的特殊教育与作为学校管理者的教师     

哈丽特·贝塞特  林达·韦伯  查尔斯·伯温  埃里克·塔布斯  丹·特瑞  刘德华 《集美大学学报(教育科学版》2006,7(4):20-26

学校的管理者是一个特殊的教师群体。要成为优秀的教育管理者,教师必须接受适当的培训以遵守特殊教育领域的法律和法规。教育管理培训方案必须包括特殊管理教育方面的要求。对教育管理者自我效能感的调查结果表明,教育管理者的自我评价与实际能力之间存在差异。研究结果显示,培训方案需要改进以便更严格地培养教师成为教育管理者,最终他们才能做到“不让一个孩子掉队”。  相似文献   

Maternal Support of Children’s Math Learning in Associations Between Family Income and Math School Readiness     

Caitlin M. Lombardi  Eric Dearing 《Child development》2021,92(1):e39-e55

This study examined maternal support of children’s math learning at 36 months (n = 140) as a mediator of the association between early childhood family income and children’s counting and calculation skills at 4½ and 6–7 years. Family income was associated with this measure of children’s math school readiness, but the association was almost entirely indirect and mediated by observed maternal support of children’s numerical skills at 36 months. Maternal support of children’s spatial concept and general learning (cognitive stimulation and sensitivity) were not significant mediators of this association. Results suggest that income-based gaps in counting and calculation skills at school entry may be due in part to the constraints that low family income places on early numerical learning support.  相似文献   

Approaches to illuminate content-specific gameplay decisions using open-ended game data     

Rosenheck  Louisa  Cheng  Meng-Tzu  Lin  Chen-Yen  Klopfer  Eric 《Educational technology research and development : ETR & D》2021,69(2):1135-1154

Educational technology research and development - Games can be rich environments for learning and can elicit evidence of students’ conceptual understanding and inquiry processes. Illuminating...  相似文献   

Measuring in-service teacher self-efficacy for teaching computational thinking: development and validation of the T-STEM CT     

Boulden  Danielle Cadieux  Rachmatullah  Arif  Oliver  Kevin M.  Wiebe  Eric 《Education and Information Technologies》2021,26(4):4663-4689

Education and Information Technologies - Despite a growing recognition that K-12 teachers should be prepared to teach students computational thinking (CT) skills across disciplines, there is a lack...  相似文献   

Pontificating the relationship between parenting styles and academic performance of senior high school students in the Kumasi Metropolis,Ghana     

Boateng  Simon  Ampofo  Eric Twum  Sefah  Elizabeth Adoma  Baah  Akosua  Azewara  Moses Azerimi 《Educational Research for Policy and Practice》2021,20(3):247-262

Educational Research for Policy and Practice - The study analysed the relationship between parenting styles and academic performance of senior high school students in the Kumasi Metropolis....  相似文献   

Rationalizing Medical Work. Decision-Support Techniques and Medical Practices     

Eric Monteiro 《The Information Society》2001,17(4):301-302

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How open source software works: “free” user-to-user assistance     

Karim R Lakhani  Eric von Hippel 《Research Policy》2003,32(6):923-943

Research into free and open source software development projects has so far largely focused on how the major tasks of software development are organized and motivated. But a complete project requires the execution of “mundane but necessary” tasks as well. In this paper, we explore how the mundane but necessary task of field support is organized in the case of Apache web server software, and why some project participants are motivated to provide this service gratis to others. We find that the Apache field support system functions effectively. We also find that, when we partition the help system into its component tasks, 98% of the effort expended by information providers in fact returns direct learning benefits to those providers. This finding considerably reduces the puzzle of why information providers are willing to perform this task “for free.” Implications are discussed.  相似文献   

Profiting from voluntary information spillovers: how users benefit by freely revealing their innovations   总被引：3，自引：0，他引：3  

Dietmar Harhoff  Joachim Henkel  Eric von Hippel 《Research Policy》2003,32(10):1753-1769

Empirical studies of innovation have found that end users frequently develop important product and process innovations. Defying conventional wisdom on the negative effects of uncompensated spillovers, innovative users also often openly reveal their innovations to competing users and to manufacturers. Rival users are thus in a position to reproduce the innovation in-house and benefit from using it, and manufacturers are in a position to refine the innovation and sell it to all users, including competitors of the user revealing its innovation. In this paper, we explore the incentives that users might have to freely reveal their proprietary innovations. We then develop a game-theoretic model to explore the effect of these incentives on users’ decisions to reveal or hide their proprietary information. We find that, under realistic parameter constellations, free revealing pays. We conclude by discussing some implications of our findings.  相似文献