Chemistry problem solving instruction: a comparison of three computer-based formats for learning from hierarchical network problem representations     

Bing Hiong Ngu  Edwin Mit  Faaizah Shahbodin  Juhani Tuovinen 《Instructional Science》2009,37(1):21-42

Within the cognitive load theory framework, we designed and compared three alternative instructional solution formats that can be derived from a common static hierarchical network representation depicting problem structure. The interactive-solution format permitted students to search in self-controlled manner for solution steps, static-solution format displayed all solutions steps, and no-solution format did not have solution steps. When we matched instructional time across the formats, in relation to the complex molarity problems rather than the dilution problems, differential transfer performance existed between the static-solution or no-solution formats and the interactive-solution format, but not between the static-solution format and no-solution format. The manner in which learners interact with the static-solution and no-solution formats depends on their level of expertise in the chemistry domain. With considerable learner expertise, provision of solution steps may be redundant incurring extraneous cognitive load. Absence of the solution steps may not have left sufficient cognitive capacity for germane cognitive load as some beginning learners lacked the prior knowledge to deduce the solution steps. Searching for solution steps presumably incurred extraneous cognitive load which interfered with learning and hence, in the interactive-solution format, it outweighed the benefit of engaging in self-regulated interaction with the content. Hence, cognitive load theory is a promising tool to predict the mental load associated with learning from the three alternative computer-based instructional formats.  相似文献   

Online learning: Learner characteristics and their approaches to managing learning   总被引：1，自引：0，他引：1  

Rodrigo del Valle  Thomas M. Duffy 《Instructional Science》2009,37(2):129-149

Using cluster analysis this study investigated the characteristics of learning strategies learners use in online courses with one-on-one mentoring. Three distinct approaches were identified: “Mastery oriented”, “Task focused” and “Minimalist in effort”. Despite the widespread concern that students will have difficulty managing their time in online courses with high level of student freedom, this study found that the vast majority of learners were very effective in their learning strategies. The findings speak well for the potential of distance education environments to provide high quality self-paced learning, accommodating different learning strategies, which is difficult to do in group-paced courses. We further explored how these approaches relate to and interact with, participants’ background and their levels of satisfaction and self reported learning.  相似文献   

Learning by analogy: Discriminating between potential analogs     

Lindsey E. Richland  Ian M. McDonough 《Contemporary educational psychology》2010

The ability to successfully discriminate between multiple potentially relevant source analogs when solving new problems is crucial to proficiency in a mathematics domain. Experimental findings in two different mathematical contexts demonstrate that providing cues to support comparative reasoning during an initial instructional analogy, relative to teaching the same analogs and solution strategies without such cues, led to increased ability to discriminate between relevant analogs at a later test. Specifically, providing comparative gestures and visibly aligned source and target problems during initial learning led to higher rates of positive extension of learning to new contexts, and lower rates of susceptibility to misleading contextual features, both immediately and after a week delay.  相似文献   

Teachers' approaches towards word problem solving: Elaborating or restricting the problem context     

Fien Depaepe  Erik De Corte  Lieven Verschaffel 《Teaching and Teacher Education》2010

This contribution reports about a seven-month long video-based study in two regular Flemish sixth-grade mathematics classrooms. The focus is on teachers' approaches towards problem solving. In our analysis we distinguished between a paradigmatic-oriented (focus on the mathematical structure) and a narrative-oriented (focus on the contextual aspects of a problem) perspective on the problem-solving process. The findings have highlighted that the word problem-solving lessons were more dominated by a paradigmatic than a narrative approach and that interventions in which the relation between the mathematics structure and the realistic constraints of the problem context is addressed, were rare.  相似文献   

互联网：问题解决的朋友还是敌人？     

Jeffrey J.Wanko  李善佳 《宁波广播电视大学学报》2009,7(2):57-59

互联网在问题解决中利弊参半。通过探究和发现,互联网促进数学理解,但直接或间接地对问题提供了解答,使问题降格为练习。本文通过10个例子,探讨互联网在问题解决中的几个问题。  相似文献   

用问题驱动的大学数学教学实践     

颜宝平 《铜仁学院学报》2009,11(4):119-122

一种新的教学模式：从一道常微分方程的解法不断衍生一些相关的问题,这些问题驱动作我们对这种微分方程——非齐次线性方程的解法进行不断探索,从而对比较系数法有了更深的理解。  相似文献   

网络对青少年问题行为的影响及对策研究     

何雪玲  刘星毅 《钦州学院学报》2009,24(3):76-80

当今社会,"责任"正在发挥着比以往巨大得多的作用,责任教育引起了世界性的关注,对当代大学生进行责任教育意义重大.当前,责任教育存在不少问题,如重视不够、内容缺乏针对性、方法僵化、途径单一、家庭教育的缺位和社会转型的负面影响等.教育者应采取包括注重权利教育、自我责任教育、情感教育、实践和营造责任教育氛围等有效对策,解决这些问题.  相似文献   

中国移动有线宽带业务发展研究     

刘文东  施洋  李萍 《科技广场》2013,(5):207-210

随着电信技术的不断进步和电信企业第三轮重组,面临着全业务发展,中国移动在有线宽带业务发展中稍显吃力。本文将从有线宽带业务环境分析入手,探讨全业务发展背景下,中国移动在有线宽带业务领域发展存在的问题及提出相关对策。  相似文献   

小议两种不同的"发现式学习"     

马复 《教育学报》2001,(4):18-22

本文通过对两个教学实例的介绍与评述,分析了两种"发现式学习"方式的价值与理论假设,给出了对于"发现式学习"意义及其特征的一些理解.  相似文献   

Using Consulting for Teaching Elementary Statistics     

John Truran  Anne Arnold 《Teaching Statistics》2002,24(2):46-50

Consulting in statistics is usually deferred until at least near the end of a first degree, but this article shows how some aspects can be effectively taught to students in upper secondary or early tertiary courses in a way which reinforces their learning of standard basic concepts. We suggest that the existence of a real client adds a degree of realism not available in other ways, and emphasizes to students the importance of blending statistical calculations with meaningful communication.  相似文献