排序方式： 共有60条查询结果，搜索用时 578 毫秒
1.
Karel Kreijns Paul A. Kirschner Wim Jochems Hans van Buuren 《Education and Information Technologies》2011,16(4):365-381
Social presence—the degree to which ‘the other’ in a communication appears to be a ‘real’ person—has captured the attention
of those dealing with learning in groups through computer-supported collaborative learning environments. The concept is important
because it affects participation and social interaction, both necessary for effective collaboration and knowledge construction.
This article reports on the construction and validation of a self-reporting (Dutch-language) Social Presence Scale to determine
perceived social presence in distributed learning groups using computer-supported collaborative learning environments. The
result is a one-dimensional scale consisting of five items with an internal consistency of .81. We used a nomological network
of similar constructs for further validation. The findings suggest that the Social Presence Scale has potential to be useful
as a measure for social presence. 相似文献
2.
Steve Masson Patrice Potvin Martin Riopel Lorie‐Marlène Brault Foisy 《Mind, Brain, and Education》2014,8(1):44-55
Science education studies have revealed that students often have misconceptions about how nature works, but what happens to misconceptions after a conceptual change remains poorly understood. Are misconceptions rejected and replaced by scientific conceptions, or are they still present in students' minds, coexisting with newly acquired scientific conceptions? In this study, we use functional magnetic resonance imaging (fMRI) to compare brain activation between novices and experts in science when they evaluate the correctness of simple electric circuits. Results show that experts, more than novices, activate brain areas involved in inhibition when they evaluate electric circuits in which a bulb lights up, even though there is only one wire connecting it to the battery. These findings suggest that experts may still have a misconception encoded in the neural networks of their brains that must be inhibited in order to answer scientifically. 相似文献
3.
Caroline Couture Egide Royer Franc¸ois A. Dupuis Pierre Potvin 《Emotional and Behavioural Difficulties》2013,18(4):284-302
Abstract This study compares belief patterns of teachers from Quebec and Britain about attention deficit hyperactivity disorder (ADHD). It also compares teacher training in ADHD in both countries, as well as their experience with students who have this disorder. The results indicate that: (1) teacher belief patterns about ADHD in Quebec and Britain are different, although teachers from both countries have predominant beliefs about ADHD that are of an allopathic medical nature; (2) British teachers have received less information on ADHD in their initial training than Quebec teachers; and (3) British teachers are contacted more often than Quebec teachers by doctors when they have a youngster using medication to treat ADHD in their classroom. Results are discussed from a sociological and an educational perspective. 相似文献
4.
Agaath M. Dekker-Groen Marieke F. van der Schaaf Karel M. Stokking 《Teachers and Teaching》2013,19(2):150-171
The Teachers of Promise study has followed the work histories of 57 primary and secondary teachers who had been identified at the beginning of their third year of teaching as having the potential to make a significant contribution to the profession. Using data from surveys and interviews, this paper reports on what sustained or inhibited their initial commitment to and enthusiasm for ‘making a difference’, six years later, both in the classroom and in broader school leadership roles. Satisfaction with their day-to-day experiences in their schools was a particularly strong driver of teachers’ career decisions over time. Thirty-four teachers responded to survey items that were used to identify three different groups of teachers: a group of 10 primary school teachers with the highest levels of job satisfaction who were ‘fulfilling their promise’; a group of 21 primary and secondary teachers who were ‘persevering and coping’; and three teachers who were ‘detached and disengaged’. The group with the highest levels of job satisfaction taught in primary schools where they felt respected and valued, and supported to develop their teaching and leadership expertise. School leadership practices and school cultures in the other two groups diminished teachers’ overall job satisfaction and contribution to collective knowledge building in their schools. Almost all of the teachers had retained their commitment to students, to their current schools and to teaching as a career, including those with lower levels of satisfaction. Although these teachers reported ‘collegial’ relationships with their peers, individualistic school cultures, most often in secondary schools, impacted on their opportunities to learn with and from their colleagues. Few secondary school teachers felt appreciated, and included in school decision-making or had found it possible to combine high standards of classroom teaching with management responsibilities. The study indicates that while most promising teachers were still satisfied with teaching after nine years, relatively few were in schools where they were able to make the impact that had been predicted for them early in their careers. 相似文献
5.
Kara Long Santi Thompson Sarah Potvin Monica Rivero 《Cataloging & classification quarterly》2017,55(3):107-128
Increasingly, metadata standards have been recognized as constructed rather than neutral. In this article, we argue for the importance of a documentation approach to metadata standards creation as a codification of this growing recognition. By making design decisions explicit, the documentation approach dispels presumptions of neutrality and, drawing on the “wicked problems” theoretical framework, acknowledges the constructed nature of standards as “clumsy solutions.” 相似文献
6.
While there is a growing body of work that examines disciplinary identity development, unlike qualitative work in this area, quantitative research has not fully incorporated the importance of different contexts, nor has it uniquely focused on underrepresented groups (in this case, women in physics). This study examines how the constructs posited by prior work as important for physics identity, as well as an additional theorized construct, may interrelate and affect female students' physics identity differently depending on the context. Context in this study refers to two different experiential levels in college. The constructs examined include performance/competence, recognition, and interest, as well as sense of belonging. In particular, we used structural equation modeling to examine the effect that these constructs have on the physics identity of two groups of female physics undergraduates: first year students and senior year students. The results reveal that the relationship of the theorized constructs with physics identity vary between the two groups as well as compared to prior research with broad college student populations (not just physics majors). Unlike broad college student populations, for our sample of female physics undergraduates, interest did not have a direct effect on physics identity while sense of belonging was significant only for senior year students. These results exemplify the importance of examining context or different types of student experiences when studying disciplinary identity development rather than generalizing previous frameworks to all contexts. 相似文献
7.
8.
Renato Schibeci Judith MacCallum Wendy Cumming‐Potvin Cal Durrant Barry Kissane Erica‐Jane Miller 《Learning, Media and Technology》2008,33(4):313-327
Teachers have a central role in developing new learning models in schools. This paper describes a study that explored teachers’ confidence and competence in using Information and Communication Technologies (ICT) as they participated in an ICT development project conducted by an Australian education system in 12 primary schools. The project aimed to develop ICT integrated teaching practices by providing in‐class equipment and teacher professional development in ICT use, curriculum development and teaching strategies. The study used qualitative data from teacher records of Professional Development and Action Learning to identify three of four stages proposed to describe teachers’ ICT learning. Teachers moved from gaining basic ICT skills, to conducting ICT‐focused lessons and eventually appropriate ICT integration. Teachers who progressed to the third stage were able to exploit additional learning opportunities and begin to make fundamental changes to their pedagogy, but needed more time to reach the final stage of challenging existing pedagogical structures. 相似文献
9.
Agaath Dekker-Groen Marieke Van der Schaaf Karel Stokking 《Scandinavian Journal of Educational Research》2013,57(2):231-254
In vocational education, students have to develop competences for reflection to self-regulate their development during their career. Students' reflection can be supported by teachers interacting with students and giving them prompts. In this study, 46 videotaped feedback dialogues of 23 teachers and their individual students were analysed. A total of 16 teachers participated in a training programme and 7 teachers formed a control group. The study aimed to investigate teachers' questions and responses and students' reactions, and the effects of the training programme. Analysis showed that, in the post-test, the trained group used a broader repertoire than the control group. The trained group, on average, used more hybrid prompts, deep reasoning questions, and prompt responses, which potentially stimulate students to elaborate and reflect. 相似文献
10.
Literature shows that feedback that is specific, immediate and goal-oriented is effective on (pre-service) teachers’ performance. Synchronous coaching gives this kind of feedback. Due to immediateness of feedback, pre-service teachers can suffer from cognitive load. We propose a set of standardised keywords through which this performance feedback can be delivered – each keyword acts as a summary for the feedback message. The construction and the selection of the keywords is aimed at the reduction of message ambiguity, while at the same time a low level of cognitive load on the pre-service teacher must be maintained. An in vivo pilot-study with 40 respondents (pre-service teachers and their coaches) supported our hypothesis that usage of such sets of standardised keywords will mitigate the levels of ambiguity and cognitive load. These findings and other considerations for additional research using immediate performance are addressed. 相似文献