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1.
E. Fischbein 《Educational Studies in Mathematics》1969,2(2-3):290-306
Sans résumé 相似文献
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Efraim Fischbein Maria Sainati Nello Maria Sciolis Marino 《Educational Studies in Mathematics》1991,22(6):523-549
Six hundred and eighteen pupils, enrolled in elementary and junior-high-school classes (Pisa, Italy) were asked to solve a number of probability problems. The main aim of the investigation has been to obtain a better understanding of the origins and nature of some probabilistic intuitive obstacles. A linguistic factor has been identified: It appears that for many children, the concept of certain events is more difficult to comprehend than that of possible events. It has been found that even adolescents have difficulties in detaching the mathematical structure from the practical embodiment of the stochastic situation. In problems where numbers intervene, the magnitude of the numbers considered has an effect on their probability: bigger numbers are more likely to be obtained than smaller ones. Many children seem to be unable to solve probability questions, because of their inability to consider the rational structure of a hazard situation: chance is, by itself, an equalizing factor of probabilities. Positive intuitive capacities have also been identified: some problems referring to compound events are better solved when addressed in a general form than when addressed in a particular way. 相似文献
3.
Mihye Won Heiko Krabbe Siv Ling Ley David F. Treagust Hans E. Fischer 《Educational Assessment》2017,22(2):95-110
In this study, we investigated the value of a concept map marking guide as an alternative formative assessment tool for science teachers to adopt for the topic of energy. Eight high school science teachers marked students’ concept maps using an itemized holistic marking guide. Their marking was compared with the researchers’ marking and the scores of a multiple-choice diagnostic test. Statistical analysis revealed that teachers evaluated students’ concept maps consistently, but the concept map scores were only mildly correlated with the multiple-choice test scores. We explored what each assessment method revealed in terms of students’ understanding with one student’s performance as a showcase. Teachers’ views on using the marking guide of concept maps as an assessment tool were also included. We discuss the value of the concept map marking guide as a formative assessment tool for science teachers to create and modify in order to encourage students’ conceptual learning. 相似文献
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The main purpose of the present research was to check the possibility of measuring the feeling of “intuitive acceptance”, experienced by a subject when he offers an intuitive solution to a problem. It was postulated that two dimensions have to be considered and combined: The level of confidence and the degree of obviousness. Almost all the questions asked referred to the notion of infinity. The subjects were pupils belonging to grades 8 and 9. Three main categories of problematic situations have been identified:
- Problems which got high percentages of correct solutions and high levels of intuitive acceptance.
- Problems which got two types of contradictory solutions, each of them being accepted with moderate intuitiveness.
- Problems which got low frequencies of correct solutions and high frequencies of typical incorrect solutions, the second category presenting higher levels of intuitive acceptance than the first (counter-intuitive problematic situations).
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Pupils’ Information Processing and Its Implications for Learning and Assessment: A Think-Aloud Study
A think-aloud study investigated 7th graders’ (N?=?30) information processing and seeking of feedback while reading four multiple partly contradictory texts. An extreme-case analysis shows that a highly-skilled reader uses deeper strategies, such as elaboration, evaluation, and paraphrasing of less contradictory information, than a less-skilled reader. Elaboration strategies are frequently used by the less-skilled reader, but often consist of irrelevant elaboration strategies, which seem to preclude comprehension and deeper learning. The highly-skilled reader seeks internal feedback on task-, process-, and self levels, while the less-skilled reader seeks feedback related to task- and self levels. The results provide useful knowledge regarding pupils’ trajectories into deeper learning and self-regulation processes in information-processing tasks. 相似文献
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The intuition of infinity 总被引：2，自引：0，他引：2
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A three-year programme in upper secondary school is compulsory in Sweden. In reality, some youngsters refrain from applying to the upper secondary school (8 per cent) or drop out in advance (9 per cent). In Stockholm the Youth Centre has been assigned to arrange individual programmes for these pupils. The aim of this study is to investigate their reading and writing ability and to relate this retrospectively to their school experience. Instruments measuring reading comprehension, vocabulary and dictation were carried out on 286 respondents; in addition, background information concerning school attainment was collected. Ten respondents were selected, five high and five low achievers. An unstructured interview was used to investigate their home background, school and reading experiences. Students attending individual programmes at the Youth Centre had lower than average reading and writing abilities in comparison to students at the vocational programmes in upper secondary school. The whole group is characterized by low marks, immigrant background and partial school attendance. The analyses of interview statements reveal a common category - powerlessness - for those with and without reading disabilities. Separate categories were for high achievers - boredom - and for low achievers - lack of opportunity. 相似文献
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The problem that inspired the present research refers to the relationships between schemata and intuitions. These two mental categories share a number of common properties: ontogenetic stability, adaptive flexibility, internal consistency, coerciveness and generality. Schemata are defined following the Piagetian line of thought, either as programs for processing and interpreting information or as programs for designing and performing adaptive reactions. Intuitions are defined in the present article as global, immediate cognitions. On the basis of previous findings (Fischbein et al., 1996; Siegler, 1979; Wilkening, 1980; Wilkening & Anderson, 1982), our main hypothesis was that intuitions are always based on certain structural schemata. In the present research this hypothesis was checked with regard to combinatorial problems (permutations, arrangements with and without replacement, combinations). It was found that intuitions, even when expressed as instantaneous guesses, are; in fact, manipulated'behind the scenes' (correctly or incorrectly) by schemata. This implies that, in order to influence, didactically, students' intuitions, those schemata on which these intuitions are based should be identified and acted upon. 相似文献
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Feedback, talk and joint activities that build on knowledge and shared aims are powerful supports for learning. However, several studies of lower secondary students’ perceptions of teachers’ support indicate low teacher support. To investigate the quality of learning support, a content analysis instrument (CLASS) was used in analyses of 56 video-recorded lessons from 28 teachers in four lower secondary schools. This has allowed for a mapping of dimensions of quality feedback interactions, and results show significant and very strong inter-item relationships. The lessons analysed are characterized by a positive climate, and teachers emphasize encouragement, but feedback is found to be more encouraging than learning oriented. The results support previous studies based on students’ perceptions, but provide insights into practices that are necessary if a goal is to influence teachers’ professional learning. 相似文献