排序方式： 共有6条查询结果，搜索用时 15 毫秒
1
1.
Saniye Tugba Bulu Susan Pedersen 《Educational technology research and development : ETR & D》2010,58(5):507-529
This study investigated the effects of domain-general and domain-specific scaffolds with different levels of support, continuous
and faded, on learning of scientific content and problem-solving. Students’ scores on a multiple-choice pretest, posttest,
and four recommendation forms were analyzed. Students’ content knowledge in all conditions significantly increased from pretest
to posttest. However, the continuous domain-specific condition outperformed the other conditions on the posttest. Although
domain-general scaffolds were not as effective as domain-specific scaffolds on learning content and problem representation,
they helped students develop solutions, make justifications, and monitor learning. Unlike domain-specific scaffolds, domain-general
scaffolds helped students transfer problem-solving skills when they were faded. Several suggestions are discussed for making
improvements in the design of scaffolds to facilitate ill-structured problem solving. 相似文献
2.
Education and Information Technologies - Handwriting is one of the most important essential skills for both literacy and beyond. However, some students have difficulty in writing. Dysgraphia, a... 相似文献
3.
Canan A. Agirtan Taner Akar Seher Akbas Recep Akdur Cahide Aydin Gulsen Aytar Suat Ayyıldız Sevgi Baskan Tugba Belgemen Ozdecan Bezirci Ufuk Beyazova Fatma Yucel Beyaztas Bora Buken Erhan Buken Aysu D. Camurdan Demet Can Sevgi Canbaz Gurol Cantürk Meltem Ceyhan Abdulhakim Coskun Kadriye Yurdakok 《Child abuse & neglect》2009,33(4):247-255
4.
This study aimed to examine the effects of creating digital stories (DSs) on the self-confidence of foreign language education (FLE) pre-service teachers with regard to technological, pedagogical and content knowledge (TPACK). A one-group pretest/posttest experimental research design was applied, supported by a qualitative approach. A total of 71 FLE pre-service teachers created DSs on a topic from the national foreign language programme. Data were collected through a self-confidence TPACK scale, demographic questionnaire, open-ended question and observations. Results showed positive significant differences between TPACK self-confidence scores before and after DS creation. Specifically, scores on technological pedagogical knowledge and technological knowledge improved significantly. The mean scores of technological content knowledge also improved, but the change was not significant. Moreover, qualitative data showed that FLE pre-service teachers used TPACK-relevant adjectives to describe their DSs as instructive, consistent with aims, appropriate for target students, thought provoking and creative. 相似文献
5.
Education and Information Technologies - In this qualitative case study, we examined in-service elementary school teachers’ learning of coding and robotics in a blended professional learning... 相似文献
6.
Tugba Temiz Mustafa Sami Topcu 《European Journal of Psychology of Education - EJPE》2013,28(4):1435-1452
The purpose of this paper is to explore the relationship between preservice teachers’ (PTs) teacher efficacy beliefs and their constructivist-based teaching practices. Data were gathered through the questionnaire (Teachers’ Sense of Efficacy Scale) and the observation protocol (Reformed Teaching Observation Protocol) administered to the participants. A total number of 101 PTs (53.5 % from science education and 46.5 % from mathematics education) from a university in eastern part of Turkey participated in the study. Also, qualitative data were also used in order to clarify quantitative data. The semistructured interviews were conducted with 20 PTs who voluntarily participated in these interviews. Results showed that PTs’ constructivist-based teaching practice was positively correlated with their teacher efficacy beliefs. Also, qualitative findings confirmed that finding. To conclude, PTs with high teacher efficacy tend to employ constructivist approach in their teaching while PTs with low teacher efficacy tend to use traditional approach, lecturing in their teaching. 相似文献
1