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Learning Environments Research - Recent and important changes in pedagogy design include flexible learning methods that address student diversity (universal design for learning–UDL) and... 相似文献
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Israel suffers from a growing problem of socio-economic gaps between those who live in the center of the country and residents of outlying areas. As a result, there is a low level of accessibility to higher education among the peripheral population. The goal of the Sidney Warren Science Education Center for Youth at Tel-Hai College is to strengthen the potential of middle and high school students and encourage them to pursue higher education, with an emphasis on majoring in science and technology. This study investigated the implementation and evaluation of the enrichment science academic program, as an example of informal learning environment, with an emphasis on physics studies. About 500 students conducted feedback survey after participating in science activities in four domains: biology, chemistry, physics, and computer science. Results indicated high level of satisfaction among the students. No differences were found with respect to gender excluding in physics with a positive attitudes advantage among boys. In order to get a deeper understanding of this finding, about 70 additional students conducted special questionnaires, both 1 week before the physics enrichment day and at the end of that day. Questionnaires were intended to assess both their attitudes toward physics and their knowledge and conceptions of the physical concept “pressure.” We found that the activity moderately improved boys’ attitudes toward physics, but that girls displayed decreased interest in and lower self-efficacy toward physics. Research results were used to the improvement of the instructional design of the physics activity demonstrating internal evaluation process for effective intervention. 相似文献
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The importance of feedback for learning has been firmly established over the past few decades. The question of whether feedback plays a significant role in the statistical learning abilities of adults with dyslexia, however, is currently unresolved. Here, we examined the role of feedback in grammaticality judgment, type of structural knowledge, and confidence rating in both typically developed and dyslexic adults. We implemented two artificial grammar learning experiments: implicit and explicit. The second experiment was directly analogous to the first experiment in all respects except training format: the standard memorization instruction was replaced with an explicit rule-search instruction. Each experiment was conducted with and without performance feedback. While both groups showed significantly improved learning in the feedback-based explicit artificial grammar learning task, only the typically developed adults demonstrated higher levels of conscious structural knowledge. The present study demonstrates that the basis for the grammaticality judgment of adults with dyslexia differs from that of typically developed adults, regardless of increase in the level of explicitness. 相似文献
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Rachel Schiff Miki Cohen Elisheva Ben-Artzi Ayelet Sasson Dorit Ravid 《Scientific Studies of Reading》2016,20(2):140-154
The aim of the present study is to examine the morphological knowledge of readers with developmental dyslexia compared to chronological age and reading-level matched controls. The study also analyzes the errors dyslexics make and their metamorphological awareness compared to controls. Participants included 31 seventh-grade dyslexic children and two matched control groups of normal readers: 34 seventh graders matched for chronological age and 32 third graders matched for reading age. Two tasks were administered via the auditory modality—morphological priming and morphological analogies task. We also performed error analysis and a metamorphological interview. Our analyses reveal that although dyslexics perform equally to chronological age matched controls on the priming task and similarly to reading-level matched controls on the morphological analogies task, their errors and metamorphological awareness are qualitatively different. 相似文献
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A. Sasson 《International Journal of Science Education》2013,35(3):231-244
Summaries English The main stages of the evolution of biology teaching in Africa, after the independence of the countries, have been a better adaptation of the curriculum contents to the natural and socio‐cultural environment of each country, i.e. to go beyond a simple formal adaptation and to conceive curricula closer to the needs of African societies, in line with their specific values, and fitting with the cultural level of the pupils and with the preoccupations associated with a peculiar economic and social environment; an improvement of the teaching conditions, which remain difficult due to the lack of teaching aids of all kinds; a promotion of educational research, thanks to the creation and the development of administrative bodies responsible for the training of teachers and for the supervision of their activities. African countries have universities, faculties or schools of education and teacher‐training institutes, which are in charge of the training of biology teachers for secondary schools; they also have adapted their programmes to their needs; but such in‐depth adaptation must continue, so that biology teaching responds better to social evolution, to the new conditions of economic and social change and to new ethical situations. There remains a lot to be done in the area of elaboration and evaluation of teaching methods and techniques, bearing in mind the great difficulties of the teachers who lack the necessary minimum educational aids, specially in rural areas. The UNESCO pilot project for the improvement of biology teaching in Africa (1966‐1972) is part of a series of projects dealing with the improvement of school programmes and sponsored by UNESCO. The teaching aids produced for the English‐speaking countries of Africa were a handbook and a teacher's guide concerning an initiation course of biology for the junior level of high schools, as well as a series of loop films for the classroom. The aids produced for the French‐speaking countries of Africa were for the senior level and included booklets and colour slides, for the teachers’ use and not the pupils'; the topics involved African ecology, plants and soils, introduction to human biology, conservation and preservation of biological resources. As a contribution to the national endeavours of educational reform, UNESCO published in 1974 and 1975 the English, French and Spanish versions, adapted to Africa, Asia, and Latin America and the Caribbean, of a Teacher's guide on the biology of human populations. This meant to emphasize the necessary adaptation of biology teaching to its social and cultural environment, while presenting the human populations and their relations with their environments. This is a contemporary subject, which also allows the examination of the role of biology and biology teachers’ in the general awareness of environmental problems; a subject which does not need sophisticated equipment or teaching aids, but, rather, appeals to the observation skills of teachers and pupils. It is true that the African experience has, to some extent, followed a trend which European countries acknowledged several years ago. Adaptation of curriculum content is a long‐term task and is pursued in both kinds of countries. The African experience could certainly be beneficial to European curriculum designers. The production of all kinds of teaching aids, of various degree of complexity, in the national language, as well as the evaluation of relevant teaching methods and techniques, are areas of acute shortage, where bilateral as well as multilateral assistance could be most fruitful. 相似文献
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There’s a long held view that chunks play a crucial role in artificial grammar learning performance. We compared chunk strength influences on performance, in high and low topological entropy (a measure of complexity) grammar systems, with dyslexic children, age-matched and reading-level-matched control participants. Findings show that age-matched control participants’ performance reflected equivalent influence of chunk strength in the two topological entropy conditions, as typically found in artificial grammar learning experiments. By contrast, dyslexic children and reading-level-matched controls’ performance reflected knowledge of chunk strength only under the low topological entropy condition. In the low topological entropy grammar system, they appeared completely unable to utilize chunk strength to make appropriate test item selections. In line with previous research, this study suggests that for typically developing children, it is the chunks that are attended during artificial grammar learning and create a foundation on which implicit associative learning mechanisms operate, and these chunks are unitized to different strengths. However, for children with dyslexia, it is complexity that may influence the subsequent memorability of chunks, independently of their strength. 相似文献
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Dvora Ben Sasson 《Teachers and Teaching》2013,19(8):941-957
To fill the gap in theoretical and empirical knowledge on workplace aggression by teachers working in teams, this study explored its components, its targets, and its contextual determinants. Data were collected through three observations at different schools and at different times on 29 math, homeroom, language, and science studies teams. Qualitative analysis found the components of team teachers’ aggression to include obstructionist behaviors and expressions of hostility to colleagues. Determinants of the aggression such as injustice and sense of workload were identified. Theoretical and practical implications for the educational system and educational research are suggested. Principals are strongly encouraged to establish a school environment that promotes justice and reduces work overload. Educational leaders should create workshops for teachers coping with the negative effects of aggression and implement dispute resolution systems. New directions for research on teachers’ role in preventing aggression are offered. 相似文献
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Learning Environments Research - In recent years, the importance of the pedagogical and physical design of new learning environments has grown. Around the world, innovative pedagogy has been... 相似文献
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Graph complexity as measured by topological entropy has been previously shown to affect performance on artificial grammar learning tasks among typically developing children. The aim of this study was to examine the effect of graph complexity on implicit sequential learning among children with developmental dyslexia. Our goal was to determine whether children’s performance depends on the complexity level of the grammar system learned. We conducted two artificial grammar learning experiments that compared performance of children with developmental dyslexia with that of age- and reading level-matched controls. Experiment 1 was a high topological entropy artificial grammar learning task that aimed to establish implicit learning phenomena in children with developmental dyslexia using previously published experimental conditions. Experiment 2 is a lower topological entropy variant of that task. Results indicated that given a high topological entropy grammar system, children with developmental dyslexia who were similar to the reading age-matched control group had substantial difficulty in performing the task as compared to typically developing children, who exhibited intact implicit learning of the grammar. On the other hand, when tested on a lower topological entropy grammar system, all groups performed above chance level, indicating that children with developmental dyslexia were able to identify rules from a given grammar system. The results reinforced the significance of graph complexity when experimenting with artificial grammar learning tasks, particularly with dyslexic participants. 相似文献
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The case‐based computerized laboratory (CCL) is a chemistry learning environment that integrates computerized experiments with emphasis on scientific inquiry and comprehension of case studies. The research objective was to investigate chemical understanding and graphing skills of high school honors students via bidirectional visual and textual representations in the CCL learning environment. The research population of our 3‐year study consisted of 857 chemistry 12th grade honors students from a variety of high schools in Israel. Pre‐ and postcase‐based questionnaires were used to assess students' graphing and chemical understanding–retention skills. We found that students in the CCL learning environment significantly improved their graphing skills and chemical understanding–retention in the post‐ with respect to the prequestionnaires. Comparing the experimental students to their non‐CCL control peers has shown that CCL students had an advantage in graphing skills. The CCL contribution was most noticeable for experimental students of relatively low academic level who benefit the most from the combination of visual and textual representations. Our findings emphasize the educational value of combining the case‐based method with computerized laboratories for enhancing students' chemistry understanding and graphing skills, and for developing their ability to bidirectionally transfer between textual and visual representations. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 219–250, 2008. 相似文献