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1.
Throughout the 1970s and 1980s, computers in science teaching were seen as a panacea for many problems plaguing the domain. While considerable research has been done to determine cognitive achievements of students who interact with computers during their science learning, more basic questions have not yet been addressed. This study was designed to investigate how computers and a modeling software contributed to students' interactions and learning in a physics course. The interpretations focused on the microworld as a tool that supported but also limited students' sense-making activities. First, the computer microworld contributed in significant ways to the maintenance and coordination of students' physics conversations. Second, the computer environment (a) was sometimes “unready to hand” so that students spent more time learning the software rather than physics, and (b) limited the interactions within groups. It was concluded that while computer environments have some potential as learning tools, they also limit interactions in significant ways, rendering them less than ideal for everyday classroom use. With the use of software … students can be provided with the necessary tools and experiences to practice the investigative skills used by scientists and mathematicians… [Students] can pursue specific topics of their own interest and deal with this information in sufficient depth to construe personal meaning to various concepts. (Barman, 1993, p. viii) In educational applications, user interface design has received little attention, despite the fact that the interface is particularly important for educational software… This concern goes much deeper than the nebulous concept most often represented by the buzz phrase, ‘user friendliness.’ (Jackson, Edwards, & Berger, 1993b, p. 414) © 1996 John Wiley & Sons, Inc.  相似文献   

2.
Based on Ershov's address at the World Conference on Computer Education in 1981, Chinese educators decided that learning computer programming would prepare students for the information age. Accordingly, China introduced microcomputers into secondary schools to prepare students for widespread use of computers in all aspects of society. Microcomputers had already been used to facilitate administration, commerce, and other aspects of education. An optional computer-programming course was initiated in several secondary schools. The experiences in China parallel in many ways the experiences encountered by other countries when computers were introduced. This article reports on the selection, development, and evaluation of the first computer-programming courses in China.  相似文献   

3.
This paper presents an online reviewing tool, Poser, written in the Java programming language. Online quizzing tools have proliferated lately, but most are not so well-suited for reviewing. Poser's basic functionality is to provide students with a convenient, interactive way to review course materials in a question/answer format. Incorrect responses are corrected, along with an optional explanation. The program keeps usage statistics and information on responses to questions. Poser can be an important part of any course, because it gives students an easy way to test their understanding of the course materials from any Internet computer. We used Poser in two introductory Computer Science courses and gathered some formative data which was used to modify and evaluate the program. Over 100 students used the program and they answered over 38,000 questions while reviewing for their final exams. Student comments indicate that the program was very helpful. Overall, we feel that Po ser was a huge success and are planning a controlled study in the coming semesters to measure how much the use of the program facilitates student learning and understanding.  相似文献   

4.
Miroslav Lovric 《PRIMUS》2018,28(7):683-698
We discuss teaching and learning situations that surfaced when computer programming and mathematics were brought together in a course where students write computer code to explore mathematics problems. Combining programming and mathematics creates a rich ecosystem which, on top of traditional mathematics activities (writing solutions, proofs, etc.), offers simulation and experimentation, invites discussions about structure, requires logic and testing strategies, and handles mathematics objects with an added feeling of reality. Focusing on novice and inexperienced programmers, we look for answers to the practice-oriented question, “How do students reason through their difficulties when using programming to explore a mathematics problem?” Following literature review and methodology, we build the programming model, which we use to study students' experiences as they approach a mathematical problem by writing computer code. Our research is based on analyzing students' in-class work and class notes, author's observations of students working on their computers, and his interactions with students in class and elsewhere. In the four case studies that we present we touch upon students' difficulties in working with complex conditional statements and recurrence relations. As well, we discuss cases where resolving a programming issue demands posing and answering mathematical questions.  相似文献   

5.
In studies on the implementation and educational uses of computers there are reports of changes in students' behaviour as a result of working with computers (Rowe, 1993; Crook, 1994). Social, collaborative and dialogic exchanges have been observed as students engage in tasks around computers. This research provides evidence that the computer is a social facilitator in the sense that it provides opportunities for collaboration, group work and interaction which fosters cognitive change (Wild, 1995).
This article recognises the social role of the computer, and supports the view that computers can be used to facilitate learning through language. There is growing awareness that if we are to realise the full potential of computers in education, consideration must be given to their role as catalysts in the learning process, rather than technological tools (Hawkridge, 1990). Computer assisted learning has progressed through many phases, and through investigation of underlying theoretical frameworks it is possible to recognise the change of focus from individual accounts of learning to social perspectives.
Theoretical frameworks which emphasise the social dimensions of learning (Vygotsky, 1978) legitimise the link between computers, language use and learning and indicate that computers must be integrated into the social life of classrooms if their pedagogical benefits are to be realised.  相似文献   

6.
In order to develop potentially transformative Web 2.0 tools in higher education, the complexity of existing academic practices, including current patterns of technology use, must be recognised. This paper describes how a series of participatory design activities allowed postgraduate students in education, social sciences and computer sciences to contribute to the development of new Web 2.0 tools to enhance an existing virtual collaboration environment. In the course of these design activities, students reflected on and articulated the existing and emerging academic practices in which they were involved as they managed their transition from undergraduate courses to postgraduate research. The tools that were developed can therefore be seen as reifications of participants' emerging academic practices and the challenges they face as new researchers. This highlights the need for flexible design approaches and adaptable technological frameworks if Web 2.0 tools are to be successfully integrated into higher education settings.  相似文献   

7.
高职院校计算机文化基础课程个性化教学的实现   总被引：1，自引：0，他引：1  
计算机文化基础是高职院校非计算机专业的一门计算机基础课程,属计算机方面的入门课程。通过本课程的学习,学生较系统地了解计算机的基本知识和常用的微机操作技术,提高计算机文化素质,为今后进一步的专业学习打下良好的基础,适应未来发展的需要。不同专业的学生对计算机基础的能力要求是不同的,学生基础水平的差异比较大,教学过程中教师应该根据不同的学生能力水平和专业需求实行个性化教学,制定个性化的培养方案。  相似文献   

8.
The purpose of this study is to report on the use of learning journals as vehicles for encouraging critical reflection among non-traditional students and to compare variances with studies among traditional students. An objective of the study was to understand how adult students in a 'technical' computer class responded to the requirement for learning journals. Qualitative research focused on whether learning journals prove to be an effective teaching tool in science-based, adult learning. The study was conducted at Columbia University's Computer Technology programme in Continuing Education. Results suggest that non-traditional students are more skeptical than traditional students about using learning journals and more likely to use them as study tools. An implication of this study is that student perception and skepticism of the assignment can affect the objective of developing reflective thinking. This implication stresses the need to account for student perception in studies on learning journals and critical reflection.  相似文献   

9.
Employer expectations have changed: university students are expected to graduate with computer competencies appropriate for their field. Educators are also harnessing technology as a medium for learning in the belief that information and communication technologies (ICT’s) can enliven and motivate learning across a wide range of disciplines. Alongside developing students’ computer skills and introducing them to the use of professional software, educators are also harnessing professional and scientific packages for learning in some disciplines. As the educational use of information and communication technologies increases dramatically, questions arise about the effects on learners. While the use of computers for delivery, support, and communication, is generally easy and unthreatening, higher-level use may pose a barrier to learning for those who lack confidence or experience. Computer confidence may mediate in how well students perform in learning environments that require interaction with computers. This paper examines the role played by computer confidence (or computer self-efficacy) in a technology-enriched science and engineering mathematics course in an Australian university. Findings revealed that careful and appropriate use of professional software did indeed enliven learning for the majority of students. However, computer confidence occupied a very different dimension to mathematics confidence: and was not a predictor of achievement in the mathematics tasks, not even those requiring use of technology. Moreover, despite careful and nurturing support for use of the software, students with low computer confidence levels felt threatened and disadvantaged by computer laboratory tasks. The educational implications of these findings are discussed with regard to teaching and assessment, in particular. The TCAT scales used to measure technology attitudes, computer confidence/self-efficacy and mathematics confidence are included in an Appendix. Well-established, reliable, internally consistent, they may be useful to other researchers. The development of the computer confidence scale is outlined, and guidelines are offered for the design of other discipline-specific confidence/self-efficacy scales appropriate for use alongside the computer confidence scale.  相似文献   

10.
Interactive digital video provides students with control of computer visualization techniques and allows them to collect, analyze, and model two-dimensional motion data. Activities that use these techniques were developed for students to investigate the concept of frames of reference in various real-life situations. This investigation examines the effect on student learning and attitudes of using these materials in an introductory college physics course. The study measured students' computer attitudes and found improvement in students' feelings of comfort in using computers after completion of the activities. We found students' prior computer experience did not influence their perceptions of the activities. The majority of participants perceived discussion and the computer visualization techniques as being very effective in helping them learn, Students' understanding of the physics concepts were assessed and the participants' scores were compared with nonparticipants' scores. Although analysis of variance statistical procedures revealed no significant differences between the two groups, the results of this study indicate that sophisticated instructional video software can be perceived as easy to use and effective by students who are novices and experts in using computers. Thus, interactive digital video tools and activities have the potential to provide physics teachers with the latest technology to bring the active process of learning physics to their classroom. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 467–489, 1997.  相似文献   

11.
Research indicates that computer integration is more successful in student-centred classrooms. Nevertheless, constructivist student-centred teaching approaches are not dependent on the presence of technology in classrooms. Constructivist instruction, rather than based on certain tools, can only be accomplished by a fundamental shift in teacher's pedagogical beliefs and perceptions of the teacher's role in teaching and learning. This study was designed to investigate whether preservice teachers have made the pedagogical conceptual shift about the teacher's role when teaching with computers. Teacher's roles in this study were defined as teacher-centred roles versus student-centred roles. The following research questions were investigated: 1) What are the preservice teachers' perceptions of the teacher's role in classrooms with computers?; 2) What are the preservice teachers' perceptions of the teacher's role in classrooms without computers?; and 3) Do preservice teachers' perceptions of the teacher's role in classrooms with computers differ from their perceptions of the teacher's role in classrooms without computers? D'une formation centrée sur les enseignants À une formation centrée sur les étudiants: les enseignants en information initiale font-ils le passage conceptuel nécessaire lorsqu'ils enseignent dans des classes de l'Âge de l'information? Les recherches indiquent que l'intégration de l'ordinateur est mieux réussie dans les classes centrés sur les étudiants. Cependant, les approches constructivistes sur l'éducation centrée sur les étudiants ne dépendent pas de la présence de technologie dans les classes. L'instruction constructiviste, plutÔt que d'être fondée sur certains outils peut être réussie seulement s'il y a un transfert fondamental dans les convictions pédagogiques des enseignants et la perception du rÔle de l'enseignant dans l'enseignement et l'apprentissage. Cette étude a été concue pour savoir si les enseignants en formation initiale ont fait transfert pédagogique conceptuel sur le rÔle de l'enseignant utilisant les ordinateurs. Les rÔles des l'enseignants dans cette étude ont été définis comme centrés sur le maître plutÔt que centrés sur l'étudiant. Les questions suivantes ont été abordées: 1) quelles sont les perceptions par les enseignants en formation du rÔle de l'enseignant dans les classes équipées d'ordinateurs. 2) Quelles sont les perceptions des mêmes dans les classes non équipées en ordinateurs? 3) Leurs perceptions diffèrent-elles dans l'un et l'autre cas? Von der Lehrerorientierung zur Schülerorientierung: Schaffen speziell ausgebildete Lehrer den Wechsel vom herkömmlichen Konzept wenn sie in den Klassenräumen des Informationszeitalters unterrichten? Untersuchungen zeigen, dass die Integrierung von Computern erfolgreicher in Klassen mit Schüler orientiertem Unterricht ist. Konstruktiver, schülergerechter Unterricht ist nicht Technologie abhängig. Ein konstruktiver Unterricht kann nur durch eine grundlegende änderung des Lehrers in seiner Auffassung der pädagogischen überzeugungen und Pflichten bezüglich der Ausübung des Unterrichts geschehen und nicht durch die Nutzung gewisser Werkzeuge. Diese Studie will herausfinden, ob speziell ausgebildete Lehrer diesen Wechsel innerhalb des pädagogischen Konzepts zur Wahrnehmung der Rolle des Lehrers im Computer gestützten Unterricht vollzogen haben. In dieser Studie wurde die Rolle des Lehrers als Lehrer-orientiert im Gegensatz zur Schüler orientierten Rolle definiert. Folgende Fragen wurden untersucht: 1) Wie verstehen die Lehrer im Trainingsprogramm ihre Rolle im Computer gestützten Unterricht. 2) Wie verstehen die Lehrer im Trainingsprogramm ihre Rolle in der Klasse ohne Computer? 3) Unterscheidet sich das Rollenverständnis der Lehrer im Trainingsprogramm von der Rolle des Lehrers in einer Klasse mit und ohne Computer?  相似文献   

12.
作为计算机专业的学生，PASCAL语言通常作为一门计算机专业课来学习，而课本中讲解的标准PASCAL与上机时使用的TURBO PASCAL之间丰在着些许差别，这必须会使学生感到迷惑不解，本文就二者之间的差别（主要体现在文件类型和字符串类型两个方面）进行了详细阐述。  相似文献   

13.
This study investigated relationship between gender identity, social support for using computers and computer self-efficacy and value beliefs. Data was collected from first year undergraduate students at a university near Bangkok (72.3 % females, mean age?=?18.52 years). The respondents in our survey did not intend to major in computer sciences. Results show parental and peer support for using computers were positively associated with computer self-efficacy and value beliefs for both males and females. Gender typicality was positively associated with the level of computer self-efficacy for males and personal endorsement of gender-stereotypes was negatively associated with the level of computer self-efficacy for females. Students who responded “yes” to whether they would pursue employment in a job that may require them to work with computers reported significantly higher computer self-efficacy and value for using computers than students who responded “no” or “undecided”. Gender role socialization and expectancy-value theories are used to interpret group differences in computer self-efficacy and value beliefs.  相似文献   

14.
Nowadays,computers are widely used as useful tools for our daily life.So you can see students using computers everywhere.The purpose of our survey is to find out the answers to the following questions:1.What brand of computers do students often choose?2.What is the most important factor of choosing computers in students’idea?3.What do students want to do with computers most?After that,we hope the students will know what kind of computers they really need and how many factors must be thought about when buying computers.  相似文献   

15.
博士生的学术经历和学术志趣对科研能力增长的重要作用已得到实证研究的支持，不过很少有研究能够综合考察不同方面的学术经历以及学术志趣对科研能力增长的预测作用。基于1286份博士生调查数据进行相关探索，结果发现：（1）博士生的学术志趣对科研能力增长的正向预测作用最大，超过了前沿涉猎、导师指导、课程学习等学术经历的预测作用；（2）导师指导是对博士生学术志趣正向预测作用最大的变量；（3）与人文社科博士生相比，理工科博士生的学术志趣与科研能力增长具有更强的关联；（4）学术志趣在前沿涉猎、导师指导、课程学习等学术经历与科研能力增长之间存在中介效应。上述结果支持了学术志趣在博士生学术训练中的重要性，而导师在博士生学术志趣的激发方面扮演着关键角色。  相似文献   

16.
The purpose of this paper was to explore the degree of children's access to home computers. From this perspective research was carried out into the following: the initiative to purchase a home computer; the child's familiarisation with a computer at home; the child's computer activities. The research was based on a random sample of 993 children, of whom 305 had a home computer. The children learned about the computer through their older siblings or parents. The computer at home was used by children mainly for games but also in combination with other applications. The results of the research raise questions about the connection between the different use of the computer at home and at school.  相似文献   

17.
With the development of the Internet in the era of knowledge‐driven economy, e‐learning is experiencing rapid growth. The online learning course websites are drawing more attention as well. This research combines the innovation diffusion theory and the technology acceptance model, and adds two research variables, perceived system quality and computer self‐efficacy to propose a new hybrid technology acceptance model to study students' behavioural intentions to use the online learning course websites. This research finds that compatibility, perceived usefulness, perceived ease of use, perceived system quality and computer self‐efficacy were critical factors for students' behavioural intentions to use the online learning course websites. By explaining students' behavioural intentions from a user's perspective, the findings of this research help to develop more user‐friendly websites and also provide insight into the best way to promote new e‐learning tools for students.  相似文献   

18.
This article summarises a research project with a group of twenty Singapore primary students who were introduced to computer graphics in an eight-week programme. Their actions and artwork were closely monitored by participant observers to see how they interacted with the computers and with each other as they learned how to use the tools and exercise judgement and control. Three aspects of behaviour which seemed to be particularly significant were: watching and internalising, providing a running commentary and pointing. The children's artwork showed that they could use the computer as a tool to create artwork and engage in high-level symbol-weaving.  相似文献   

19.
How do student teachers see computers being used in secondary mathematics lessons, and how do they themselves use them on teaching practice? These questions were prompted by the need to provide appropriate experiences for students on the Postgraduate Certificate of Education course. Information collected over a two year period suggests that although computer use was not widespread, more students used computers, and applications software in particular, than practising teachers. Strategies for course provision are outlined and the examination of assumptions and beliefs is indicated as an important dimension in future work.  相似文献   

20.
This paper reports on a study on National Policy initiative to introduce computers into primary education curriculum in the developing nation of Nigeria. The continuous assessment (CA) procedure has been entrenched in the National Policy on Education (1981 revised) but practice of it has been tendentious and tedious. The introduction of computer in schools poses a challenge to teachers and schools administrators. The National Policy on Computer Education stipulates that primary schools that can afford the cost should integrate computers in their classrooms. So far, there has been no national primary curriculum in computer education since the policy was launched in 1988. A computer package for continuous assessment practice at primary level of education was developed and field-tested in selected private primary schools in the country. The schools are those of Nigerian National Petroleum Corporation (NNPC)* at Kaduna (north), Port Harcourt (southeast), Warri (south) and Mosimi near Lagos (southwest). The results of field-testing show that the computer package can successfully be integrated into the primary school system. This is the first step towards computer education integration into the primary curriculum in Nigeria. Further research field tests computer packages on selected strategic primary schools subjects (English language, mathematics, social studies and elementary science). With this, it is hoped that a tentative national curriculum on computer education will evolve. Les Progiciels Informatiques pour la Pratique de l'Evaluation continue dans la Classe. Cet article est le rapport d'une étude À l'initiative de la National Policy pour introduire les ordinateurs dans le curriculum de l'enseignement primaire d'un pays en voie de développement, une étude de cas en Nigeria. La procédure d'évaluation continue (CA) a été introduite dans la National Policy en matiere d'éducation (revisée en 1981) mais la pratique a été tendancieuse et pénible. L'introduction de l'ordinateur À l'école constitue un challenge pour les enseignants et les administrateurs des écoles. Cette e National Policy f stipule que les écoles primaires qui peuvent en payer le prix devraient intégrer les ordinateurs dans leurs classes. Mais jusqu'À présent il n'y a pas eu de curriculum sur l'éducation par l'ordinateur depuis le lancement de cette politique en 1988. Un progiciel pour l'évaluation continue au niveau primaire a été élaboré et testé dans des écoles privées sélectionnées dans le pays. Ces écoles sont celles de la corporation nigerienne nationale pour le pétrole (NNPC) À Kaduna (dans le Nord) Port Harcourt (Sud Est), Warri (dans le sud) et Mosimi près de Lagos (Sud Ouest). Les résultats de ces testes montrent que le e package f informatique peut être intégré avec succès dans le système de l'enseignement primaire. Ceci a été la première étape en rue de l'intégration de l'ordinateur dans la curriculum de l'enseignement primaire au Nigeria. Les recherches ultérieurs prévoient de tester les e progiciels f informatiques dans des domaines stratégiques choisis dans l'école primaire (anglais mathématiques, sciences sociales et sciences élémentaires). De la sorte , nous espérons qu'un première tentative de curriculum national sur l'informatique pourra être développé. Bewertungsmöglichkeiten von Computer gestützten Lernerfahrungen bei Grundschülern. Dieser Artikel berichtet über eine Studie zur staatlichen Initiative, Computer in der Grundschule eines Entwicklungslandes einzusetzen: eine Studie am Beispiel Nigerias. Die ständige Bewertung (Continuous Assessment CA) ist Teil der nationalen Bildungspolitik (wurde 1981 erneuert), aber ihre Anwendung ist langsam und tendenziös. Die Einführung von Computern in den Schulen ist eine Herausforderung an Lehrer und Verwaltung. Die offizielle Politik zur Computer gestützten Ausbildung sieht vor, dass Grundschulen, die es sich finanziell leisten können, Computer in ihren Klassen einführen sollen. Bis jetzt gibt es jedoch keinen Lehrplan zum Computer gestützten Lernen im Grundschulbereich seit Bekanntgabe dieser Strategie im Jahre 1988. Ein Computerprogramm, das den Kenntnisstand in der Grundschule erfasst wurde entwickelt und in einigen ausgewählten Grundschulen des Landes getestet.. Die Schulen sind: die Nigerian National Petroleum Corporation (NNPC) in Kaduma (Norden), Port Harcourt (Südost), Warri (Süden) und Mosimi bei Lagos (Südwest). Die Resultate dieses Tests belegen, dass das Computerprogramm erfolgreich in den Grundschulen angewendet werden kann. Dies ist ein erster Schritt, Computer gestütztes Lernen Grundschulbereich in den Fächern Englisch, Mathematik, Sozialkunde und Naturkunde einzusetzen, werden folgen. Wir hoffen, dass sich daraus ein Landeslehrplan für Computer gestütztes Lernen entwickelt. in den nigerianischen Lehrplan zu integrieren. Weitere Versuche, Computerprogramme im  相似文献   

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