共查询到20条相似文献，搜索用时 15 毫秒
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This study aims to explore how high school students collaboratively solve problems in a web problem-based learning (WPBL) system in an 8-week digital logic course using discourse analysis. Employing in-depth interviews, this study also investigated the students' attitudes toward the WPBL system. The number of teaching assistants' responses had a negative relationship with the number of peer responses. Regarding dialogue quality, extended questions and brainstorming stimulated each other. Elaboration facilitated problem solving, whereas organizing knowledge from books or websites decreased reflection. Students affirmed the usefulness and effectiveness of the web system because it created an interactive, flexible, comfortable and collaborative learning environment. 相似文献
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The authors examined whether motivational goals influenced the participation and performance of low-achieving students during collaborative problem solving with a high-achieving partner. Thirty-five pairs of 4th- and 5th-grade students were randomly assigned a set of instructions designed to induce students to adopt a learning goal or a performance goal. The following day, the students were individually given a posttest on problems similar to those worked on collaboratively. The low-achieving students given learning-goal instructions performed better on the posttest problems and perceived their partner's competence as more similar to their own than did the low-achieving students given performance-goal instructions. No differences in overall amount or level of low achievers' participation during collaborative problem solving were observed. Implications of the findings for the use of peer learning in heterogeneous classrooms are discussed. 相似文献
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Peer collaboration in solving qualitative physics problems: The role of collaborative talk 总被引：1，自引：0，他引：1
Ping-Kee Tao 《Research in Science Education》1999,29(3):365-383
This study investigated whether and how peer collaboration facilitated students' problem solving in physics. A qualitative
physics test was administered to two Secondary 6 (Year 12) classes, with half of the students in each class randomly assigned
to take the test individually and the other half to work in dyads. The abilities of the individuals and dyads were matched
such that there was no significant difference between their physics examination grades. The test results show that the dyads
performed better than the individuals on each problem and the test as a whole. The rich collaborative talk of the dyads shows
that peer collaboration provided students with experiences of co-construction and conflict that were conducive to successful
problem solving. However, it was found that co-construction could lead to correct as well as wrong solutions and that conflict
and co-construction could occur in the same instance rather than as separate activities. The study also found that students'
success in problem solving depended not so much on their ability but on how they interacted and whether and how they invoked
the relevant physics principles and strategies. 相似文献
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The researchers designed the study to achieve two goals: (1) determine the affect of peer collaboration on high school biology students' acquisition of concepts related to photosynthesis and (2) examine interactions in a collaborative peer group situation to determine how these interactions relate to the developpment of concepts associated with photosynthesis. Using quantitative and qualitative data analysis techniques, the researchers concluded that students working in peer collaborative groups developed more scientifically correct conceptions of photosynthesis than did students working alone. However, not all group-generated views were internalized by group members when assessed individually. Based on qualitative data, a functional relationship exists between prior knowledge and concept development. Two types of peer interaction, consonant and dissonant, were identified as enhancing concept development. When peer group roles are not assigned, roles fluctuate depending on group members' expertise or perceived expertise displaying a bidirectional zone of proximal development. This zone allows for enhanced concept development. Based on the above conclusions, the researchers recommend that (1) peer collaboration be used to help students overcome scientific misconceptions; (2) peer collaborative tasks be designed to engage students in consonant and dissonant interactions; and (3) cognitive group roles, as opposed to traditionl managerial cooperative group roles, be used. 相似文献
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Kate Bone Jane Bone Sue Grieshaber Gloria Quinones 《Asia-Pacific Journal of Teacher Education》2019,47(4):347-360
This study explored how students (pre-service teachers) benefit from the support of having a peer with them during their first professional experience in preschool contexts, utilising a PAL (Peer Assisted Learning) approach. International students at a large Australian University were interviewed as part of this qualitative study. We found that peer engagement facilitated the development of friendships and social support among participants. Discussion is situated within a sociological framework of organisational friendship. This study extends conceptions of organisational friendships beyond managerial imperatives and peer relationships are highlighted as supportive, not competitive, engagements. The PAL approach highlights the benefit of collaborative professional learning. 相似文献
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Mavis Haigh 《Research in Science Education》2007,37(2):123-140
Creativity is recognised as a valuable human quality for personal, social, technological and economic reasons and many school
curriculum documents assert that creativity can be taught. In science education it is often argued that it is through engagement
in practical work that students develop their possibility thinking and problem solving abilities. This paper uses data generated
during a four-year study of students engaged in open investigative practical work in senior biology to indicate how such engagement
might foster personal and collaborative creativity. 相似文献
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This study examined social participation and strategic problem solving behavior of boys diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) when collaborating on a planning task with a trained peer partner. Twenty-four 9- to 13-year-old boys with ADHD who were receiving a medication intervention, were individually pre-tested to assess their initial ability to plan an errand route task. They were then observed doing an alternate planning task during collaborative sessions with a female peer partner who had received prior training in the task and in facilitating social interaction. Boys with ADHD were then individually post-tested on the original planning task. Observations of the collaborative sessions revealed significant, positive changes across three phases in the quality of social interactions by boys with ADHD, in their planning strategies, and planning efficiency. Findings suggest positive benefits of collaborative learning structures for boys with ADHD when they are placed in a collaborative learning setting with a partner who has received a prior training intervention. 相似文献
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This microgenetic study strived to understand instantaneous peer influences on the moment-by-moment and session-by-session development of relational thinking within and across dialogic small-group discussions using an approach called Collaborative Reasoning. An analysis encompassing 32,511 turns for speaking during 176 discussions indicated that peer support and refutation influenced the development of relational thinking within (micro-level) and across (macro-level) discussions, and was mediated by friendship and peer status. Support was mainly mediated by friends and children with high status. Observing reciprocated friends' supportive talk encouraged students to generate confirmational relational thinking in the next turn for speaking. Refutation was mainly mediated by children with high status. Quiet students generated less refutation. The study documents the proximal effects of peer status and friendship on the social and cognitive dynamics of collaborative discussions. 相似文献
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Huann-shyang Lin Zuway-R Hong Kuay-keng Yang Sung-Tao Lee 《International Journal of Science Education》2013,35(18):3095-3116
This study investigates the impact of collaborative reflections on teachers’ inquiry teaching practices and identifies supportive actions relating to their professional development. Three science teachers in the same elementary school worked as a cooperative and collaborative group. They attended workshops and worked collaboratively through observing colleagues’ teaching practices and discussing with university professors about their own inquiry teaching. The pre- and post-treatment classroom observations and comparisons of their teaching reveal that the three teachers were more focussed on asking inquiry-oriented questions in the post-treatment teaching. With additional qualitative data analysis, this study identified supportive resources of professional development. Workshop training sessions and sample unit served as the initiative agent in the beginning stage. Discussions with peers and reflective observation of peer teaching acted as a facilitative agent. Finally, student responses and researchers’ on-site visit comments worked as a catalytic agent for their professional development. 相似文献
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Pilar Pazos Marina Micari Gregory Light 《Assessment & Evaluation in Higher Education》2010,35(2):191-208
Collaborative learning is being used extensively by educators at all levels. Peer‐led team learning in a version of collaborative learning that has shown consistent success in science, technology, engineering and mathematics disciplines. Using a multi‐phase research study we describe the development of an observation instrument that can be used to assess peer‐led group learning. This paper illustrates the development of a classification system for peer‐led learning groups and an instrument based on this classification system. The instrument evaluates small learning groups on two important aspects of group learning: problem solving approach and group interaction style. We provide evidence of the factor structure of the two dimensions using both exploratory and confirmatory factor analysis. We also provide information about the reliability of the two scales as measured by the Cronbach's alpha coefficient. Data from a large peer‐led learning programme was used to conduct the factor analysis. Results from the factor analysis confirmed that the instrument is actually measuring two key characteristics of small learning groups: problem solving approach and group interaction style, characteristics that have been linked to effective functioning of the group and to the student learning outcomes. This instrument may be particularly appealing to practitioners (faculty members, those running small‐group learning programmes, etc.) because it is easy to use and it does not require extensive time for analysis. 相似文献
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Bor-Chen Kuo Chen-Huei Liao Kai-Chih Pai Shu-Chuan Shih Cheng-Hsuan Li Magdalena Mo Ching Mok 《教育心理学》2020,40(9):1164-1185
AbstractThe current study explores students’ collaboration and problem solving (CPS) abilities using a human-to-agent (H-A) computer-based collaborative problem solving assessment. Five CPS assessment units with 76 conversation-based items were constructed using the PISA 2015 CPS framework. In the experiment, 53,855 ninth and tenth graders in Taiwan were recruited, and a multidimensional item response analysis was used to develop CPS scales and represent the students’ collaboration and problem solving performance. The results show that the developed H-A approach is feasible for measuring students’ CPS skills, and the CPS scales are also shown to be reliable. In addition, the students’ CPS performance scores are further explored and discussed under the PISA CPS framework. 相似文献
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Kay Kyeongju Seo 《The American journal of distance education》2013,27(1):21-36
This study focused on the effects of peer moderation on meaningful interactions in online discussions. A meaningful interaction was defined as a message relating to a discussion topic, responding to a previous message, and adding substance to the discussion. A randomized-subject, posttest-only control group design was used to test the first hypothesis, that a peer-moderated online discussion forum would contain more posts responding to previous comments than a nonmoderated forum, and the second hypothesis, that a peer-moderated online discussion forum would contain more substantive responses enriching the conversation than a nonmoderated forum. Both hypotheses were supported. Results showed that students responded to messages more actively and engaged in more in-depth discussions when discussions were moderated by a peer. 相似文献
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This article describes an exploratory study of question prompts and online mentoring (specifically a lateral or peer mentoring
experience) in a field-based practicum that focused on teaching ill-structured problem solving of classroom discipline. Data
were gathered on 26 in-service practicum teachers through online observations, online journal reports, questionnaires, and
reflection logs. Results showed that the practicum teachers were successful in using the approach to plan and implement effective
interventions for their students and that they perceived the online mentoring approach as being very beneficial in supporting
their learning. A more detail analysis of seven practicum teachers and their mentors indicated that their mentors engaged
in eight types of online mentoring functions; the most frequently used were asking practicum teachers to elaborate, and valuing
the practicum teachers’ contributions. The influence of the mentoring functions on the seven practicum teachers’ ill-structured
problem solving is also discussed. The study offers evidence that asynchronous online mentoring and question prompts can enhance
the professional development of both practicum teachers and mentors by helping them learn about and apply intervention strategies
in solving real-world teaching problems. 相似文献