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Hannu Räty Leila Snellman Aki Vainikainen 《European Journal of Psychology of Education - EJPE》1999,14(3):423-437
Conducted in the framework of the theory of social representations, the study was designed to examine the dimensions in terms of which parents assess their children’s abilities, the ways in which social positions — here, the parents’ education and gender and the child’s gender — organize these assessments, and the ways in which the assessments relate to the estimated school success of the child. The subjects were a nationwide sample of parents (N=938), who were asked to estimate their children’s school success and to assess these children’s abilities. A factor analysis showed the ability assessments to be multidimensional. The parents assessed girls’ cognitive and social abilities to be better than boys’. Academically educated parents drew a more categorical distinction than other parents between cognitive and other abilities, which suggests that they endorse a differential conception of intelligence. A clear congruity of content was observed between the estimations of school success and the assessments of abilities, indicating that different school subjects are associated with different abilities. 相似文献
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The main argument of this article is that metacognition is an important part of human abilities, which are, in turn, forms of developing expertise. To the extent that our goal is to understand the bases of individual differences in student academic success, we need to understand metacognition as representing part of the abilities that lead to student expertise, but only as part. 相似文献
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The importance of students’ problem-posing abilities in mathematics has been emphasized in the K-12 curricula in the USA and China. There are claims that problem-posing activities are helpful in developing creative approaches to mathematics. At the same time, there are also claims that students’ mathematical content knowledge could be highly related to creativity in mathematics, too. This paper reports on a study that investigated USA and Chinese high school students’ mathematical content knowledge, their abilities in mathematical problem posing, and the relationships between students’ mathematical content knowledge and their problem-posing abilities in mathematics. 相似文献
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Rong Hui Choi Ikseon Schmiedt Chad Clarke Kevin 《Educational technology research and development : ETR & D》2020,68(5):2121-2146
Educational technology research and development - Failure is an inevitable human experience, which can offer great learning opportunities. Yet, in current educational contexts, failure has largely... 相似文献
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Li-Fang Zhang 《European Journal of Psychology of Education - EJPE》2010,25(1):87-103
This article reports two studies that aim at further distinguishing intellectual styles from abilities by taking into account
the confounding effects of age and gender on the relationship between these two constructs. Two independent groups of secondary
school students responded to the Thinking Styles Inventory-Revised and took the Sternberg Triarchic Abilities Test (Level H). Both sets of results suggested that although statistically significant relationships could be identified between thinking
styles and abilities, when age and gender were put under control, styles and abilities became fundamentally independent. Implications
of this finding for students and teachers are discussed. 相似文献
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David Whitebread 《European Journal of Psychology of Education - EJPE》1999,14(4):489-507
This paper reports two related studies intended to explore the interactions between children’s metacognitive abilities, their working memory capacity, the development and selection of strategies and their performance on problem-solving tasks. In the first study, a sample of 20 children aged 5 and 6 were presented with a reclassification task. In the second study, a sample of 72 children aged 6, 8 and 10 were presented with a multidimensional discrimination learning (MDL) task. Data was collected related to the children’s metacognitive abilities, working memory capacity, response strategies and task performance. The results indicated that performance on both tasks was dependent upon developmentally changing interactions between these various aspects of cognitive functioning. In particular, the relationship of working memory capacity to performance was dependent upon metacognitive abilities. The results also suggested that metacognitive awareness did not directly affect performance, but that such a relationship was dependent upon the development of strategic control. The implications of these results for understanding U-shaped behavioural growth and other common developmental patterns are discussed. Within the educational sphere, the study emphasises the significance and possibility for children as learners of fostering certain kinds of metacognitive ability. 相似文献
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Pollution phenomena are complex systems in which different parts are integrated by means of causal and temporal relationships. To understand pollution, children must develop some cognitive abilities related to system thinking and temporal and causal inferential reasoning. These cognitive abilities constrain and guide how children understand pollution processes. Hence, ascertaining whether changes among children’s ideas of pollution are related to system thinking and inferential reasoning abilities could be useful in improving environmental education. Eighty participants between 9 and 16 years old were interviewed to evaluate how children explain different aspects of pollution-related systems. From the explanations found in these interviews, three progressive epistemic structures were reconstructed. The three epistemic structures differ in the type of causal and temporal relationship established by the participants and in the mechanisms that the participants used to relate the pollutant to its effects. 相似文献
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Parents＇ and teachers＇ perceptions of students＇ general scholastic abilities, such as being able to complete their school work, retain what they learn, and achieve sufficiently compared to other students at their ages, were analyzed for how well they predict parents＇ forms of involvement in their children＇s education and teachers＇ forms of communication to parents. Data were collected from parents and teachers in two Title I, public middle schools in a large, urban city in the southwest. Parent involvement and teacher communication practices were measured using the ＂school and family partnerships survey＂. Parents＇ and teachers＇ perceptions of students＇ general scholastic abilities were measured using a teacher-rating version of the ＂perceived competence scale for children＂. Linear regression analyses revealed that parents＇ perceptions did not predict their involvement, nor did teachers＇ perceptions predict their amount of communication as reported by parents. Although parents＇ and teachers＇ perceptions did not predict involvement in this study, perceptions of children＇s general academic abilities should be further explored in relation to family-school partnerships. The results suggest that involvement in middle school occurs in ways distinctive from elementary school. Therefore, improved instruments are needed to more accurately measure parent involvement and teacher communication at grade levels beyond elementary school. 相似文献
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This article examines the spread of the neo‐liberal educational policy in Finnish schools by considering entrepreneurship education. We examined the kinds of gendered and classed enterprising selves that were narrated in the Finnish writing competition Good Enterprise! written by pupils in the 9th grade of comprehensive school. In their narratives of enterprising selves, the pupils constructed the middle‐class version of the self, where the person was not contingent upon external effects but an autonomous self‐governing individual. Moreover, the possible selves of boys matched the culturally valued representations of the autonomous, risk‐taking entrepreneurial individual more closely than the self‐representations of girls did. However, it was especially the boys’ narratives of modest entrepreneurship with the traditional virtues of the respectable citizen that were successful in the competition. This finding is in conflict with the educational policies of the European Union, which call for risk‐taking abilities and competition as pre‐conditions for achieving progress. 相似文献
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Syntactic complexity has been recognized as an important construct in writing research, and for the past five decades, many syntactic complexity measures (SCMs) have been examined in numerous studies. This systematic review is the first study of its kind to synthesize 36 studies spanning from 1970 to 2019 by identifying and cataloging all SCMs examined during this period. An analysis was performed on how the use of SCMs varied by genre, grade level, students’ writing ability, and writing quality. Five online databases (Academic Search Premier, ERIC, PsycINFO, Psychology and Behavioral Sciences, and PsycARTICLES) were searched. A total of 48 SCMs were grouped into six categories: T-units and sentences, clauses, phrases, words, combined measures, and other measures. Most studies examined three common SCMs: mean T-unit length, mean number of words per clause, and mean number of clauses per T-unit. The argumentative genre had the highest values for T-unit length and mean number of clauses per T-unit, which could indicate greater sentence complexity. Higher-grade-level students generally construct sentences that are syntactically complex, but comparison between studies was difficult because different studies investigated different SCMs. Although students with higher writing abilities generally construct sentences that are syntactically more complex compared to students with lower writing abilities, the findings are not conclusive, as only a few studies examined this relationship. A similarly inconclusive relationship was found between syntactic complexity and writing quality because only a few studies examined this relationship. More research is needed to examine the relationship between SCMs, writing quality, and genre.
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Our meta-analysis investigates the effectiveness of the concept mapping method compared with the traditional teaching method, for the improvement of critical thinking ability and disposition outcomes. We included studies measuring students' critical thinking through standardised tests, comparing an experimental (concept mapping) group with a control (traditional teaching) one. Effect sizes for critical thinking ability and disposition outcomes were pooled with a random-effects model. We included in our meta-analysis 21 studies (108 comparisons) involving 1695 students. The concept mapping method was more effective than the traditional teaching method at posttest for the improvement of critical thinking ability (g = 0.531, 95% CI 0.279 to 0.783) and disposition (g = 0.648, 95% CI 0.266 to 1.031). Heterogeneity was moderate to high, Egger's test did not indicate any evidence of publication bias; however, both visual inspection of the Funnel plot and Duval and Tweedie's trim and fill method indicated potentially three missing studies for critical thinking ability and two for critical thinking disposition. Additionally, we analysed the potential moderating effect of students' demographic characteristics, educational conditions, concept mapping elaboration methods and allocation type. Allocation type was a significant moderator, having a strong effect on concept mapping for critical thinking abilities in randomised studies (g = 0.739, 95% CI 0.356 to 1.122), but its effect is low in non-randomised studies (g = 0.265, 95% CI 0.014 to 0.517). 相似文献
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Sultan Kilinc 《International Journal of Inclusive Education》2013,17(12):1296-1314
ABSTRACTInclusive education (IE), as a global movement, has been part of many nations’ policy agendas. As the global ideas travel across borders, the meaning of this term has taken various forms in local and national discourses. Thus, this study examines teachers’ conceptualizations and experiences of IE for students with dis/abilities (SwDs) in Turkey. SwDs are one of the largest groups who are marginalised and excluded from accessing education and participating in meaningful learning experiences. Cultural historical activity theory was used to understand the teachers’ meaning-making of IE in relation to their context. This qualitative study was conducted in four schools in a southwestern city in Turkey. Applying a photo elicitation approach, a classroom photo with a hypothetical vignette was used as a stimulus to generate focus group discussions and individual interviews. Classroom observations and document collections guided the exploration of SwDs’ experiences and the context of their schooling. Using constant-comparative data analysis, two themes were identified: ‘Who is in? Who is out? Challenges to access,’ and ‘What happens after placement?’ The findings revealed that SwDs had justice struggles in regard to misdistribution of access, misrecognition of their abilities and backgrounds, misrepresentation of their voices, and participation in learning activities. 相似文献
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Learners encounter science in a wide variety of contexts beyond the science classroom which collectively could be quite influential on student attitudes and abilities. But relatively little is known about the relative influence of different forms of informal science experiences, especially for the kinds of experiences that students typically access. We conduct factor and regression analyses on data collected from a large number of diverse public-school attending 6th and 8th graders drawn from two regions in the USA. Students completed a science reasoning measure and surveys of attitudes, previously completed informal science learning experiences, and demographic factors. Factor analyses identify four dimensions of informal science learning participation (in home, semiformal, nature, and museums). Regression analyses find a relative specificity of effects, with particular outcomes associated with a subset of the forms of informal science participation, highlighting the importance of controlling for correlated factors. There were also a few differences by grade level, with different experiences influencing the development of competency beliefs in science in early vs. late middle schoolers. 相似文献
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Per Sund 《International Journal of Science Education》2016,38(14):2220-2238
Science teachers regard practical work as important and many claim that it helps students to learn science. Besides theoretical knowledge, such as concepts and formulas, practical work is considered to be an integral and basic part of science education. As practical work is perceived and understood in different ways, comparing the results between classes and schools is difficult. One way of making the results comparable is to develop systematic inquiries to be assessed in national large-scale tests. However, introducing similar testing conditions in a laboratory environment is not always possible. Although the instructions and assessment guides for such tests are detailed, many obstacles need to be overcome if equality in the overall test situation is to be achieved. This empirical case study investigates two secondary school science teachers’ assessments of 15–16 years old students in three separate groups in the practical part of a Swedish national test in chemistry. Data are gathered using two video cameras and three pairs of spy camera glasses. The results show that individual and independent assessments are difficult due to the social interactions that take place and the physical sources of errors that occur in this type of setting. 相似文献
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Coppola Cristina Mollo Monica Pacelli Tiziana 《European Journal of Psychology of Education - EJPE》2019,34(4):783-799
European Journal of Psychology of Education - This paper presents a Vygotskian research device that focuses on collaborative activities based on the manipulation of linguistic objects in a primary... 相似文献
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Valérie Gyselinck Chiara Meneghetti Rossana De Beni Francesca Pazzaglia 《Learning and individual differences》2009,19(1):12-20
This study investigated the construction of a spatial model in relation to working memory (WM) and visuospatial abilities. Participants were trained to use either imagery or verbal strategies to process route spatial texts. Results obtained on a free recall task, a verification test and a graphic representation task showed the beneficial effect of using a strategy based on mental images. When imagery strategies were used, a concurrent articulatory task produced interference effects on recall performance, and a spatial tapping task also impaired performance as compared to the control condition. These interference effects suggest that both visuospatial and verbal WM were involved in construction of the spatial model. When repetition strategies were used, however, only the articulatory task produced interference effects, highlighting the role of the verbal WM. To elucidate how the involvement of the visuospatial component may differ in relation to visuospatial abilities, participants with good or poor ability in generation of visual images and spatial manipulation of objects were compared. The benefit of the imagery strategy was found in both groups, but whereas low-visuospatial imagery participants were sensitive to spatial interference, their high ability counterparts were not. These results question the role of imagery processes in the construction of spatial models and their relation to the visuospatial WM. 相似文献