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1.
Saskia Kistner Katrin Rakoczy Barbara Otto Charlotte Dignath-van Ewijk Gerhard Büttner Eckhard Klieme 《Metacognition and Learning》2010,5(2):157-171
An implication of the current research on self-regulation is to implement the promotion of self-regulated learning in schools.
Teachers can promote self-regulated learning either directly by teaching learning strategies or indirectly by arranging a
learning environment that enables students to practise self-regulation. This study investigates teachers’ direct and indirect
promotion of self-regulated learning and its relation to the development of students’ performance. Twenty German mathematics
teachers with their overall 538 students (grade 9) were videotaped for a three-lesson unit on the Pythagorean Theorem. Students’
mathematics performance was tested several times before and after the observed lessons. A low-inferent coding system was applied
to assess the teachers’ implicit or explicit instruction of cognitive strategies (e.g., organisation), metacognitive strategies
(e.g., planning), and motivational strategies (e.g., resource management). High-inferent ratings were used to assess features
of the learning environment that foster self-regulation. Results reveal that a great amount of strategy teaching takes place
in an implicit way, whereas explicit strategy teaching and supportive learning environment are rare. The instruction of organisation
strategies and some features of the learning environment (constructivism, transfer) relate positively to students’ performance
development. In contrast to implicit strategy instruction, explicit strategy instruction was associated with a gain in performance.
These results reveal a discrepancy between the usefulness of explicit strategy instruction and its rare occurrence in classrooms. 相似文献
2.
This study aimed to investigate the effectiveness of cognitive strategy instruction (CSI) on Chinese reading comprehension
of Hong Kong low achieving students. A total of 88 Grade 7 students from four intact Chinese language remedial groups were
randomly assigned to treatment and control conditions. Students in the treatment group received a 6-week Chinese CSI Program
in their regular Chinese language lessons. The findings in this study generally supported that the Program had a positive
impact on the reading development of low achieving students. Students who received strategy instruction made superior gains
in comprehension performance, used more strategies during their reading process, had more knowledge about, strategy use, and
showed a more positive attitude toward the reading instruction than did their peers who received traditional Chinese language
instruction. Students’ improvements on their strategy use and reading comprehension were maintained 4 months after the termination
of the Program. However, the positive treatment effects of the Program were not transferred to other school subject materials,
and students’ reading motivation did not have significant changes after the Program. Factors contributing to the success of
the Program as well as its limitations are discussed. 相似文献
3.
Writing standards and objectives outline complex skills for narrative essay writing at the secondary level. Students with disabilities often produce disorganized narratives with fewer narrative elements than their peers without disabilities. A multiple-probe design was used to examine effects of Self-Regulated Strategy Development for the Pick my genre then idea, Organize my notes, Write (POW) + Setting, Tension, rising Action, Climax, Solution (STACS) strategy on narrative essay-writing skills for 6 secondary students with disabilities. Results indicated students improved the quality of their narratives and included a greater number of strategy-specific and story grammar elements following instruction. Students were also able to transfer skills across a history or social studies setting and could more accurately differentiate narrative writing prompts from expository and persuasive writing prompts. Treatment acceptability results indicated students found instruction beneficial. 相似文献
4.
Ornit Spektor-Levy Bat-Sheva Eylon Zahava Scherz 《International Journal of Science and Mathematics Education》2009,7(5):875-903
This study explores the impact of ‘Scientific Communication’ (SC) skills instruction on students’ performances in scientific
literacy assessment tasks. We present a general model for skills instruction, characterized by explicit and spiral instruction,
integration into content learning, practice in several scientific topics, and application of performance tasks. The model
was applied through an instructional program that focuses on the following learning skills: information retrieval, scientific
reading and writing, listening and observing, data representation, and knowledge presentation. Throughout the 7th–8th grades,
160 students learned the whole program or one of its components: structured instruction (SI) of SC skills, or performance tasks (PT). A comparison group of 42 students did not receive instruction of SC skills. Students’ performances were assessed through
a questionnaire and a complex task that measured students’ scientific content knowledge, SC skills, and the quality of the
final products. Results indicated that students who learned the whole program or one of its components achieved higher scores
in all categories than the comparison group students. High achievers can benefit from just one component of the program: either
structured instruction (SI) or learning from practice (PT). However, they can hardly acquire SC skills spontaneously. Low
and average achievers require both components of the SC program to improve their performances. Results show that without planned
intervention, the spontaneous attainment of SC skills occurs only to a limited extent. Systematic teaching of skills can make
a significant difference. The explicit instruction of skills integrated into scientific topics, the opportunities to implement
the skills in different contexts, the role of performance tasks as ‘assessment for learning’—all these features are important
and necessary for improving students’ scientific literacy. Our general model of skills instruction can be applied to the instruction
of other high-order skills. Its application can lead to the realization of the central goal of science education: literate
students possessing scientific knowledge. 相似文献
5.
The purposes of this study were to investigate students’ conceptual learning outcomes and the effect of motivation on students’
conceptual learning outcomes in two different contexts: a Web-based and a classroom-based instruction, which incorporated
the Dual Situation Learning Model (DSLM). Nine classes of Grade eight students (N = 190) were involved in the study; five classes participated in a Web-based context and four classes in a regular classroom-based
context. The topic covered was chemical reaction. Students’ conceptual change outcomes were assessed using eight two-tier
pre/post conceptual tests during the instruction and the reaction rate integrated conceptual test at the end of the instruction.
Students’ motivation data were collected in the beginning and during instruction using the items from the Students’ Motivation
Toward Science Learning (SMTSL) questionnaire. The data were analyzed using ANOVA, ANCOVA, bivariate correlation, and multiple
regression analysis. Findings revealed that students’ motivational factors were correlated significantly with their conceptual
learning outcomes in both Web-based and classroom-based science teaching. In the Web-based context, students’ motivation during
the Web-based learning played a more important role on students’ conceptual learning outcomes than before learning. 相似文献
6.
Linda H. Mason Richard M. Kubina Jr. Douglas E. Kostewicz Anne Mong Cramer Shawn Datchuk 《Contemporary educational psychology》2013
Writing performanceperformance of 279 seventh- and eighth-grade students in four urban charter schools was evaluated in comparison group pretest/posttest quasi-experimental study. Thirty-three students, identified by cut scores on a standardized fluency measure, received supplemental one-to-one Self-Regulated Strategy Development (SRSD) instruction for persuasive quick writing. Fifty-one students with scores below the cut participated as an eligible non-treatment comparison; 195 students with scores above the cut participated as a non-eligible comparison group. All students’ written responses were evaluated before and after the intervention. Results of repeated measures analysis indicated that students in treatment (additional instruction time + SRSD + planned practice-testing) significantly improved quick writing performance after instruction when compared to pretest performance, and when compared to eligible comparison, with large effect sizes for number of persuasive elements and organizational quality and medium effects for persuasive quality. When compared to non-eligible comparison, students in treatment had significantly higher scores for organizational quality (large effects) and persuasive quality (small effects). 相似文献
7.
From a larger longitudinal study of 610 fourth graders in 17 inner city schools, 40 students were randomly selected from 10
classrooms rated high (i.e., top quartile) or low (i.e., bottom quartile) in quality of writing instruction in grades 3 and
4. The written compositions of these students were scored in three ways: (1) according to a rating scale within a reliable
scoring rubric, (2) according to countable surface features such as words correctly sequenced, and (3) according to the frequency
of specific phonological, morphosyntactic, and orthographic errors in the children’s writing. A multivariate analysis of variance
was conducted to examine whether quality of writing instruction in grades 3 and 4 predicted students’ writing performance
at the end of grade 4. Students who received high quality instruction in fourth grade wrote longer compositions with more
correctly spelled words than those who had poor quality writing instruction. There was a tendency for two years of quality
instruction to be better than one, and, among students who had poor quality instruction in grade 3, compositions were longer
in grade 4 when they received quality instruction in fourth grade. Foundational problems of language formulation, production
and representation, however, were ubiquitous across the sample. Although these students were within the average range on standardized
reading tests, spelling and writing were not developing at average levels. The study confirms the urgent need for more and
better writing instruction for high risk, minority children. 相似文献
8.
The research examined effects of notetaking instruction on elementary-aged students’ abilities to recall science information
and their notetaking behaviors. Classes of eight to nine years old third grade students were randomly assigned to three treatment
conditions: strategic notetaking, partial strategic notetaking, and control, for four training sessions. The effects of the
notetaking instruction were measured by their performances on a test about science information, a long-term free recall of
the information, and the number of information units recalled with or without cues. Students’ prior science achievement was
used to group students into two levels (high vs. low) and functioned as another independent variable in analysis. Results
indicated significant treatment effect in favor of the strategy notetaking instruction groups on cued and non-cued recall
of the information units. Students with higher prior achievement in science performed better on cued recall and long-term
free recall of information. The results suggest that students as young as those in third grade classes can be instructed to
develop notetaking ability that promotes their learning. 相似文献
9.
Students’ mathematical problem-solving experiences are fraught with failed attempts, wrong turns, and partial successes that
move in fits and jerks, oscillating between periods of inactivity, stalled progress, rapid advancement, and epiphanies. Students’
problem-solving journals, however, do not always reflect this rather organic process. Without proper guidance, some students
tend to ‘smooth’ out their experiences and produce journal writing that is less reflective of the process and more representative
of their product. In this article, I present research on the effectiveness of a persona-based framework for guiding students’
journaling to reflect the erratic to-and-fro of the problem-solving process more accurately. This framework incorporates the
use of three personas—the narrator, the mathematician, and the participant—in telling the tale of the problem-solving process.
Results indicate that this persona-based framework is effective in producing more representative journals. 相似文献
10.
Investigating students’ critical thinking in weblogs: an exploratory study in a Singapore secondary school 总被引：1，自引：0，他引：1
Critical thinking is an essential competency in the new information age. But research shows that students commonly lack critical
thinking skills and hence promoting students’ critical thinking becomes crucial. This exploratory study investigated the extent
to which secondary school students’ critical thinking could be promoted by writing reflections in the weblog. Students’ critical
thinking was measured by using the Newman’s model. Results showed that writing reflections in the weblog could help promote
students’ critical thinking and according to the Newman’s model, three categories of critical thinking were promoted the most,
they were bringing outside knowledge or experience (O+), relevance (R+), and justification (J+). In addition, the study also
found that the types of interaction with peers and the teacher had a more positive effect on the extent of critical thinking.
Implications for other research are discussed. 相似文献
11.
This study investigated the effect of metaconceptual teaching interventions on students’ understanding of force and motion
concepts. A multimethod research design including quasi-experimental design and case study designs was employed to compare
the effect of the metaconceptual activities and traditional instruction and investigate students’ reactions to metaconceptual
teaching interventions. The participants (45 high school students in the USA) were enrolled in one of the two physics classes
instructed by the same science teacher. In the experimental group, students’ engagement in metaconceptual knowledge and processes
was facilitated through various instructional activities, including poster drawing, journal writing, group debate, concept
mapping, and class and group discussions. These activities were intended to facilitate students’ engagement in (a) becoming
aware of their existing and past conceptions, associated beliefs, everyday experiences, and contextual differences, (b) monitoring
their understanding of the new conception, the changes in ideas, and the consistency between existing and new conceptions,
and (c) evaluating the relative ability of competing conceptions to explain a physical phenomenon. In the comparison group,
the same content knowledge was explained by the teacher along with the use of laboratory experiments, demonstrations, and
quantitative problem solving. Students’ reactions to the designed instructional activities indicated that metaconceptual teaching
interventions were successful in facilitating students’ engagement in several types of metaconceptual functioning. The results
showed that students in the experimental group had significantly better conceptual understanding than their counterparts in
the comparison group and this positive impact remained after a period of 9 weeks. 相似文献
12.
In two semester-long studies, we examined whether college students could improve their ability to accurately predict their
own exam performance across multiple exams. We tested whether providing concrete feedback and incentives (i.e., extra credit)
for accuracy would improve predictions by improving students’ metacognition, or awareness of their own knowledge. Students’
predictions were almost always higher than the grade they earned and this was particularly true for low-performing students.
Experiment 1 demonstrated that providing incentives but minimal feedback failed to show improvement in students’ metacognition or performance.
However, Experiment 2 showed that when feedback was made more concrete, metacognition improved for low performing students although exam scores
did not improve across exams, suggesting that feedback and incentives influenced metacognitive monitoring but not control. 相似文献
13.
Sidney Adams 《Journal of Experimental Education》2013,81(2):141-144
Children come to school with an idea of narrative structure, but their knowledge of persuasive writing is less developed. Results of the National Assessment of Educational Progress indicate that students perform poorly on persuasive writing tasks. To what extent this is a result of a lack of logical thinking skills and to what extent it is a result of problems with instruction are not known. The present experiment was designed to identify the effects of instruction, grade level, and sex on students’ persuasive writing. Children in grades 4, 6, and 8 were instructed in writing with one of four instructional strategies. Their performance was then evaluated through analytic scoring of their efforts with standard writing prompts administered immediately after treatment and again 2 weeks later. The results showed that older children wrote better than younger ones; that girls wrote better than boys immediately after the study but not 2 weeks later; and that treatment effects approached statistical significance. 相似文献
14.
Karen Goodnough 《Research in Science Education》2010,40(2):239-265
In this study, the author implemented a problem-based learning (PBL) experience that allowed students in an advanced science
methodology course to explore differentiated instruction. Through working systematically in small, collaborative groups, students
explored the nature of differentiated instruction. The objective of the study was to examine pre-service teachers’ developing
conceptions of differentiated instruction (DI) as a way to teach for diversity. The author adopted action research as a strategy
to explore students’ perceptions of DI in the context of science teaching and learning. Several data collection methods and
sources were adopted in the study, including student-generated products, student interviews, classroom observation, and journal
writing. Outcomes report on students’ perceptions of both the potential and challenges associated with adopting a DI approach
to science teaching and learning. 相似文献
15.
We investigate students’ negative perceptions about an online peer assessment system for undergraduate writing across the
disciplines. Specifically, we consider the nature of students’ resistance to peer assessment; what factors influence that
resistance; and how students’ perceptions impact their revision work. We do this work by first examining findings from an
end-of-course survey administered to 250 students in ten courses across six universities using an online peer assessment system
called SWoRD for their writing assignments. Those findings indicate that students have the most positive perceptions of SWoRD
in those courses where an instructor graded their work in addition to peers (as opposed to peer-only grading). We then move
to an in-depth examination of perceptions and revision work among 84 students using SWoRD and no instructor grading for assessment
of writing in one university class. Findings from that study indicate that students sometimes regard peer assessment as unfair
and often believe that peers are unqualified to review and assess students’ work. Furthermore, students’ perceptions about
the fairness of peer assessment drop significantly following students’ experience in doing peer assessment. Students’ fairness
perceptions—and drops in those perceptions—are most significantly associated with their perceptions about the extent to which
peers’ feedback is useful and positive. However, students’ perceptions appear to be unrelated to the extent of their revision
work. This research fills a considerable gap in the literature regarding the origin of students’ negative perceptions about
peer assessment, as well as how perceptions influence performance. 相似文献
16.
Yojanna Cuenca-Sanchez Margo A. Mastropieri Thomas E. Scruggs Julie K. Kidd 《Exceptionality》2013,21(2):71-93
We examined the effectiveness of the Self-Regulated Strategy Development (SRSD) model of writing instruction with a self-determination training component for middle school-age students with emotional and behavioral disorders. We randomly assigned students to experimental or comparison treatments during which special education teachers provided the intervention. Students in the experimental groups received instruction on how to plan and write persuasive essays, were trained on self-determination skills, and were taught how to use persuasive writing to self-advocate. Students in the comparison condition received writing instruction with the established school writing curriculum. Instruction for both groups lasted 33 days, four days a week during 30-minute sessions. Experimental students significantly outperformed comparison students at posttest in all the persuasive essay-writing components assessed, in their ability to recall the parts of a persuasive essay, in the self-efficacy measure, and on self-determination knowledge. Experimental students were able to maintain gains in almost all writing measures and were able to generalize to content areas, although comparison students slightly increased in number of words. Student and teacher interviews revealed an overall satisfaction with SRSD procedures and the results. 相似文献
17.
Maya Kadakia 《TechTrends》2005,49(5):29-32
Conclusions Using Morrowind to bring up moral issues proved highly successful in raising the engagement level in my classes. I observedagreaternumberandvarietyofstudentsvolunteering,
which cut across lines of race, class and gender. Students’ body language implied that they were actively paying attention.
And the students themselves noticed greater engagement and understanding. “I think it [using a video game] was a good idea,”
wrote one of my students, “Sometimes when you look at situations in a different perspective you get a better understanding.” 相似文献
18.
The present study focused on investigating the effectiveness of instruction via newly developed teaching materials based on
cooperative learning when compared to a traditional approach, on ninth grade students’ understanding of metallic bonding.
Fifty-seven ninth grade science students from two science classes in the same high school participated in this study. The
same teacher taught metallic bonding with cooperative learning to an experimental group (N = 28) and with a traditional teacher centred approach to a control group (N = 29). Students’ conceptual understanding of metallic bonding was measured using the Metallic Bonding Concept Test. The results
from the Student’s t test indicated that the mean score of the students in the experimental group was significantly higher in the experimental
group (78.60, SD = 8.62), than in the control group (54.33, SD = 9.11) after treatment. In the light of the results from the
concept test and individual interviews, the misconceptions related to metallic bonding were found less in the experimental
group than traditional. Five of these misconceptions were firstly identified in this study. The individual interviews which
were done with students from experimental group immediately after the instruction showed that students had positive perceptions
about their cooperative work experiences. 相似文献
19.
This paper reports data from a study aiming to explore secondary students’ preconceptions and explanations about evolutionary
processes. Students may exhibit both alternative and scientifically acceptable conceptions and bring different ones into play
in response to different problem contexts. Hence, the examination of their explanations before instruction within different
problem contexts is expected to highlight the concepts that instruction should put more emphasis on. To achieve this, an open-ended
questionnaire in conjunction with semi-structured interviews was used to allow students to express their own views on issues
related to evolution. Students’ explanations highlighted their lack of knowledge of important evolutionary concepts such as
common descent and natural selection. In addition, many students explained the origin of traits as the result of evolution
through need via purposeful change or as carefully designed adaptations. Rather than evolutionary, final causes formed the
basis for the majority of students’ explanations. In many cases students provided different explanations for the same process
to tasks with different content. It seems that the structure and the content of the task may have an effect on the explanations
that students provide. Implications for evolution education are discussed and a minimal explanatory framework for evolution
is suggested. 相似文献
20.
Jing-Ru Wang Yuh-Chao Wang Hsin-Jung Tai Wen-Ju Chen 《International Journal of Science and Mathematics Education》2010,8(5):801-820
This study examined the differential impacts of an inquiry-based instruction on conceptual changes across levels of prior
knowledge and reading ability. The instrument emphasized four simultaneously important components: conceptual knowledge, reading
ability, attitude toward science, and learning environment. Although the learning patterns and effect size analyses indicated
that students from all subgroups demonstrated substantial gains on weather concepts, students from the low prior conceptual
knowledge group demonstrated greater gains in conceptual knowledge than subgroups with more prior knowledge; and these gains
remained stable 3 weeks after the instruction ceased. However, students from the low language proficiency group showed the
least gains in conceptual knowledge. Students’ prior knowledge and reading ability were found to be positively and significantly
associated to conceptual development. Recent perspectives on the role of language in science education and suggestions that
support learning during instruction are briefly described. 相似文献