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1.
Christina Solomonidou Dimitrios Kolokotronis 《Education and Information Technologies》2008,13(3):185-219
This paper mainly describes the role of the multimedia software package ‘Interactions between Objects’ on students’ learning
of mechanical interaction forces and Newton’s laws. We designed and developed this software within social constructivism on
the basis of 226 students’ initial conceptions (categorized in six categories), in order to help students construct appropriate
knowledge about the subject. Teaching with the software was conducted in 13 primary, lower secondary and upper secondary school
classes. In the software’s evaluation research 226 students (aged 11–16) and 13 teachers of the classes participated. Data
analysis showed students’ substantial learning gains with respect to their initial alternative conceptions of the six conceptual
categories. Particularly, the students’ incorrect answers to the post-test questionnaire have perceptibly decreased (a mean
of 65%). In contrast, their correct answers to the questions reached high percentages, from 60% to 90% depending on the question
and the students’ age. Also the teachers’ opinions and comments enhanced software’s evaluation. The contribution of the software’s
specific characteristics on students’ learning is discussed along with implications for designing constructivist science learning
tools. 相似文献
2.
This paper estimates the effect of students’ background characteristics on the academic outcomes of their college roommates.
It uses data from four classes of students at Wellesley College, where roommate assignment is credibly random, conditional
on student responses to a housing preference form. In linear specifications, there are no peer effects on students’ grade
point averages. There is some evidence that students’ SAT scores have nonlinear effect on their roommates’ achievement, but
the results are not robust. We conclude that roommate peer effects might exist among small groups of students, but they are
not a key determinant of students’ average academic outcomes at Wellesley College. 相似文献
3.
Anne Haarala-Muhonen Mirja Ruohoniemi Nina Katajavuori Sari Lindblom-Yl?nne 《Learning Environments Research》2011,14(2):155-169
The present study explored differences in students’ perceptions of their teaching–learning environments in three professional
academic disciplines at the University of Helsinki, using a modified version of the Experiences of Teaching & Learning Questionnaire.
A total of 426 first-year students from the Faculties of Law, Pharmacy and Veterinary Medicine participated in the study.
When six scales measuring students’ perceptions of their teaching–learning environments were devised, veterinary and pharmacy
students experienced their teaching–learning environment more positively than law students. Significant differences in students’
perceptions were found between disciplines on the four scales of Alignment, Staff Enthusiasm and Support, Constructive Feedback
and Support from Other Students. Comparisons between the disciplines helped in recognising special features of each discipline
from novice students’ points of view. The questionnaire was found to provide valuable information about the quality of teaching
and learning. 相似文献
4.
Sari Lindblom-Ylänne Kirsti Lonka 《European Journal of Psychology of Education - EJPE》2000,15(1):19-32
This study focuses on the dissonant study orchestrations of high-achieving university students. Advanced psychology students’ dissonant study orchestrations were compared with previous findings of advanced medical students orchestrations. Further, the relation of study orchestrations to study success was examined. The subjects were 28 advanced psychology students at the University of Helsinki, Department of Psychology who returned a task booklet of learning; of these, 24 students completed a questionnaire concentrating on the students’ interests, expectations and evaluation of the curriculum. All students were high achievers who had gone through a demanding selection process. The subjects completed three questionnaires concentrating on their study practices, conceptions of knowledge, expectations, and evaluation of the instruction in the Department of Psychology. The results showed that seven out of 28 students expressed a dissonant study orchestration. The results further showed that students’ individual study orchestrations were not related to study success. A comparison between advanced medical and psychology students showed that although the profiles of dissonant study orchestrations were technically similar among medical and psychology students, content analyses revealed that reasons for the development of dissonant study orchestrations were different. 相似文献
5.
Tamera B. Murdock Annes S. Beauchamp Amber M. Hinton 《European Journal of Psychology of Education - EJPE》2008,23(4):477-492
The frequency of cheating in today’s classrooms undermines educators’ efforts and threatens students’ learning. Data from
444 high school students in 48 math and science classrooms at two time points were analyzed to examine the classroom and individual
influences on students’ attributions of blame for cheating and to examine the relationship between students’ attributions
of blame for cheating and subsequent cheating behavior. Hierarchical linear modeling revealed that student-level and aggregate
views of teacher characteristics were related to concurrent and subsequent attribution of cheating blame to teachers and to
subsequent cheating behaviors, over and above the influence of moral emotion dispositions. 相似文献
6.
This study analyzes the effects of several factors related to high school, such as the kind of school (public or private),
the type of education (general or vocational), school location and peers on undergraduate performance from students of the
University of Barcelona (Spain). Particular attention is given to the functional form and to the collection of “unobservables”.
Empirical results show that variables related to high school, such as having attended in a private religious school or peer
effects of their school contemporaries, are determinant in university final grades. In addition, students’ ability, some household’s
characteristics and the 1990 Education Act are also important. 相似文献
7.
The purpose of this qualitative interpretive research study was to examine high school students’ written scientific explanations
during biology laboratory investigations. Specifically, we characterized the types of epistemologies and forms of reasoning
involved in students’ scientific explanations and students’ perceptions of scientific explanations. Sixteen students from
a rural high school in the Southeastern United States were the participants of this research study. The data consisted of
students’ laboratory reports and individual interviews. The results indicated that students’ explanations were primarily based
on first-hand knowledge gained in the science laboratories and mostly representing procedural recounts. Most students did
not give explanations based on a theory or a principle and did not use deductive reasoning in their explanations. The students
had difficulties explaining phenomena that involved intricate cause–effect relationships. Students perceived scientific explanation
as the final step of a scientific inquiry and as an account of what happened in the inquiry process, and held a constructivist–empiricist
view of scientific explanations. Our results imply the need for more explicit guidance to help students construct better scientific
explanations and explicit teaching of the explanatory genre with particular focus on theoretical and causal explanations. 相似文献
8.
Variation in Students’ Experiences of the ‘Oxford Tutorial’ 总被引：2，自引：0，他引：2
This paper examines Oxford University students’ conceptions of the role of the tutorial in their learning. An analysis of
interviews with 28 students constituted four qualitatively different conceptions of the ‘Oxford Tutorial’. These ranged from
the tutorial involving the tutor explaining to the student what the student did not know, to the tutorial involving the tutor
and the student in exchanging different points of view and both coming to a new understanding of the topic under discussion.
These different conceptions also appeared to be related to variations in students’ views of the role of the work done in preparation
for the tutorial, their view of the student’s and tutor’s roles in the tutorial, and the conception of knowledge that students
adopted in relation to the tutorial. The implications of this study are discussed in terms of the relations between students’
conceptions of tutorials and their anticipated learning outcomes and its implications for contexts outside of Oxford in terms
of students’ conceptions of academic tasks. 相似文献
9.
?se Hansson 《Educational Studies in Mathematics》2012,81(1):103-125
In the multilingual mathematics classroom, the assignment for teachers to scaffold students by means of instruction and guidance in order to facilitate language progress and learning for all is often emphasized. In Sweden, where mathematics education is characterized by a low level of teacher responsibility for students’ performance, this responsibility is in part passed on to students. However, research investigating the complexity of relations between mathematics teaching and learning in multilingual classrooms, as well as effect studies of mathematics teaching, often take the existence of teachers’ responsibility for offering specific content activities for granted. This study investigates the relations between different aspects of responsibility in mathematics teaching and students’ performance in the multilingual mathematics classroom. The relationship between different group compositions and how the responsibility is expressed is also investigated. Multilevel structural equation models using TIMSS 2003 data identified a substantial positive influence on mathematics achievement of teachers taking responsibility for students’ learning processes by organizing and offering a learning environment where the teacher actively and openly supports the students in their mathematics learning, and where the students also are active and learn mathematics themselves. A correlation was also revealed between group composition, in terms of students’ social and linguistic background, and how mathematics teaching was performed. This relationship indicates pedagogical segregation in Swedish mathematics education by teachers taking less responsibility for students’ learning processes in classes with a high proportion of students born abroad or a high proportion of students with low socio-economic status. 相似文献
10.
Markus Nivala Roger S?lj? Hans Rystedt Pauliina Kronqvist Erno Lehtinen 《Instructional Science》2012,40(5):799-811
New representational technologies, such as virtual microscopy, create new affordances for medical education. In the article, a study on the following two issues is reported: (a) How does collaborative use of virtual microscopy shape students’ engagement with and learning from virtual slides of tissue specimen? (b) How do visual and conceptual cues scaffold students’ reasoning? Fifteen pairs of medical students participated in two sessions in which the students used a virtual microscope as a diagnostic tool in the context of learning pathology. The slides provided the students with varying levels of visual and conceptual cueing. The sessions were videotaped, and the students’ reasoning while using the microscope was analysed. The students’ written answers were analysed in terms of the findings they made and the diagnoses suggested. At a general level, the results show that students engage actively in this kind of virtually-mediated environment. The visual and/or conceptual cues improve students’ performance, and guide the students’ perception and reasoning in a manner that is productive from the point of view of learning to make clinically relevant observations. Scaffolding students’ reasoning process through cues furthermore assists the students in avoiding the most obvious pitfalls such as overlooking critical areas of a specimen. Overall, visual and conceptual cues improve students’ reasoning in perceptual and cognitive terms, while still allowing space for the making of “relevant mistakes” that may further the students’ diagnostic skills. 相似文献
11.
There is a documented need for more opportunities for teachers to learn about students’ mathematical reasoning. This article
reports on the experiences of a group of elementary and middle school mathematics teachers who participated as interns in
an after-school, classroom-based research project on the development of mathematical ideas involving middle-grade students
from an urban, low-income, minority community in the United States. For 1 year, the teachers observed the students working
on well-defined mathematical investigations that provided a context for the students’ formation of particular mathematical
ideas and different forms of reasoning in several mathematical content strands. The article describes insights into students’
mathematical reasoning that the teachers were able to gain from their observations of the students’ mathematical activity.
The purpose is to show that teachers’ observations of students’ mathematical activity in research sessions on students’ development
of mathematical ideas can provide opportunities for teachers to learn about students’ mathematical reasoning. 相似文献
12.
Stacy Olitsky 《Cultural Studies of Science Education》2006,1(4):745-766
This paper focuses on the role of dominant school discourses in structuring how students position themselves and others relative
to a community centered on science. The study was conducted in a diverse, eighth grade classroom in an urban magnet school.
I argue that dominant discourses portray a limited view of available subject positions, in that the purpose of learning science
is associated with a dichotomous view of people as being either college-bound or not. I explore how these limited subject
positions can pose contradictions with some students’ interests, constrain students’ visions of possibilities, exacerbate
disadvantages based on race and class, and interfere with students acquiring identities as science learners. However, there
are also possibilities for resistance, agency and self-definition through students’ talk.
Stacy Olitskycurrently works as a researcher for the Math and Science Partnership of Greater Philadelphia and is a lecturer at the University
of Pennsylvania. She has a doctoral degree in Education and Sociology from the University of Pennsylvania. She has spent the
past several years working on a longitudinal, ethnographic study of science education in an urban magnet school. Her research
interests include the relationship of identity and science learning, interaction rituals in classrooms, in-field and out-of-field
science teaching, the influence of social capital and cultural capital on science learning, activity theory and classroom
change, and students’ experiences with school choice. 相似文献
13.
In Finnish VET, students’ work experience is explicitly defined as workplace learning, instead of the practice of already
learnt skills. Therefore, vocational students’ learning periods in the workplace are goal-oriented, guided and assessed. This
paper examines the characteristics of students’ workplace learning and compares them with the characteristics of employees’
workplace learning. The data were collected with an Internet questionnaire from final-year vocational students (N = 3106). In total, 1603 students (52 %) answered the questionnaire. The data were analysed using quantitative methods. The
results indicate that features typical of employees’ workplace learning can also be found in student learning as well. However,
VET-related workplace learning has a number of characteristics that have not been brought to light in research on employees’
workplace learning thus far. We suggest that in developing educational practices it would be useful to draw on some of the
features of workplace learning such as the use of collaboration and shared practices; conversely for workplace practices it
would be useful to draw on some of the features of educational practices. For example, by utilising the structures of students’
workplace learning system presented in this study, learning at work could be transformed towards more goal-directed, guided
and assessed activity. 相似文献
14.
Ingeborg Krange 《Cultural Studies of Science Education》2007,2(1):171-203
Recent research has to a limited extent explored the characteristics of students’ conceptual practices as sociocultural phenomena
in general and in science education in particular. I approach this issue by studying a group of students while solving a particular
scientific problem from A to Z, and as part of this analyse how different cultural means (the knowledge domain and the tools
in use) structure the students’ interactions and how their interpersonal relations change over this period of time. The aim
is to illustrate how these cultural means intersect in productive and less productive ways during the students’ conceptual
practices. The study has its point of departure in a design experiment where a group of four students, together with their
teacher, solve different problems related to the biological phenomenon of sequencing a DNA molecule (the insulin gene). Video-recordings
of the students’ interactions constitute the basis for this analysis. The cultural means strongly structure the students’
conceptual practices during their problem solving processes. Whereas the knowledge domain structured the whole process, the
significant roles of the website and the computer-based 3D model of the insulin gene were especially apparent during the second
part of the trajectory. The intersection of these cultural means appear productive in terms of disciplinary knowledge when
the students’ became aware of how to handle this relationship. The interpersonal relations between the students and their
teacher altered slightly in the beginning and became increasingly more fixed during the students’ progression. 相似文献
15.
The influence of homework experiences on students’ academic grades was studied with 223 college students. Students’ self-efficacy
for learning and perceived responsibility beliefs were included as mediating variables in this research. The students’ homework
influenced their achievement indirectly via these two self-regulatory beliefs as well as directly. Self-efficacy for learning,
although moderately correlated with perceptions of responsibility, predicted course grades more strongly than the latter variable.
No gender differences were found for any of the variables, a finding that extends prior research based on high school girls.
Educational implications about the importance of students’ homework completion and its relationship to college students’ development
of self-regulation and positive self-efficacy beliefs is discussed from a social cognitive perspective. 相似文献
16.
Components of Conceptual Ecologies 总被引：1，自引：0，他引：1
Hyun Ju Park 《Research in Science Education》2007,37(2):217-237
The theory of conceptual change is criticized because it focuses only on supposed underlying logical structures and rational
process processes, and lacks attention to affective aspects as well as motivational constructs in students’ learning science.
This is a vast underestimation of the complexity and diversity of one’s change of conceptions. The notion of conceptual ecology
provides a context for understanding individuals’ conceptual change learning, as it is the environment through which all information
is interpreted. This research investigated how high school students’ statements, made in answering questions, reflect selected
components of their conceptual ecologies. Data for this study was collected from six interviews in which seven students took
part. The data also include the science teacher’s profiles of each student, the students’ personal journals, their assignments,
and their examinations and answers in class. The analysis presented will here include only those components that were represented
in the discourse of the seven high school students who were interviewed. When students were asked questions, there was evidence
of the engagement of the various components of conceptual ecologies. These components include: epistemological commitments,
metaphysical beliefs, the affective domain and emotional aspects, the nature of knowledge, the nature of learning, the nature
of conceptions, and past experience. Evidence from this study suggests that these components might function as constraints
to learning. This study contributes to the field by expanding our knowledge of the components of high school students’ conceptual
ecologies through its definition of the categories and themes associated with those components. In examining across the range
of components, the study illustrates the variety and sources of science conceptions within high school students’ conceptual
ecologies. 相似文献
17.
This study investigates how the enactment of a climate change curriculum supports students’ development of critical science
agency, which includes students developing deep understandings of science concepts and the ability to take action at the individual
and community levels. We examined the impact of a four to six week urban ecology curriculum on students from three different
urban high schools in the USA. Data collection included pre and posttest written assessments from all students (n = 75) and pre and post interviews from focal students (n = 22) to examine how students’ conceptual understandings, beliefs and environmental actions changed. Our analyses showed
that at the beginning of the curriculum, the majority of students believed that climate change was occurring; yet, they had
limited conceptual understandings about climate change and were engaged in limited environmental actions. By the end of the
curriculum, students had a significant increase in their understanding of climate change and the majority of students reported
they were now engaged in actions to limit their personal impact on climate change. These findings suggest that believing a
scientific theory (e.g. climate change) is not sufficient for critical science agency; rather, conceptual understandings and
understandings of personal actions impact students’ choices. We recommend that future climate change curriculum focus on supporting
students’ development of critical science agency by addressing common student misconceptions and by focusing on how students’
actions can have significant impacts on the environment. 相似文献
18.
Most studies indicate primary students’ attitudes towards and interest in science decline as they progress into the secondary
years. Longitudinal qualitative research exploring this phenomenon is rare as is research which focuses on the students’ voice
as they cross the interface. In this study multiple qualitative data sources, supported by a ‘science interest’ composite
scale, followed 20 students over 2 years. In contrast to baseline data on their peers these students, in general, maintained
their interest in science. Apart from identifying the teacher’s pedagogical approach and classroom environment as two key
issues in understanding these students’ journeys, the importance of listening to and heeding the students’ voice may be an
even more critical concern in addressing the decline in students’ attitudes and interest in science. 相似文献
19.
Iliada Elia Athanasios Gagatsis Areti Panaoura Theodosis Zachariades Fotini Zoulinaki 《International Journal of Science and Mathematics Education》2009,7(4):765-790
The present study explores students’ abilities in conversions between geometric and algebraic representations, in problem-
solving situations involving the concept of “limit” and the interrelation of these abilities with students’ constructed understanding
of this concept. An attempt is also made to examine the impact of the “didactic contract” on students’ performance through
the processes they employ in tackling specific tasks on the concept of limit. Data were collected from 222 12th-grade high
school students in Greece. The results indicated that students who had constructed a conceptual understanding of limit were
the ones most probable to accomplish the conversions of limits from the algebraic to the geometric representations and the
reverse. The findings revealed the compartmentalized way of students’ thinking in non-routine problems by means of their performance
in simpler conversion tasks. Students who did not perform under the conditions of the didactic contract were found to be more
consistent in their responses for various conversion tasks and complex problems on limits, compared to students who, as a
consequence of the didactic contract, used only algorithmic processes. 相似文献
20.
Attitudes toward learning (ATL) have been shown to influence students’ learning outcomes. However, there is a lack of knowledge
about the ways in which the interaction between ATL, the learning situation, and the level of students’ prior knowledge influence
affective reactions and conceptual change. In this study, a simulation of acid-base titrations was examined to assess the
impact of instruction format, level of prior knowledge and students’ ATL on university-level students, with respect to flow
experiences (Csikszentmihalyi, 1990) and perceived conceptual change. Results show that the use of guiding instructions was
correlated with a perceived conceptual change and high levels of “Challenge,” “Enjoyment,” and “Concentration,” but low sense
of control during the exercise. Students who used the open instructions scored highly on the “Control flow” component, but
their perceived learning score was lower than that for the students who used the guiding instructions. In neither case did
students’ ATL or their pre-test results contribute strongly to students’ flow experiences or their perceived learning in the
two different learning situations. 相似文献