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1.
Learning from direct instruction can be enhanced by preparatory invention tasks: students invent an index that allows to differentiate a set of cases regarding important aspects (self-regulated). However, contradictory results have been found. As self-regulated activities often need practice, we tested whether the contradictory findings persist when students can practice inventing. We randomly assigned 99 eighth-grade students to two conditions (independent variable): they either invented twice (self-regulated; n = 49) or worked through worked solutions of the two tasks (guided; n = 50) before learning about ratios in physics from a lecture. Extraneous load, deep-structure recall, knowledge-gap perception, and self-efficacy were potential mediators. Transfer was the dependent measure. Guidance led to less extraneous load. However, self-regulation led to higher transfer because the students devoted more attention to the deep structure of the preparation tasks. Our findings suggest that—given some practice—self-regulated outperforms guided preparation for learning from direct instruction. 相似文献
2.
Xuezhao Lan Claire Cameron Ponitz Kevin F. Miller Su Li Kai Cortina Michelle Perry Ge Fang 《Early childhood research quarterly》2009,24(2):198-211
This study investigated variation in students’ behavioral engagement across mathematics classes in China and the United States. Student behavioral engagement was examined along with two aspects of the classroom (group size and teacher instructions given about classroom behavior). Video observational data were collected and coded over 1051 time intervals in 35-minute mathematics sessions in Chinese classrooms (n = 8) and comparable American classrooms (n = 7). Latent growth analyses revealed that overall, behavioral engagement declined over time, although the drop-off was dramatically sharper in American classrooms relative to Chinese classrooms. In addition, larger group size and the timing of teacher instructions (given before versus after the behavior) were significantly associated with increased engagement. This study revealed compelling cultural differences as well as patterns in student and teacher behaviors associated with students engaging in on-task behaviors in the classroom. Implications for ways to promote effective classroom behavior are discussed. 相似文献
3.
Bert De Smedt Joke Torbeyns Nick Stassens Pol Ghesquière Lieven Verschaffel 《Learning and Instruction》2010,20(3):205-215
This study examined the development of indirect addition as an alternative for solving multidigit subtractions, by means of two learning environments in traditionally schooled third-graders in Flanders (Belgium). Thirty-five third-graders, who did not demonstrate mastery of indirect addition, participated in an Explicit (n = 20) or Implicit (n = 15) learning environment that aimed to encourage the development of indirect addition. Over a period of six weeks, children participated in nine individual sessions: four practice sessions, three test sessions, one transfer session, and one retention session. The results revealed that throughout the study indirect addition was rarely used, even by the children in the explicit learning environment. However, when indirect addition was used, it was executed very efficiently. 相似文献
4.
In the present study, we tested intra-individual feedback loops between competence beliefs, value beliefs, and goal achievement (virtuous circles), and intra-individual feedback loops between goal failure and procrastination (vicious circle). We analyzed data from five independent intensive longitudinal studies with university students (N = 841, k = 23,448 observations). Pre-registered hypotheses were tested across the five studies and aggregated using meta-analytic methods. Results provided support for virtuous circles in self-regulated learning: Students who reported higher competence and value beliefs in one study session reported higher goal achievement, and higher goal achievement predicted higher competence and value beliefs in the subsequent study session. Results provided only partial support for a vicious circle: Procrastination was associated with lower goal achievement but goal achievement did not predict subsequent procrastination. The results have theoretical implications for models of self-regulated learning and methodological implications for the design of experience sampling studies. 相似文献
5.
Irina Rosa Kumschick Valentina Piwowar Diemut Ophardt Victoria Barth Katharina Krysmanski Felicitas Thiel 《Zeitschrift für Erziehungswissenschaft》2017,20(1):93-113
The following study aims to explore whether a video- and problem-based learning (PBL) environment can be improved using cognitive tools. Our hypothesis is that direct instructions in a PBL setting enhance pre-service teachers’ learning outcomes in classroom management. To answer this research question, we implemented a pre-post-design within which we assigned 237 master students to two learning environments: Classic problem-based learning (PBL), where students acquired central theoretical concepts and empirical findings on dealing with disruptions in groups (n = 113) or instructed problem-based learning (I-PBL), where students received extensive theoretical instructions (n = 124) during the first two seminar sessions. In the framework of a longitudinal self-report assessment we found that (1) teacher self-efficacy in the subscales “student engagement”, “instruction” and “classroom management competencies” increased in students of both groups. The highest increase was found in classroom management competencies. (2) In the evaluation with an objective measure students participating in the I?PBL group showed greater knowledge than students in the PBL group (multiple-choice test), and (3) regarding motivational processes students in the PBL group reported a higher degree of identification than students in the I?PBL group. 相似文献
6.
The aim of this research was to develop and evaluate tools and supports for self-regulated learning with hypertext information
structures, such as Web pages. Two kinds of supports for self-regulated learning were developed and tested experimentally:
Prompting and Prompting with Training. In Experiment 1, Prompting was tested with a pre-post-test between subject design,
including thinking-aloud data. Students of the experimental group (n = 20) were prompted for self-regulation activities that had to be followed while learning basic learning theory. No self-regulation
support was offered in the control group (n = 20). In Experiment 2 (Prompting with Training), the experimental group (n = 20) received a short training, in addition to the prompting: the self-regulated learning activities were explained in detail,
demonstrated and practiced right before the learning session. Again, no self-regulation support was offered in the control
group (n = 20). Analyses of learning processes and learning outcomes confirm partly the positive effects of both measures of self-regulated
learning prompts. The more extended measure (with training) had superior effects on students’ learning transfer performance
and acceptance. Implications for the design of instructional support to improve self-regulated learning with computer-based
learning environments are discussed. 相似文献
7.
For self-regulated learning to be effective, students need to be able to accurately assess their own performance on a learning task and use this assessment for the selection of a new learning task. Evidence suggests, however, that students have difficulties with accurate self-assessment and task selection, which may explain the poor learning outcomes often found with self-regulated learning. In experiment 1, the hypothesis was investigated and confirmed that observing a human model engaging in self-assessment, task selection, or both could be effective for secondary education students’ (N = 80) acquisition of self-assessment and task-selection skills. Experiment 2 investigated and confirmed the hypothesis that secondary education students’ (N = 90) acquisition of self-assessment and task-selection skills, either through examples or through practice, would enhance the effectiveness of self-regulated learning. It can be concluded that self-assessment and task-selection skills indeed play an important role in self-regulated learning and that training these skills can significantly increase the amount of knowledge students can gain from self-regulated learning in which they choose their own learning tasks. 相似文献
8.
9.
The current study aimed at identifying the difficulties experienced by children with mathematics learning disability (MLD) in the problem representation phase of arithmetic word problem solving using a novel problem types identification task. An MLD group (n = 66) and a typically achieving control group (n = 139) were recruited for an assessment on problem type identification as well as some domain-general and mathematics-related cognitive abilities. Results from ANCOVA showed that the MLD group scored significantly lower than the typically achieving control group on this assessment, after controlling for the effect of cognitive correlates, reading achievement and arithmetic performance. Furthermore, this assessment significantly predicted MLD membership even after taking children's arithmetic competency into account. The current study confirmed the difficulties in problem representation of arithmetic word problems experienced by students with MLD and provided evidence for the need to introduce schema instructions in mathematics classes. 相似文献
10.
The objective of the current studies was to investigate how epistemic cognition related to specific phases and components of self-regulated learning and its adaptation to learning conditions of varying quality. In a multi-study, mixed method design, we presented university students with science content that relayed conceptual discrepancies and collected quantitative and qualitative data to study how students responded to discrepancies. In Study 1 (n = 42), we collected eye tracking patterns, study times, and metacognitive ratings and found that participants adapted their behavioral processing as a function of their epistemic cognition and discrepancy type. In Study 2 (n = 20), we collected concurrent think-aloud protocols and retrospective interviews to further explore why discrepancies were noticed (or not) and how they were resolved. Results revealed that prior knowledge and epistemic self-efficacy in oneself as an evaluator of knowledge emerged as important themes to detecting and efficiently resolving discrepancies. We conclude with a discussion of theoretical and methodological implications. 相似文献
11.
Student interest and motivation in STEM subjects has dropped significantly throughout secondary education, for which teacher–student interactions are named as a central reason. This study investigated whether a video-based teacher professional development (TPD) intervention on productive classroom discourse improved students' learning motivation and interest development over the course of a school year. The teachers' intervention group (IG; n = 6) was compared with a control group (CG; n = 4) who participated in a traditional TPD programme on classroom discourse. The teachers showed a significant increase in constructive feedback and decrease in simple feedback as a function of the treatment. Pre- and post-tests revealed that students in the IG (n = 136) significantly increased their perceived autonomy, competence and intrinsic learning motivation as compared with those in the CG (n = 90). They also showed significantly greater interest changes in the subjects compared with their peers in the CG. 相似文献
12.
Procrastination is thought to be affected by trait-based and by situational, or task-specific determinants. Situational and task-specific influences on students' procrastination behavior have rarely been studied. Most research has examined trait-based individual differences in students' general procrastination tendencies. This study used an adaptive experience sampling approach to assess students' (N = 88) task-related perceptions of ambiguity and their situation-specific procrastination behavior during exam preparation six times a day for seven days (n = 3581 measurements). Results revealed that 30% of all intended study sessions were procrastinated. The risk that study sessions were procrastinated increased with students' task-related ambiguity perceptions. Individuals' average risk of procrastinating study sessions was further predicted by their procrastination tendency and conscientiousness assessed at baseline. The findings suggest interventions that promote students’ ability to self-regulate but also modify tasks and instructions. Further implications and suggestions for future research are discussed. 相似文献
13.
Although writing learning journals is a powerful learning tool, instructional support is needed to overcome deficits in the use of self-regulated learning strategies. In a 2 × 2 experimental design with high-school students (N = 70), we analysed the effects of two modes of instruction (namely, informed prompting and learning-journal example) along with prompts. Informed prompting that provided background information on the prompted strategies enhanced learning in the training and transfer session. A learning-journal example that modelled the application of the strategies primarily fostered the strategy used in the training session and learning in the transfer session. Theoretically, the results provide support for the self-regulation view of writing-to-learn. 相似文献
14.
《The Internet and Higher Education》2010,13(3):134-140
Social Networking Sites (SNSs) such as Facebook are one of the latest examples of communications technologies that have been widely-adopted by students and, consequently, have the potential to become a valuable resource to support their educational communications and collaborations with faculty. However, faculty members have a track record of prohibiting classroom uses of technologies that are frequently used by students. To determine how likely higher education faculty are to use Facebook for either personal or educational purposes, higher education faculty (n = 62) and students (n = 120) at a mid-sized southern university were surveyed on their use of Facebook and email technologies. A comparison of faculty and student responses indicate that students are much more likely than faculty to use Facebook and are significantly more open to the possibility of using Facebook and similar technologies to support classroom work. Faculty members are more likely to use more “traditional” technologies such as email. 相似文献
15.
The distinct learning behaviors observed in the classroom between American and Chinese students have been discussed extensively in literature. The authors speculated that learning approaches (structure-oriented approach vs. depth-oriented approach) might play a role in explaining different behavioral traits presented by American and Chinese students. Two measures assessing learning approaches and learning behaviors in the classroom were administered to two samples: American undergraduates (n = 199) and Chinese undergraduates (n = 265). The results revealed that American undergraduates appeared to be more “active” in the classroom compared to Chinese undergraduates. Chinese undergraduates scored significantly higher on the structure-oriented approach, but did not differ significantly in the depth-oriented approach compared to American undergraduates. The results also indicated that the structure-oriented approach mediated the relationship between cultural group and learning behavior, and thus suggest that the structure-oriented learning approach might partially explain the distinct behavioral traits presented by American and Chinese students in the classroom. 相似文献
16.
Lynn S. Fuchs Sarah R. Powell Pamela M. Seethaler Paul T. Cirino Jack M. Fletcher Douglas Fuchs Carol L. Hamlett 《Learning and individual differences》2010,20(2):89-100
The primary purpose of this study was to assess the effects of strategic counting instruction, with and without deliberate practice with those counting strategies, on number combination (NC) skill among students with mathematics difficulties (MD). Students (n = 150) were stratified on MD status (i.e., MD alone versus MD with reading difficulty) and site (proximal versus distal to the intervention developer) and then randomly assigned to control (no tutoring) or 1 of 2 variants of NC remediation. Both remediations were embedded in the same validated word-problem tutoring protocol (i.e., Pirate Math). In 1 variant, the focus on NCs was limited to a single lesson that taught strategic counting. In the other variant, 4–6 min of practice per session was added to the other variant. Tutoring occurred for 16 weeks, 3 sessions per week for 20–30 min per session. Strategic counting without deliberate practice produced superior NC fluency compared to control; however, strategic counting with deliberate practice effected superior NC fluency and transfer to procedural calculations compared with both competing conditions. Also, the efficacy of Pirate Math word-problem tutoring was replicated. 相似文献
17.
The article presents the results of a quasi-experimental intervention study with a 2 × 2 factorial design. We implemented a problem-based intercultural learning unit in four secondary schools (grades 9 to 12) and varied the teaching approach (analytical/affective-experiential) and the language of instruction (German/English). The learning unit covered six 45-min lessons and was conducted in nine school courses (n = 143). Five additional school courses (n = 66) served as a control group. In all experimental groups, students engaged with critical incidents. These were either analysed (analytical focus) or acted out as role plays (affective-experiential focus). In addition, students analysed film clips (analytical focus) or participated in a simulation game (affective-experiential focus). The experimental groups outperformed the control group in the post-test, which required the analysis of critical incidents. Both teaching approaches were equally effective; however, students evaluated affective-experiential learning more positively. Using a foreign language for teaching did not impair performance. 相似文献
18.
Sarah R. Powell Lynn S. Fuchs Douglas Fuchs Paul T. Cirino Jack M. Fletcher 《Learning disabilities research & practice》2009,24(1):1-11
The purpose of this study was to assess the efficacy of fact retrieval tutoring as a function of math difficulty (MD) subtype, that is, whether students have MD alone (MD‐only) or have concurrent difficulty with math and reading (MDRD). Third graders (n= 139) at two sites were randomly assigned, blocking by site and MD subtype, to four tutoring conditions: fact retrieval practice, conceptual fact retrieval instruction with practice, procedural computation/estimation instruction, and control (no tutoring). Tutoring occurred for 45 sessions over 15 weeks for 15–25 minutes per session. Results provided evidence of an interaction between tutoring condition and MD subtype status for assessment of fact retrieval. For MD‐only students, students in both fact retrieval conditions achieved comparably and outperformed MD‐only students in the control group as well as those in the procedural computation/estimation instruction group. By contrast, for MDRD students, there were no significant differences among intervention conditions. 相似文献
19.
Anita S. McGinty Laura M. JusticeShayne B. Piasta Joan KaderavekXitao Fan 《Early childhood research quarterly》2012,27(1):77
This study examined preschool teachers’ (n = 59) explicit print instruction during shared reading and considered whether the benefits of this practice to children's learning (n = 379) varied as a function of the classroom environment and children's developmental characteristics. Measures of explicit print instruction and the classroom environment (global classroom quality, literacy environment) were obtained by aggregating observations taken across the 30 weeks of the study. Child outcomes were measured as spring print knowledge performance, controlling for fall. Child developmental characteristics were measured directly (language ability) and indirectly (attentional skills) in fall and winter, respectively. Findings showed that explicit print instruction contributed to children's learning, but its benefits decreased as the quality of the classroom and children's attentional skills increased. Implications for research and practice are discussed. 相似文献
20.
The present paper analyzes the impact of blended learning (BL) on the academic achievement of higher education students. A meta-analysis (k = 51 effect sizes) was conducted to perform a statistical synthesis of studies contrasting student performance in BL conditions with traditional classroom instruction. We include disciplines and instructors’ end-of-course evaluation method as moderating variables. The results show that BL demonstrates a small summary effect (g+ = 0.385, p < 0.001) compared to traditional teaching methods A significantly higher mean effect size was found in STEM disciplines (g+ = 0.496) compared to that of non-STEM disciplines (g+ = 0.210). Nevertheless, the weighted mean effect sizes reveal no significant differences regarding of end-of-course assessment methods, namely one-moment and multiple-component assessment. The finding confirms that BL is significantly associated with greater learning performance of STEM-disciplined students than with traditional classroom practice. Accordingly, discussion concerning the findings and implications for future research are elaborated. 相似文献