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1.
Mark Jones Gisela van Kessel Laura Swisher Jason Beckstead Ian Edwards 《Assessment & Evaluation in Higher Education》2014,39(1):1-20
Assessment of student learning in complex areas is challenging, particularly when there is interest in students’ deeper understanding and connectivity of concepts. Assessment of ethics learning has been limited by lack of consensus regarding what is effective and an overfocus on quantification at the expense of clinical or ethical relevance. Cognitive maps provide one means to evaluate depth and personal meaning of students’ ethics knowledge. A pre-/post-test design using cognitive maps and the structure of observed learning outcome (SOLO) taxonomy was used to assess student learning on completion of a six-week intensive ethics course. Thirty-seven students completed the research. Student learning was supported by significant changes in component (content, labelling, relationships and structure/visual message), and total pre- and post-test cognitive map scores, and significant change in pre- and post-test SOLO scores. A strong relationship was found between cognitive map improvement and SOLO improvement. Student written commentaries describing their post-test cognitive map provided a richer, more elaborated account of their understanding that qualitatively enhanced their cognitive maps. Cognitive maps offer an alternative to traditional ethics assessment strategies. 相似文献
2.
Samuel Moon 《College Teaching》2013,61(4):213-229
AbstractTeaching a business program capstone class presents a double challenge, requiring the educator to integrate different functional areas of business and evaluate student learning. This paper discusses concept maps as an active learning assessment tool in teaching a strategic management capstone course. Concept maps are used to meaningfully depict knowledge and present illustrations of relationships between concepts in a particular course. This study reviews 54 individual and 19 group concept maps collected over three semesters. The analysis affirms that concept maps are a powerful pedagogical tool that requires students to reflect on the knowledge gained during a course. 相似文献
3.
David B. Hay Caroline Kehoe Marc E. Miquel Stylianos Hatzipanagos Ian M. Kinchin Steve F. Keevil Simon Lygo‐Baker 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(6):1037-1056
This paper shows how concept mapping can be used to measure the quality of e‐learning. Six volunteers (all of them 3rd‐year medical students) took part in a programme of e‐learning designed to teach the principles of magnetic resonance imaging (MRI). Their understanding of MRI was measured before and after the course by the use of concept mapping. The quality of change in individuals' maps was assessed using criteria developed to distinguish between meaningful and rote‐learning outcomes. Student maps were also scored for evidence of conceptual richness and understanding. Finally, each map was compared directly with the content of the electronic teaching material. The results show that many of the student misconceptions were put right in the course of their learning but that many of the key concepts introduced in the teaching were ignored (or sometimes learnt by rote) by the students. This was because the teaching material locked these new ideas in structures and terminology that precluded meaning‐making among non‐experts. Our data suggest that students' prior knowledge is a key determinant of meaningful learning. We suggest that this must be acknowledged if the design and use of electronic teaching material is also to be meaningful. Ultimately, measures of student learning are the only authentic indicators of the quality of teaching through technology. 相似文献
4.
Professional accrediting bodies and accounting education reviews have long expressed concerns about student capabilities and learning outcomes, including the ability to apply knowledge and make reasoned judgements. In response, we report on a new design that uses a web of threshold concepts to guide curriculum development. With an associated focus on students’ active learning, the new design encouraged students to critically engage with threshold concepts in accounting. The aim was to transform their understanding of the discipline material from a set of discrete concepts that could be rote-learnt, to critical appreciation of the relationships between such discipline concepts. The design structures students’ active participation in associated learning activities, leading to improved student engagement and conceptual understanding, as evidenced by better attendance and results. 相似文献
5.
Christopher J. Harris Joseph S. Krajcik James W. Pellegrino Angela Haydel DeBarger 《Educational Measurement》2019,38(2):53-67
Contemporary views on learning highlight that deep learning occurs not simply by accumulating knowledge, but by using and applying knowledge as one engages in disciplinary activity. Increasingly, those concerned with education policy and practice are shifting priorities toward supporting deeper learning by emphasizing the importance of students’ ability to apply knowledge in subject areas. Designers of student assessments are following suit and are taking on the challenge of creating a new generation of assessments. We present a principled approach for designing classroom‐based assessments that not only assess deeper learning, but also provide teachers with critical information about how students are progressing toward achieving ambitious new learning goals. Our approach follows the evidentiary reasoning of evidence‐centered design and builds on research about the important role of knowledge‐in‐use to support student learning. We illustrate our approach in the context of creating tasks that assess students' science proficiency as reflected in the Next Generation Science Standards that are gaining prominence in the United States. 相似文献
6.
教育目标不仅要使学生获取知识,更要使他们学会学习。近年,各地较多强调通过不同科目或学习领域的学习与教学,可以培养学生的共通能力。这些能力都是培养学生自主学习的重要条件。本文对自主学习的定义和概念作出一些分析,对有关研究和教与学作出一些简介。文中提及学生自主学习定义包含三个特点:他们采用自主的学习策略、他们面对自我学习成效回馈的积极响应、以及他们互动地推动学习过程。自主的学生选择和采用自主学习策略,在反思学习成效与技巧的基础上,争取理想的学术成果。笔者最后提出建议:(1)如何应用学习动机、课室管理、教师教学和教师期待以探讨自主学习在课堂教学过程中的实践;(2)如何以自主学习这个概念贯彻于各科或各学习领域的课程设计的各个课程要素中。笔者期望,研究自主学习能有助学生学习。 相似文献
7.
Anne Khaled Judith Gulikers Harm Biemans Martin Mulder 《Studies in Continuing Education》2016,38(1):101-121
For many decades, teacher-structured hands-on simulations have been used in education mainly for developing procedural and technical skills. Stimulating contemporary learning outcomes suggests more constructivist approaches. The aim of this study is to examine how self-regulated learning (SRL), an important constructivist learning environment characteristic, is expressed in hands-on simulations. Via structured observations of teachers’ SRL promoting strategies and students’ SRL strategies in eight hands-on simulations, along the three phases of SRL, this study is the first to expose whether students and teachers use SRL in hands-on simulations, what these strategies look like and what their quality is. The results show that both students and teachers demonstrate SRL behaviour in the forethought, performance and reflection phase to some extent, but that they vary considerably in their occurrences, form and quality and provide opportunities for improvement. For example, teacher strategies ‘modelling’ and ‘scaffolding’ were often used, while ‘giving attribution feedback’ and ‘evaluation’ were lacking. The student strategy ‘proposing methods for task performance’ was used regularly, while ‘goal-setting’ and ‘self-monitoring’ were often absent. An overview shows exemplary teacher and student behaviours in the SRL phases with lower, medium and higher quality in hands-on simulations. 相似文献
8.
The goal of this study was to identify and understand the mental models developed by 67 high school biology students as they learn about the human body as a complex system. Using concept maps, it sought to find an external way of representing how students organize their ideas about the human body system in their minds. We conducted a qualitative analysis of four concept maps created by each student throughout the 3-year learning process, which allowed us to identify that student’s systems thinking skills and the development of those skills over time. The improvement trajectories of the students were defined according to three central characteristics of complex systems: (a) hierarchy, (b) homeostasis and (c) dynamism. A comparative analysis of all of our students’ individual trajectories together revealed four typical learning patterns, each of which reflects a different form of development for systems thinking: “from the structure to the process level”, “from macro to micro level”, “from the cellular level to the organism level,” and “development in complexity of homeostasis mechanisms”. Despite their differences, each of these models developed over time from simpler structures, which evolved as they connected with more complex system aspects, and each indicates advancement in the student’s systems thinking. 相似文献
9.
S. J. van der Wal-Maris D. Beijaard G. L. M. Schellings J. J. M. Geldens 《Teacher Development》2018,22(3):375-393
The present study identifies ways of how meaning-oriented learning is enhanced in academic primary teacher education, a new route to the teaching profession in the Netherlands. Meaning-oriented learners are generally described in the literature as being capable to regulate their own learning, to understand a topic thoroughly, to form their own opinion about it and to draw their own conclusions. Semi-structured interviews were held with both student teachers (n = 32) and educators (n = 18) who participated in this new route. Interviewees perceived common ways of enhancing meaning-oriented learning, such as encouraging students to structure, relate and critically process knowledge. Other ways are related to the development of students’ professional identity as an academic primary teacher in general, for example, through students’ reflection on the development of such an identity and their sharing of knowledge, not only with peers and educators, but also externally in publications, on a conference or on the Web. The present study indicates that the newly developed route to the teaching profession successfully contains elements that provoke meaning-oriented learning. The results of this study are useful for the (further) development of teacher education contexts in which the enhancement of meaning-oriented learning by student teachers is an important aim. 相似文献
10.
《Journal of research on educational effectiveness》2013,6(4):530-551
Abstract Math and science textbook chapters invariably supply students with sets of problems to solve, but this widely used approach is not optimal for learning; instead, more effective learning can be achieved when many problems to solve are replaced with correct and incorrect worked examples for students to study and explain. In the present study, the worked example approach is implemented and rigorously tested in the natural context of a functioning course. In Experiment 1, a randomized controlled study in ethnically diverse Algebra classrooms demonstrates that embedded worked examples can improve student achievement. In Experiment 2, a larger randomized controlled study demonstrated that improvement in posttest scores as a result of the assignments varies based on students’ prior knowledge; students with low prior knowledge tend to improve more than higher knowledge peers. 相似文献
11.
Ma Lourdes Martínez Cartas 《European Journal of Engineering Education》2012,37(3):229-241
In recent years, e-learning has been used in a chemical engineering subject in the final course of a mining engineering degree, a subject concerned with fuel technology. The low results obtained by students in this subject have led the teacher to search for new strategies to increase grades. Such strategies have consisted of incorporating into the existing virtual environment a dynamics of work with conceptual maps and a consideration of the different learning styles in the classroom. In an attempt to adapt teaching to the individual methods of learning for each student, various activities aimed at strengthening different learning styles have been proposed and concept maps have been used to create meaningful learning experiences. In addition, different modalities of assessment have been proposed, which can be selected by each student according to his or her particular method of learning to avoid penalising one style preference in contrast to another. This combination of e-learning, use of concept maps and catering for different learning styles has involved the implementation of the improved virtual learning environment. This has led to an increase in participation in the subject and has improved student assessment results. 相似文献
12.
Mihye Won Heiko Krabbe Siv Ling Ley David F. Treagust Hans E. Fischer 《Educational Assessment》2017,22(2):95-110
In this study, we investigated the value of a concept map marking guide as an alternative formative assessment tool for science teachers to adopt for the topic of energy. Eight high school science teachers marked students’ concept maps using an itemized holistic marking guide. Their marking was compared with the researchers’ marking and the scores of a multiple-choice diagnostic test. Statistical analysis revealed that teachers evaluated students’ concept maps consistently, but the concept map scores were only mildly correlated with the multiple-choice test scores. We explored what each assessment method revealed in terms of students’ understanding with one student’s performance as a showcase. Teachers’ views on using the marking guide of concept maps as an assessment tool were also included. We discuss the value of the concept map marking guide as a formative assessment tool for science teachers to create and modify in order to encourage students’ conceptual learning. 相似文献
13.
Ines Dužević 《Tertiary Education and Management》2013,19(1):66-79
The notion that ‘customer satisfaction’ should be the ultimate measure of quality provision of any service organization is often accepted in the higher education context. However, measuring the quality of an educational institution based on students’ satisfaction is insufficient as it diverts the focus from student development, advancement and growth to an affective evaluation of the service. More appropriate measures of quality of higher education institutions are student engagement and learning. This study describes the likely impact of perceived overall quality of higher education institutions on student engagement. The contribution of this study is twofold. First, it draws attention to the importance of higher education institution quality as the main institutional-level determinant of student engagement and, second, it suggests a comprehensive multilevel conceptual framework for its empirical testing. 相似文献
14.
Joke Van Velzen 《Assessment in Education: Principles, Policy & Practice》2013,20(2):170-186
Theory on student learning provides that students are able to direct their learning when they have metacognitive knowledge about their own learning processes. In this article, a preliminary attempt to assess untrained high-school students’ metacognitive knowledge of learning processes as an ability through multiple-choice questions is reported. In three studies, item selection was established for ninth graders at the end of their school year. Also, in the final study the results showed that the ninth-grade students’ self-reported use of learning and studying strategies, study techniques, school learning and tiresome academic subjects related significantly to their metacognitive knowledge regarding learning processes. In the discussion, the practical consequences for school assessment are explicated and future research questions are raised. 相似文献
15.
In this study, concept map activities were used to trigger group discussions about inclusive education, with a focus on learners with disabilities. The participants were 226 Tanzanian student teachers. This article reports and discusses how the maps were analysed and what they indicate about the students’ thinking about certain aspects of inclusive education. The results also indicate that concept mapping as an activity in teacher education may be useful and engaging for students. It may help them to organise knowledge and make them aware of their own and others’ understanding of inclusive education practices. An analysis of concept maps constructed by student teachers may also help lecturers to identify views, misconceptions, knowledge gaps and insights about inclusion in education settings. 相似文献
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17.
The constructivist paradigm opens abundant opportunities for effective knowledge construction in which student build knowledge and continually evaluated and improved their knowledge. The teaching mode under constructivist pedagogy redefines the role of students and the teachers and their interrelationships by creating a nurturing environment. By adapting constructivist framework, this article demonstrates how the variation of learning practices was critical in facilitating Primary 4 students in Singapore to carry out seamless science learning. The variation of learning practices enables the students to explore a particular scientific concept through various learning experience across the contexts. The study adapted the framework of the Objects of Constructivist Learning Model for the improvement of the seamless science learning design. When redesigning the lesson, a conscious effort was made by the teacher to create relevant patterns of variation, that is, varying certain critical aspect(s) while keeping other aspects of the object of learning invariant in order to help students discern those critical aspects. The findings contribute knowledge to how the Theory of Variation can be used in analyzing seamless learning as well as designing for constructivist learning experiences. The findings have also demonstrated that the complementary practice of constructivist pedagogy with variation theory as a viable and effective approach in seamless science learning, at which it deepened students' understanding through constructing the critical aspects of a phenomenon. Engagement with primary school students in experiencing the variations allowed the translation of theory into practice. 相似文献
18.
高中数学教师在教学中应积极应用导学案,以提高数学课堂教学质量,提高学生的数学学习能力,为学生的终身学习打下基础。高中数学教师在应用导学案开展数学教学的过程中,应做到以下几点:预设问题、明确目标,将导学案与合作探究进行结合,结合导学案进行知识精讲,拓展知识、加强能力训练。 相似文献
19.
Christina De Simone Richard F. Schmid Laura A. McEwen 《Educational Research and Evaluation》2013,19(2-3):263-283
University students are too often challenged by their limited skills in application, investigation, relational thinking, and communication of ideas. In this study, we have combined 3 tools that potentially can support and foster students’ development in the above mentioned areas through student collaboration, concept mapping, and electronic technologies. The participants in this study were 26 students in two intact classes in learning theories. In groups of 3 to 5 students, they were asked to generate 3 concept maps and accompanying prose over the term on 3 major issues in the field of learning. Through the use of interviews, questionnaires, and student generated concept maps, students reportedly enjoyed concept mapping for its organizational and relational properties but preferred sharing their concept maps and dialoguing with one another in a synchronous mode where immediate feedback and flow of thinking could be maintained when involved in constructing maps. Moreover, they did not like the redundancy offered by both prose and concept map outputs, suggesting that while concept mapping can be an arena for generating and generally structuring ideas, prose can be a means of communicating such ideas in a form that is common to most people. This is particularly important for teachers and students who have difficulty navigating through maps alone. 相似文献
20.
Şebnem Kandil İngeç 《International Journal of Science Education》2013,35(14):1897-1915
Concept mapping is a technique that paves the way to represent knowledge schematically. In this research, concept mapping was used as an assessment method on the impulse–momentum topic. The purpose of this study was to determine teacher candidates’ knowledge about understanding of the concepts of impulse and momentum by comparing and contrasting two different methods; namely, students’ concept maps and an achievement test. The mean of teacher candidates’ concept map scores are extremely low when compared with the scores of the achievement test. In addition, it was seen that although a great number of concepts were written down, not many relationships were established between these concepts. There is a weak correlation between the achievement test and the concept map scores since concept maps assess the students’ knowledge from a conceptual perspective while the achievement tests measure the level of students’ knowledge on the topic and his/her ability to apply this knowledge on different occasions. 相似文献