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《Instructional Science》2012,40(5):745-754
Medical students often have initial understanding concerning medical domains, such as the central cardiovascular system (CCVS), when they enter the study programme. These notions may to some extent be in conflict with scientific understanding, which can be seen as a challenge for medical teaching. Hence, the purpose of this study was to analyse what kind of initial mental models students have about the CCVS and how these models change after a course. Further, we were interested in how medical students evaluate the role of problem-based learning (PBL)-enriched conventional instruction in their learning of the CCVS. Pre- and posttests consisting of a drawing task were conducted with 60 Finnish medical students. Additionally, problem-based learning and course evaluation questionnaires were administered. Results show that one-third of the students had misconceptions such as single-loop concepts in understanding the CCVS before the course. Although the instruction seems to support conceptual change, 10 % of the students did not reach a scientific model. In their evaluations of the learning environment, the students appreciated working in small groups in addition to lectures. Sixty-five percent of the students considered PBL an effective learning method, whereas the rest of the students found it ineffective. In sum, although most of the first-year medical students reached an adequate representation of the central cardiovascular system, too many seem to have resistant misconceptions. Hence, in developing learning environments that support students’ conceptual change in the medical domain, students’ prior knowledge and perceptions of learning environments need to be taken into account. 相似文献
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Bastien Wagener 《教育心理学》2013,33(7):849-861
In French universities, only one out of two students is successful in his/her first year. The change of the working rhythm and the importance of self-regulated learning (relying on metacognition) can to a large extent explain these dramatic rates. Metacognition, as the process of being aware of one’s own cognition and activity implies awareness and consciousness. Nowadays, its improvement has only been achieved through the training of monitoring for a specific task. Regarding awareness, techniques like meditation and relaxation (attentional practices or APs) lead to its general development. Therefore, we investigated the possible improvement of metacognition thanks to AP. We conducted a longitudinal study with two groups of students: one group took a training programme in autogenic training (an AP), and the second one received no training in awareness or metacognition. We found out that metacognition could be improved thanks to an AP. This approach could therefore be used as a global metacognitive remediation for students. 相似文献
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The aim of this study was to examine metacognition in computer-supported collaborative problem solving. The subjects of the
study were 13-year-old Finnish secondary school students (N = 16). The Knowledge Forum learning environment was used to support student pairs’ problem-solving task involving polygons
in a geometry course. The data consist of the student pairs’ posted computer notes (n = 95). To examine metacognition in a social context in the networked discussions, the features and patterns of networked
interaction, the metacognitive content of the computer notes and their relations were examined. To examine the features of
networked interaction, the social network analysis measures were used. The patterns of networked interaction were displayed
with the multidimensional scaling technique. In the analysis, metacognitive contents of the computer notes were categorized
as metacognitive knowledge, metacognitive skills, and not metacognitive. Further, with the correspondence analysis, we examined how the student pairs’ metacognitive activity was distributed. The
results of the study revealed that the metacognitive activity varied among participants, although some aspects of metacognition
such as planning were never encountered. It was found that there is a relation between metacognitive activity and the features
of interaction. The student pairs who monitored and evaluated the ongoing discussions had a strategically optimal position
in the communication network. 相似文献
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This paper reports on the development, self-critique and evolution of research methods for interpreting and understanding
students’ metacognition that were developed through the Metacognition and Reflective Inquiry (MRI) collaborative study. The
MRI collaborative was a multi-year, multi-case, research study that investigated the elusive nature and character of high
school students’ metacognition across formal and informal science learning contexts. The study’s research design comprised
a series of integrated, layered, interpretive case studies which were conducted in a hermeneutic fashion over a 3 year period.
The implementation of each case study provided an opportunity for the researchers to reflect critically on the research methods
used to elucidate metacognition and hence refine the individual and collective capacity, responsiveness and fruitfulness of
the methods used. This paper discusses the evolution of these methods and the lessons that the entire study provides for the
conceptualization of other qualitative-interpretivist studies. 相似文献
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Recent research on metacognition points out the crucial role of on-line methods when endeavouring to conduct valid assessments
of metacognitive skills. Presently, different on-line methods are used, however, it is still a question of research whether
and how they affect students’ learning behaviour and learning outcome. Thus, the aim of this study is to quasi-experimentally
analyse the effects of two on-line verbalisation methods on learning performance. By means of the thinking-aloud method, students
in one experimental group (n = 24) were instructed to read and think aloud during learning. With the reflection when prompted method, students of another
experimental group (n = 24) were prompted at each navigational step to reflect on the reasons why they chose specific information. Students in
the control group (n = 22) learned without being instructed to verbalise. All three groups were treated identically except for the different use
of verbalisation assessment methods. The students’ task was to learn the concepts and principles of operant conditioning presented
in a hypermedium within 30 min. The students’ learning sessions were videotaped and learning performance was obtained immediately
afterwards. Based on Ericsson and Simon’s (Protocol analysis: Verbal reports as data, MIT, Cambridge, 1993) model, no performance differences between the thinking aloud and the control group were hypothesised.
However, prompting students for metacognitive reflection should affect learning performance positively, which is confirmed
by the results only in tendency for transfer performance. Implications for on-line assessment methods of metacognitive skill
will be discussed. 相似文献
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David Saldaña 《European Journal of Psychology of Education - EJPE》2004,19(4):349-364
Metacognition is an important construct for the understanding of mental retardation and the design of educational treatment for this population. However, assessment procedures used for the testing of metacognition do not seem appropriate for these subjects. This article presents an interactive assessment procedure that uses a game-like task. Results show that this format adequately reflects low levels of self-regulation in persons with mental retardation and, more important, individual differences among these individuals in a manner not possible with more static approaches. Adaptive behaviour and learning of metacognition in a cognitive enrichment programme are used as external criteria, with significant correlations between these and interactive assessment scores. Implications for educational practice and assessment of metacognition are discussed. 相似文献
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Alexandre Bellier Noémie Kaladzé Pierre-Yves Rabattu Philippe C. Chaffanjon Guillaume Cavalié 《Anatomical sciences education》2023,16(1):116-127
Many new methods have contributed to the learning of anatomy, including several interactive methods, increasing the effectiveness of educational programs. The effectiveness of an educational program involving several interactive learning methods such as problem-based learning and reciprocal peer teaching was researched in this study. A quasi-experimental before–after study on three consecutive groups of second-year students at the Grenoble School of Medicine was conducted. The lectures were replaced by an educational program based on the problem-based learning method and reciprocal peer teaching. The first session was dedicated to reading clinical cases illustrating the medical concept, so that the learning objectives for the second session could be set. Then, after viewing digital courses, the second session was dedicated to a synthetic presentation by the students themselves, followed by an interactive summary with the teacher. The analysis of 630 students showed a significant increase in the theory test results for those who took part in the intervention: 9.71 versus 9.19 (β = 0.57, P = 0.036). Moreover, satisfaction was high after the intervention (mean = 4.5/5), and when comparing the two pedagogical approaches the students showed a clear preference for the program implemented with the concepts highlighted such as interactivity, in-depth work, group work, and autonomy. A multifaceted interactive pedagogy program could have a significant impact on the results of the theoretical concepts presented and on satisfaction as well as increased investment by students in learning anatomy. 相似文献
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Jens Ove Riis Poul Israelsen Poul Kyvsgaard Hansen John Johansen Jochen Deuse 《European Journal of Engineering Education》2017,42(4):396-412
Challenged by increased globalisation and fast technological development, we carried out an experiment in the third semester of a global business engineering programme aimed at identifying conditions for training student in dealing with complex and ill-structured problems of forming a new business. As this includes a fuzzy front end, learning cannot be measured in traditional, quantitative terms; therefore, we have explored the use of reflection to convert tacit knowledge to explicit knowledge. The experiment adopted a Plan-Do-Check-Act approach and concluded with developing a plan for new learning initiatives in the subsequent year’s semester. The findings conclude that (1) problem-based learning develops more competencies than ordinarily measured at the examination, especially, the social/communication and personal competencies are developed; (2) students are capable of dealing with a complex and ambiguous problem, if properly guided. Four conditions were identified; (3) most students are not conscious of their learning, but are able to reflect if properly encouraged; and (4) improving engineering education should be considered as an organisational learning process. 相似文献
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Meaningful discussion that facilitates reflective thinking can be initiated when learners raise thoughtful questions or provide
critical feedback; however, generating effective questions requires a certain level of domain knowledge and metacognitive
skills of the question-askers. We propose a peer-questioning scaffolding framework intended to facilitate metacognition and
learning through scaffolding effective peer-questioning in online discussion. This framework assumes that novice students
who lack domain and metacognitive knowledge can be scaffolded to generate meaningful interactions at an early stage of learning
and the resulting peer-generated adaptive questions can facilitate learners’ metacognition. Thus, this study investigated
the effects of providing online scaffolding for generating adaptive questions to peers during online small group discussion.
A field experimental time-series control-group design was employed as a mixed model for the research design. Thirty-nine college
students from an online introductory class on turfgrass management participated in the study. The findings revealed that the
scaffolds were useful to increase the frequency of student questioning behavior during online discussion. For some students,
the online guidance reportedly served as “a starting point” to generate questions when they had difficulty asking questions.
However, the guidance did not improve the quality of questions and thus learning outcomes. The interview data indicated that
peer-generated adaptive questions served a critical role in facilitating learner’s reflection and knowledge reconstruction.
Further study should focus on the quality improvement of peer-generated questions while considering adaptive and dynamic forms
of scaffolding and intermediate factors such as prior knowledge, metacognition, task complexity, and scaffolding type. 相似文献
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Three experiments (N = 130) used a minimal group manipulation to show that just perceived membership in a social group boosts young children's motivation for and learning from group‐relevant tasks. In Experiment 1, 4‐year‐old children assigned to a minimal “puzzles group” persisted longer on a challenging puzzle than children identified as the “puzzles child” or children in a control condition. Experiment 2 showed that this boost in motivation occurred only when the group was associated with the task. In Experiment 3, children assigned to a minimal group associated with word learning learned more words than children assigned an analogous individual identity. The studies demonstrate that fostering shared motivations may be a powerful means by which to shape young children's academic outcomes. 相似文献
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Laura Zimmermann Alecia Moser Herietta Lee Peter Gerhardstein Rachel Barr 《Child development》2017,88(6):2013-2025
This study examined the effect of a “ghost” demonstration on toddlers’ imitation. In the ghost condition, virtual pieces moved to make a fish or boat puzzle. Fifty‐two 2.5‐ and 3‐year‐olds were tested on a touchscreen (no transfer) or with 3D pieces (transfer); children tested with 3D pieces scored above a no demonstration baseline, but children tested on the touchscreen did not. Practice on the touchscreen (n = 23) by 2.5‐ and 3‐year‐olds prior to the ghost demonstration did not improve performance. Finally, children who learned the puzzle task via a social demonstration and were tested on the touchscreen (n = 26) performed better than the ghost conditions. Taken together, these studies demonstrate that social demonstrations enhance learning from novel touchscreen tools during early childhood. 相似文献
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Juan Antonio Moreno Murcia José Antonio Vera Lacárcel Fernando Del Villar Álvarez 《European Journal of Psychology of Education - EJPE》2010,25(1):37-47
The study focused on discovering the influence that an autonomous motor task learning programme had on the improvement of
perceived competence, intrinsic regulation, incremental belief and motivational orientations. The study was performed with
two groups of participants (n = 22 and n = 20) aged between 19 and 35 years. The instruments used were the incremental factor of the Conceptions of the Nature of
Athletic Ability Questionnaire (CNAAQ-2), the Goal Orientation in Exercise Scale (GOES), the intrinsic regulation factor of
the Behavioural Regulation in Exercise Questionnaire (BREQ-2), the perceived autonomy factor of the autonomy measurement scale
(EMA) and the perceived competence factor of the Motives for Physical Activity Measure Revised Scale (MPAM-R). The questionnaires
were handed out over 3 months in a weekly session with pre-test and post-test. The results showed that the use of an autonomy-based
teaching programme increased perceived competence, intrinsic motivation, incremental ability belief and task-involving motivational
orientation. 相似文献
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Portraits of PBL: Course objectives and students' study strategies in computer engineering,psychology and physiotherapy 总被引：1，自引：0，他引：1
The central theme of the investigation concerns therole of course objectives in relation to students'study strategies in problem-based learning (PBL). Theresults comprise data from three different PBLprogrammes at Linköpings Universitet; a Bachelor'sprogramme in physiotherapy, a Master's programme inpsychology, and a Master's programme in ComputerEngineering, respectively. In all three programmes,the faculty provides course objectives with theintention that these should function as a supportivestructure and guide for the students' independentstudies. The results show that the objectives wereused differently in the different programmes; as anintegrated tool in the learning process, as anadministrative schedule or as aretroactive checklist, respectively. Thestudents' use of the course objectives in the learningprocess varied according to how the objectives wereformulated and conceived. The relationship between theformat of objectives provided by the faculty and howstudents deal with them in the learning process couldalso denote fragments of the different educationalcultures within the three programmes and how themeaning of problem-based learning is interpreted. 相似文献
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Sarah E. Gaither Eva E. Chen Kathleen H. Corriveau Paul L. Harris Nalini Ambady Samuel R. Sommers 《Child development》2014,85(6):2299-2316
Children prefer learning from, and affiliating with, their racial in‐group but those preferences may vary for biracial children. Monoracial (White, Black, Asian) and biracial (Black/White, Asian/White) children (N = 246, 3–8 years) had their racial identity primed. In a learning preferences task, participants determined the function of a novel object after watching adults (White, Black, and Asian) demonstrate its uses. In the social preferences task, participants saw pairs of children (White, Black, and Asian) and chose with whom they most wanted to socially affiliate. Biracial children showed flexibility in racial identification during learning and social tasks. However, minority‐primed biracial children were not more likely than monoracial minorities to socially affiliate with primed racial in‐group members, indicating their in‐group preferences are contextually based. 相似文献
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The present study is part of acomprehensive research project with the generalaims of comparing how problem-based learning isrealised in three different professionaleducational programmes. The specific aims ofthis study are to describe and analyse howstudents in the three different programmesconceive of the meaning of problem-basedlearning and how they experience their studieswithin a problem-based learning programme. ThePBL programmes are a Bachelor's programme inPhysiotherapy, a Master's programme inPsychology, and a Master's programme inComputer Engineering. Data were analysedqualitatively. The results reveal differencesin how the students in the three programmesconceive of their autonomy as learners,co-operation with their counterparts and theauthenticity of the learning task. The findingspossibly also reflect the taken-for-grantedperspectives of knowledge, embedded in thecultures of the professional practices and thescientific disciplines to which the programmespertain. 相似文献
18.
Student Use of Scaffolding Software: Relationships with Motivation and Conceptual Understanding 总被引：1，自引：1，他引：0
This study was designed to theoretically articulate and empirically assess the role of computer scaffolds. In this project,
several examples of educational software were developed to scaffold the learning of students performing high level cognitive
activities. The software used in this study, Artemis, focused on scaffolding the learning of students as they performed information
seeking activities. As 5th grade students traveled through a project-based science unit on photosynthesis, researchers used
a pre-post design to test for both student motivation and student conceptual understanding of photosynthesis. To measure both
variables, a motivation survey and three methods of concept map analysis were used. The student use of the scaffolding features
was determined using a database that tracked students’ movement between scaffolding tools. The gain scores of each dependent
variable was then correlated to the students’ feature use (time and hits) embedded in the Artemis Interface. This provided
the researchers with significant relationships between the scaffolding features represented in the software and student motivation
and conceptual understanding of photosynthesis. There were a total of three significant correlations in comparing the scaffolding
use by hits (clicked on) with the dependent variables and only one significant correlation when comparing the scaffold use
in time. The first significant correlation (r = .499, p < .05) was between the saving/viewing features hits and the students’ task value. This correlation supports the assumption
that there is a positive relationship between the student use of the saving/viewing features and the students’ perception
of how interesting, how important, and how useful the task is. The second significant correlation (r = 0.553, p < 0.01) was between the searching features hits and the students’ self-efficacy for learning and performance. This correlation
supports the assumption that there is a positive relationship between the student use of the searching features and the students’
perception of their ability to accomplish a task as well as their confidence in their skills to perform that task. The third
significant correlation (r = 0.519, p < 0.05) was between the collaborative features hits and the students’ essay performance scores. This correlation supports
the assumption that there is a positive relationship between the student use of the collaborative features and the students’
ability to perform high cognitive tasks. Finally, the last significant correlation (r = 0.576, p < 0.01) was between the maintenance features time and the qualitative analysis of the concept maps. This correlation supports
the assumption that there is a positive relationship between the student use of the maintenance features and student conceptual
understanding of photosynthesis.
This material is based upon work supported by the National Science Foundation (REC9980055). Any opinions, findings, and conclusions
or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National
Science Foundation. 相似文献
19.
Children's ability to flexibly shift attention between different representational schemes was investigated using the dimensional change card sorting task. Across three experiments (N = 56 three‐year‐olds and N = 40 four‐year‐olds in 2 ; N = 14 three‐year‐olds in 3 ; and N = 14 three‐year‐olds in 4 ) the role of perceptual information on children's cognitive flexibility was investigated by manipulating different aspects of the task materials between pre‐ and postswitch phases. Better performance was observed when either task‐relevant (the color or shape of the images on the cards) or task‐irrelevant information (the background color or shape of the actual cards) was changed, with this improvement occurring when the changes were salient enough to induce a stimulus novelty effect. 相似文献
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Sandra L. Calvert Marisa M. Putnam Naomi R. Aguiar Rebecca M. Ryan Charlotte A. Wright Yi Hui Angella Liu Evan Barba 《Child development》2020,91(5):1491-1508
Children’s math learning (N = 217; Mage = 4.87 years; 63% European American, 96% college-educated families) from an intelligent character game was examined via social meaningfulness (parasocial relationships [PSRs]) and social contingency (parasocial interactions, e.g., math talk). In three studies (data collected in the DC area: 12/2015–10/2017), children’s parasocial relationships and math talk with the intelligent character predicted quicker, more accurate math responses during virtual game play. Children performed better on a math transfer task with physical objects when exposed to an embodied character (Study 2), and when the character used socially contingent replies, which was mediated by math talk (Study 3). Results suggest that children’s parasocial relationships and parasocial interactions with intelligent characters provide new frontiers for 21st century learning. 相似文献