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1.
This study investigated the effects of presenting domain information (basic information about the domain) either together with or instead of offering exploratory practice (an exploratory opportunity in a simulation-based representation of the learning domain) prior to inquiry learning for facilitating students' hypothesis generation and subsequent inquiry processes and their knowledge acquisition. Secondary school students (n = 118) completed a simulation-based inquiry task on force and motion. They were randomly assigned to one of four conditions: the D + E condition (n = 29), in which domain information and exploratory practice were available; the D condition (n = 30), in which only domain information was available; the E condition (n = 32), in which only exploratory practice was available; or the C condition (n = 27), with no support at all. Students' knowledge was measured with a pre- and posttest and a test on knowledge of variables. Inquiry processes were inferred from information students entered in a Hypothesis Scratchpad and an Observation tool, and from a final summary that they had to write. Results indicated that providing students with domain information alone helps to foster their knowledge of variables before generating hypotheses and leads to knowledge acquisition. The results also showed that the opportunity to explore before experimenting does not affect students' inquiry behavior or learning performance, even when combined with providing students with domain information. 相似文献
2.
Omid Noroozi Maria C. Busstra Martin Mulder Harm J. A. Biemans Hilde Tobi Anouk Geelen Pieter van’t Veer Mohammad Chizari 《Educational technology research and development : ETR & D》2012,60(2):193-221
This study used a sequential set-up to investigate the consecutive effects of timing of supportive information presentation
(information before vs. information during the learning task clusters) in interactive digital learning materials (IDLMs) and
type of collaboration (personal discussion vs. online discussion) in computer-supported collaborative learning (CSCL) on student
knowledge construction. Students (N = 87) were first randomly assigned to the two information presentation conditions to work individually on a case-based assignment
in IDLM. Students who received information during learning task clusters tended to show better results on knowledge construction
than those who received information only before each cluster. The students within the two separate information presentation
conditions were then randomly assigned to pairs to discuss the outcomes of their assignments under either the personal discussion
or online discussion condition in CSCL. When supportive information had been presented before each learning task cluster,
online discussion led to better results than personal discussion. When supportive information had been presented during the
learning task clusters, however, the online and personal discussion conditions had no differential effect on knowledge construction.
Online discussion in CSCL appeared to compensate for suboptimal timing of presentation of supportive information before the
learning task clusters in IDLM. 相似文献
3.
In this study we examined change in students’ situational interest as a function of student and task characteristics. Fifth- and sixth-graders (n = 52) were assigned to one of two task conditions that used a different version of a science simulation. The versions differed in how concrete vs. abstract the simulation elements were. Students’ prior knowledge, achievement goal orientations, and subject-specific interest were assessed before the task and situational interest was measured repeatedly in different phases of the task. Post-task performance was assessed 1 day after the task. The results showed different mean-level changes in situational interest in the two task conditions; students working with the more concrete version of the simulation reported increase in their interest while the opposite was true for students working with the more abstract version. The ratings of situational interest were nevertheless rather stable over time, regardless of the task condition. Students’ situational interest at the beginning of the task was predicted by mastery-intrinsic goal orientation and subject-specific interest. Post-task performance was predicted by prior knowledge and the task condition; students working in the more concrete task condition performed better. The importance of acknowledging both individual characteristics and task elements in the emergence of students’ situational interest is discussed. 相似文献
4.
Comparing common mathematical errors to correct examples may facilitate learning, even for students with limited prior domain knowledge. We examined whether studying incorrect and correct examples was more effective than studying two correct examples across prior knowledge levels. Fourth- and fifth-grade students (N = 74) learned about decimal magnitude in a brief tutoring session. Students were randomly assigned to two conditions: 1) comparing correct and incorrect examples (incorrect condition) or 2) comparing correct examples only (correct condition). The incorrect condition helped students learn correct procedures and key concepts more than the correct condition, including reducing misconceptions. Students’ prior knowledge of decimals did not interact with condition. Students’ explanations during the intervention revealed that those in the incorrect condition more frequently discussed correct concepts (e.g., the magnitude of a decimal and identifying misconceptions). Overall, contrasting incorrect examples with correct examples can help students learn correct concepts and procedures. 相似文献
5.
Making the invisible visible: enhancing students’ conceptual understanding by introducing representations of abstract objects in a simulation 总被引：1，自引：0，他引：1
This study aimed to identify if complementing representations of concrete objects with representations of abstract objects improves students’ conceptual understanding as they use a simulation to experiment in the domain of Light and Color. Moreover, we investigated whether students’ prior knowledge is a factor that must be considered in deciding when to use representations of abstract objects. A pre-post comparison study design was used, involving 69 participants assigned to two conditions. The first condition consisted of 36 students who had access to a simulation with representations of concrete objects, whereas the second condition consisted of 33 students who had access to a simulation with representations of both concrete and abstract objects. Both conditions used the same inquiry-oriented curriculum materials, consisting of three sections that included physical phenomena with increasingly complex underlying mechanisms, so that the third section’s mechanisms were more complex in nature than those in the first two sections. Tests were administered to assess students’ conceptual understanding before and after the presentation of the curricular material as a whole, as well as before and after each of its three sections. Results revealed that the presence of representations of abstract objects was helpful for the first two sections, but only for students with low prior knowledge. On the third, most complex section, also the students with higher prior knowledge profited from the presence of abstract objects. From these findings, we conjecture that for physical phenomena with a lower level of complexity, students with high prior knowledge are able to mentally construct the necessary abstract concepts on their own, whereas for higher levels of complexity they need an explicit representation of the abstract objects in the learning environment. 相似文献
6.
This study was concerned with identifying prerequisites for the successful use of videos that offer different levels of interactivity. In a homework scenario, 64 ninth graders participated either in a search training demonstrating the efficient use of features facilitating the selection of relevant information or in a control training focusing on the integration of new information with prior knowledge. Following the training, the participants used either a common video that allowed them to control the transient flow of the information via stop and browsing or an enhanced video that additionally facilitated the localization of information via chapter selection and an index. Overall, the students wrote two essays (Essay 1: summary; Essay 2: argument) and performed a search task. The study revealed that, independent of the training condition, students benefitted from the enhanced video for the search task which merely required naming isolated facts. Moreover, in a summary task, the enhanced video resulted in the consideration of information from more different chapters when the task required gathering information from the video; however, this broader consideration of chapters only translated into naming more information after the search training. The data of a second essay requiring inferences about the video’s contents (argument) were not analyzed due to a floor effect. Taken together, these results indicate that the characteristics of a task as well as the students’ knowledge of respective search strategies need to be considered when implementing interactive features in video environments. 相似文献
7.
The influence of topic knowledge, domain knowledge, and interest on the comprehension of scientific exposition 总被引：1，自引：0，他引：1
Patricia A. AlexanderJonna M. KulikowichSharon K. Schulze 《Learning and individual differences》1994,6(4)
In this study, we explored the influence of subject-matter knowledge and interest on college students' comprehension of scientific exposition. Two forms of subject-matter knowledge were considered: Passage-specific (i.e., topic) knowledge and general (i.e., domain) knowledge. College students read two passages from physics, one dealing with Stephen Hawking and Grand Unification Theory, and one about the search for the truth quark. Students' topic knowledge and domain knowledge were tested before reading the passages. After reading each passage, students rated their interest in what they read. Comprehension measures were then completed for each passage. We performed regression analyses to determine the effects of subject-matter knowledge and interest on the comprehension scores for each passage. For the more technical Quarks passage, domain knowledge and interest were both significant predictors of comprehension. For the more personally-involving Hawking passage, topic knowledge, domain knowledge, and interest were significant predictors of comprehension performance. Overall, students were more interested in less abstruse and more personally-involving information for both passages. 相似文献
8.
Feedback indicating how well students are performing during a learning task can be very stimulating. In this study with a pre- and post-test design, the effects of two types of performance feedback on learning results were compared: feedback during a learning task was either stated in terms of how well the students were performing relative to other students (social comparison feedback) or relative to an absolute criterion (criterion-based feedback). Thirty-four students in secondary vocational engineering education were randomly assigned to one of two conditions. In both conditions, students worked together in small groups. All groups completed a math learning task, during which they received either social comparison feedback or criterion-based performance feedback. The findings showed that the type of feedback had a strong effect on learning outcomes: the post-test scores and gains of students in the social comparison condition were significantly higher than those of students in the criterion-based feedback condition. 相似文献
9.
Although there is evidence of the influence of achievement goals on individuals’ learning, less is known about their influence on collaborative groups. In this study, 45 pairs of college students engaged in a building task. Twenty-three of the pairs were assigned to a learning goal condition and 22 to a performance goal condition. Pre- and post-test measures were used to quantify differences in outcomes, knowledge convergence and knowledge convergence mechanisms between conditions; qualitative coding was conducted to understand differences in interactions. Results indicated no difference in overall measures of learning and performance outcomes between conditions. However, groups with a learning goal showed more knowledge convergence than groups with a performance goal. Groups with a learning goal engaged in more reflection and more explanations during the task than groups with a performance goal. These results suggest that achievement goals influence interaction behaviors when students are engaged in collaborative activities. 相似文献
10.
We investigated students’ emotions as intervening variables between teaching methods, motivational and performance prerequisites, and outcomes. 144 students from German schools were assigned to two conditions. In one condition, students were prompted to develop multiple solutions for modelling problems that were missing information. In the other condition, students had to find one solution for modelling problems that were not missing information. Students’ interest and performance were measured before and after the 5-lesson teaching unit, and students’ enjoyment and boredom were measured during the teaching unit. The path analyses revealed: (1) Students who developed more solutions enjoyed their mathematics lessons more and were less bored than students in the other condition; (2) Enjoyment affected students’ interest and performance at posttest and mediated the effects of prompting them to find multiple solutions on interest at posttest; (3) Students’ enjoyment during learning mediated the effects of prior interest on interest at posttest. 相似文献
11.
Investigating the mechanisms of learning from a constrained preparation for future learning activity 总被引：1，自引：0，他引：1
Many studies have shown benefits associated with engaging students in problem-solving activities prior to administering lessons. These problem-solving activities are assumed to activate relevant knowledge and allow students to develop some initial knowledge structures, which support understanding of the lesson. In this paper we report the results of two studies in which we investigated the underlying benefits of engaging in a preparatory activity—setting up experiments without running them or receiving feedback—prior to an interactive computerized lesson on experimental design compared to only engaging in the interactive lesson. We predicted that the seventh-grade participants who demonstrated some initial knowledge of the topic—experimental design—would benefit more from spending the whole time engaged in instructional activities. However, we expected students who did not demonstrate initial knowledge would benefit more from engaging in the preparatory activity, which would allow them to activate or develop initial knowledge that would aid their understanding of the subsequent instruction. The predicted condition by initial knowledge interaction was found in both studies. In Study 1, the benefit of only engaging in the instruction was found only for the lowest-knowledge of students who demonstrated initial knowledge. For students who did not demonstrate some initial knowledge, the benefit of completing the preparatory activity appeared to be due to the development of an understanding of the general goal of the activity rather than of specific knowledge of experimental design. Based on this finding, in Study 2, we investigated an initial goal by condition interaction. In fact, students who did not express an understanding of the task goal on the pretest benefited from engaging in the preparatory activity and students who did benefited more from the instruction. Again, this benefit appeared to be due to students’ development of an appropriate understanding of the task goal during the preparatory activity. 相似文献
12.
Becoming a history teacher requires the integration of pedagogical knowledge, pedagogical content knowledge, and content knowledge. Because the integration of knowledge from different disciplines is a complex task, we investigated prompted learning journals as a method to support teacher students’ knowledge integration. Fifty-two preservice history teachers participated in the experimental study. They read a text about a historical event, a text about teaching history, and a text about cognitive learning processes. Then they wrote a learning journal entry about the three texts. To support the journal writing, the participants in the experimental condition received four integration prompts, whereas the participants in the control condition received no prompts. In the prompted condition, the students engaged more often in integration strategies at the cost of rehearsal and organization strategies. Rehearsal and integration strategies predicted students’ recall of knowledge and their ability to evaluate learning tasks. Integration strategies as elicited in the journals predicted preservice teachers’ performance when designing a learning task for history education. In solving this task, the prompted preservice teachers used the information from the three texts in a more balanced way than the unprompted students who strongly focused on content knowledge. The study illustrates the potentials of learning journals as a method to support knowledge integration in history teacher education. 相似文献
13.
14.
This study examined changes in 26 fourth-grade students' early conceptions of rational number representations as a function
of receiving one of two curricular interventions. The first group of 12 students received a curriculum that emphasized constructing
knowledge through extended problem solving with a single perspective of the rational number domain based on part-whole relations.
A second group of 14 students received a curriculum that emphasized a more conceptually diverse multiple perspective view
of the domain through problem solving with operator and ratio relations. Analyses of the students' rational number knowledge
before and after the interventions indicated that students in the single perspective group produced organizations of knowledge
that more frequently diverged from a formal domain analysis than those produced by students in the multiple perspective group.
Further, students in the single perspective group increased their focus on superficial surface features. Alternatively, students
in the multiple perspective group demonstrated an increased focus on operations that more frequently reflected the underlying
mathematical relation conveyed by the representation. The findings indicate that an early exposure to more diverse perspectives
of rational numbers assists students in developing more interconnected and viable representation knowledge for rational numbers. 相似文献
15.
This paper explores the development of students’ knowledge of mathematical procedures. Students’ tendency to develop rote knowledge of procedures has been widely commented on. An alternative, more flexible endpoint for the development of procedural knowledge is explored here, where students choose to deviate from established solving patterns on particular problems for greater efficiency. Students with no prior knowledge of formal linear equation solving techniques were taught the basic transformations of this domain. After instruction, students engaged in problem-solving sessions in two conditions. Treatment students completed the “alternative ordering task,” where they were asked to re-solve a previously completed problem but using a different ordering of transformations. Those completing alternative ordering tasks demonstrated greater flexibility. 相似文献
16.
Patrick H. M. Sins Elwin R. Savelsbergh Wouter R. van Joolingen 《International Journal of Science Education》2013,35(14):1695-1721
Although computer modelling is widely advocated as a way to offer students a deeper understanding of complex phenomena, the process of modelling is rather complex itself and needs scaffolding. In order to offer adequate support, we need a thorough understanding of the reasoning processes students employ and of difficulties they encounter during a modelling task. Therefore, in this study 26 students, working in dyads, were observed while working on a modelling task in the domain of physics. A coding scheme was developed in order to capture the types of reasoning processes used by students. Results indicate that most students had a strong focus on adjusting model parameters to fit the empirical data with little reference to prior knowledge. The successful students differed from the less successful students in using more prior knowledge and in showing more inductive reasoning. These observations lead to suggestions for the design of appropriate scaffolds. 相似文献
17.
《Journal of Experimental Education》2012,80(1):1-26
AbstractWe examined the role of epistemic cognition in calibration to task complexity before and during learning. Sixty-six undergraduate students were presented with two learning tasks—a simple task and a more complex task—in random order. Prior to learning, offline measures of learners’ epistemic beliefs about climate change were taken. An open-ended questionnaire was then used to capture task definitions, goals, and plans. To assess online epistemic cognition and learning strategies used during learning, a think-aloud protocol was employed. Results showed that epistemic beliefs before learning predicted epistemic cognition during learning. Further, results demonstrated that calibration to task complexity before learning was not related to epistemic beliefs but was related to epistemic cognition during learning. These findings suggest that individuals engage in epistemic cognition during learning to better understand the nature of the knowledge to be learned and that this results in better calibration of learning processes to task complexity. 相似文献
18.
In two experiments, participants made inferences from weather maps, before and after they received instruction about relevant meteorological principles. Different versions of the maps showed either task-relevant information alone, or both task-relevant and task-irrelevant information. Participants improved on the inference task after instruction, indicating that they could apply newly acquired declarative knowledge to make inferences from graphics. In Experiment 1, participants spent more time viewing task-relevant information and less time viewing task-irrelevant information after instruction, and in Experiment 2, the presence of task-irrelevant information impaired performance. These results show that domain knowledge can affect information selection and encoding from complex graphics as well as processes of interpreting and making inferences from the encoded information. They also provide validation of one principle for the design of effective graphical displays, namely that graphics should not display more information than is required for the task at hand. 相似文献
19.
Using group presentation classes as a control condition, in nine introductory psychology classes we examined the impact of high-structure versus low-structure cooperative learning on N = 259 student teachers' conceptual knowledge, on their self-perceived competence, and on their appraisals of task values. To vary the structure, we first created a lesson plan built upon core principles of cooperative learning, and then eliminated from this plan critical elements structuring students' shared learning. Two-level analyses revealed that students in the two cooperative conditions (a) did better on three knowledge tests administered throughout the course of this one-semester project, (b) developed a more favorable view of their subject-specific competence, and (c) appraised the utility and intrinsic value of task assignments more positively than did the control students. In each of the three knowledge tests, students in high-structure groups outperformed students in low-structure groups. These findings support the hypothesis that structuring procedures enhance the efficaciousness of cooperative learning methods in college classes. 相似文献
20.
The present study investigated the utility of an instructional strategy known as the query method for enhancing learning outcomes in computer-based training. The query method involves an embedded guided, sentence generation task requiring elaboration of key concepts in the training material that encourages learners to ‘stop and think’ about the information already presented before proceeding to new concepts. This study also investigated the effect of varying the level of elaboration (low or high) prompted by the queries. Fifty-one undergraduate students from the general psychology department subject pool at a major university in the southeastern United States received instruction on the basic principles of flight via one of three versions of a computer-based tutorial (no query, low-level elaboration query, or high-level elaboration query). Participants had no prior knowledge or previous experience with the aviation domain. A one-way between-groups design was employed, with the query method serving as the independent variable and a sample size of 17 per condition. Dependent variables included knowledge organization, knowledge acquisition, and instructional efficiency. Overall, results showed that incorporating low-level elaboration queries into the training resulted in improved organization, integration, and application of task-relevant knowledge and higher instructional efficiency. High-level elaboration queries consistently failed to produce significantly better post-training outcomes, possibly due to the increased cognitive load imposed on learners during training. The discussion centers on theoretical and practical implications for promoting and assessing learning outcomes in computer-based training. 相似文献