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1.
Markus Nivala Roger S?lj? Hans Rystedt Pauliina Kronqvist Erno Lehtinen 《Instructional Science》2012,40(5):799-811
New representational technologies, such as virtual microscopy, create new affordances for medical education. In the article, a study on the following two issues is reported: (a) How does collaborative use of virtual microscopy shape students’ engagement with and learning from virtual slides of tissue specimen? (b) How do visual and conceptual cues scaffold students’ reasoning? Fifteen pairs of medical students participated in two sessions in which the students used a virtual microscope as a diagnostic tool in the context of learning pathology. The slides provided the students with varying levels of visual and conceptual cueing. The sessions were videotaped, and the students’ reasoning while using the microscope was analysed. The students’ written answers were analysed in terms of the findings they made and the diagnoses suggested. At a general level, the results show that students engage actively in this kind of virtually-mediated environment. The visual and/or conceptual cues improve students’ performance, and guide the students’ perception and reasoning in a manner that is productive from the point of view of learning to make clinically relevant observations. Scaffolding students’ reasoning process through cues furthermore assists the students in avoiding the most obvious pitfalls such as overlooking critical areas of a specimen. Overall, visual and conceptual cues improve students’ reasoning in perceptual and cognitive terms, while still allowing space for the making of “relevant mistakes” that may further the students’ diagnostic skills. 相似文献
2.
CD-ROM storybooks, often referred to as electronic texts, e-books, and interactive stories, are learning tools with supplemental
features such as automatic reading of text, sound effects, word pronunciations, and graphic animations which support the development
of reading skills and comprehension in beginning readers. Some CD-ROM storybooks also provide a definition of the word to
aid in vocabulary acquisition. However, over-reliance on these features may hinder development of a young reader’s decoding
skills and use of context cues. Many CD-ROM storybooks contain incidental hotspots, such as dancing flowers and hidden characters,
which distract from the storyline and take reader’s attention away from comprehension. These incidental features may prolong
the reading event causing fatigue and loss of focus. In sum, the features provided by CD-ROM storybooks offer valuable support
for the acquisition of reading skills when coupled with supervision to monitor overuse and direct instruction in comprehension
strategies. 相似文献
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Eleni Moschovaki Sara Meadows Anthony D. Pellegrini 《European Journal of Psychology of Education - EJPE》2007,22(4):405-420
This study examines how teachers’ use of affective strategies (voice intonation, dramatization, personal involvement comments)
during the reading and discussion of books influence young children’s affective reactions (dramatization, personal engagement,
language play comments). Twenty kindergarten teachers read four books, two fiction and two information ones (narrative/expository
text).
We found significant differences in both teachers’ affective presentation and young children’s affective reactions between
fiction and information books, between the two fiction books but not between the narrative and expository text. A strong bi-directional
relationship was found between teachers’ affective presentation of stories and young children’s affective reactions. In particular,
teachers’ personal involvement comments prompted children’s personal engagement reactions, teachers’ reenactment was followed
by children’s imitations of such reenactments and teachers’ voice intonation elicited children’s personal engagement comments.
On the other hand, children’s use of paralinguistic cues and personal engagement comments reinforced teachers’ use of voice
intonation and personal involvement comments. Finally, text features, such as rhyming, were followed by children’s language
play. 相似文献
5.
Timothy Teo 《Asia Pacific Education Review》2010,11(2):253-262
This study examined pre-service teachers’ self-reported behavioral intentions to use technology. Three hundred and fourteen
participants completed a survey questionnaire measuring their responses to six constructs from a research model that extends
the technology acceptance model (TAM) by including facilitating conditions and subjective norm. Structural equation modeling
was used as the main technique for data analysis. This study contributes to the growing interests in using information science
models to explain intention to use technology in educational contexts. The results of this study showed that the TAM constructs
were significant in explaining pre-service teachers’ intention to use technology. Although facilitating conditions and subjective
norm had significant effects on behavioral intention to use technology, they were mediated by attitude toward usage, perceived
usefulness, and perceived ease of use. Overall, this study indicated the TAM has sufficient explanatory powers to explain
pre-service teachers’ intention to use technology in an educational environment. 相似文献
6.
This article examines the role of the World Bank in advancing higher education sectors in the developing world, considering
in particular the increasing power and strength of a global knowledge-based economy. Given the powerful role that intergovernmental
organizations such as the World Bank play in shaping global economic policies, the authors are concerned about how the Bank’s
policies and actions may limit knowledge generation and capacity building of universities in the developing world. Relatedly,
the authors use case studies of the Bank’s involvement in Thailand and Uganda to better understand the role it plays in producing
and reproducing forms of global hegemony. The authors discuss hegemony in terms of neocolonialism and neoliberalism. Neocolonialism
is described as forms of domination advanced by powerful nations and their institutions, while neoliberalism is understood
as an economic ideology by which weaker nations may be brought into greater alignment with global trade initiatives. 相似文献
7.
This study examines a fifth grade science teacher’s attempts at integrating engineering design using the construct of uncertainty.
Collaborative action research served as a supportive mechanism to uncover and confront the teacher’s uncertainties. Data were
gathered through semi-structured interviews, reflections, classroom observations, lesson plans, and student work. Data analysis
entailed the use of grounded theory. Findings from this study revealed that teaching science through engineering design is
both challenging and problematic. Underpinning the teacher’s pedagogical experiences was the constant force of uncertainty,
in various forms, and how her sense of doubt was beneficial rather than problematic. 相似文献
8.
In this work an attempt is made to explore the possible value of using Thought Experiments (TEs) in teaching physics to upper
secondary education students. Specifically, a qualitative research project is designed to investigate the extent to which
the Thought Experiment (TE) called ‘Heisenberg’s Microscope’, as it has been transformed by Gamow for the public in his book
Mr. Tompkins in Paperback, can function as a tool in the teaching of the ‘uncertainty principle’. The sample in the research consisted of 40 Greek
students, in 11 groups of 3–4 students each. The findings of this study reveal that the use of this TE has positive results
in teaching the uncertainty principle. Students, based on the TE, were able (i) to derive a formula of the uncertainty principle,
(ii) to explain that the uncertainty principle is a general principle in nature and it is not a result of incompleteness of
the experimental devices and (iii) to argue that it is impossible to determine the trajectory of a particle as a mathematical
line. 相似文献
9.
Frederick Williams Joseph Coulombe Leah Lievrouw 《Educational technology research and development : ETR & D》1983,31(1):3-7
While it has been established that children have positive attitudes toward the use of computers when used in computer-assisted
instruction, little is known about children’s attitudes toward small“home” or“personal” computers. Results of this study indicate
that children have multidimensional attitudes toward small computers, their interaction with these computers, and ease of
use. 相似文献
10.
Listening to students in productive ways seems to be at the core of teaching practices aligned with the basic tenets of the
constructivist world view. We present a definition for productive ways of listening, discuss the challenges involved in implementing
it, and propose a way to support the “decentering” needed to learning to listen for teacher education programs. The proposal
is based on reading and understanding historical texts as a way to exercising the adoption of the ‘other’s perspective.’ We
describe the materials developed for teacher workshops, their implementation and what participants, and we, learned from the
experience. 相似文献
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Julie A. Bianchini 《Cultural Studies of Science Education》2011,6(4):871-882
In this response to Konstantinos Alexakos, Jayson K. Jones, and Victor H. Rodriguez’s study, I discuss ways attending to student
membership in groups can both inform research on equity and diversity in science education and improve the teaching of science
to all students. My comments are organized into three sections: how underrepresented students’ experiences in science classrooms
are shaped by their peers; how science teachers can help students listen to and learn from one another; and how the subject
matter can invite or discourage student participation in science. More specifically, I underscore the need for teachers and
students to listen to one another to promote student learning of science. I also highlight the importance of science education
researchers and science teachers viewing students both as individuals and as members of multiple groups; women of color, for
example, should be understood as similar to and different from each other, from European American women and from ethnic minorities
in general. 相似文献
14.
Audrey C. Rule 《Early Childhood Education Journal》2007,35(1):13-18
This guest editorial describes ways teachers can use guessing games about an unknown item in a “mystery box” to help children
improve their abilities to listen to others, recall information, ask purposeful questions, classify items by class, make inferences,
synthesize information, and draw conclusions. The author presents information from a qualitative analysis of 90 preservice
teachers’ reflections on using mystery boxes with preschool through elementary students in urban public school settings in
central New York State. Children were enthusiastic about the game, used a variety of strategies to generate questions, experienced
difficulties in paying attention, remembering and synthesizing information, and had difficulty focusing on more than one characteristic
at a time. Errors included repetition of questions and class inclusion/exclusion errors. Modeling, thinking out loud, and
giving hints helped children become successful. Creating one’s own mystery box, exercises in identifying attributes and classifying
items, and practice in questioning techniques are among suggested follow-on activities. 相似文献
15.
Reflective learning can assist a learner’s purposeful and conscious manipulation of ideas toward meaningful learning and knowledge
integration. Blogs have been used to support reflection, but Blogs usually do not provide overt mechanisms for students to
make connections between different parts of an experience, which is integral to reflective activity. A blogging-mapping tool
was designed to support the reflective learning process. The tool allowed students to write blog posts, attach up to five
keywords to each post, and link the keywords on a concept map. This study aimed to seek patterns of participants’ use of the
tool, including evidence of reflective learning, identified as integration between concept maps and blogs. Nine graduate students
participated in the study for a semester. Data analysis included examining concept maps for knowledge integration over time.
Participants’ various mapping activities implied different levels of thinking. Some participants’ final concept maps showed
signs that they tried to integrate knowledge around the content area. Yet, the inconsistent and inconclusive patterns of participants’
concept mapping activities signaled that more strategies were needed to sustain their commitment. 相似文献
16.
Kelli R. Paquette Susan E. Fello Mary Renck Jalongo 《Early Childhood Education Journal》2007,35(1):65-73
Listening and reading comprehension can be assessed by analyzing children’s visual, verbal, and written representations of
their understandings. “Talking Drawings” (McConnell, S. (1993). Talking drawings: A strategy for assisting learners. Journal of Reading, 36(4), 260–269 is one strategy that enables children to combine their prior knowledge with the new information derived from
an expository text and “translate” those newly-acquired understandings into other symbol systems, including an oral discussion
with a partner, a more detailed drawing, and written labels for the drawing. The Talking Drawings strategy begins by inviting
children to create pre-learning drawings. These initial drawings are a way of taking inventory of a child’s current content
knowledge about a particular topic. After pre-learning drawings are created and shared, children listen to or read an expository
text (e.g., information book, passage from a textbook) on the same topic as their drawing. Pairs of students discuss the information
and either modify their pre-learning drawings to be more detailed or create completely new drawings that reflect the recently-acquired
information. Students are encouraged to label their drawings with words in a diagram or schematic fashion. By evaluating the
“before” and “after” artwork, educators can identify advances in students’ reading and listening comprehension of the terminology,
facts, and principles on a particular topic. 相似文献
17.
King-Dow Su 《International Journal of Science and Mathematics Education》2008,6(2):225-249
The purpose of this study was to evaluate the instructional effects of using animations, static figures, PowerPoint bulletins,
and e-plus software as chemistry texts with the aid of computer-based technology. This study analyzed the characteristics
of students involved in three multimedia courses and their achievement and attitude toward chemistry and learning chemistry.
The three samples included in this study involved 257 undergraduate engineering students enrolled in the courses during the
academic year in which the study occurred. The results indicate that: (a) students acquired a better understanding of targeted
chemistry concepts during the multimedia courses, (b) some categories of students, based on their major area of study, computer
use, and attendance status at orientation achieved significantly (p < 0.05) higher post-test scores when adjusted for pre-test performance, and (c) significant differences and Cohen’s effect
sizes in attitudes toward chemistry and learning chemistry were detected for students’ level of computer use, disposition
toward computer multimedia, gender, and attendance at the multimedia orientation session. It appears to be helpful to incorporate
computer-based multimedia (animations, images, sounds) teaching while utilizing constructivist design principles to facilitate
students’ chemistry understanding and attitude toward chemistry and learning chemistry. 相似文献
18.
Alexander Minnaert Monique Boekaerts Cornelis de Brabander Marie-Christine Opdenakker 《Vocations and Learning》2011,4(3):175-190
To prepare students for effective workplace learning, it is necessary to have insight into the contextual characteristics
that affect students’ developing interest. Aiming at students to become selfregulated learners, teachers should act as mindful
coaches, encouraging their students to monitor the quality of collaborative group work. A field study was conducted within
the context of a Computer Supported Collaborative Learning (CSCL) project fostering self-regulated learning. Students and
teachers made use of an electronic instrument that assessed and visualised students’ experiences of the quality of group learning
over time. 137 vocational students in commerce and business administration participated in a 6 months project requiring to
work in small learning groups. A SEM model, based on self-determination theory, fitted the data quite well. Perceived autonomy,
competence, and social relatedness seemed to be good predictors of students’ situational interest. Qualitative interview data
revealed not only the added value of process-oriented reflection and within-group discussion, but also some shortcomings concerning
the effectiveness of (implementing) CSCL. 相似文献
19.
Repurposing children’s television for the classroom: teachers’ use of “square one tv” videocassettes
Milton Chen Jan Ellis Karen Hoelscher 《Educational technology research and development : ETR & D》1988,36(3):161-178
This study investigated whether a major new children’s television series on mathematics, produced primarily for an at-home
audience, could be “repurposed” for classroom use. Segments were selected from the PBS children’s series, “Square One TV,”
and edited into 30 videocassettes organized by curriculum topics. Teachers in two public elementary schools in Cambridge,
Massachusetts, used the cassettes over a 10-week period. Both qualitative and quantitative data were collected, including
teacher interviews, teacher journals of classroom use, researcher observations, a survey of student attitudes toward mathematics,
and student interviews. Teachers found the reformatted cassettes to be useful motivational and instructional resources, especially
in demonstrating connections between mathematical ideas and real-world situations. A videotape of teacher and student responses
is available from the authors.
This paper written while Dr. Chen was an assistant professor at the same school, won the Instructional Video Paper Competition
marking the 25th anniversary of the Agency for Instructional Technology, Bloomington, Indiana. 相似文献
20.
Jesse L. M. Wilkins 《Journal of Mathematics Teacher Education》2008,11(2):139-164
This study investigated 481 in-service elementary teachers’ level of mathematical content knowledge, attitudes toward mathematics,
beliefs about the effectiveness of inquiry-based instruction, use of inquiry-based instruction and modeled the relationship
among these variables. Upper elementary teachers (grades 3–5) were found to have greater content knowledge and more positive
attitudes toward mathematics than primary teachers (grades K-2). There was no difference in teachers’ beliefs about effective
instruction, but primary level teachers were found to use inquiry-based instruction more frequently than upper elementary
teachers. Consistent with Ernest’s [Ernest (1989). The knowledge, beliefs and attitudes of the mathematics teacher: A model.
Journal of Education for Teaching, 15(1), 13–33] model of mathematics teaching, content knowledge, attitudes, and beliefs were all found to be related to teachers’
instructional practice. Furthermore, beliefs were found to partially mediate the effects of content knowledge and attitudes
on instructional practice. Content knowledge was found to be negatively related to beliefs in the effectiveness of inquiry-based
instruction and teachers’ use of inquiry-based instruction in their classrooms. However, overall, teachers with more positive
attitudes toward mathematics were more likely to believe in the effectiveness of inquiry-based instruction and use it more
frequently in their classroom. Teacher beliefs were found to have the strongest effect on teachers’ practice. Implications
for the goals and objectives of elementary mathematics methods courses and professional development are discussed.
相似文献
| Jesse L. M. WilkinsEmail: |