共查询到20条相似文献，搜索用时 31 毫秒
1.
Saskia Kistner Katrin Rakoczy Barbara Otto Charlotte Dignath-van Ewijk Gerhard Büttner Eckhard Klieme 《Metacognition and Learning》2010,5(2):157-171
An implication of the current research on self-regulation is to implement the promotion of self-regulated learning in schools.
Teachers can promote self-regulated learning either directly by teaching learning strategies or indirectly by arranging a
learning environment that enables students to practise self-regulation. This study investigates teachers’ direct and indirect
promotion of self-regulated learning and its relation to the development of students’ performance. Twenty German mathematics
teachers with their overall 538 students (grade 9) were videotaped for a three-lesson unit on the Pythagorean Theorem. Students’
mathematics performance was tested several times before and after the observed lessons. A low-inferent coding system was applied
to assess the teachers’ implicit or explicit instruction of cognitive strategies (e.g., organisation), metacognitive strategies
(e.g., planning), and motivational strategies (e.g., resource management). High-inferent ratings were used to assess features
of the learning environment that foster self-regulation. Results reveal that a great amount of strategy teaching takes place
in an implicit way, whereas explicit strategy teaching and supportive learning environment are rare. The instruction of organisation
strategies and some features of the learning environment (constructivism, transfer) relate positively to students’ performance
development. In contrast to implicit strategy instruction, explicit strategy instruction was associated with a gain in performance.
These results reveal a discrepancy between the usefulness of explicit strategy instruction and its rare occurrence in classrooms. 相似文献
2.
Systematic instructional strategies that investigators have used with students who display moderate to severe handicaps were identified and defined. The investigations which directly compared two or more strategies were analyzed, and summary statements/recommendations about the relative effectiveness and efficiency of the strategies were made. Analyzing the effectiveness of the procedures involved determining which strategies successfully taught skills to subjects. The efficiency of the strategies was analyzed on measures which indicated the skills were taught in a productive and timely manner (i.e., trials to criterion, sessions to criterion, errors to criterion, direct instruction time). Recommendations for future research and practice include (a) conduct more studies comparing the effectiveness and efficiency of instructional strategies, (b) conduct investigations of the specific variables of single strategies to identify the most efficient use of each procedure, (c) expand the efficiency measures to assess whether students learn information not directly targeted for instruction, and (d) conduct research to determine which strategy is best to use with given types of students and skills. 相似文献
3.
Monica Adya Edward J. Lusk Moncef Balhadjali 《Decision Sciences Journal of Innovative Education》2009,7(1):9-36
Graduate business education has been criticized for utilizing simplistic teaching strategies that compromise the presentation of real-world complex skills in the classroom. In this article, we propose that complex management functions can be effectively taught using decomposition strategies. We demonstrate the usefulness of this strategy in the domain of business forecasting by comparing the forecast accuracy of students instructed in decomposition ( RBF - Instructed ) with that of students not exposed to such instruction ( Uninstructed ), as well as with an expert system called Rule-Based Forecasting (RBF). RBF-Instructed students demonstrated significant improvements over Uninstructed students and were at least as accurate as the RBF system. Our findings suggest that academics engaged in teaching complex domains can benefit from building their teaching environment on a decomposition framework. We further suggest strategies for measuring the effectiveness and endurance of classroom knowledge thus imparted. Implications for academia and practice are discussed and a research framework is proposed. 相似文献
4.
The purpose of this study was to investigate the effects of strategy instruction on the reading literacy of students with mild and moderate intellectual disability. Students aged 15–21 with intellectual disability (n=35) participated in 24 sessions of literacy strategy instruction (experimental condition) or remedial literacy‐skill acquisition‐ lessons (control condition). The main objective of strategy instruction was to foster comprehension monitoring. Through shared dialogues, students were trained to generate questions about text, to summarise what was read, to clarify difficult words and to make predictions. The strategies were taught using the reciprocal teaching method developed by Palincsar and Brown. This method involves provision of support adjusted to students’ difficulties and peer teaching of strategies. Control subjects were exposed to direct instruction of basic reading skills that were presented sequentially and practiced solitarily by the students. Opportunities were given to respond to questions and to summarise but no strategy instruction was provided to foster comprehension monitoring. Two different measures of comprehension and a measure of strategy use were administered to test for variation across different methods of instruction. Findings on all measures provide support for the claim that strategy instruction is indeed superior to traditional remedial methods of skill acquisition in fostering reading literacy comprehension. These findings challenge the common perception that literacy is an organic impossibility for people defined as intellectually disabled. Moreover, the results add to recent research in sociocognitive instruction that supports the need to modify prevailing methods of reading curriculum and suggests a reconceptualisation of the comprehension process and its instruction to students with intellectual disabilities. 相似文献
5.
6.
阅读教学是英语教学过程中至关重要的环节，有关直、间接阅读教学近年来越来越受到关注，但是从研究的现状来看，如何施展这两种教学手段需要重新认识和思考。本文试图从学生在阅读理解中策略运用的问题着手，对造成阅读困难的原因进行了分析，并根据他们的阅读水平以及发展的不同阶段，提出了分别采用直接的与间接的两种阅读教学手段，在实际课堂情景中融合这两种教学法。对学生而言，培养一定的阅读技巧是极其重要的，但阅读能力的培养并不是一件简单的事情，需要教师贯彻有效的教学手段。本文系统地介绍了这两种教学方法，并探讨了这两种方法在外语教学中的实践意义。 相似文献
7.
Multiple studies have shown benefits of problem-solving prior to instruction (cf. Productive Failure, Invention) in comparison to direct instruction. However, students’ solutions prior to instruction are usually erroneous or incomplete. In analogy to guided discovery learning, it might therefore be fruitful to lead students towards the discovery of the canonical solution. In two quasi-experimental studies with 104 students and 175 students, respectively, we compared three conditions: problem-solving prior to instruction, guided problem-solving prior to instruction in which students were led towards the discovery of relevant solution components, and direct instruction. We replicated the beneficial effects of problem-solving prior to instruction in comparison to direct instruction on posttest items testing for conceptual knowledge. Our process analysis further revealed that guidance helped students to invent better solutions. However, the solution quality did not correlate with the posttest results in the guided condition, indicating that leading students towards the solution does not additionally promote learning. This interpretation is supported by the finding that the two conditions with problem-solving prior to instruction did not differ significantly at posttest. The second study replicated these findings with a greater sample size. The results indicate that different mechanisms underlie guided discovery learning and problem-solving prior to instruction: In guided discovery learning, the discovery of an underlying model is inherent to the method. In contrast, the effectiveness of problem-solving prior to instruction does not depend on students’ discovery of the canonical solution, but on the cognitive processes related to problem-solving, which prepare students for a deeper understanding during subsequent instruction. 相似文献
8.
Learning from direct instruction can be enhanced by preparatory invention tasks: students invent an index that allows to differentiate a set of cases regarding important aspects (self-regulated). However, contradictory results have been found. As self-regulated activities often need practice, we tested whether the contradictory findings persist when students can practice inventing. We randomly assigned 99 eighth-grade students to two conditions (independent variable): they either invented twice (self-regulated; n = 49) or worked through worked solutions of the two tasks (guided; n = 50) before learning about ratios in physics from a lecture. Extraneous load, deep-structure recall, knowledge-gap perception, and self-efficacy were potential mediators. Transfer was the dependent measure. Guidance led to less extraneous load. However, self-regulation led to higher transfer because the students devoted more attention to the deep structure of the preparation tasks. Our findings suggest that—given some practice—self-regulated outperforms guided preparation for learning from direct instruction. 相似文献
9.
We investigate the strategies used by 64 advanced secondary mathematics students to identify whether a given pair of polynomial representations (graphs, tables, or equations) corresponded to the same function on an assessment of coordinating representations. Participants also completed assessments of domain-related knowledge and background skills. Cluster analysis of strategies by representation pair revealed patterns in the participants' strategy use. Two clusters were identifiable on tasks that required matching equations to graphs and graphs to tables. We identified overlap between these two clusters, suggesting that while the representation pair influenced strategy choice, there was also a general distinction between students who used more and less sophisticated strategies. However, students who used more sophisticated coordination strategies were similar to the others on measures of domain-specific knowledge or background skills. We consider implications for future investigations testing interventions to promote coordinating representations. 相似文献
10.
《教育心理学家》2013,48(4):313-352
In this keynote review, we draw from recent theory and research on individual differences, learning, and instruction to answer questions about the selection of students and the provision of services in compensatory education. In addressing the question regarding provision of services to Chapter 1 students, we focus on five issues: (a) fragmentation versus integration of what is to be learned, (b) time as a variable, (c) the provision of direct instruction and possible alternatives to direct instruction, (d) compensatory education for aptitude processes, and (e) instructional grouping decisions. Current Chapter 1 services may promote fragmentation rather than integration of the academic content for the student. Moreover, Chapter 1 services focus more on teaching basic skills than on promoting higher-order thinking in reading and mathematics. We discuss problems associated with current selection procedures such as misclassification and "labeling" of Chapter 1 students. We conclude with recommendations for educational researchers and policymakers. 相似文献
11.
Students are faced with a multitude of decisions as consumers and in societal debates. Because of the scarcity of resources, the destruction of ecosystems and social injustice in a globalized world, it is vital that students are able to identify non-sustainable courses of action when involved in decision-making. The application of decision-making strategies is one approach to enhancing the quality of decisions. Options that do not meet ecological, social or economic standards should be excluded using non-compensatory strategies whereas other tasks may require a complete trade-off of all the evidence, following a compensatory approach. To enhance decision-making competence, a computer-based intervention study was conducted that focused on the use of decision-making strategies. While the results of the summative evaluation are reported by Gresch et al. (International Journal of Science Education, 2011), in-depth analyses of process-related data collected during the information processing are presented in this paper to reveal insights into the mechanisms of the intervention. The quality of high school students’ (n?=?120) metadecision skills when selecting a decision-making strategy was investigated using qualitative content analyses combined with inferential statistics. The results reveal that the students offered elaborate reflections on the sustainability of options. However, the characteristics that were declared non-sustainable differed among the students because societal norms and personal values were intertwined. One implication for education for sustainable development is that students are capable of reflecting on decision-making tasks and on corresponding favorable decision-making strategies at a metadecision level. From these results, we offer suggestions for improving learning environments and constructing test instruments for decision-making competence. 相似文献
12.
N. G. Holmes James Day Anthony H. K. Park D. A. Bonn Ido Roll 《Instructional Science》2014,42(4):523-538
Invention activities are Productive Failure activities in which students attempt (and often fail) to invent methods that capture deep properties of a construct before being taught expert solutions. The current study evaluates the effect of scaffolding on the invention processes and outcomes, given that students are not expected to succeed in their inquiry and that all students receive subsequent instruction. While socio-cognitive theories of learning advocate for scaffolding in inquiry activities, reducing students’ agency, and possibly their failure rate, may be counter-productive in this context. Two Invention activities related to data analysis concepts were given to 87 undergraduate students in a first-year physics lab course using an interactive learning environment. Guided Invention students outperformed Unguided Invention students on measures of conceptual understanding of the structures of the constructs in an assessment two months after the learning period. There was no effect, however, on measures of procedural knowledge or conceptual understanding of the overall goals of the constructs. In addition, Guided Invention students were more likely to invent multiple methods during the Invention process. These results suggest that the domain-general scaffolding in Invention activities, when followed by instruction, can help students encode deep features of the domain and build on their failures during Productive Failure. These results further suggest not all failures are equally productive, and that some forms of support help students learn form their failed attempts. 相似文献
13.
Jason L.G. Braasch Ivar BråtenHelge I. Strømsø Øistein AnmarkrudLeila E. Ferguson 《Contemporary educational psychology》2013
The current research examined whether instructional activities centering on contrasting cases promoted secondary school students’ evaluations of source features present in a multiple-documents inquiry context. Two hypothetical students’ document evaluation strategy protocols were designed: One featured more sophisticated strategies commonly enacted by experts and better college students and a second featured less sophisticated strategies commonly enacted by secondary school students. A series of classroom-based activities required that students compare/contrast the two protocols to decide which were the best strategies when analyzing multiple scientific documents and why. The findings demonstrated that students who previously participated in the intervention activities included more scientific concepts from more useful documents when generating essay responses from memory, displayed better rankings of the usefulness of the set of multiple documents, and offered more principled justifications based on source feature evaluations of trustworthiness compared to students who instead received typical classroom instruction. We discuss the instructional implications of a contrasting-cases approach in facilitating secondary school students’ usage of source features within multiple-documents inquiry contexts. 相似文献
14.
Based on the work of Fuchs and Fuchs [Fuchs, D., & Fuchs, L. S. (2001). Peer-assisted learning strategies in reading: Extensions for Kindergarten, first grade and high school. Remedial & Special Education, 22, 15–21], this study examined the effects of a peer-assisted learning strategies (PALS) program on the reading comprehension of 7th-grade students. In a pretest–posttest (active) control group design, eight intact classes consisting of 186 students were assigned either to a PALS condition or to a traditional instruction condition (TI). In 17 lessons, students were instructed by their regular teachers in the understanding of age-appropriate reading material. Treatment success was assessed with both performance-related (reading comprehension) and strategy-related (declarative and procedural strategy knowledge) test tasks. At posttest, PALS students (a) scored higher on experimenter-constructed and standardized comprehension tests, (b) achieved higher scores on declarative and procedural measures of summarizing strategies, and (c) improved to a greater extent in their understanding of self-regulated reading activities than TI students. 相似文献
15.
This article chronicles the evolution of a programmatic line of research on strategic writing instruction for adolescents with learning disabilities (LD) conducted by staff and affiliates of the University of Kansas Center for Research on Learning. The goal associated with this research is that students with LD learn the writing skills that they need to succeed in high school and beyond and that their skills are comparable to the skills of their peers. Individual studies have shown that adolescents with LD can master a given writing strategy and can apply that strategy to novel prompts and in general education classes. Moreover, they can learn simple writing strategies from computerized programs. They can also maintain use of a writing strategy over time. When students learn several writing strategies, their scores on standardized tests improve, and their writing competency is comparable to that of peers. Studies have also shown that teachers can teach the writing strategies and achieve successful results. Care must be taken, however, to ensure that students with LD receive the instruction under conditions where they have multiple opportunities to reach mastery on each skill and receive individualized feedback on practice attempts. Overall, the research has shown that adolescents with LD can learn complex writing skills such as planning, writing, and editing multiparagraph themes; can apply these skills to tasks that are assigned in required general education courses; and can be successful in those courses. 相似文献
16.
《Contemporary educational psychology》1988,13(2):157-168
This experiment evaluated whether 2-week-delayed maintenance of a powerful strategy could be produced by instruction that included opportunities to compare performance produced by the strategy with performance not mediated by the technique (and thus, less adequate performance). During Session 1, adults in five conditions were told about two strategies for learning vocabulary; one a little known but very powerful method (mnemonic-keyword method); and the other, familiar to adults but not very powerful, rote repetition. One group was only told about these methods; a second also practiced the keyword method, but had no opportunity to compare keyword-mediated performance with other performance. In the remaining three instructed conditions, subjects were given comparison opportunities. They were permitted to compare keyword-mediated definition learning either with repetition-mediated performance, with uninstructed vocabulary learning, or with both. Session 2 (2-week-delayed) performances in these five instructed conditions were compared to performance in a control condition that received no Session 1 instruction. Statistically significant keyword-method maintenance was obtained only when there were Session 1 comparison opportunities, presumably because strategy potency was more evident in these conditions 相似文献
17.
Ute Schönpflug 《教育心理学》2008,28(1):97-108
This investigation focuses on text recall in eight‐ and nine‐year old children. The main focus was on whether two different sets of instructions had a differential influence: one set instructed students to focus on an orally presented text verbatim, and the other instructed students to focus on its content. A differential influence on verbatim and content recall might indicate separate storage of verbatim and gist information, and could provide evidence for two subprocesses of text processing – that is, for construction and integration. The instructions were administered either before or after hearing the text, and recall was tested again one week later. The results showed differential instruction effects on verbatim and content recall. These effects depended on the time of instruction. Verbatim instruction had an enhancing effect on verbatim recall, both when instructions were given before and when given after text presentation. Content instruction given after text presentation had a suppressing effect on verbatim recall, but involved no advantage for content recall. Content recall was not suppressed by verbatim instruction at any time of instruction. Thus, the processing of content seems to be less situated than the processing of verbatim information. 相似文献
18.
The aim of this study was to investigate the effects of three different forms of strategy instruction on 210 elementary-school students' reading comprehension. Students were assigned to any one of three intervention conditions or to a traditional instruction condition (control condition). Training students were taught four reading strategies (summarizing, questioning, clarifying, predicting) and practiced these strategies in small groups (reciprocal teaching), pairs, or instructor-guided small groups. At both the post- and follow-up test the intervention students attained higher scores on an experimenter-developed task of reading comprehension and strategy use than the control students who received traditional instruction. Furthermore, students who practiced reciprocal teaching in small groups outperformed students in instructor-guided and traditional instruction groups on a standardized reading comprehension test. 相似文献
19.
Tricia Shelton Corinne Benatowicz Pat Healy Neal D. Ryan Judy L. Cameron 《Mind, Brain, and Education》2023,17(1):53-60
Adolescence is a key developmental period for developing and strengthening brain circuits that underlie effective decision-making skills, which profoundly impact lifelong health and academic, professional, and economic achievement. But decision-making skills are learned rather than inherent. School presents an ideal environment for the direct instruction and frequent practice of decision-making skills, however, finding time in the school day is a challenge for contemporary educators. We have developed a learning curriculum that involves active student participation to strengthen decision-making skills that is sufficiently flexible and adaptable to be utilized in a wide variety of content-specific classwork. Using this curriculum, students show evidence of improved decision-making skills, including increased consideration of the number of factors that are relevant to their decision, the resources needed to make a particular decision, and both the short-term and long-term consequences of decisions. 相似文献
20.
The authors examined the effectiveness of cognitive strategy instruction based on PASS (Planning, Attention, Simultaneous, Successive) given by special education teachers to students with ADHD randomly assigned by classroom. Students in the experimental group were exposed to a brief cognitive strategy instruction for 10 days, which was designed to encourage development and application of effective planning for mathematical computation, whereas the comparison group received-standard math instruction. Standardized tests of cognitive processes and math achievement were given at pretest. All students completed math worksheets throughout the experimental phase. Standardized achievement tests (Woodcock-Johnson Tests of Achievement, Third Edition, Math Fluency and Wechsler Individualized Achievement Test, Second Edition, Numerical Operations) were administered pre- and postintervention, and Math Fluency was also administered at 1 year follow-up. Large pre-post effect sizes were found for students in the experimental group but not the comparison group on math worksheets (0.85 and 0.26), Math Fluency (1.17 and 0.09), and Numerical Operations (0.40 and -0.14, respectively). At 1 year follow-up, the experimental group continued to outperform the comparison group. These findings suggest that students with ADHD evidenced greater improvement in math worksheets, far transfer to standardized tests of math (which measured the skill of generalizing learned strategies to other similar tasks), and continued advantage 1 year later when provided the PASS-based cognitive strategy instruction. 相似文献