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1.
The purpose of this study is to assess students’ conceptual learning of electricity and magnetism and examine how these conceptions, beliefs about physics, and quantitative problem-solving skills would change after peer instruction (PI). The Conceptual Survey of Electricity and Magnetism (CSEM), Colorado Learning Attitudes about Science Survey (CLASS), multiple-choice test was administered as a pre- and posttest with Solomon 4 group design to students (N  =  138) enrolled on freshman level physics course. The number of chapter taught to the students was 14. Problem-solving strategy steps were asked to students in the exam. The analyses of CSEM showed that the treatment group (g  =  0.62) obtained significantly higher conceptual learning gain than the control group (g  =  0.36). The conceptual understanding and problem-solving skills of the students on magnetism considerably enhanced when PI was conducted (37% and 20%, respectively). CLASS results for 5 subscales (conceptual understanding, applied conceptual understanding, problem solving general, problem solving confidence, and problem solving sophistication) supported the findings of CSEM.  相似文献   

2.
Learners’ ability in dealing with socio-scientific issues has been highlighted in contemporary science education. This study explored the effects of different on-line searching activities on high school students’ cognitive structure outcomes and informal reasoning outcomes. By using a quasi-experimental research approach, thirty-three students were assigned to a “guided searching task group”, while thirty-five students were assigned to an “unguided searching task group”. The treatments of this study were two different on-line searching activities. All the participants were asked to search relevant information regarding nuclear power usage on the Internet during the period of two classes (100 min). However, the students in the un-guided searching task group were asked to search freely, while those in the guided searching task group were provided with a searching guideline. The participants’ cognitive structures outcomes as well as their informal reasoning outcomes regarding nuclear power usage were assessed before and after the conduct of on-line searching tasks. The results of ANCOVA revealed that the students in the guided on-line searching task group significantly outperformed their counterparts in the extent (p < 0.01) and the richness of their cognitive structures (p < 0.01). Also, they significantly outperformed their counterparts in the usage of the two information processing strategies, “comparing” (p < 0.05) and “inferring or explaining” (p < 0.05). Moreover, it was also found that the students in the guided on-line searching task group only outperformed their counterparts in their supportive argument construction (p < 0.05). In other words, the guided searching tasks did help the students obtain better cognitive structure outcomes; however, the increments on their cognitive structure outcomes may only help them to propose more supportive arguments, but their rebuttal construction (an important indicator for their reasoning quality) was not particularly improved.  相似文献   

3.
The present study was conducted to examine developmental progression in children’s metacognitive monitoring competencies in the context of a complex memory task. 7- and 9-year-olds rated their confidence after answering questions in two different question formats (unbiased and misleading) and two different question types (answerable and unanswerable). Feeling-of-knowing judgments were gathered for questions that had previously been answered with “don’t know.” The results showed that children from both age groups appropriately differentiated between correct and incorrect answers to unbiased questions in their confidence judgments, between answerable and unanswerable questions, and appropriately showed lower confidence levels in their confidence judgments than in their feeling-of-knowing judgments. 9-year-olds proved to be further able to discriminate metacognitively between correct and incorrect answers to misleading answerable questions in their confidence judgments while 7-year-olds were not. The comparison of feeling-of-knowing judgments before correct and incorrect recognition indicated that metacognitive differentiation at the lower end of the uncertainty–certainty continuum posed problems for these age groups. The observation of an adult confederate modeling appropriate metamemory monitoring did not improve children’s metacognitive performance.
Nicole von der LindenEmail:
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4.
Different moderators/mediators of risk are involved in developmental dyslexia (DD), but data are inconsistent. We explored the prevalence of season of birth and its association with gender and age of school entry in an Italian sample of dyslexic children compared to an Italian normal control group. The clinical sample included 498 children (345 boys, mean age 10.3 ± 2.1 years) with DD, the control sample 1,276 children (658 boys, mean age 10.8 ± 2.2 years) from four elementary schools from the same urban area, and with the same socio-economic status level. A prevalence of birth in autumn was found among children with DD compared to controls (34% versus 24%, p < 0.0001). Children with DD were more frequently males (p < 0.0001) and had a lower mean age of school entry (p < 0.0001). Regarding the distribution of ages, 11.4% of children with DD, but none of the subjects in the control group, started school before 5.7 years. Therefore, greater risk of DD was related to age of school entry (OR = 2.72), gender (OR = 2.16), and season of birth (OR = 1.21). Significant interactions between boys with DD born in autumn, and correct school of entry (OR = 2.56) were joint predictors of higher risk of DD. The association between birth in autumn and DD may be explained by the earlier age of school entry, which may be a critical element in the youngest children with DD or at risk to DD. Whether Italian school policy is oriented to anticipate the school entry, a closer detection of early learning disorders and associated risk factors (familial load, specific language disorders, and attention deficit hyperactivity disorder) should be warranted.  相似文献   

5.
Studies from different theoretical traditions investigating children’s inheritance and genetics concepts have adopted a cross-sectional method. This paper is the first to examine both cross-sectional and longitudinal changes in children’s basic genetic concepts. It forms part of a larger investigation into the development of intuitive inheritance and genetics concepts in childhood. Four age cohorts (4–5 years, 7–8 years, 10–11 years, 14–15 years) were interviewed individually at two measurement occasions (T1, N = 182; T2, N = 164) separated by a 1-year interval. Cross-sectional analyses revealed an increase in children’s knowledge of genetics by 10 years. Between 10 and 14 years, there were fewer changes in the content of children’s knowledge, especially at the level of scientific genetic understanding. There was little evidence of longitudinal changes over the 1-year period. Overall, children may hold an understanding of genetics that is tied to knowledge of inheritance within families. This may pose challenges for acquiring more abstract and formal concepts of genes.  相似文献   

6.
The primary aim of the current study was to identify the strongest independent predictors of reading comprehension using word reading, language and memory variables in a normal sample of 180 children in grades 3–5, with a range of word reading skills. It was hypothesized that orthographic processing, receptive vocabulary and verbal working memory would all make independent contributions to reading comprehension. The contributions of reading speed, receptive grammatical skills, exposure to print, visuospatial working memory and verbal learning and retrieval (a measure of longer-term retention) were also investigated. Working memory tasks that required the processing and storage of numerical and spatial material were used. One of the numerical working memory tasks was based on the number span task developed by Yuill, Oakhill, and Parkin British Journal of Psychology, 1989, 80, 351–361. A visuospatial equivalent of that task was developed from the forward Corsi block task [Corsi, Abstracts International, 1973, 34, 891]. The results revealed that, after controlling for age and general intellectual ability, the word reading and the language variables had a much stronger relation with reading comprehension than the memory variables. The strongest independent predictor of reading comprehension was orthographic processing since it captured variance in both word reading, language skills and verbal working memory. The forward Corsi task and performance on a measure of verbal learning and retrieval each made small independent contributions to reading comprehension but the contribution of verbal working memory was not significant. It was concluded that tasks measuring the interplay between short-term and long-term memory, in which new information is combined with information already stored in long-term memory, may better predict reading comprehension measured with the text available than working memory tasks which only have a short-term memory component.  相似文献   

7.
The present study focused on investigating the effectiveness of instruction via newly developed teaching materials based on cooperative learning when compared to a traditional approach, on ninth grade students’ understanding of metallic bonding. Fifty-seven ninth grade science students from two science classes in the same high school participated in this study. The same teacher taught metallic bonding with cooperative learning to an experimental group (N = 28) and with a traditional teacher centred approach to a control group (N = 29). Students’ conceptual understanding of metallic bonding was measured using the Metallic Bonding Concept Test. The results from the Student’s t test indicated that the mean score of the students in the experimental group was significantly higher in the experimental group (78.60, SD = 8.62), than in the control group (54.33, SD = 9.11) after treatment. In the light of the results from the concept test and individual interviews, the misconceptions related to metallic bonding were found less in the experimental group than traditional. Five of these misconceptions were firstly identified in this study. The individual interviews which were done with students from experimental group immediately after the instruction showed that students had positive perceptions about their cooperative work experiences.  相似文献   

8.
Our spelling training software recodes words into multisensory representations comprising visual and auditory codes. These codes represent information about letters and syllables of a word. An enhanced version, developed for this study, contains an additional phonological code and an improved word selection controller relying on a phoneme-based student model. We investigated the spelling behavior of children by means of learning curves based on log-file data of the previous and the enhanced software version. First, we compared the learning progress of children with dyslexia working either with the previous software (n = 28) or the adapted version (n = 37). Second, we investigated the spelling behavior of children with dyslexia (n = 37) and matched children without dyslexia (n = 25). To gain deeper insight into which factors are relevant for acquiring spelling skills, we analyzed the influence of cognitive abilities, such as attention functions and verbal memory skills, on the learning behavior. All investigations of the learning process are based on learning curve analyses of the collected log-file data. The results evidenced that those children with dyslexia benefit significantly from the additional phonological cue and the corresponding phoneme-based student model. Actually, children with dyslexia improve their spelling skills to the same extent as children without dyslexia and were able to memorize phoneme to grapheme correspondence when given the correct support and adequate training. In addition, children with low attention functions benefit from the structured learning environment. Generally, our data showed that memory sources are supportive cognitive functions for acquiring spelling skills and for using the information cues of a multi-modal learning environment.  相似文献   

9.
The objective of this study was to examine gender differences in the relations between verbal, spatial, mathematics, and teacher–child mathematics interaction variables. Kindergarten children (N = 80) were videotaped playing games that require mathematical reasoning in the presence of their teachers. The children’s mathematics, spatial, and verbal skills and the teachers’ mathematical communication were assessed. No gender differences were found between the mathematical achievements of the boys and girls, or between their verbal and spatial skills. However, mathematics performance was related to boys’ spatial reasoning and to girls’ verbal skills, suggesting that they use different processes for solving mathematical problems. Furthermore, the boys’ levels of spatial and verbal skills were not found to be related, whereas they were significantly related for girls. The mathematical communication level provided in teacher–child interactions was found to be related to girls’ but not to boys’ mathematics performance, suggesting that boys may need other forms of mathematics communication and teaching.  相似文献   

10.
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   

11.
The aims of this qualitative study were (1) to add to the understanding of the growing field of psychosocial counselling in Nepal, and (2) gather concrete points for improvement of services. Semi-structured interviews were conducted with clients (n = 34), para-professional counsellors (n = 26) and managers (n = 23) of organizations in which psychosocial counselling was taking place. The main findings were that stakeholders generally presented a positive view of the significance and supportive function of psychosocial counselling, while providing useful suggestions for improvement. Matters of ongoing training and supervision, confidentiality and integration of counselling within mainstream care provision need to be addressed and potentially adapted. Implications for other non-Western countries with little mental health resources are discussed.  相似文献   

12.
The importance of biotechnology education at the high-school level has been recognized in a number of international curriculum frameworks around the world. One of the most problematic issues in learning biotechnology has been found to be the biotechnological methods involved. Here, we examine the unique contribution of an animation of the polymerase chain reaction (PCR) in promoting conceptual learning of the biotechnological method among 12th-grade biology majors. All of the students learned about the PCR using still images (n = 83) or the animation (n = 90). A significant advantage to the animation treatment was identified following learning. Students’ prior content knowledge was found to be an important factor for students who learned PCR using still images, serving as an obstacle to learning the PCR method in the case of low prior knowledge. Through analysing students’ discourse, using the framework of the conceptual status analysis, we found that students who learned about PCR using still images faced difficulties in understanding some mechanistic aspects of the method. On the other hand, using the animation gave the students an advantage in understanding those aspects.  相似文献   

13.
The aim of this study was to investigate the theory that visual magnocellular deficits seen in groups with dyslexia are linked to reading via the mechanisms of visual attention. Visual attention was measured with a serial search task and magnocellular function with a coherent motion task. A large group of children with dyslexia (n = 70) had slower serial search times than a control group of typical readers. However, the effect size was small (η p2 = 0.05) indicating considerable overlap between the groups. When the dyslexia sample was split into those with or without a magnocellular deficit, there was no difference in visual search reaction time between either group and controls. The data suggest that magnocellular sensitivity and visual spatial attention weaknesses are independent of one another. They also provide more evidence of heterogeneity in response to psychophysical tasks in groups with dyslexia. Alternative explanations for poor performance on visual attention tasks are proposed along with avenues for future research.  相似文献   

14.
Current models of self-regulated learning emphasize the pervasive need for metacognitive monitoring skills at all phases of the learning process (Winne and Hadwin in Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 227–304). Mahwah, NJ: Erlbaum, 1998). In this investigation, we examined the impact of teaching 5th grade students how to self-monitor their comprehension and make confidence judgments. One treatment class (N = 21) engaged in process-oriented comprehension monitoring training while the other (N = 24) engaged in both comprehension monitoring training and response-oriented monitoring accuracy training. Findings revealed that students in both treatment classes improved their calibration accuracy and showed higher confidence on test performance than students in two comparison classes (N = 47, N = 26) after 2 weeks of instruction. However, students in the monitoring accuracy training class also showed significant gains in overconfidence in comparison to those in the other three classes. Implications for integrating comprehension-monitoring training at the elementary school level are discussed.
Jessica D. HuffEmail:
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15.
In the last decade, ICT use has expanded enormously in most Western countries. In line with this development, we hypothesised that freshmen at university would not only have mastered more ICT skills, but would also use computers more often than their counterparts of 5 years previously. To compare students’ opinions and behaviour between 2005 and 2009, responses to two online questionnaires (N = 714 in 2005 and N = 1529 in 2009) offered at a large university were compared. The main variables of the Technology Acceptance Model (as well as facilitating factors, study motivation and some contextual variables) were used as predictors to explore the possible changes between 2005 and 2009 in the mastering of 19 ICT skills, and the frequency of the use of computers for six different tasks. The results of the study show that freshmen became more proficient in some ICT skills, while proficiency in other skills did not change or even dropped. Gender is still an important factor to predict ICT skills and the frequency of using computers, but it is shown that for some skills female students have caught up with their male counterparts.  相似文献   

16.
This study investigated the effectiveness of assessing young children’s meta-cognition in different contexts (i.e., individual learning (IL), peer assisted learning (PAL) and self-reports). Additionally, the contributions of declarative and procedural meta-cognition in IL and PAL, TOM and language ability on children’s cognitive performance (recalling a series of pictures) were examined. Sixty-four 4–5-year-old children (M = 5.14; SD = 0.72), randomly selected from two Israeli kindergartens, participated in the study. Children were first asked in an individualized setting to recall a series of nine pictures; they were then asked (self-report) to tell the interviewer how they tried to recall the pictures. Finally, they were asked to assist a peer in recalling the pictures in a PAL situation. All the children’s verbal and non-verbal behaviors were coded and analyzed. In addition, the children’s language ability and Theory of Mind (TOM) were assessed. The findings indicated significant differences between children’s declarative (self-report) and procedural meta-cognitive behavior in IL and PAL. Procedural meta-cognition in PAL and TOM predicted cognitive performance even when procedural meta-cognition in IL, declarative meta-cognition and language ability were controlled for. The findings are discussed in light of recent research on meta-cognition in young children.  相似文献   

17.
Although researchers in higher education propose alternatives to traditional approaches to assessment, traditional methods are commonly used in college or university science courses. The purpose of this study was to explore the feasibility and validity of Prospective Science Teachers’ (PSTs) concept maps as authentic assessment tools in a student-centred approach to describe the changes in the conceptual understanding of the PSTs in general chemistry laboratory investigations. After the PSTs (n = 47) decided on important issues, such as who would assess their concept maps and what scoring strategy and criteria would be used, they practiced assessing their own and peers’ concept maps during the first five laboratory investigations. They subsequently constructed and assessed pre- and post-laboratory concept maps in a student-centred approach consisting of self, peer, and instructor assessments for the five remaining laboratory investigations. The results of the study showed using pre- and post-laboratory concept maps as authentic assessment tools in a student-centred approach was valid and reliable for describing the conceptual understanding of the PSTs in a university general chemistry laboratory course. The results of individual interviews indicated most PSTs had positive views of their assessment practices in the laboratory course. This study also provides pedagogical implications for the training of science teachers.  相似文献   

18.
Developing scientifically literate students who understand the socially contextualized nature of science and technology is a national focus of science education reform. Science educators’ perceptions of risks and benefits of new technologies (such as biotechnology) may shape their instructional approaches. This study examined the perceived risk of biotechnology of four groups of science educators: pre-service science teachers, in-service science teachers, biology graduate teaching assistants, and biology professors (n = 91). Data sources included a survey instrument and card sort task designed to determine the respondents’ structure of risk perception and factors contributing to this structure. The perceptions of the four educator groups were compared and contrasted along these dimensions. Results showed that the teacher groups were similar along many aspects of risk perception, but university professors were more likely to view the more subtle “gray areas” between biotechnology risks. The results are discussed in the context of understanding teacher risk perception on science pedagogical practice as well as the role of content knowledge and teaching experience on risk perception formation.  相似文献   

19.
In this theoretical paper, I present a short critical review of research on calibration. Based on this conceptual analysis I argue for two extensions of this construct: In addition to traditional applications, the methodology should be transferred to also measure calibration between students’ metacognitive control processes (traditionally, only students’ metacognitive judgments were considered) and important external criteria (traditionally, judgments were only compared to students’ own performance). As an illustrative example, one application context will be highlighted where these proposed extensions would alleviate potential problems with the traditional conceptualization: While students’ idiosyncratic task definitions constitute unwanted error variance in the traditional account it would be possible to investigate them as a primary research question within this extended notion. More specifically, it would be possible to investigate how well students’ learning processes match objective task demands. I will put forward theoretical and empirical arguments in favor of these suggestions.  相似文献   

20.
A 2 × 2 quasi-experimental design was used to investigate the impact of extrinsic incentives and reflection on students’ calibration of exam performance. We further examined the relationships among attributional style, performance, and calibration judgments. Participants were 137 college students enrolled in an educational psychology course. Results differed as a function of exam performance. Higher-performing students were very accurate in their calibration and did not show significant improvements across a semester-length course. Attributional style did not significantly contribute to their calibration judgments. Lower-performing students, however, were less accurate in their calibration, and students in the incentives condition showed significant increases in calibration. Beyond exam scores, attributional style constructs were significant predictors of calibration judgments for these students. The constructs targeting study and social variables accounted for most of the additional explained variance. The qualitative data also revealed differences by performance level in open-ended explanations for calibration judgments.  相似文献   

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