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1.
Prior research shows that representational competencies that enable students to use graphical representations to reason and solve tasks is key to learning in many science, technology, engineering, and mathematics domains. We focus on two types of representational competencies: (1) sense making of connections by verbally explaining how different representations map to one another, and (2) perceptual fluency that allows students to fast and effortlessly use perceptual features to make connections among representations. Because these different competencies are acquired via different types of learning processes, they require different types of instructional support: sense-making activities and fluency-building activities. In a prior experiment, we showed benefits for combining sense-making activities and fluency-building activities. In the current work, we test how to combine these two forms of instructional support, specifically, whether students should first work on sense-making activities or on fluency-building activities. This comparison allows us to investigate whether sense-making competencies enhance students’ acquisition of perceptual fluency (sense-making-first hypothesis) or whether perceptual fluency enhances students’ acquisition of sense-making competencies (fluency-first hypothesis). We conducted a lab experiment with 74 students from grades 3–5 working with an intelligent tutoring system for fractions. We assessed learning processes and learning outcomes related to representational competencies and domain knowledge. Overall, our results support the sense-making-first hypothesis, but not the fluency-first hypothesis. 相似文献
2.
Providing students with supplementary course materials such as audio podcasts, enhanced podcasts, video podcasts and other
forms of lecture-capture video files after a lecture is now a common occurrence in many post-secondary courses. We used an
online questionnaire to ask students how helpful enhanced podcasts were for a variety of course activities and how important
having access to the enhanced podcasts was in their decision to miss classes. Student responses from two courses, one introductory
and one advanced, were compared. Students in the introductory Genetics course reported that having access to enhanced podcasts
was “very important” in their decision to miss class more often (39%) than those in the advanced Microbiology course (20%).
They also reported missing more classes than students in the advanced course. Students in both courses found the enhanced
podcasts helpful for a range of learning activities. First year students who missed just a few classes and those who missed
many classes both found the enhanced podcasts to be very helpful for learning activities. We argue that creating these resources
is a good choice for instructors irrespective of the level of the course they teach and that the potential value of these
resources, particularly for first year students, outweighs any impact that having access to supplementary enhanced podcasts
of the lectures may have on class attendance. 相似文献
3.
Martina A. Rau 《Instructional Science》2018,46(2):209-243
To learn content knowledge in science, technology, engineering, and math domains, students need to make connections among visual representations. This article considers two kinds of connection-making skills: (1) sense-making skills that allow students to verbally explain mappings among representations and (2) perceptual fluency in connection making that allows students to fast and effortlessly use perceptual features to make connections among representations. These different connection-making skills are acquired via different types of learning processes. Therefore, they require different types of instructional support: sense-making activities and fluency-building activities. Because separate lines of research have focused either on sense-making skills or on perceptual fluency, we know little about how these connection-making skills interact when students learn domain knowledge. This article describes two experiments that address this question in the context of undergraduate chemistry learning. In Experiment 1, 95 students were randomly assigned to four conditions that varied whether or not students received sense-making activities and fluency-building activities. In Experiment 2, 101 students were randomly assigned to five conditions that varied whether or not and in which sequence students received sense-making and fluency-building activities. Results show advantages for sense-making and fluency-building activities compared to the control condition only for students with high prior chemistry knowledge. These findings provide new insights into potential boundary conditions for the effectiveness of different types of instructional activities that support students in making connections among multiple visual representations. 相似文献
4.
Xiaohua Liang 《Frontiers of Education in China》2011,6(2):310-330
This study was designed to investigate the nature of activities in an immersion English class and a non-immersion English class in the mainland of China, and to find out the differences between these two types of class through data gained from observation and interviews. Spoken discourse analysis was used to analyze the data, where Engeström??s activity complex system was used as the analytical framework to examine the nature of activities in the two types of classes. The results showed that it is the dynamic and situated nature of activity that makes a difference between the activities in these two classes. The interaction among the activity components, the social relations emerging through the process, the use of target language as the main mediational tool, and the subject content revealed in the activities enhance our emic understanding of the nature of activities. Implications can be drawn for English language teaching and for students?? English language learning for the schools in the mainland of China. This study contributes to both immersion education and classroom interaction. 相似文献
5.
Laura J. Moin Kathleen Magiera Naomi Zigmond 《International Journal of Science and Mathematics Education》2009,7(4):677-697
In the US, there is a significant number of learning-disabled high school students included in regular science classrooms.
It has been argued that students with learning disabilities can succeed in science if they receive the kind of instruction
they need. To facilitate such instruction, the special education teacher is often incorporated into the class along with the
learning disabled students. We observed 53 high school science lessons from ten pairs of science and special-education teachers
who were responsible for delivering instruction to groups of students, some of whom were learning-disabled. We analyzed narrative
notes collected in these lessons reflecting the kinds of classroom activities, organization of work, and teachers’ roles.
In addition, we interviewed the teachers individually to gain a better understanding of these inclusive classes. The underlying
question of this research was whether inclusive classes with two teachers delivered the type of science education that is
better than solo-teaching in addressing the needs of learning-disabled students. Our evidence indicates that even with a special-education
teacher present in the class, learning-disabled students usually did not receive a science education that met their needs.
We elaborate on the reasons for this problem and make suggestions for improvement. 相似文献
6.
学生的“成长需要”成为班级建设中的核心价值取向和研究重心,学校班队活动的设计和组织应当以此为中心。基于“成长需要”的班队活动分为三个阶段：聚焦问题、目标定位、形成系列。在组织班队活动的过程中,要充分发挥班队活动的独特育人价值,同时注重师生在活动过程中的角色定位,以最大化地促进学生成长与发展。 相似文献
7.
In this study, we developed online critiquing activities using an open-source computer learning environment. We investigated how well the activities scaffolded students to critique molecular models of chemical reactions made by scientists, peers, and a fictitious peer, and whether the activities enhanced the students' understanding of science models and chemical reactions. The activities were implemented in an eighth-grade class with 28 students in a public junior high school in southern Taiwan. The study employed mixed research methods. Data collected included pre- and post-instructional assessments, post-instructional interviews, and students' electronic written responses and oral discussions during the critiquing activities. The results indicated that these activities guided the students to produce overall quality critiques. Also, the students developed a more sophisticated understanding of chemical reactions and scientific models as a result of the intervention. Design considerations for effective model critiquing activities are discussed based on observational results, including the use of peer-generated artefacts for critiquing to promote motivation and collaboration, coupled with critiques of scientific models to enhance students' epistemological understanding of model purpose and communication. 相似文献
8.
Karim Mikael Hamza Per-Olof Wickman 《International Journal of Science Education》2013,35(13):2254-2277
The purpose of this study is to use a comparative approach to scrutinize the common assumption that certain school science activities are theoretical and therefore particularly suited for engaging students with scientific ideas, whereas others are practical and, thus, not equally conducive to engagement with scientific ideas. We compared two school science activities, one (laboratory work) that is commonly regarded as focusing attention on artefacts that may distract students from central science concepts and the other (concept mapping) that is thought to make students focus directly on these concepts. We observed students in either a laboratory activity about real galvanic cells or a concept-mapping activity about idealized galvanic cells. We used a practical epistemology analysis to compare the two activities regarding students' actions towards scientific ideas and artefacts. The comparison revealed that the two activities, despite their alleged differences along the theory–practice scale, primarily resulted in similar student actions. For instance, in both activities, students interacted extensively with artefacts and, to a lesser extent, with scientific ideas. However, only occasionally did students establish any explicit continuity between artefacts and scientific ideas. The findings indicate that some of the problems commonly considered to be unique for school science practical work may indeed be a feature of school science activities more generally. 相似文献
9.
Zeynep Ünsal Britt Jakobson Bengt-Olov Molander Per-Olof Wickman 《Research in Science Education》2018,48(5):1027-1048
In this study, we examine how bilingual students in elementary school use their languages and what this means for their meaning-making in science. The class was multilingual with students bilingual in different minority languages and the teacher monolingual in Swedish. The analysis is based on a pragmatic approach and the theory of translanguaging. The science content was electricity, and the teaching involved class instruction and hands-on activities in small groups. The findings of the study are divided into two categories, students’ conversations with the teacher and student’s conversations with each other. Since the class was multilingual, the class instruction was carried out in Swedish. Generally, when the conversations were characterised by an initiation, response and evaluation pattern, the students made meaning of the activities without any language limitations. However, when the students, during whole class instruction, were engaged in conversations where they had to argue, discuss and explain their ideas, their language repertoire in Swedish limited their possibilities to express themselves. During hands-on activities, students with the same minority language worked together and used both of their languages as resources. In some situations, the activities proceeded without any visible language limitations. In other situations, students’ language repertoire limited their possibilities to make meaning of the activities despite being able to use both their languages. What the results mean for designing and conducting science lessons in a multilingual class is discussed. 相似文献
10.
Extensive research has shown that one of the benefits of programming to learn about scientific phenomena is that it facilitates learning about mechanisms underlying the phenomenon. However, using programming activities in classrooms is associated with costs such as requiring additional time to learn to program or students needing prior experience with programming. This paper presents a class of programming environments that we call quickstart: Environments with a negligible threshold for entry into programming and a modest ceiling. We posit that such environments can provide benefits of programming for learning without incurring associated costs for novice programmers. To make this claim, we present a design-based research study conducted to compare programming models of evolutionary processes with a quickstart toolkit with exploring pre-built models of the same processes. The study was conducted in six seventh grade science classes in two schools. Students in the programming condition used EvoBuild, a quickstart toolkit for programming agent-based models of evolutionary processes, to build their NetLogo models. Students in the exploration condition used pre-built NetLogo models. We demonstrate that although students came from a range of academic backgrounds without prior programming experience, and all students spent the same number of class periods on the activities including the time students took to learn programming in this environment, EvoBuild students showed greater learning about evolutionary mechanisms. We discuss the implications of this work for design research on programming environments in K-12 science education. 相似文献
11.
王丽 《山东商业职业技术学院学报》2006,6(1):53-54
商务英语教学应树立以学生为中心的教学思想，强化学生的主体意识，激发学生的主体情感及学习兴趣，精心设计主体活动，并注重联系实际应用。 相似文献
12.
Haneen Qarabash Philip Heslop Ahmed Kharrufa Madeline Balaam Marie Devlin 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1913-1928
Collaborative learning in class-based teaching presents a challenge for a tutor to ensure every group and individual student has the best learning experience. We present Group Tagging, a web application that supports reflection on collaborative, group-based classroom activities. Group Tagging provides students with an opportunity to record important moments within the class-based group work and enables reflection on and promotion of professional skills such as communication, collaboration and critical thinking. After class, students use the tagged clips to create short videos showcasing their group work activities, which can later be reviewed by the teacher. We report on a deployment of Group Tagging in an undergraduate Computing Science class with 48 students over a semester. Through our analysis of interviews and log data, we show that Group Tagging helped the students remain attentive and on-task during group work, and encouraged them to participate more during group activities. 相似文献
13.
In a Food Processing–Unit Operations course, students learn the basic equipment that comprises unit operations and techniques commonly used in the food industry to prepare, process, and preserve a variety of food products. Due to the complexity of these operations, students frequently struggle with applying food processing principles to predict how unit operations influence the physical, biochemical, sensory, and nutritional properties of foods. This study is designed to evaluate how pre‐class readings and in‐class group activities improve the students’ learning in a Food Processing course. The survey after the exams shows that 48 and 60% of students agree that reading assignments and in‐class group activities help them understand the course material better, respectively. The mean value of exam scores shows that the students in the intervention section (Spring 2018) had significantly higher scores (88.4%) than that of the two previous sections without intervention (77.6%, Spring 2016 and 82.8%, Spring 2017) (P < .05). It is concluded that using a flipped class element like providing reading assignments and quizzes before the lecture can be an effective preparation technique for students as well as providing the instructors with critical insight into the students’ level of understanding before the lecture. This allows the instructor to focus time spent in class on areas in which students struggle the most. 相似文献
14.
在二十世纪八十年代的教育改革中,质量观和人才观是教育思想上值得考虑的两个问题。人才的培养质量受到评价标准的制约,我们的衡量标准要考虑多方面因素,基于全面发展的观点,帮助学生更好地适应将来的社会。我们既要充分发挥绝大多数学生的才能,又要能培养有特殊专长的尖端人才。教育内容方面,课程设置要多样化,将课内教学与课外活动相结合,同时重视校园文化建设。教师要根据不同的教学目标和条件选择相应教学方法,使学生变被动学习为主动学习,培养学生积极的学习态度,在掌握知识中发展能力;教育评价的目的在于通过反馈来改进教学,从而促进学生的学习。最后,在师生关系上,教师要吸引学生参与教学活动,鼓励他们取得成功,学生则要充分发挥其主动积极性。 相似文献
15.
态度决定一切。在思想政治课教学中应该摒弃功利思想，注重对学生进行人性的培养，培养学生学习的乐趣，使学生把学习当作一种自身真正的需要和享受，而不仅仅是一门需要考试的课程。教师应根据中学生的心理发展特点，利用网络环境构建开放型课堂，发挥学生的主体作用，让学生在课堂上活动起来，参与课堂的教学，使学生由“要我学”变成“我要学”，达到“学会自学、学会思考、学会探索、学会研究、学会合作、学会创造”的最终目的，从而提高学生的创新能力。 相似文献
16.
《信阳师范学院学报(哲学社会科学版)》2016,(1):62-66
高校班级活动是开发高校思想政治教育资源的有机土壤,是践行高校思想政治教育目标的有效载体,是增强高校思想政治教育实效的有力保障。新形势下高校班级活动建设面临着参与度不广,教育性不强,实效性不高等问题。为了加强高校班级活动建设,开拓思想政治教育实践新领地,实现大学生的全面健康发展,需要以思想政治建设为核心,完善运行机制,充分调动大学生参与活动的积极性;需要以学生自我教育为重点,强化专业指导,确保班级活动的科学开展;需要以活动创新发展为导向,加强示范宣传,扩大活动效果的长远影响。 相似文献
17.
《College Teaching》2013,61(4):118-126
This study provides a greater understanding of which factors influence the effectiveness of service learning projects at improving graduate students’ professional skills. Data for this study was gathered from students in eight Master of Public Administration (MPA) courses taught during two semesters at a large state university. Younger students were more likely than older students to believe that their service learning project was helpful in improving their professional skills. We also find that students who spent more time working on a service learning project outside of class reported their projects were more helpful in improving their professional skills. In addition, our ANOVA analysis indicates that for projects involving group activities, students who were members of groups that worked as teams reported that their projects were more helpful in improving their professional skills than students in less cohesive groups. 相似文献
18.
This paper reports results of intensive field work in urban high school mathematics and science classrooms based on research
with students attending eight high schools located in large, disparate urban sites across the U.S. During the course of our
observations and interviews we recorded students’ activities as well as their impressions of classroom processes over the
course of a week in each classroom using the Experience Sampling Method (ESM). ESM allows students to record information about
their classroom experiences at intervals during daily mathematics and science classroom lessons. We measured levels of student
engagement and examined relationships between student engagement and an array of predictors. We take a social organizational
approach to interpreting classroom processes, examining the extent to which classroom activities influence student perception
of class and communication among students and how these intervening factors affect student engagement during on-going classroom
activities. Results suggest that there is variation between group members’ reactions to classroom activities. Specifically,
as an example, Latino Students in Chicago, Miami and El Paso were far more engaged and responsive to classroom lessons during
the time they spent in small problem-solving groups during class. Student Engagement in High School Mathematics and Science.
Kazuaki Uekawa is affiliated with the American Institutes for Research, Washinton DC, USA. Kathryn Borman and Reginald Lee
are affilated with the The University of South Florida, Tampa, FL, USA. Address correspondence to Kazuaki Uekawa, American
Institutes for Research, Washinton DC, USA; e-mail: kuekawa@air.org 相似文献
19.
The research reported here employed a multiple-case study methodology to assess the online cognitive and metacognitive activities
of 15-year-old secondary students as they read informational texts and wrote a new text in order to learn, and the relation
of these activities to the written products they were asked to generate. To investigate the influence of the task, students
were required to perform two different tasks which differed in complexity and familiarity. The first task was reading a single
text and making a written summary of it, while the second consisted in reading two texts and making a written synthesis of
them. To gather information about how students construct meaning from informational texts, we asked students to think aloud
as they read and wrote in order to provide us with information about their comprehension and composition processes. We also
examined their reading and writing activities during the tasks. The results show that to a large extent secondary school students
lack the cognitive and metacognitive processes that would enable them to make strategic use of reading and writing. They also
show that, although there are no major differences in the way secondary school students tackle these different tasks, those
who create the most elaborate products evidence a more recursive and flexible use of reading and writing. The most obvious
conclusion as far as the repercussions of these findings are concerned is that there is an urgent need for work on tasks of
this kind in the classroom. 相似文献
20.
This article explores the use of online survey software to collect data from students during class to efficiently use class time. Several example activities for an introductory statistics classroom are considered. We also discuss utilization of online survey software for other purposes such as collecting assessment information and student preferences related to statistics projects. 相似文献