共查询到20条相似文献，搜索用时 78 毫秒
1.
Chemistry knowledge can be represented at macro-, micro- and symbolic levels, and learning a chemistry topic requires students to engage in multiple representational activities. This study focused on scaffolding for inter-level connection-making in learning chemistry knowledge with graphical simulations. We also tested whether different sequences of representational activities produced different student learning outcomes in learning a chemistry topic. A sample of 129 seventh graders participated in this study. In a simulation-based environment, participants completed three representational activities to learn several ideal gas law concepts. We conducted a 2 × 3 factorial design experiment. We compared two scaffolding conditions: (1) the inter-level scaffolding condition in which participants received inter-level questions and experienced the dynamic link function in the simulation-based environment and (2) the intra-level scaffolding condition in which participants received intra-level questions and did not experience the dynamic link function. We also compared three different sequences of representational activities: macro-symbolic-micro, micro-symbolic-macro and symbolic-micro-macro. For the scaffolding variable, we found that the inter-level scaffolding condition produced significantly better performance in both knowledge comprehension and application, compared to the intra-level scaffolding condition. For the sequence variable, we found that the macro-symbolic-micro sequence produced significantly better knowledge comprehension performance than the other two sequences; however, it did not benefit knowledge application performance. There was a trend that the treatment group who experienced inter-level scaffolding and the micro-symbolic-macro sequence achieved the best knowledge application performance. 相似文献
2.
Richard L. Lamb 《Journal of Science Education and Technology》2016,25(1):1-15
Within the last 10 years, new tools for assisting in the teaching and learning of academic skills and content within the context of science have arisen. These new tools include multiple types of computer software and hardware to include (video) games. The purpose of this study was to examine and compare the effect of computer learning games in the form of three-dimensional serious educational games, two-dimensional online laboratories, and traditional lecture-based instruction in the context of student content learning in science. In particular, this study examines the impact of dimensionality, or the ability to move along the X-, Y-, and Z-axis in the games. Study subjects (N = 551) were randomly selected using a stratified sampling technique. Independent strata subsamples were developed based upon the conditions of serious educational games, online laboratories, and lecture. The study also computationally models a potential mechanism of action and compares two- and three-dimensional learning environments. F test results suggest a significant difference for the main effect of condition across the factor of content gain score with large effect. Overall, comparisons using computational models suggest that three-dimensional serious educational games increase the level of success in learning as measured with content examinations through greater recruitment and attributional retraining of cognitive systems. The study supports assertions in the literature that the use of games in higher dimensions (i.e., three-dimensional versus two-dimensional) helps to increase student understanding of science concepts. 相似文献
3.
Noah L. Schroeder John C. Nesbit Carlos J. Anguiano Olusola O. Adesope 《Educational Psychology Review》2018,30(2):431-455
A concept map is a node-link diagram in which each node represents a concept and each link identifies the relationship between the two concepts it connects. We investigated how using concept maps influences learning by synthesizing the results of 142 independent effect sizes (n = 11,814). A random-effects model meta-analysis revealed that learning with concept and knowledge maps produced a moderate, statistically significant effect (g = 0.58, p < 0.001). A moderator analysis revealed that creating concept maps (g = 0.72, p < 0.001) was associated with greater benefit relative to respective comparison conditions than studying concept maps (g = 0.43, p < 0.001). Additional moderator analyses indicated learning with concept maps was superior to other instructional comparison conditions, and was effective across science, technology, engineering, and math (STEM) and non-STEM knowledge domains. Further moderator analyses, as well as implications for theory and practice, are provided. 相似文献
4.
Alejandro S. González-Martín Elena Nardi Irene Biza 《Educational Studies in Mathematics》2018,98(3):231-252
We examine teachers’ use of resources as they prepare to teach the topic of numerical series of real numbers, in order to identify how their personal relationship with mathematical content—and its teaching—interacts with their use of a commonly used textbook. We describe this interplay between textbook and personal relationship, a term coined in the Anthropological Theory of the Didactic (ATD, Chevallard, 2003), in terms of documentation work (resources, aims, rules of action, operational invariants), a key construct from the documentational approach (DA, Gueudet & Trouche, in Educational Studies in Mathematics, 71, 199–218, 2009). We do so in the case of five post-secondary teachers who use the same textbook as a main resource for teaching the topic. Documentational analysis of interviews with the teachers led to the identification of their aims and rules of action (the what and how of their resource use as they organise their teaching of the topic) as well as the operational invariants (the why for this organisation of their teaching). We describe the teachers’ documentation work in two sets of aims/rules of action: scaffolding mathematical content (series as a stepping stone to learning about Taylor polynomials and Maclaurin series), and organising student learning about series through drill exercises, visualisation, examples, and applications. Our bridging (networking) of theoretical constructs originating in one theoretical framework (personal relationship, ATD) with the constructs of a different, yet compatible, framework (documentation work, DA) aims to enrich the latter (teachers’ documentation work) with the individual agency (teachers’ personal relationships with the topic) provided by the former. 相似文献
5.
Pablo Antonio Archila 《Science & Education》2017,26(3-4):345-375
The purpose of this study was to use drama as a springboard for promoting argumentation among 91 first-semester undergraduate medical students (56 females and 35 males, 16–30 years old) in Colombia during a complete teaching–learning sequence (TLS) supervised by the same teacher. The drama used was the play Should’ve, written by Nobel laureate Roald Hoffmann. The data was derived from students’ written responses, audio and video recordings, and written field notes. This investigation provides evidence that an approach combining drama and argumentation could increase students’ awareness of the relevance of ethics in science as one of the features of science (FOS). The findings show that the play Should’ve can be useful for promoting students’ argumentation and is also appropriate for medical students. Future studies could include other science disciplines (e.g., astronomy, biology, chemistry, earth science, ecology, physics); students of other ages; and other plays and experiments in other parts of the world. 相似文献
6.
7.
8.
Michelle Hoda Wilkerson Rebecca Shareff Vasiliki Laina Brian Gravel 《Instructional Science》2018,46(1):35-60
In computational modeling activities, learners are expected to discover the inner workings of scientific and mathematical systems: First elaborating their understandings of a given system through constructing a computer model, then “debugging” that knowledge by testing and refining the model. While such activities have been shown to support science learning, difficulties building and using computational models are common and reduce learning benefits. Drawing from Collins and Ferguson (Educ Psychol 28(1):25–42, 1993), we conjecture that a major cause for such difficulties is a misalignment between the epistemic games (modeling strategies) learners play, and the epistemic forms (model types) a given modeling environment is designed to support. To investigate, we analyzed data from a study in which ten groups of U. S. fifth graders (n = 28) worked to create stop motion animations and agent-based computational models (ABMs) to discover the particulate nature of matter. Content analyses revealed that (1) groups that made progress—that is, that developed increasingly mechanistic, explanatory models—focused on elements, movement, and interactions when developing their models, a strategy well-aligned with both animation and ABM; (2) groups that did not make progress focused on sequences of phases, a strategy well-aligned with animation but not with ABM; and (3) struggling groups progressed when they received guidance about modeling strategies, but not when they received guidance about model content. We present summary analyses and three vignettes to illustrate these findings, and share implications for research and curricular design. 相似文献
9.
To address the need for effective, efficient ways to apply active learning in undergraduate biology courses, in this paper, we propose a problem-centered approach that utilizes supplemental web-based instructional materials based on principles of active learning. We compared two supplementary web-based modules using active learning strategies: the first used Merrill’s First Principles of Instruction as a framework for organizing multiple active learning strategies; the second used a traditional web-based approach. Results indicated that (a) the First Principles group gained significantly from pretest to posttest at the Remember level (t(40) = ?1.432, p = 0.08, ES = 0.4) and at the Problem Solving level (U = 142.5, N1 = 21, N2 = 21, p = .02, ES = 0.7) and (b) the Traditional group gained significantly from pretest to posttest at the Remember level (t(36) = 1.762, p = 0.043, ES = 0.6). Those in the First Principles group were significantly more likely than the traditional group to be confident in their ability to solve problems in the future (χ2 (2, N = 40) = 3.585, p = 0.09). 相似文献
10.
Fatma Yaman 《International Journal of Science and Mathematics Education》2018,16(3):421-442
This study investigates the effect of the science writing heuristic (SWH) approach on the quality of prospective science teachers’ (PSTs) argumentative writing and their understanding of the components of argumentation in the SWH approach and their own learning. Ten SWH approach activities were implemented during the semester. The study was carried out with 31 PSTs. A case study design was used. Data included the SWH approach’s grading rubric and semistructured interviews. While the ANOVA and Bonferroni tests were used to analyze the SWH approach’s grading rubric, content analysis was used to analyze the semistructured interviews conducted with 12 PSTs. The ANOVA results showed a statistical difference among the writing performance of the PSTs (F = 14.493, p < 0.01). The findings gathered from the interviews revealed that the quality of the argumentative writing and research skills of the PSTs increased over time. The PSTs made explicit associations among their beginning questions, data and observations, and claims and evidence, and they made distinctions between their data, observations, and evidence. Multiple representations played an important role in providing evidence to support claims. Moreover, the process of negotiation helped PSTs learn more effectively, and they believed that the argument-based inquiry lab was beneficial to their learning and their future vocational careers as teachers. 相似文献
11.
12.
The expert blind spot (EBS) hypothesis implies that even some experts with a high content knowledge might have problems in science communication because they are using the structure of the content rather than their addressee’s prerequisites as an orientation. But is that also true for students? Explaining science to peers is a crucial part of cooperative learning methods such as the “jigsaw method”. Our study examined the relationship between science communication competence (SCC) and content knowledge (CK) of 10th-grade students (N = 213). Using latent class analysis, we identified two types of students with a different relationship between CK and SCC. Using path analysis, we found that the first type of 109 students primarily used their science CK as the “resource” for addressee-oriented science communication and both their SCC and their CK were correlated with each other. For the second type of 104 students (who used other resources), their CK even had a small negative effect on their SCC. Using t tests, we found that those students primarily using their CK as the resource for communication performed significantly worse in the communication test than did those students who used other resources. Using the EBS hypothesis, we suggest that students’ CK might have ambiguous effects in communication if the content structure—rather than their addressee’s prior knowledge—is used as the primary orientation for communication. We suggest that an effective use of cooperative learning techniques in classroom requires a special prior training for their science communication skills. 相似文献
13.
Chuanpob Iaosanurak Sumalee Chanchalor Elizabeth Murphy 《Education and Information Technologies》2016,21(6):1639-1662
The purpose of the study reported on in this paper was to design and test an intervention with elementary-aged children to promote social and emotional learning around technology. The intervention structured learning around technology as a catalyst and scaffolding tool that engages learners in cross-cultural, collaborative interaction, dialogue, problem-solving, decision-making and reflection in a face-to-face context. Participants were five Thai and 18 Cambodian learners in a Thai elementary classroom. Data collection involved self-report use of the Thai Emotional Intelligence Screening Test (TEIST) before and after 8 weeks of an intervention consisting of learners’ collaborative and interactive use of online, animated stories, discussion forum, mind maps and learning journal. Results are presented as pre-post for the whole group, for Thai vs. Cambodian, and for males versus females. Whole group (N?=?23) T-values for the subcategory of Emotional self-control were significantly different at p?<?.05 from the pre- and post-TEIST (t?=?2.712). Comparisons of pre- and post-TEIST between Thai and Cambodian learners revealed no significant difference. Comparisons between males and females evidenced a significant difference at p?<?.01 for the post-TEIST (t?=?3.886, 3.092 respectively), showing increased Empathy and Responsibility among participating females. The paper concludes with an expanded model of social and emotional learning around technology. 相似文献
14.
Karthigeyan Subramaniam 《Journal of Science Education and Technology》2016,25(4):527-540
This paper describes a qualitative study that investigated the nature of the participation structures and how the participation structures were organized by four science teachers when they constructed and communicated science content in their classrooms with computer technology. Participation structures focus on the activity structures and processes in social settings like classrooms thereby providing glimpses into the complex dynamics of teacher–students interactions, configurations, and conventions during collective meaning making and knowledge creation. Data included observations, interviews, and focus group interviews. Analysis revealed that the dominant participation structure evident within participants’ instruction with computer technology was (Teacher) initiation–(Student and Teacher) response sequences–(Teacher) evaluate participation structure. Three key events characterized the how participants organized this participation structure in their classrooms: setting the stage for interactive instruction, the joint activity, and maintaining accountability. Implications include the following: (1) teacher educators need to tap into the knowledge base that underscores science teachers’ learning to teach philosophies when computer technology is used in instruction. (2) Teacher educators need to emphasize the essential idea that learning and cognition is not situated within the computer technology but within the pedagogical practices, specifically the participation structures. (3) The pedagogical practices developed with the integration or with the use of computer technology underscored by the teachers’ own knowledge of classroom contexts and curriculum needs to be the focus for how students learn science content with computer technology instead of just focusing on how computer technology solely supports students learning of science content. 相似文献
15.
Bjorn H. Nordtveit 《Asia Pacific Education Review》2015,16(1):1-11
Adopting Maria Manzon’s theoretical framework, which draws on Foucault and proposes that comparative education as an academic field is socially constructed, I suggest that the field is neither stable nor well defined. To demonstrate this, I conduct a content analysis of the Comparative Education Review, using Klaus Krippendorff’s methodological framework to study comparative and international education (CIE) researchers’ understanding of the national—and of their related knowledge production in the field. Many comparativists express interests in multiple countries, and their knowledge production takes the form of individual country studies. The countries are habitually studied using a “problem approach” focusing on one specific aspect of the country under investigation and using an associated social science methodology deemed appropriate. Few comparativists are making explicit use of or reference to any methodology that is unique to comparative education. Efforts to catalog and systematize CIE research have demonstrated that the field is becoming so inclusive that it hardly is distinguishable from educational studies as a whole. Hence, I suggest that instead of speaking about unifying features of the field, it may be more relevant to speak about frequent elements, such as a focus on the national, and a knowledge production characterized by the academic practitioner who desires to improve the education systems studied. A third frequent element may be the focus on educational development, thus justifying the label of “comparative, international, and development education.” One challenge of the field is its dependence on Western social science discourses, which may be marginalizing other voices. 相似文献
16.
Employing achievement goal theory (Ames Journal of Educational psychology, 84(3), 261–271, 1992), we explored science teachers’ instruction and its relation to students’ motivation for science learning and school culture. Based on the TARGETS framework (Patrick et al. The Elementary School Journal, 102(1), 35–58, 2001) and using data from 95 teachers, we developed a self-report survey assessing science teachers’ usage of practices that emphasize mastery goals. We then used this survey and hierarchical linear modeling (HLM) analyses to study the relations between 35 science teachers’ mastery goals in each of the TARGETS dimensions, the decline in their grade-level 5–8 students’ (N = 1.356) classroom and continuing motivation for science learning, and their schools’ mastery goal structure. The findings suggest that adolescents’ declining motivation for science learning results in part from a decreasing emphasis on mastery goals by schools and science teachers. Practices that relate to the nature of tasks and to student autonomy emerged as most strongly associated with adolescents’ motivation and its decline with age. 相似文献
17.
Chi-Chin Chin Wei-Cheng Yang Hsiao-Lin Tuan 《International Journal of Science and Mathematics Education》2016,14(4):603-617
This study explored the effects of arguing to learn in a socioscientific context on the fundamental and derived components of reading, writing, and science understanding as integral parts of science literacy. We adopted mixed-methods in which the 1-group pretest–posttest design with supplemental interviews and questionnaires. The pretest evaluated the dependent variables (reading and writing scores), the treatment was arguing to learn about the global climate change issue, the posttest evaluated the dependent variables, and follow-up questionnaires and interviews informed the quantitative results. An intact grade six class (N = 28) at an urban elementary school located in central Taiwan was the participants. Analyses of the pretest–posttest gain scores and correlations between these outcomes revealed significant (p < 0.05) improvements in writing and associations among reading, writing, and arguing to learn. Interpretation of the qualitative data (interview and questionnaire responses) supported that argumentation as an instructional treatment focused on fundamental literacy could play a positive role in facilitating students’ enhanced science understanding (derived literacy). 相似文献
18.
This study examines Finnish apprenticeship training stakeholders’ perceptions of vocational expertise and experiences of workplace learning and guidance. The semi-structured interview data was collected in 2015 in two vocational fields: the social and health care services sector (five workplaces) and the technology sector (five workplaces). The sample (N = 40) consisted of apprentices (n = 10), their co-workers (n = 10), workplace trainers (n = 10) and employers (n = 10). The study applies the classifications of natural abilities and self-regulation to identify the most important individual characteristics related to vocational expertise. The socio-cultural approach to workplace learning and guidance illustrate that vocational expertise also develops from external support through participation and guidance in everyday interactions in the contexts of education and work. The data was analysed using qualitative content analysis. The findings indicate that individuals with fluent cognitive skills (e.g., problem solving skills) combined to advanced social skills, self-awareness and self-regulation are perceived as vocational experts. The apprenticeship training was considered to draw upon an extensive learning environment to facilitate an apprentice’s vocational development by offering access to authentic work tasks and collective support by experienced workers. Yet, the lack of time, resources and pedagogical approaches were found to hinder individual guidance and reciprocal workplace learning between apprentices and experienced workers. The workplaces were shown to provide fruitful learning possibilities for those apprentices with strong self-regulatory skills. 相似文献
19.
Analysis of self-reflections of undergraduate education students in a project involving web-supported counterintuitive science demonstrations is reported in this paper. Participating students (N?=?19) taught science with counterintuitive demonstrations in local elementary school classrooms and used web-based resources accessed via wireless USB adapters. Student reflections to seven questions were analyzed qualitatively using four components of reflection (meeting objectives/perception of learning, dynamics of pedagogy, special needs accommodations, improving teaching) deriving 27 initial data categories and 12 emergent themes. Overall the undergraduates reported meeting objectives, engaging students in pedagogically relevant learning tasks including, providing accommodations to students with special needs, and gaining practice and insight to improve their own teaching. Additional research is needed to arrive at generalizable findings concerning teaching with web-supported counterintuitive science demonstrations in elementary classrooms. 相似文献
20.
Meghan Odsliv Bratkovich 《Science & Education》2018,27(7-8):769-782
The work of science is a linguistic act. However, like history and philosophy of science, language has frequently been isolated from science content due to factors such as school departmentalization and narrow definitions of what it means to teach, know, and do science. This conceptual article seeks to recognize and recognize—to understand and yet rethink—science content in light of the vision of science expected by academic standards. Achieving that vision requires new perspectives in science teaching and teacher education that look into the role that science language expectations play in science content. These perspectives reposition attention to language from a hidden, overlooked, or outsourced aspect of science teaching, to one at its core. To help bring teachers and teacher educators into this integrative view of science content, this article offers a mirror, a prism, and a lens as three metaphorical tools to explore the essential roles that language plays for, in, and as science content. The reflection, refraction, and refocusing of science content reveal complex science language expectations that function alongside facts, figures, and formulas of science as gatekeeping mechanisms that, once noticed, cannot be ignored or marginalized in science teaching and science teacher education. 相似文献