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蒋鸣和 《中小学信息技术教育》2004,(4):5-8
围绕JAVA互动活动程序构建的理科互动课程(Interactive Lessons)，是以问题为导向，应用计算机模型的模拟开展自主探究和学习的新型课程。它具有在线、交互、多媒体的特点，既用于基于项目的研究性学习活动，也作为学习支架和工具广泛用于日常的理科教学中。模拟和计算机模型是发展数学和科学以及应用这些学科的有力资源。有了可视化的分析工具，数学和科学模型就从静态的图表发展到用互动媒体制作的动态模型，从根本上改变了数 相似文献
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本文分析了中学科学探究学习中存在的不足,介绍了认知工具的概念及特点,并在此基础上构建了基于认知工具的中学科学探究学习模式,以期为同类研究和实践提供参考与借鉴。 相似文献
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科学探究是科学活动最基本的形式,是科学最本质的特征。探究学习是人在与生俱来的好奇心驱使下的一种自然的认知方式。新课程实施以来,广西师范大学科学教育团队承担了国家基础教育课程改革项目＂科学探究学习＂专项课题,参与了＂建立中小学生学业质量分析、反馈与指导系统＂项目,一直坚持对科学探究学习和评价等开展有针对性的研究、实践和专业支持工作,取得了丰硕的成果。本期,在我们的邀请下,罗星凯教授和他的团队将聚焦探究学习评价中的核心问题,通过看似轻松的讨论,不断逼近问题的核心,直至揭示探究的主旨。这样的讨论也让我们认识到,科学探究不仅是团队人学术研究的焦点,也是团队成员身体力行的实践内容,科学探究学习早已融进了团队的生活。本刊将持续关注团队的工作,及时报道团队取得的相关成果。敬请读者关注。 相似文献
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《现代教育技术》2019,(1):72-78
在计算机支持的协作学习(Computer Supported Collaborative Learning,CSCL)中引入"群体感知"这一概念,可以促进学习者之间的交流和协作,为解决协作学习效果不佳的问题提供新方法。为此,文章首先分析了群体感知的概念和国外典型的基于群体感知的CSCL学习分析工具的不足,并依托功能设计原则,构建了基于群体感知的CSCL学习分析工具功能模型;随后,文章具体分析了工具功能的技术实现;最后,文章通过问卷调查,发现学习者对工具功能的整体接受度较高,认为工具能有效支持协作学习。文章的研究有助于在线学习者更好地互动交流、解决问题,推动协作学习的进一步发展。 相似文献
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计算机支持的协作学习环境难以传达可视化的非语言线索，需要应用群体感知工具促进知识建构和任务完成，但群体感知工具对不同条件下学习效果的影响并不清楚。对此，文章基于2002～2021年国内外35篇在计算机支持的协作学习（Computer-Supported Collaborative Learning,CSCL）中应用群体感知工具的实证研究文献进行元分析，发现群体感知工具有助于促进学习者认知、元认知、社会情感与动机的发展，且其应用于自然科学的学习效果显著优于社会科学；另外，群体感知工具应用于混合式学习情境下的多人协作中，提供多种类型感知信息、将识别主体细化到个人且不支持个人与同伴比较时学习效果更佳，但这种优势不显著。基于此，文章针对未来CSCL中群体感知工具的设计与应用提出建议，以提升协作学习的效果。 相似文献
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多模态学习分析(MMLA)是智能化探究有效学习发生机理的关键技术。研究对国外37篇实证文献的任务情境设计和MMLA的四个过程进行系统综述,梳理出多模态数据集的生成场域多以发展认知为主,少关注情感价值的培育;学习标签注释以计算科学指导为主,缺乏不同时间尺度行为关联的理论指导;预测结果多关注学习行为表现,轻心智发展的过程解释;多模态数据分析反馈聚焦个性化学习支持,忽视决策支持。未来实证研究发展应聚焦有效学习与情感体验,融合计算科学和认知带理论,协同人机优势提供反馈支持,开展MMLA系统开发者和利益相关者的深度对话,不断迭代设计与优化分析系统和应用模式,有效促进“人工智能+教育”的发展。 相似文献
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计算机焦虑在中小学生中普遍存在。文章介绍了计算机焦虑,根据中小学生的特点提出了影响中小学生计算机焦虑的相关因素及它对学生的影响,并且提出了改善计算机焦虑水平的措施。 相似文献
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《学校用计算机》2013,30(3-4):93-106
Abstract Reports show that handheld, wireless computers, once used by business professionals to keep track of appointments, contacts, e-mail, and the Internet, have found their way into classrooms and schools across the United States. However, there has not been much systematic research to investigate the effects of these new technology tools on student attitude and learning outcomes, nor has there been much research evidencing that handheld, wireless computers can improve student engagement in the learning process. The purpose of this paper is to use the literature on principles of learning and instruction to develop an action-instructional model for utilization of handheld computers in the classroom. It will explain how such a model was used to integrate handheld, wireless computers in the design and development of classroom instruction and what the evaluation results are. The paper also provides some insights on what was learned from this experiment. 相似文献
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Hui Jin Xin Wei Peiran Duan Yuying Guo Wenxia Wang 《International Journal of Science Education》2016,38(2):319-343
We investigated how Chinese physics teachers structured classroom discourse to support the cognitive and social aspects of inquiry-based science learning. Regarding the cognitive aspect, we examined to what extent the cognitive processes underlying the scientific skills and the disciplinary reasoning behind the content knowledge were taught. Regarding the social aspect, we examined how classroom discourse supported student learning in terms of students' opportunities to talk and interaction patterns. Our participants were 17 physics teachers who were actively engaged in teacher education programs in universities and professional development programs in local school districts. We analyzed one lesson video from each participating teacher. The results suggest both promises and challenges. Regarding the cognitive aspect of inquiry, the teachers in general recognized the importance of teaching the cognitive processes and disciplinary reasoning. However, they were less likely to address common intuitive ideas about science concepts and principles. Regarding the social aspect of inquiry, the teachers frequently interacted with students in class. However, it appeared that facilitating conversations among students and prompting students to talk about their own ideas are challenging. We discuss the implications of these findings for teacher education programs and professional development programs in China. 相似文献
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Inquiry is seen as an integral part of science education in the USA; however, few American science programs explicitly focus
on the higher order thinking skills that are the precursors to inquiry. In this paper, Australian researchers report the result
of using a version of the Cognitive Acceleration through Science Education (CASE) program in a school district in Oregon (USA)
to address teacher-identified concerns about student competence in scientific inquiry. The substantial effect of CASE on British
children’s cognitive development and scholastic achievement has been demonstrated convincingly since its inception in the
United Kingdom in 1981. The Oregon CASE project was not a mere replication of the original British CASE research: different
instruments were employed, and both the measures of cognitive level and student achievement were Rasch-calibrated. The Oregon
CASE teachers received comparatively less professional development than did their British counterparts. Neither did they deliver
the entire intervention. The results of the study suggest that many of the benefits of CASE still apply when the intervention
is conducted in a sub-optimal setting. Cognitive growth was apparent in participating students and high correlations were
found between cognitive level and results in some state-mandated tests. 相似文献
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Computers have been used with science learners to teach facts, aid in information processing, facilitate problem solving, and stimulate conceptual change. The hallmark of science learning, however, is independent student inquiry. Although there is ample evidence that computers can support various aspects of students' inquiry activities, such as conducting virtual experiments and visualizing data, there has been limited discussion of how certain classes of software can facilitate learners' development, over time, from simple to sophisticated forms of inquiry. This theory-based article describes how data analysis tools, simulations, and modeling software, when used in the proper instructional contexts, provide young learners with rich intellectual environments for inquiry. Arguments from the research literature support claims that even the youngest elementary school learners have the capacity to engage in inquiry, and that special classes of software can stimulate these capacities and aid the transition from identifying basic patterns in data to conducting systematic experiments and constructing viable models of natural phenomena. 相似文献
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Andreas Nehring Kathrin H. Nowak Annette Upmeier zu Belzen Rüdiger Tiemann 《International Journal of Science Education》2013,35(9):1343-1363
Research on predictors of achievement in science is often targeted on more traditional content-based assessments and single student characteristics. At the same time, the development of skills in the field of scientific inquiry constitutes a focal point of interest for science education. Against this background, the purpose of this study was to investigate to which extent multiple student characteristics contribute to skills of scientific inquiry. Based on a theoretical framework describing nine epistemological acts, we constructed and administered a multiple-choice test that assesses these skills in lower and upper secondary school level (n?=?780). The test items contained problem-solving situations that occur during chemical investigations in school and had to be solved by choosing an appropriate inquiry procedure. We collected further data on 12 cognitive, motivational, and sociodemographic variables such as conceptual knowledge, enjoyment of chemistry, or language spoken at home. Plausible values were drawn to quantify students’ inquiry skills. The results show that students’ characteristics predict their inquiry skills to a large extent (55%), whereas 9 out of 12 variables contribute significantly on a multivariate level. The influence of sociodemographic traits such as gender or the social background becomes non-significant after controlling for cognitive and motivational variables. Furthermore, the performance advance of students from upper secondary school level can be explained by controlling for cognitive covariates. We discuss our findings with regard to curricular aspects and raise the question whether the inquiry skills can be considered as an autonomous trait in science education research. 相似文献
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This paper reports a test on the feasibility and educational value of probeware and associated instructional materials in middle school science education. We addressed feasibility through consideration of costs, teacher professional development, and instructional design. In order to test our approach, we developed 2 middle school science curriculum units, 6 low-cost probes that interface between handheld Palm computers, and CCLabBook software for the Palms that presents the curriculum, interfaces with the probes for data collection and visualization, and supports guided exploration. The materials were tested by 30 teachers in the first year, and in a follow-up study by 8 of those teachers the second year. We found that teachers were able to conduct the investigations successfully in their classrooms, and that student learning was enhanced through the use of the probes and handhelds. Specifically, students experienced the physical correlation between phenomenon and modeling, which helped them to develop understanding and to confront misconceptions. 相似文献
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本文首先对传统文化教育在理工类高校思政工作中存在的主要问题进行了简要分析,然后对传统文化教育对理工类思政工作的意义进行了阐述,最后提出了理工类高校思政工作中加强传统文化教育的相关策略,旨在与同行共同探究、交流,不断促进我国理工类高校的发展,为培养出适应当代社会发展需要的理工类人才做出积极的贡献。 相似文献
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Savilla Banister 《学校用计算机》2013,30(2):121-131
Advocates of ubiquitous computing have long been documenting classroom benefits of one-to-one ratios of students to handheld or laptop computers. The recent sophisticated capabilities of the iPod Touch, iPhone, and iPad have encouraged further speculation on exactly how K–12 teaching and learning might be energized by such devices. This paper summarizes the research-to-date on mobile learning for K–12 students, and then delineates specific features and applications available on the iPod Touch that might impact student learning across the curricula. Finally, caveats are offered regarding the introduction and assimilation of these handheld computers into K–12 schools. 相似文献
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James A. Shymansky Tzu-Ling Wang Leonard A. Annetta Larry D. Yore Susan A. Everett 《International Journal of Science and Mathematics Education》2012,10(1):1-19
This paper is a report of a study that examines the relationship between teacher participation in a multi-year, K–6 professional
development effort and the “high stakes” science test scores of different student groups in 33 rural mid-west school districts
in the USA. The professional development program involved 1,269 elementary school teachers and utilized regional summer workshops
and distance delivery technologies to help the teachers learn science concepts, inquiry teaching strategies, and how to adapt science inquiry lessons to teach and reinforce skills in the language arts. Regression analyses revealed a significant positive
relationship between the professional development hours experienced by teachers and student gains on high stakes test scores.
But the analyses also suggest that primary grade teachers need less professional development than upper grade teachers on
instructional strategies where the focus is on the integration of language arts and science inquiry. The implications for
funding and implementing professional development projects are discussed. 相似文献
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Gauging the effectiveness of specific teaching strategies remains a major topic of interest in science education. Inquiry teaching among others has been supported by extensive research and recommended by the National Science Education Standards. However, most of the empirical evidence in support was collected in research settings rather than in normal school environments. Propensity score analysis was performed within the marginal mean weighting through stratification (MMW-S) approach to examine the effects of the level of openness of inquiry teaching on student science achievement and attitudes with the Programme for International Student Assessment (PISA) 2006 data. Weighting subjects on MMW-S weight successfully balanced all treatment groups on all selected covariates. Significant effects were identified on both cognitive and attitudinal outcomes. For student science achievement, the highest score was achieved at Level 2 inquiry teaching, that is, students conduct activities and draw conclusions from data. For student science attitudes, higher level of inquiry teaching resulted in higher scores. The said conclusions were generally held in most PISA 2006 participating countries when the analysis was performed in each country separately. 相似文献