共查询到20条相似文献，搜索用时 15 毫秒
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Sally Hamouda Stephen H. Edwards Hicham G. Elmongui Jeremy V. Ernst 《Computer Science Education》2017,27(2):121-148
Recursion is both an important and a difficult topic for introductory Computer Science students. Students often develop misconceptions about the topic that need to be diagnosed and corrected. In this paper, we report on our initial attempts to develop a concept inventory that measures student misconceptions on basic recursion topics. We present a collection of misconceptions and difficulties encountered by students when learning introductory recursion as presented in a typical CS2 course. Based on this collection, a draft concept inventory in the form of a series of questions was developed and evaluated, with the question rubric tagged to the list of misconceptions and difficulties. 相似文献
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Bruria Haberman 《Computer Science Education》2013,23(1):37-53
Recursion is a central concept in computer science, yet it is difficult for beginners to comprehend. Israeli high-school students learn recursion in the framework of a special modular program in computer science (Gal-Ezer & Harel, 1999). Some of them are introduced to the concept of recursion in two different paradigms: the procedural programming paradigm and the logic programming (LP) paradigm. Here we discuss the implication of first learning recursion in LP on the students’ understanding of the concept. The declarative approach for teaching recursion in logic programming seems to enhance students’ recursion comprehension. We found that students who learned recursion in LP before learning it in a procedural paradigm differed, in terms of their mental models of recursion, from those who were acquainted with recursion in procedural programming only. More of the LP students possessed an adequate model of recursion as a process than did the non-LP students. Moreover, the LP students also attained a unique conception of recursion as a tool for knowledge representation. 相似文献
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Kooloos Chris Oolbekkink-Marchand Helma van Boven Saskia Kaenders Rainer Heckman Gert 《Journal of Mathematics Teacher Education》2022,25(4):453-477
Often, mathematics teachers do not incorporate whole-class discourse of students’ various ideas and solution methods into their teaching practice. Particularly complex is the in-the-moment decision-making that is necessary to build on students’ thinking and develop their collective construction of mathematics. This study explores the decision-making patterns of five experienced Dutch mathematics teachers during their novice attempts at orchestrating whole-class discourse concerning students’ various solution methods. Our goal has been to unpack the complexity of their in-the-moment decision-making during whole-class discourse through lesson observations and stimulated recall interviews. We investigated teacher decision-making adopting a model that combines two perspectives, namely (1) we explored student-teacher interaction with regard to building on student thinking and (2) we explored how the teachers based decisions during such interaction upon their own personal conceptions and interpretation of student thinking. During these novice attempts at orchestrating whole-class discourse, the teachers created many situations for students to articulate their thinking. We found that at certain instances, teachers’ in-the-moment decision-making resulted in opportunities to build on student thinking that were not completely seized. During such instances, the teachers’ decision-making was shaped by the teachers’ own conceptions of the relevant mathematics and by teacher conceptions that centered around student understanding and mathematical goals. Our findings suggest that teachers might be supported in their novice attempts at whole-class discourse by explicit discussion of the mathematics and of their conceptions with regard to student understanding and mathematical goals.
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Lila Lee Susanne P. Lajoie Eric G. Poitras Miriam Nkangu Tenzin Doleck 《Education and Information Technologies》2017,22(4):1623-1650
Learning to monitor and regulate one’s learning in an academic setting is a task that all students must engage in. Learning in “group” situations requires both self- and co-regulation. This research examines a case study of a small group of medical student interactions during an on-line problem based learning activity (PBL) where students learn to co-regulate their performance as they construct their understanding of how best to communicate bad news to patients. This paper introduces an approach for analyzing the group discourse to understand how collective knowledge building facilitates co-regulation. A mixed method analysis was used to analyze the case study data. A qualitative data analysis of verbal interactions was conducted to examine co-regulatory episodes. Collective knowledge building was examined by analyzing the group discourse for indicators of co-regulatory processes. The study follows two quantitative analyses: a frequency count analysis of types of questions asked by facilitators and students; and a sequential pattern mining for patterns of co-occurrences of learners’ discourse and co-regulation. 相似文献
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Helen Georgiou Manjula Devi Sharma 《International Journal of Science and Mathematics Education》2012,10(5):1119-1142
Thermal physics is in the realm of everyday experience, underlies current environmental concerns, and underpins studies in sciences, health and engineering. In the state of NSW in Australia, the coverage of thermal topics in high school is minimal, and, hence, so is the conceptual understanding of students. This study takes a new approach at exploring conceptions of students with a qualitative analysis facilitated by NVivo complemented with reference to sociocultural ideas of learning. A 2-part pen and paper question was given to 598 first year university students of different educational backgrounds (and therefore physics expertise). ‘The Question’ was based on 2 familiar scenarios and required the selection of a concept first, followed by an explanation. The results showed that concepts were favoured based on a student’s everyday experience and their curriculum through high school, and some were more effective than others in making scientifically congruent responses. The reported thermal physics alternative conceptions were also examined in our sample, and students’ reasoning behind such conceptions indicate that some conceptions do not inhibit scientifically congruent responses whilst others do. The results implicate language and the everyday experiences of the student in the teaching and learning of thermal physics. 相似文献
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Tania von der Heidt 《Assessment & Evaluation in Higher Education》2015,40(2):286-308
This paper explains the application of concept mapping to help foster a learning-centred approach. It investigates how concept maps are used to measure the change in learning following a two-week intensive undergraduate Marketing Principles course delivered to 162 Chinese students undertaking a Bachelor of Business Administration programme in China. Using four scoring procedures (breadth of knowledge, relational quality, structural quality and holistic quality), student learning is assessed in terms of prior and new knowledge, as well as improvement in knowledge structure. Concept map scores are correlated with conventional measures of overall student performance. The results provide strong evidence for improvement in students’ ability to externalise new learned concepts resulting from intensive instruction. Incorporating concept maps as a contemporary method of learning in the curriculum potentially enriches student learning, provides a measure of the impact of teaching on students’ learning and adds value to students’ higher education experience. 相似文献
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Jun Oshima Ritsuko Oshima Shunsuke Saruwatari 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1308-1321
This study proposes a new methodological approach to evaluate students’ knowledge-building discourse. First, we discuss the knowledge–creation metaphor of learning. In the metaphor, theories mention that learners should consider their collective knowledge objects or artifacts that materialize as a result of their collaborative discourse. Second, we argue the necessity of developing new analytics to evaluate student learning. We describe how students’ ideas and their conceptual artifacts can be examined in discourse analysis. Third, we demonstrate the application of our analytics to real discourse data. We conducted a new type of social network analysis of discourse to examine how students continuously improve their ideas. Further, we conducted another network analysis of discourse, called the Epistemic Network Analysis, by coding students’ epistemic actions as conceptual artifacts to create and examine their ideas. 相似文献
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高中英语新课程改革背景下阅读教学策略探微 总被引：4，自引：0，他引：4
刘丽平 《成都教育学院学报》2010,24(6):91-95,100
高中英语阅读在英语教学中起着重要的作用,是英语学习过程中极为重要的组成部分。在高中英语阅读教学中,教师存在对阅读教学理论研究不足、缺乏语篇分析意识、缺失背景知识的介绍、缺乏必要的阅读技巧指导的现状;学生存在阅读习惯不良、有效阅读量不够、阅读品质欠佳的现状。通过对图式理论、语篇分析理论和建构主义理论与英语阅读的相关性研究后认为：教师在阅读教学中应注重语篇模式教学,构建课文整体教学观;运用阅读策略指导学生提高分析问题、解决问题的能力;增加课外阅读量,增强语言的输入量,形成良好的英语语感,拓宽英语知识面和间接生活经验;借助于多媒体现代教育技术再现相关英语文化背景知识,丰富学生的内容图式,激发学生的阅读兴趣,增强其理解、分析、推理和鉴赏力,提高其综合语言运用能力。 相似文献
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《学习科学杂志》2013,22(2):115-163
This article uses a critical evaluation of research on student misconceptions in science and mathematics to articulate a constructivist view of learning in which student conceptions play productive roles in the acquisition of expertise. We acknowledge and build on the empirical results of misconceptions research but question accompanying views of the character, origins, and growth of students' conceptions. Students have often been viewed as holding flawed ideas that are strongly held, that interfere with learning, and that instruction must confront and replace. We argue that this view overemphasizes the discontinuity between students and expert scientists and mathematicians, making the acquisition of expertise difficult to conceptualize. It also conflicts with the basic premise of constructivism: that students build more advanced knowledge from prior understandings. Using case analyses, we dispute some commonly cited dimensions of discontinuity and identify important continuities that were previously ignored or underemphasized. We highlight elements of knowledge that serve both novices and experts, albeit in different contexts and under different conditions. We provide an initial sketch of a constructivist theory of learning that interprets students' prior conceptions as resources for cognitive growth within a complex systems view of knowledge. This theoretical perspective aims to characterize the interrelationships among diverse knowledge elements rather than identify particular flawed conceptions; it emphasizes knowledge refinement and reorganization, rather than replacement, as primary metaphors for learning; and it provides a framework for understanding misconceptions as both flawed and productive. 相似文献
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Instructional design for meaningful learning 总被引：1，自引：0，他引：1
David Kember 《Instructional Science》1991,20(4):289-310
The instructional design and student learning literature is reviewed for guidelines for instruction which would encourage deep rather than surface learning. A taxonomy is presented which values student conceptions of key phenomena and skills for the self-discovery of knowledge as more important than the accumulation of information. Strategy elements suggested for the selection and sequencing of content, therefore, focus on revealing the interrelationship between key concepts. Evidence is presented of the persistent nature of existing conceptions and the difficulty of changing conceptual frameworks. Diagnostic questions are suggested as a means of exposing existing conceptions. It then seems necessary to provide a challenge to revealed or anticipated misconceptions so that students pass through a disequilibrium phase before re-forming their existing conceptions. As there is growing evidence of a mis-match between the goals and practice of teachers, action research is suggested as a method of implementation. 相似文献
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Garth D. Benson Kenneth G. Jacknicke 《International journal of qualitative studies in education》2013,26(4):329-342
The argument in this paper has two parallel strands. One describes students’ conceptions of biology; the other uses Habermas’ epistemological framework as a way of suggesting alternative curricular questions. The two strands are brought together, since the research methodology is the situational‐interpretive curriculum orientation, and the findings are considered from this orientation. Thus, the data from the first strand is examined from the second strand, and consequently, new questions arise. With traditional knowing, science education researchers “know” how students conceive of the science they are learning by having students react to statements of the researcher's conception of science. This way of knowing has been criticized because it depends upon the researcher's set of ways of looking at students’ conceptions. As such, it does not treat students’ knowledge as a first‐order phenomena; knowing is, rather, a second‐order phenomena since it is filtered through another person's conceptions. In this study the Habermasian framework is used as an alternative perspective of knowledge which allows students’ conceptions to be examined at the level at which the conceptions were constructed. The study suggests that students conceptualize biology from three distinct philosophical positions; but when these positions are considered from the Habermasian framework, they all are examples of the empirical‐analytic tradition. As such, the students’ conceptions have not gone beyond explanatory knowledge, and this raises questions about the curriculum. 相似文献
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Examining the discourse on the limit concept in a beginning-level calculus classroom 总被引：1，自引：1，他引：0
Beste Güçler 《Educational Studies in Mathematics》2013,82(3):439-453
Existing research on limits documents many difficulties students encounter when learning about the concept. There is also some research on teaching of limits but it is not yet as extensive as the research on student learning about limits. This study explores the discourse on limits in a beginning-level undergraduate calculus classroom by focusing on one instructor’s and his students’ discourses through a communicational approach to cognition. The findings indicate that some of the limit-related contexts in which students struggled coincided with those in which the instructor shifted his elements of discourse on limits. The instructor did not attend to the shifts in his discourse, making them implicit for the students. The study highlights that the discrepancies among participants’ discourses signal communicational breakages and suggests that future studies should examine whether teachers’ explicit attention to the elements of their discourse can enhance communication in the classrooms. 相似文献
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ABSTRACT This article focuses on ‘transition’ and how it is understood within higher education. Drawing on data from concept map-mediated interviews at two institutions, we examine the conceptions of transition held by academic and professional staff, who work to support students’ learning into and through higher education. We suggest that normative understandings of transition often draw upon a grand-narrative that orchestrates and reiterates a stereotypic understanding of students’ experiences. Often this narrative involves students’ interpellation into a field of discourse where the subject is constructed as both homogeneous and in deficit: ill-prepared, lacking in independence, as vulnerable and in need of support. However, this study suggests that beneath this discourse lies a more nuanced picture: one where students’ experiences can be conceptualised as diverse and fluid. Moreover, we employ the concept of pedagogic ‘frailty’ to expose the significance of the environments and wider contexts in which students ‘transition’, and to explore the impact of systemic tensions upon students’ experiences. This article further argues that future research should shift discussions away from the deficits of students, and examine how we can make underlying environmental and systemic challenges more explicit, in order to widen our understanding and discussions of these constraints. 相似文献
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Margaret Heritage 《The Australian Educational Researcher》2018,45(1):51-63
Assessment for learning (AfL) is integral to teaching and learning, and has as its central foci (i) pedagogical intervention in the immediacy of student learning, and (ii) the students’ agency in the learning and assessment process. The role that students adopt in AfL is consistent with the idea of self-regulated learning, which involves students as metacognitively, motivationally, and behaviorally active agents in their own learning. Through an analysis of an extended sequence of classroom interaction for the purpose of obtaining evidence of learning, this paper demonstrates that self-regulation is supported through a temporary process of co-regulation between teacher and student in the context of AfL. Co-regulation is a construct derived from Vygotsky’s concept of socially mediated learning, and the neo-Vygotskian perspective on human learning as a culturally based communicative process, through which knowledge is shared and constructed. Specific features of co-regulation illustrated through the analyses presented in the paper are (i) goal orientation, a focus on the learning to be achieved; (ii) scaffolding, the assistance the teacher provides to achieve a goal that is currently beyond students’ unassisted efforts; (iii) intersubjectivity, a shared understanding based on a common focus of attention; (iv) the active construction of knowledge by students, rather than transference of knowledge from the teacher to the student; and (v) temporary support, provided through scaffolding and other external supports that students can ultimately appropriate as their own. 相似文献
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Students’ participation in whole-class discourse is an important feature of classroom learning. Within socio-cultural research, two explanations for this connection can be emphasised: students’ engagement and teacher-student verbal interaction. We suggest a video-based coding scheme that can be specifically connected with each theoretical strand by distinguishing between student-guided and teacher-guided participation. The aim is to explore the conditions (student characteristics) and consequences (student learning) of both types of classroom participation. The results of two video studies with standardised pre- and post-assessments – one in secondary school mathematics (932 students, 40 classes) and one in primary school science (681 students, 35 classes) – emphasise both the relevance of students’ prior knowledge for participation in whole-class discourse and the role of student-guided participation in learning. 相似文献
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William Reynolds 《课程研究杂志》2013,45(4):445-451
In this paper, we explore the influence of the teacher on the language games being played in a Grade 3 mathematics classroom. The kinds of listening strategies used by the teacher seemed to have an impact on the kind of language game being played as a small group of students engaged in a problem‐solving activity. Understanding classroom conversation from a language‐games perspective is used to explore the kinds of sense‐making, student engagement, and new understandings evolving through classroom discourse. Language games may also be important for encouraging students to extend and transform their understandings. We describe how learning to ‘teach etcetera’ as a way of helping students ‘see‐as’ and move beyond narrowly defined predetermined content may entail playing more open‐ended language games and learning how to ‘listen’. 相似文献
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Anna Parpala Sari Lindblom‐Ylänne Henna Rytkönen 《Assessment & Evaluation in Higher Education》2011,36(5):549-563
This paper explores students’ conceptions of good teaching in three different disciplines. Moreover, the aim is to explore the relation between these conceptions and students’ approaches to learning by combining qualitative and quantitative methods. A total of 695 students from the Faculties of Behavioural Sciences, Law and Veterinary Medicine participated in the study. The students’ conceptions of good teaching were analysed using a qualitative content analysis. Furthermore, the students were assigned to homogenous subgroups on the basis of their responses to items measuring approaches to learning and the differences between these subgroups and the students’ conceptions were examined. The association between the conceptions, disciplines and approaches to learning were examined using Chi‐square tests. Twenty‐one dimensions were created from the data and 12 of them differed between the disciplines. Only one dimension differed between the student groups. The study suggests that there is disciplinary variation in students’ conceptions of good teaching and universities should take this into account in the development process of the student evaluation system. 相似文献