Among those responding, ‘amount of information received' was found to be the single greatest contributor to perceived learning and satisfaction. Instructor non‐verbal behaviours and audio and video transmission also contributed significantly to perceived learning and satisfaction. Results indicated clearly mat direct face‐to‐face contact with instructors, and interpersonal rapport with other class participants, were less important than the amount of information transmitted in distance education courses. 相似文献
Students vary widely in their responses to teaching by these techniques. Over the four years of the study (1975–78) four major patterns of response have emerged. These are described as learning profiles. The profiles are composed from curves depicting the attainment of individual students, measured in seven weekly assessment tests given during group sessions. The assessment tests measured performance in four capacities, based on Bloom's criteria, viz. recall of knowledge, comprehension, application and short‐chain problem solving. Learning curves for each of these four capacities were obtained for each individual student. Other variables, e.g. general ability, age, sex, anxiety, motivation, time spent etc. were also determined for each student.
The purpose of the course is to train students to solve problems in plant anatomy. Although strategies for solving long‐chain problems were not practised in groups, the component skills used in their solution were practised in the weekly test items.
From the profile types — i.e. the patterns of individual response to the teaching ‐ it was possible to make some prediction about performance in the final examination, although this examination was predominantly one to test capacity to solve long‐chain, multi‐step problems. 相似文献
Purpose: In this study, we investigated how students’ mental models about one-dimensional expansion can be extended for purposes of running mental simulations about expansion along two dimensions.
Sample: To that end a pretest-posttest quasi-experiment has been conducted, with 100 students in the control group and 95 students in the experimental group.
Design and methods: Whereas control group students received traditional instruction with a focus on formal representations, in the experimental group the students were led to draw an analogy between heating of a straight rod and a circular rod of same length, whereby the internal structure of the rods was represented by springs.
Results: Eventually, it has been found that students from the experimental group were significantly more successful at predicting the effects of thermal expansion, especially within contexts of objects with holes.
Conclusion: Analogies and extreme case reasoning can be effectively used for helping the students to correctly transfer their mental models about one-dimensional expansion to situations that require reasoning about expansion along two dimensions. 相似文献
Purpose: This study investigated the influence of an explicit reflective conceptual change approach compared with an explicit reflective inquiry-oriented approach on seventh graders’ understanding of NOS.
Sample: The research was conducted with seventh grade students. A total of 44 students participated in the study.
Design and method: The study was an interpretive study because this study focused on the meanings that students attach to target aspects of NOS. Participants were divided into two groups, each consisting of 22 students. One of the groups learned NOS with an explicit reflective conceptual change approach. The requirements of conceptual change were provided through the use of conceptual change texts and concept cartoons. The other group learned NOS with an explicit reflective inquiry-oriented approach. The data were collected through open-ended questionnaires and semi-structured interviews. These instruments were employed in a pre-test, a post-test and a delayed test. Students’ views of the aspects of NOS were categorized as naive, transitional and informed.
Results: The result of this study indicated that before receiving instruction, most of the participants had transitional views of the tentative, empirical and imaginative and creative aspects of the NOS, and they had naive understandings of the distinction between observation and inference. The instruction in the experimental group led to a 60% – a 25% increase in the number of students who possessed an informed understanding of the tentative, empirical, creative and observation and inference aspect of the NOS. The instruction in the control group led to a 30% – a 15% increase in the informed NOS views.
Conclusion: The explicit reflective conceptual change approach is more effective than the explicit reflective inquiry-oriented approach in improving participants’ NOS conceptions. Another conclusion of this study is that if NOS is taught within the explicit reflective conceptual change approach, learners can retain learned views long after instruction. 相似文献
Purpose: The purpose of the study is to determine the effect of the concept cartoon-embedded worksheets on grade 9 students’ conceptual understanding of Newton’s Laws of Motion.
Sample: Within a quasi-experimental research design with control group, the sample consisted of 102 grade 9 students (aged 15–16 years) enrolled in an Anatolian High School. They were randomly assigned to control (52 students) and experimental groups (50 students).
Design and methods: While the control group followed the existing physics instruction, the experimental one was exposed to the concept cartoon-embedded worksheets. To collect data, two scales (Newton’s Laws of Motion Test –NLMT– and Interview about Instances –IAI) were employed.
Results: The results indicated that the experimental group performed better than did the control group.
Conclusions: It can be deduced that the concept cartoon-embedded worksheets are effective in improving grade 9 students’ conceptual understanding and in replacing their alternative conceptions with scientific ones. 相似文献
There is worldwide research concerning the application of social studies to kindergarten. In Greece, specifically, there is no relevant data about this subject.
Therefore, the current study was carried out in order to find out, interalia, I) whether kindergarten teachers occupy students with social studies activities, 2) if they do occupy them, in what social studies activities children engage more frequently and 3) the self‐assessed adequacy of the kindergarten teachers’ training and their attitudes concerning the application of social studies activities to kindergarten.
In order to collect the necessary data for this study, three hundred kindergarten teachers, from urban and non‐urban areas of Greece, were given a questionnaire and the conclusions drawn from their answers form the basis of the study.
In order to gain greater data validity, the recorded answers were cross‐referenced with informal observations in classrooms of teachers who participated in the study. 相似文献
Purpose/Hypothesis: This study offers teaching strategies and their corresponding instructional sequences based on Lakatosian Methodology, and examines the effects of a Lakatosian Conflict Map using pre-service elementary teachers’ conceptual understandings of the causes of seasons.
Design/Method: The Lakatosian Conflict Map was applied to concepts of seasonal change held by pre-service elementary teachers.
Results: Most pre-service elementary teachers consistently protect their hard-core beliefs about seasonal change by offering auxiliary hypotheses related to earth’s elliptical orbit and the tilt of its rotational axis in response to activities designed to promote conceptual change around knowledge related to the cause of the seasons. Specifically, the critical event rather than the discrepant event in the Lakatosian Conflict Map was conducted in a Lakatosian conflict group and these students were allowed to explicitly express their representations about the phenomena derived from these events. The result of this study is that instruction using the new Lakatosian Conflict Map produced more favorable outcomes in terms of conceptual change than traditional instruction.
Conclusions: This research concludes that the Lakatosian Conflict Map can help science teachers and students resolve the conflicts between students’ existing ideas and target scientific concepts. 相似文献
Purpose: The purpose of the study was to investigate the effectiveness of using case-based learning instruction to increase pre-service primary teachers’ chemistry motivation and improve their attitudes toward chemistry as a school subject.
Sample: The subjects of this study consisted of 51 (20 female, 31 male) freshman primary pre-service teachers from an urban university in Turkey. The mean age of the primary pre-service teachers was 21.
Design and methods: One group pre-test and post-test design was used. A chemistry motivation questionnaire and chemistry attitude scale were used for data collection. For the data analysis, two-way repeated measures of ANOVA and repeated measures MANOVA were conducted.
Results: The results indicated that the mean of the attitude score after the treatment was significantly greater than the mean of the attitude before the treatment. The results also demonstrated that there is no significant difference between females and males. According to the results of the study, there is no significant difference between primary pre-service teachers’ chemistry motivation. However, some chemistry motivation constructs mean scores are greater after the treatment.
Conclusions: In sum, it could be stated that case-based learning is helpful for the development of students’ chemistry motivation and attitudes toward chemistry. 相似文献
Data were collected on 1064 students registered on various courses in the Faculty of Letters and Social Sciences (FLSS) of the University of Yaounde. A Teaching Evaluation questionnaire was constructed, validated and administered to students in the first, second and third years. Multiple regression techniques were used to rank order the variables, and discriminant analysis employed to determine the variables which show gender differences.
The results showed that variables such as development of interest in the course, overall organisation of the course, whether or not the student gains from the course, the use of the chalkboard as a teaching aid, and students' background preparation for the course are considered important, in that order. The teachers' rapport with the class and the language of instruction do not seem to be important in the prediction of overall evaluation of courses.
On the other hand, the four most important variables that maximally distinguish the male students from the female students in evaluation of instruction are fairness in marking, overall judgement of the course, organisation of individual class sessions, and overall organisation of the course. 相似文献
Three courses are provided:
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1. Electrical Measurements and Characteristics of Analogue and Digital Circuits.
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2. Electrical Measurements and Characteristics of Advanced Analogue Circuits
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3. Design and Experiment
Union gives strength
Aesop
(ca. 620-564 BC) 相似文献
This case study describes a programme of work devised for a geography field course in which a group of PGCE students teach 120 third form pupils from a local comprehensive school. The evaluation provides evidence that the exercise, apart from being an enjoyable and stimulating experience, fulfils DES expectations of the value of genuine partnership to all concerned—tutor and students, teachers and pupils. The author is indebted to the geography staff at Ulverston Victoria High School for their help in organising this course. 相似文献
Six independent living tasks were trained (two sandwich making, two vacuuming and two collating): three being used for initial training and three as related or ‘near generalisation’ tasks.
The four instructional packages were investigated in order to ascertain their relative efficiency in terms of (trainer) effort required to train to criterion on the six tasks and the achievement of generalisation and maintenance outcomes.
It was found that VSIT was an efficient alternative to MODIM for enhancing acquisition on five out of the six trained tasks (the exception being initial acquisition of the sandwich making task). Moreover, as indicated by reduction in training effort required for the generalisation tasks, the VSIT groups achieved greater savings on the sandwich making and vacuuming tasks. VSIT was also found to generate significantly better short and long‐term maintenance of skills on all three initial training tasks.
A differential task effect was noted with the feedback conditions (VSIT with feedback, and MODIM with feedback), whereby the performances of VSIT subjects on both the training and generalisation sandwich making tasks, and performances of MODIM subjects on the sandwich making generalisation task, were benefited by the addition of this condition; although feedback was found to exert no consistent influence on performances of subjects in either VSIT or MODIM groups on the vacuuming and collating tasks.
The data are discussed with reference to other studies in this area, it being concluded that VSIT is a promising method of instruction for MR populations. 相似文献
Consideration of the end‐of‐course or final examination is used to discuss concepts of difficulty and time, fairness and validity, as intended by the teacher/examiner and as perceived by the student/candidate. Evaluation of the final examination can take a variety of forms, for example, student questionnaire, independent assessment of student papers, and correspondence of achieved weighting with planned weighting.
These considerations are discussed with reference to the final examination experiences of two groups of students – fourth year Architecture students and graduate Education students. When marks are to be combined, standard deviations and correlations should be reported and used to ensure that the planned weighting is achieved.
It is concluded that evaluation of the examination is important for making professional judgement of both teacher and student performance. Evaluation of the final examination should be part of the course evaluation and should include student perceptions of the nature of the examination and the quality of the questions. 相似文献
Purpose: The study aims to understand how seventh grade students perceive a collaborative web-based science project in light of Wolff’s design categories. The goal of the project is to develop their technological and collaborative skills, to educate them about technology integration practices, and to provide an optimum collaborative, PBL experience.
Sample: Seventh grade students aged 12–14 (n = 15) were selected from a rural K–12 school in Turkey through purposeful sampling.
Design and methods: The current study applied proactive action research since it focused on utilizing a new way to enhance students’ technological and collaborative skills and to demonstrate technology integration into science coursework. Data were collected qualitatively through interviews, observation forms, forum archives, and website evaluation rubrics.
Results: The results found virtual spaces such as online tutorials, forums, and collaborative and communicative tools to be beneficial for collaborative PBL. The study supported Wolff’s design features for a collaborative PBL environment, applying features appropriate for a rural K–12 school setting and creating a digitally-enriched environment. As the forum could not be used as effectively as expected because of school limitations, more flexible spaces independent of time and space were needed.
Conclusions: This study’s interdisciplinary, collaborative PBL was efficient in enhancing students’ advanced technological and collaborative skills, as well as exposing them to practices for integrating technology into science. The study applied design features for a collaborative PBL environment with certain revisions. 相似文献
The second big breakthrough came with the Integrated Child Development Services in 1974, the world's largest intervention aimed at the most vulnerable children in urban slums, rural areas and tribal communities. Presently over 10 million children aged 0–6 years receive a package of six services in 400,000 centres, throughout the country.
There are also a number of small‐scale innovative programmes which reflect not only the geographic, cultural and occupational diversity of the country, but also represent a diversity of auspices ‐‐‐ from statutory provision in industrial units to community‐based initiatives, educational institutions, charitable trusts, women's organisations, trade unions, denominational groups, commercial ventures and nonprofit organisations, as well as variety in the nature and quality of services offered.
While the ICDS is characterised by its vast outreach, explicit targetting and integrated approach with emphasis on child survival and health, the small innovative programmes are known for flexibility, sensitivity and responsiveness to local need, emphasis on quality, cultural relevance and low‐cost approaches, experimentation in programme content and a strong component of community participation. 相似文献