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1.
Sociocultural approaches emphasize the systemic, context-bound nature of learning, which is mediated by other people, physical and conceptual artifacts, and tools. However, current educational systems tend not to approach learning from the systemic perspective, and mostly situate learning within classroom environments. This design-based research aims to seek answers to these challenges by enhancing the use of museum objects and inquiry tools in learning through developing a new kind of virtual environment. By using learning objects that represent physical objects, the students can develop their own research questions, and choose related museum artifacts and inquiry tools with which to find answers to their questions during forthcoming museum visits. This study aims to examine what kinds of learning systems emerged when three different student groups collaboratively designed their visits to the Finnish Forest Museum based on their own interests and afforded resources in the learning environment. Data analysis indicates that a tool-driven system typically seems to represent the approach of primary school students, with an object-driven system for technical college students, and a strategic, research-question-driven system for teacher-education students. When considering the desired effects of technology and open environments on emerging learning systems and processes, the results of the study suggest that self-organization and free choice do not necessarily lead to research-question-driven learning processes, unless the variation in student approaches, design-process scaffolding, and paying attention to the social arrangements, and to the use of tools during the implementation of inquiry activities are all taken into account.  相似文献   

2.
Despite the longstanding recognition of the power of feedback to enhance student learning outcomes, its potential is often not realised in classroom practice. Recent research highlights the need for a student-centred perspective to enable effective feedback practices that foster student self-regulation. Based on an identified gap in the literature, a new empirically-informed student-centred feedback model (SCFM) was designed. This study, contextualised in English writing, investigated to what extent a professional learning intervention using the SCFM was perceived as effective in promoting student-centred classroom feedback practices. Focus group interview data from 49 teachers and 30 school leaders across 13 Australian primary schools were thematically analysed. Results suggest the intervention caused shifts in thinking, feedback practices, and student self-regulation, which participants perceived had enhanced student learning outcomes. This study provides initial empirical evidence regarding (1) the effectiveness of the SCFM, and (2) the professional learning intervention characteristics required to realise effective feedback practices.  相似文献   

3.
In many countries around the world, there has been an increasing emphasis on improving science education. Recent reform efforts in the USA call for teachers to integrate scientific and engineering practices into science teaching; for example, science teachers are asked to provide learning experiences for students that apply crosscutting concepts (e.g., patterns, scale) and increase understanding of disciplinary core ideas (e.g., physical science, earth science). Engineering practices and engineering design are essential elements of this new vision of science teaching and learning. This paper presents a research study that evaluates the effects of an engineering design-based science curriculum on student learning and attitudes. Three middle school life science teachers and 275 seventh grade students participated in the study. Content assessments and attitude surveys were administered before and after the implementation of the curriculum unit. Statewide mathematics test proficiency scores were included in the data analysis as well. Results provide evidence of the positive effects of implementing the engineering design-based science unit on student attitudes and learning.  相似文献   

4.
ABSTRACT

In recent years, there have been calls in the literature for the dominant model of feedback to shift away from the transmission of comments from marker to student, towards a more dialogic focus on student engagement and the impact of feedback on student learning. In the present study, we sought to gain insight into the extent to which such a shift is evident in practice, and how practice is shaped by national and disciplinary cultures. A total of 688 higher education staff from the UK and Australia completed a survey, in which we collected data pertaining to key influences on the design of feedback, and the extent to which emphasis is placed on student action following feedback. Our respondents reported that formal learning and development opportunities have less influence on feedback practice than informal learning and development, and prior experience. Australian respondents placed greater emphasis on student action following feedback than their counterparts in the UK, and were also more likely than UK respondents to judge the effectiveness of feedback by seeking evidence of its impact on student learning. We contextualise these findings within the context of disciplinary and career stage differences in our data. By demonstrating international differences in the adoption of learning-focused feedback practices, the findings indicate directions for the advancement of feedback research and practice in contemporary higher education.  相似文献   

5.
Abstract

The purpose of this research was to investigate the efficacy of professional development in changing two middle school science teachers’ questioning to include more questions that require deeper student responses. The professional development was based on ICAP theory which proposes a framework for identifying cognitive engagement based on what is required of students. ICAP hypothesizes that Interactive and Constructive questions, such as those requiring inferential thought and collaboration, lead to deeper thinking and therefore stronger learning gains than questions that are more Active, Passive. Teacher questioning before and after the PD showed a marked improvement in increasing the number of questions that required students to make inferences about the materials. Student gain scores from tests on the lesson’s content suggests a positive relationship between constructive questions and student learning. This paper also details a coding scheme based on ICAP that can be used to provide feedback on teachers’ questioning.  相似文献   

6.
Researchers have argued that teachers' knowledge can be evidenced by the ways they elicit and respond to student ideas. We analyze data from a four-year study of nine high school teachers who designed formative assessment tasks and learned about student thinking with a learning progression for natural selection. We coded teacher questions, student responses, and teacher feedback in classroom videos collected across four years. Through sequential analysis, we found that teachers came to ask more questions that elicited student ideas, and also became more likely to respond to student ideas with pushing feedback at the end of the study.  相似文献   

7.
So far, not enough effort has been invested in developing reliable, valid, and engaging assessments in school science, especially assessment of interdisciplinary science based on the new Next Generation Science Standards (NGSS). Furthermore, previous tools rely mostly on multiple-choice items and evaluation of student outcome is linked only to their raw scores in standardized tests. In addition, educational research on student science achievement always limits in certain grade/subject according to application of raw scores. This study provides a way to design, validate, and further improve an instrument to assess student understanding in interdisciplinary science across grade and time. Meanwhile, student learning growth is investigated. The data are collected from elementary/middle school student survey from an Interdisciplinary Science and Engineering Partnership (ISEP) in Northeastern part of the USA. The results show a generally good quality of instrument through various aspects of empirical evidence, such as dimensionality, model-data-fit, and validity. Finally, student learning growth in understanding interdisciplinary science shows a sharp increase between elementary and middle school. The study sheds light on developing more reliable and valid instruments in assessing student science understanding based on the new standards and it also provides suggestions of implementation in both educational research and practice.  相似文献   

8.
An audience response systems (ARS) allows students to respond to multiple choice questions using remote control devices. Once the feedback is collected and displayed, the teacher and students discuss misconceptions and difficulties experienced. ARSs have been extremely popular and effective in higher education science classrooms, although almost no research has been done at the secondary school level. The purpose of this study was to conduct a detailed formative analysis of the benefits, challenges, and use of ARSs from the perspective of 213 secondary school science students. Perceived benefits were increased student involvement (engagement, participation, and attention) and effective formative assessment of student understanding. Perceived challenges included decreased student involvement and learning when ARSs were used for summative assessment, occasional technological malfunctions, resistance to using a new method of learning, and increased stress due to time constraints when responding to questions. Finally, students rated the use of ARSs significantly higher when it was used for formative as opposed to summative assessment.  相似文献   

9.
Feedback is frequently highlighted as a key contributor to students’ learning. This literature study argues that the focus of some of the feedback literature appears too narrow to understand what is going on in a classroom. Parts of the feedback literature show the relationship between feedback and learning approximate to a process-product model that predicts learning outcomes. The authors claim that feedback has to be studied in a classroom context and as a part of the teaching process to become more useful for teachers and pupils. Feedback research is thus discussed in light of other research traditions: Didaktik theory and classroom research in the last three decades. The article is based on a critical reading of feedback literature from a Didaktik perspective in order to enhance the complexity of the feedback concept. Our North-Continental Didaktik perspective focuses the importance of subject matter, the difference between subject matter and meaning, and the relative autonomy of teaching and learning activities. Classroom research from guided reading is employed as an example of how classroom research may contribute to explore classroom reality subject matter-based feedback in a school context.  相似文献   

10.
Parent or guardian perceptions play a specialized role in the evaluation of school teachers. Parents are important stakeholders in teacher success, they are in some instances partners in the teachers' work, parents have unique personal information about student learning, and they can report on the teacher duties to inform parents about the classroom and child progress. This study analyzed the responses of parents to 12 survey items concerning teacher performance in 201 classrooms. The surveys were used as part of an innovative teacher evaluation program in which teachers elected to include parent feedback as one objective data source for annual review. In this study three factors emerged as important concerns for parents: humane treatment of students, support for pupil learning, and effective communication and collaboration with parents. Recommendations for use of specific survey items can be based on the empirical results of this sampling. The data gathered by parent surveys define one dimension of quality which may vary in importance from one teacher to another.  相似文献   

11.
Background: In research on design-based learning (DBL), inadequate attention is paid to the role the teacher plays in supervising students in gathering and applying knowledge to design artifacts, systems, and innovative solutions in higher education.

Purpose: In this study, we examine whether teacher actions we previously identified in the DBL literature as important in facilitating learning processes and student supervision are present in current DBL engineering practices.

Sample: The sample (N=16) consisted of teachers and supervisors in two engineering study programs at a university of technology: mechanical and electrical engineering. We selected randomly teachers from freshman and second-year bachelor DBL projects responsible for student supervision and assessment.

Design and method: Interviews with teachers, and interviews and observations of supervisors were used to examine how supervision and facilitation actions are applied according to the DBL framework.

Results: Major findings indicate that formulating questions is the most common practice seen in facilitating learning in open-ended engineering design environments. Furthermore, other DBL actions we expected to see based upon the literature were seldom observed in the coaching practices within these two programs.

Conclusions: Professionalization of teachers in supervising students need to include methods to scaffold learning by supporting students in reflecting and in providing formative feedback.  相似文献   

12.
The aim of the study was to explore the tensions, as experienced by student teachers, in a teacher education program that is based on psychodynamic theory. Previous research shows that students have had orientation problems in innovative university studies because it involves students having to take steps toward their discomfort zone. It was therefore considered important to study the mismatch or match of the training model and student experiences. The data were gathered through student interviews. The data analysis utilized a case study methodology and proceeded from thematic network analysis toward a deeper interpretation of the data. The analysis shows students struggle to understand the meaning and practices of psychodynamic-oriented pedagogy. The analysis also shows that students were unable and unwilling to share their learning experiences with students outside the new program. This can be understood as a tension between different conceptual understandings of learning.  相似文献   

13.
This paper reports on preliminary findings from ongoing design-based research being conducted in the fully online Master of Arts in Teacher Leadership (MTL) program at a small, Midwest public university. Researchers are using the Quality Matters (QM) and Community of Inquiry (CoI) frameworks to guide the iterative redesign of core courses in the program. Preliminary results from the redesign of one course suggest that such approach can improve student learning outcomes. Results also support the efficacy of the QM and CoI theoretical frames, and the usefulness of design-based approaches in online learning.  相似文献   

14.
Abstract

In the neo-liberal context of a UK university, responding to student feedback in order to raise student satisfaction levels is important in improving National Student Survey (NSS) scores. This article focuses on the impact of a UK university’s new student feedback questionnaire - for individual modules - which used the NSS questions. The research draws on survey data (N?=?101) to identify lecturers’ views and three student focus groups. The outcomes raised issues relating to performativity, professionalism and ‘provision’, the latter defined as the university’s contract with each student, including the aspects that affect the student learning experience but are beyond the lecturers’ control, for example, class sizes and timetables. The results indicate that by recognising the impact of provision university managers may be better able to develop systemic improvements to student experience and (in the UK) a corresponding uplift in NSS and Teaching Excellence Framework (TEF) results. The article puts forward a model linking performativity, professionalism and provision to the relationships between university managers, academics and students. This model could enrich understandings of professionalism and performativity, extend the range of issues affecting student experience in SETs and support data analysis in future research studies.  相似文献   

15.
ABSTRACT

Evidence shows flipped learning increases academic performance and student satisfaction. Yet, often practitioners flip instruction but keep traditional curricula and assessment. Assessment in higher education is often via written exams. But these provide limited feedback and do not ask students to put knowledge into practice. This does not support the tenets of flipped learning. For two years, the author flipped instruction but retained traditional curricula and assessment. However, on the author’s current course, all three aspects were redesigned to better support flipped learning. The aim of this research is to test the effectiveness of this redesign regarding student engagement and satisfaction. Thus, it is asked: How, on this course, can meaningful, continuous assessment be provided as well as effective, personalized feedback, while staying in line with the philosophy of flipped learning? Action research took place from September 2016 to June 2017. Quantitative data from a student survey, and qualitative data from a research diary and student focus group were gathered. What emerged is: a little-and-often assessment approach is effective for learning and engagement; tasks must be authentic and test demonstration of knowledge, not memory; quality, not quantity, is key for student learning; and students desire individualized feedback.  相似文献   

16.
Rhonda Di Biase 《Compare》2019,49(4):565-583
In efforts to improve the quality of education, the disparity between policy and practice in implementing learner-centred pedagogy has been well-documented. Acknowledging these challenges, this study investigated active learning reform using design-based research, an interventionist methodology in the Maldives. The intervention specifically sought to address the policy-practice gap through the development of a structured model of active learning, drawing on recommendations in the literature and moving beyond the simple dichotomy of teacher-centred versus learned-centred pedagogy. Teachers’ enactment of the model was studied within a Maldivian island school. The data identified enabling conditions in teachers’ use of the intervention: the pedagogical model needs to be clearly and simply articulated; promote a staggered approach to reform; and reflect and respect local priorities. These were converted into design principles – an outcome of design-based research intended to inform the work of others enacting similar reforms.  相似文献   

17.
Understanding how young adolescent learners interact with mobile vocabulary learning applications can aid them in becoming more engaged with the information and feedback they are receiving. Inspired by the literature on learner-oriented feedback practice, this study asked two research questions: 1) what kind of feedback from the mobile apps can predict their learning experience, and 2) what features are useful in the support of self-assessment practice? Both survey data (n = 259) and interview data (n = 12) were collected from students at a junior school in southern China. Quantitative analysis suggests that high levels of satisfaction and perceived usefulness are associated with two factors: 1) visualizing the learning gaps with reference to external standardized tests and curricula, and 2) encouraging independent rather than social learning strategies. The qualitative data identified four main features or principles which may support young adolescent learners’ use of apps for self-assessment practice: 1) explicit links to curricula and tests; 2) immediate feedback on answers and learning strategies with more similar tasks; 3) maintaining relationships with teachers and peers, and 4) emotional support. Implications include the integration of quick automatic feedback to app users, clear alignment of self-assessment tasks with national curriculum and tests, and stronger emotional and cognitive support from both peers and instructors.  相似文献   

18.
《学习科学杂志》2013,22(1):43-76
This article examines why cognitively oriented technology innovations, designed to foster deep thinking and learning, have not become widespread in K?12 schools. We argue a key reason is that most design-based research does not explicitly address systemic issues of usability, scalability and sustainability. This limitation must be overcome if research is to create usable knowledge that addresses the challenges confronting technology innovations when implemented in real-world school contexts. This is especially important in an era when political forces push schools away from the cognitively rich, inquiry-oriented approaches espoused by the Learning Sciences. We suggest expanding our conception of design-based research to include research on innovations in the context of systemic reform as a potential solution to the problem. To that end, we introduce research questions and issues arising from our own experiences with a technology-rich innovation in the context of a systemic reform initiative as a starting point in the creation of an expanded design-based research agenda. These questions and issues have important implications for both the continued viability of research on technologies for learning and on the future of technology use in schools that stems from such research.  相似文献   

19.
Action learning is based on three educational principles—reflection, community, and action—that interrelate and reinforce each other to support ongoing learning about experiences in the workplace. This study explains how an action learning program established for a small group of science teachers in a secondary high school lasted for two years. In this study feedback in the form of student interviews about teaching and learning were introduced to the teacher discussions to enhance the process of action learning. The student feedback gave the teachers an alternative perspective on their experiences and were a catalyst for reflection that helped the teachers to sustain their learning over a period of two years.  相似文献   

20.
This paper explores 122 secondary school students’ perceptions of the choral learning environment. A survey questionnaire was developed taking into consideration the responses of a pilot study in which students were requested to list what they liked and disliked about the choir. The participants rated their degree of agreement on a five-point scale on psychosocial and other perspectives of choral learning. Three research questions were posed: (1) What are Singaporean secondary school students’ perceptions of choral learning? (2) Are there any gender differences in their perceptions of choral learning? (3) Are there any across school differences in their perceptions of choral learning? The findings of the study were discussed from the perspective of Singapore’s education and learning environment research.  相似文献   

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