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1.
Murat Gunel Brian Hand Vaughan Prain 《International Journal of Science and Mathematics Education》2007,5(4):615-637
This study is a secondary analysis of six previous studies that formed part of an ongoing research program focused on examining
the benefits of using writing-to-learn strategies within science classrooms. The study is an attempt to make broader generalizations
than those based on individual studies, given limitations related to sample sizes, topics, and classroom contexts. The results
indicated that using writing-to-learn strategies was advantageous for students compared to those students working with more
traditional science writing approaches. Using diversified types of writing enabled students in treatment groups to score significantly
better on conceptual questions and total test scores than those in comparison groups. Importantly, when the cognitive demand
of the question is increased from an extended recall to a design type question, there are significant performance differences
between comparison and treatment groups in favour of treatment. The authors argue that the use of writing-to-learn strategies
requires students to re-represent their knowledge in different forms and, as such, greater learning opportunities exist. Traditional
writing strategies tend to favour replication of knowledge rather than re-representation knowledge. 相似文献
2.
Robyn Woodward‐Kron 《高等教育研究与发展》2007,26(3):253-268
Language and learning advisers and non‐English speaking background (NESB) postgraduate students negotiate complex territory when working together to improve students’ texts. However, the individual writing consultation is sometimes conceptualised one‐dimensionally by faculty as a form of editing. The writing consultation with NESB postgraduate students has also received only sporadic attention in the higher education literature. This paper provides a contextual, discourse analytical account of one writing consultation between a faculty‐based language adviser and a Master of Public Health NESB student. The findings show that the consultation was a dynamic exchange druing which a range of meanings were negotiated. The findings also show that the adviser scaffolded the student’s academic writing and learning in a number of ways. More research is needed in different teaching contexts and at various stages of students’ writing in order to provide a greater understanding of the writing support consultation to inform guidelines for providing individual language support to NESB postgraduate students. 相似文献
3.
4.
Norman Prescott 《Pastoral Care in Education》2013,31(2):109-115
In 2002, the UK Government set the target of increasing participation in higher education to 50% of 18–30 year olds by 2010, with a particular focus on young people from ‘non‐traditional backgrounds’. In order to increase this participation, a range of initiatives have been introduced in an effort to encourage young people to enter post‐16 education. One significant initiative is Aimhigher, which specifically targets lower socio‐economic groups and aims to raise the attainment and aspirations of young people. This paper emerges from research conducted in 2008 into post‐16 withdrawal rates amongst Aimhigher students in the South East of England. Drawing from interviews and case studies with young people, further education (FE) colleges and schools, the paper argues that students benefit significantly from the intensive pastoral support provided in Aimhigher target schools, but that this is rarely carried over into FE. Although there is often significant pastoral support provided to students in FE, it is often quite disparate from that provided in Aimhigher schools and suffers from low take up. Whilst previous research investigating student withdrawal has focused on individual factors (socio‐economic status and ethnicity) or institutional factors (the labour market), this paper highlights the views of young people and argues that, through establishing effective and cohesive mentoring schemes, schools and FE colleges have a substantial role to play in reducing student withdrawal. 相似文献
5.
Most scientific endeavors require science process skills such as data interpretation, problem solving, experimental design, scientific writing, oral communication, collaborative work, and critical analysis of primary literature. These are the fundamental skills upon which the conceptual framework of scientific expertise is built. Unfortunately, most college science departments lack a formalized curriculum for teaching undergraduates science process skills. However, evidence strongly suggests that explicitly teaching undergraduates skills early in their education may enhance their understanding of science content. Our research reveals that faculty overwhelming support teaching undergraduates science process skills but typically do not spend enough time teaching skills due to the perceived need to cover content. To encourage faculty to address this issue, we provide our pedagogical philosophies, methods, and materials for teaching science process skills to freshman pursuing life science majors. We build upon previous work, showing student learning gains in both reading primary literature and scientific writing, and share student perspectives about a course where teaching the process of science, not content, was the focus. We recommend a wider implementation of courses that teach undergraduates science process skills early in their studies with the goals of improving student success and retention in the sciences and enhancing general science literacy. 相似文献
6.
Geoffrey R. Kain 《Community College Journal of Research & Practice》2013,37(4):439-446
My Colleague, Dr. Eileen Landis‐Groom, and I are professors of English at Embry‐Riddle Aeronautical University, she on the Prescott, Arizona campus, and I on the Daytona Beach, Florida, campus. This past semester we began an experimental composition project that centers on the students’ exchanging papers and paper critiques between the two campuses. We believe that writing students engaged in the correspondence project have better realized particular instructional goals than they would have in the traditional closed‐classroom environment; student assessment of the project indicates that they, too, are confident that the method allowed them to improve their writing more than more traditional methods might have. The project has challenged their understanding of the audience‐purpose‐style relationship, demanded a much more concentrated effort in composing written evaluations of student writing, and allowed for a valuable exchange of place‐oriented information across a great geographic distance. The correspondence method of teaching writing insists on the nature of writing as dialogue by replacing the “general,” hypothetical audience with the concrete individual, combines key features of collaborative learning, peer review, and process orientation, and focuses on the critique as a composition in itself. 相似文献
7.
Liz McDowell 《Assessment & Evaluation in Higher Education》1993,18(3):187-204
It was found through a student survey using questionnaires and group interviews at the University of Northumbria that an increased emphasis on skills development and active teaching and learning methods introduced through the Enterprise in Higher Education Initiative was more problematic for part‐time than for full‐time students. This seemed paradoxical since part‐time students have greater life experience to draw on and strong links with the world of work. This article aims to stimulate thinking about the particular needs of part‐time students. If enterprise education is to be successful for them, attention needs to be paid to their motivations for studying and their views of learning. Explicit recognition of their existing levels of knowledge and skills is helpful. Course activities which encourage students to link their working situation and their academic learning are of vital importance. 相似文献
8.
Richard Hickman 《The International Journal of Art & Design Education》2007,26(3):314-324
This article is an account of a pilot project designed to help art & design teachers in training use their particular strengths to report on classroom observation through visual art. The project is underpinned by the notion that the arts provide a particular way of knowing and that teaching should be student‐centred. I argue that if the arts can be seen to be a particular way through which we can understand the world then they can be used as both a pedagogical tool and possibly a vehicle for collecting data and reporting research. A group of 19 student teachers of art & design were given tasks which involved reporting on their school placement experience via a visual art form rather than through a text‐based form such as writing. The resulting images were discussed in a seminar and a sub‐group of three students was purposely selected for interviews. It was found overall, the students valued the approach taken and that they gained valuable insights into their professional placements through adopting an art‐based approach to educational research. As a result, I advocate in this article a greater use of arts‐based approaches to research which explores educational experience, not only in the arts, but in all areas of teaching and learning. 相似文献
9.
This study summarizes the results of a quantitative synthesis of the retrievable primary research dealing with the effects of new science curricula on student performance. This study synthesizes the results of 105 experimental studies involving more than 45,000 students and utilizes the quantitative synthesis perspective to research integration known as meta-analysis (Glass, 1976). A total of 27 different new science curricula involving one or more measures of student performance are included in this meta-analysis. Data were collected for 18 a priori selected student performance measures. The results of this meta-analysis reveal definite positive patterns of student performance in new science curricula. Across all new science curricula analyzed, students exposed to new science curricula performed better than students in traditional courses in general achievement, analytic skills, process skills, and related skills (reading, mathematics, social studies and communication), as well as developing a more positive attitude toward science. On a composite basis, the average student in new science curricula exceeded the performance of 63% of the students in traditional science courses. 相似文献
10.
Limited research has been conducted on how to incorporate computer-supported collaborative learning into translation instruction despite the potential benefits. A study was conducted with a group of college English majors in China to examine the effects of using a social annotation tool to encourage student interaction during translation activities. The results showed that students made greater improvement when they completed the translation assignments with the support of a social annotation tool than when they completed the assignments in the traditional way. In addition, students had a positive attitude toward the use of the social annotation tool. 相似文献
11.
There is substantial evidence that scientific teaching in the sciences, i.e. teaching that employs instructional strategies that encourage undergraduates to become actively engaged in their own learning, can produce levels of understanding, retention and transfer of knowledge that are greater than those resulting from traditional lecture/lab classes. But widespread acceptance by university faculty of new pedagogies and curricular materials still lies in the future. In this essay we review recent literature that sheds light on the following questions:
We conclude that widespread promotion and adoption of the elements of scientific teaching by university science departments could have profound effects in promoting a scientifically literate society and a reinvigorated research enterprise. 相似文献
- What has evidence from education research and the cognitive sciences told us about undergraduate instruction and student learning in the sciences?
- What role can undergraduate student research play in a science curriculum?
- What benefits does information technology have to offer?
- What changes are needed in institutions of higher learning to improve science teaching?
12.
Journal writing is a popular technique for encouraging student-teachers to reflect on their professional practice during field experience placements. This paper explores the role and importance of journal feedback in developing students' reflective skills. Weekly journal entries were submitted by 35 student-teachers during a 6-week field placement. Students received individual feedback on each journal entry that focused on either the level of reflection attained in their writing or the particular issues that their entries addressed. Within these groups, the type of feedback provided was further varied according to the level of questioning and challenge with which students were confronted (high versus low). The relative effectiveness of the four different types of feedback in improving student journal writing and facilitating reflection on practice is examined. Although students in all conditions reported positive aspects of the feedback they received, feedback that focused on the level of reflection attained was more effective in bringing about improvement in journal writing than feedback that focused on teaching issues. Such feedback, combined with issue-related questions and comments designed to challenge the student and encourage consideration of alternative perspectives, would appear to offer the most effective strategy for enhancing the effectiveness of journal writing as a learning tool. 相似文献
13.
Lena Raved 《International Journal of Science Education》2013,35(9):1219-1243
The twenty‐first century is characterized by multiple, frequent and remarkable scientific advancements, which have a major effect on the decisions that govern everyday life. It is therefore vital to give proper comprehensive scientific education to the population and provide it with the right tools for decision‐making. This in turn requires that we foster a positive attitude among students towards science studies and encourage them to choose sciences as their major subjects. The following study examines 10th‐grade high school students in an attempt to understand and document the influential factors underlying their attitudes towards science studies. The study is conducted through a qualitative research methodology, gathering data based on interviews. This methodology exposes the students’ feelings, views and beliefs, and explores the characteristics of the factors influencing students’ attitudes. Of these factors, we found the most significant for high school students to be interpersonal interaction between teacher and student, the relevance and authenticity of the topics being studied, and the diversity of the teaching methods. We therefore suggest that these three elements should be given particular emphasis by teachers and teacher educators. 相似文献
14.
The development of videodiscs for science instruction in public schools requires a recognition of the unique characteristics of the public school environment and a sensitivity to the persistent problems associated with science instruction. This report discusses the conceptualization, development, and formative evaluation of a series of science education videodiscs. The discs were designed to enhance the efforts of teachers working in both individual and group instructional settings. In presenting the content, particular attention was given to the “effective instruction” research literature and more subject-matter–specific problems such as those associated with the use of terminology and the fragmentation of information. The formative data indicated that videodisc programs can enhance the effectiveness of teachers and substantively impact student achievement and attitudes. 相似文献
15.
Thomas H. Briggs 《Clearing house (Menasha, Wis.)》2013,86(2):80-84
It is widely accepted that including writing activities in the learning process positively impacts student achievement and leads to greater depth of student understanding. This writing is often missing in the math classroom though, when the focus is misplaced on rote procedures. In these classrooms students learn mathematical processes but have little depth of understanding into the mathematical foundations, nor have an ability to clearly express their mathematical reasoning. This article promotes the use of Internet-based chat, forums, and blogs as the environment in which necessary mathematical writing can occur. Zemelman, Daniels, and Hyde provide a best practice framework through which the benefits of chat, forum, and blog writing are obvious. Student engagement with material increases in a cooperative environment, where a real audience and purpose for writing is clear, and student ownership in personal learning grows. In addition, students mature in traditional reading and writing literacy and further develop critical thinking skills. 相似文献
16.
Written and oral communications and the processes of writing and reading are highly valued within the scientific community; scientists who communicate well are successful in gaining recognition and support from members of their own communities, the research funding agencies, and the wider society. Yet how do scientists achieve this proficiency? Are expert scientists equally expert writers in and of science? Do scientists' perceptions of the nature of science influence their writing strategies and processes, and their beliefs about the role of writing in knowledge construction? This study used a questionnaire and semistructured interviews to document these perceptions, strategies, processes, and beliefs in a nonrandom sample of Canadian university scientists and engineers. The results indicate that the scientists subscribed to a contemporary evaluativist view of science, used common writing strategies, held similar beliefs about scientific writing and nonscientific writing, and agreed that writing generates insights and clarifies ambiguity in science. The engineers held a different view of technology than the common views of science or technology as simply applied science. These findings were slightly different than those found for American scientists from a large land‐grant university. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 338–369, 2004 相似文献
17.
Zvia Fund 《Teachers and Teaching》2013,19(6):679-701
Despite continuing interest in teacher reflection and an extensive body of research on peer assessment, the interaction between these areas has not been sufficiently investigated. This study on reflection and peer feedback is part of an ongoing action research addressing the design and pedagogical model of a theoretically oriented teacher training course. The course comprised face‐to‐face lessons followed by written reflections of the student‐teachers concerning their learning experiences. These reflections were presented for peer feedback – thereby initiating a community of reflecting peers (‘co‐reflection’) – and were additionally subjected to instructor feedback under two conditions (full vs. diluted). Student‐teachers’ perception of their professional development that resulted from these co‐reflecting communities were quantitatively evaluated (using a self‐reported questionnaire) over a three‐year period. An enhanced positive effect over the three‐year period was found – regardless of the instructor feedback condition – as well as significant differences between parallel groups (higher for science vs. mathematics student‐teachers). These are described in the first part of the paper, followed by an in‐depth case study analysis in the second section. The case studies reported inclusive analysis of the students’ written reflections and feedback. It provides an insight into the processes of co‐reflection, identifies changes over time in the quality of reflections and feedback, as well as in the personal, professional and social development of the student‐teachers, attempting to identify the mechanisms leading to these changes. Examples are cited to illustrate the ways in which the students developed and what activated their motivation for development. The case studies reveal two developmental models, one of external orientation and the other internal. These are characterized by a willing receiver and willing donor, respectively. The importance of a ‘maturity interval’, when the student is ‘ripe’ for developmental change, was also demonstrated. Offering an appropriate trigger at this mature point may stimulate crucial development. Teacher development is further interpreted in terms of interpersonal variables. The current paper may encourage teacher educators and student‐teachers themselves to incorporate co‐reflecting in their course planning and community planning. Ways may be designed to train student‐teachers to offer and use feedback effectively. For feedback to be valuable, it should be reinforcing, challenging, thorough and sincere, radiate faith, and be of a friendly nature – it should be non‐insulting and non‐judgemental. They may be used for in‐text as well as summary remarks. 相似文献
18.
Teachers’ personal self-efficacy about their ability to motivate students and encourage learning has been shown to affect
the classroom they create and student achievement. Therefore, research has been conducted on ways to increase teacher efficacy
for in-service and pre-service teachers. One area of research that has been explored is the impact of field experiences on
pre-service teachers. This review explores the research on field experiences and tutoring as well as the role these different
experiences may play in pre-service teacher efficacy and knowledge of teaching reading. Overall, researchers have found that
field experiences have varying effects on efficacy; however, researchers have found that tutoring field experiences in particular
have been found to have a positive impact on pre-service teachers’ abilities to teach a particular content (e.g., reading)
to the individual student and to put theory into practice. On the whole, this literature review suggests that we currently
lack research exploring the possible benefits of simultaneously impacting efficacy and reading knowledge in pre-service teachers
through tutoring. 相似文献
19.
Christine Skelton 《Gender and education》1991,3(3):279-289
One of the aims of ‘equal opportunities’ policies is to encourage teachers into non‐traditional areas. Consequently, the early years of schooling has witnessed an increase in the number of men teachers opting for this age‐group. This article focuses on the experiences of 11 early years male teachers. The findings suggest that men teachers undertaking a non‐traditional career option will do little to effect a positive change in female educational inequalities. It will be argued that individual and institutional patterns of masculinity and femininity are so entrenched that as more male teachers enter nursery/infant education, male power secures an even deeper hold. 相似文献
20.
Anne Hume 《高等教育研究与发展》2009,28(3):247-260
This paper traces the development over several years of an initiative involving student journals that was introduced into a tertiary science education course for pre‐service teachers to promote enhanced learning of how to teach science. Very soon after introducing the journals into course work the lecturer began engaging in ‘unplanned’ informal reflection (reflection‐in‐action and reflection‐on‐action) when she witnessed the shallow, often trivial nature of her students’ reflective writing and the lack of pedagogical insights they were gaining from the exercise. Motivated by her own ongoing scholarship the lecturer introduced purposeful coaching of reflective skills into her pedagogy to scaffold students’ learning and promote more useful reflection. The impact of these interventions on students’ reflective capabilities and learning were investigated using a formal action research cycle. Findings indicate that student teachers’ reflective skills improved and resulted in deeper and more focused thinking about how to teach science for learning. 相似文献