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1.
Our research project was guided by the assumption that students who learn to understand phenomena in everyday terms prior to being taught scientific language will develop improved understanding of new concepts. We used web‐based software to teach students using a “content‐first” approach that allowed students to transition from everyday understanding of phenomena to the use of scientific language. This study involved 49 minority students who were randomly assigned into two groups for analysis: a treatment group (taught with everyday language prior to using scientific language) and a control group (taught with scientific language). Using a pre–post‐test control group design, we assessed students' conceptual and linguistic understanding of photosynthesis. The results of this study indicated that students taught with the “content‐first” approach developed significantly improved understanding when compared to students taught in traditional ways. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 529–553, 2008  相似文献   

2.
High school biology students who were taught by the simulation game method had comparable achievement gains to the students who were taught using worksheets. The three simulation games used in this study were able to teach factual information as well as the worksheet activities. This effect was constant across ability and sex. There were no significant differences in the retention scores of high ability students utilizing gaming. Also, there was no significant difference in the scores of low ability students utilizing worksheets and low ability students using games. Students' sex was significantly related with retention in the three-way interaction of treatment by ability by sex. Low ability females using simulation games scored higher on retention than low ability females utilizing worksheets. Low ability males utilizing worksheets scored higher on retention than low ability males using simulation games.  相似文献   

3.
This study investigated the effects of using the cooperative concept mapping (CCM) teaching approach on secondary school students’ motivation in biology. A non equivalent control group design under the quasi-experimental research was used in which a random sample of four co-educational secondary schools was used. The four schools were randomly assigned to four groups. Each school provided one Form Two class. The study sample comprised of 156 second grade students in the secondary school cycle (Form Two students) in Gucha District, Kenya. Students in all the groups were taught the same biology content but two groups, the experimental groups, were taught using the CCM approach while the other two, the control groups, were taught using regular teaching methods. Two groups, one experimental and one control, were pre-tested prior to the implementation of the CCM intervention. After four weeks, all four groups were post-tested using the students motivation questionnaire (SMQ). Data were analysed using the t-test, ANOVA and ANCOVA. The results show that students exposed to the CCM approach have significantly higher motivation than those taught through regular methods. The results further indicate that there is no statistically significant gender difference in motivation towards the learning of biology among secondary school students exposed to CCM. The researchers conclude that CCM is an effective teaching approach, which biology teachers need to incorporate in their teaching.  相似文献   

4.
The present study investigates and compares the influence of teaching Realistic Mathematics on the development of mathematical competence in kindergarten. The sample consisted of 231 Greek kindergarten students. For the implementation of the survey, we conducted an intervention, which included one experimental and one control group. Children in the experimental group were taught Realistic Mathematics according to the principles of Realistic Mathematics Education. The control group was taught mathematics following the basic pedagogical principles of curriculum for kindergarten students. In order to evaluate the mathematical performance of children we used the Test of Early Mathematics Ability (TEMA-3). The results showed that the teaching technique with the use of Realistic Mathematic Education contributed significantly to the development of mathematical competence of young children. Moreover, factors such as gender, age and nonverbal cognitive ability, did not seem to differentiate the development of mathematical competence of children.  相似文献   

5.
The purpose of this study is to investigate if information and communications technology (ICT) helps improve kindergarten students’ basic mathematical achievement regarding addition. Our research compares the level of mathematical competence of the students taught using our ICT oriented learning method which specifically takes advantage of ‘Realistic Mathematics Education’ (RME) for the concept of addition, as opposed to traditional teaching methodology. The designed software consisted of a story and several activities with and without the use of computers for addition. It was designed following the background of the RME theory. The study dealt with kindergarten students in Crete, who were divided into two groups (experimental and control). The experimental group consisted of 165 students who were taught addition with the support of computers. There were 170 students in the control group which were not exposed to the computer oriented curriculum. Students in both groups were pre-tested and post-tested for their mathematical achievement. The results of the study indicated that teaching and learning through ICT is an interactive process for students at the kindergarten level and has a positive effect for the learning of addition using the background of the RME theory. Also, the most important result of this study was that this teaching intervention appeared to be more effective for the kindergarten students with medium-level mathematical abilities.  相似文献   

6.
ABSTRACT

The aim of this study is to investigate the effectiveness of digital materials designed for the use of teachers and students in teaching concept skills to students in need of special education. The concept of the long term was included in the study. As a research model, a single-subject research model and a multiple-probe model were used. The participants of the study consisted of 4 students from different disability groups with the appropriate sampling method. In the study, data forms prepared by the researcher were used as data collection tools. According to the data obtained from the data forms, it was observed that 4 students who participated in the study learned the concept in different time intervals by using digital materials. In general terms, it was observed that all of the students learned the long concept, which is the concept to be taught. By using digital materials, it is concluded that students who are in need of special education support students’ individual learning skills independently of time and place and this was supported by teachers’ opinions.  相似文献   

7.
The purpose of this study is to compare and evaluate the effectiveness of computer assisted teaching of geometry shapes and an interactionist approach to teaching geometry in kindergarten versus other more traditional teaching methods. Our research compares the improvement of the children’s geometrical competence using two teaching approaches. The first one employs our ICT oriented learning method specifically targeting Realistic Mathematics Education (RME) and the van Hiele model for geometry shapes. The second method is based on the interactionist approach of teaching children in kindergarten. The sample consisted of 139 Greek kindergarten children from Crete. We conducted interventions based on the above two methods, in two experimental groups. The first experimental group consisted of 50 children who were taught geometry shapes according to the principles of Realistic Mathematics Education with the use of appropriate educational software. The second experimental group consisted of 45 children who were taught about geometry shapes with an interactionist approach without the use of computers. The control group consisted of 44 children and was taught about geometry shapes following the ways teachers chose to put the basic pedagogical principles of Curriculum for kindergarten into practice without the use of ICT. Children in all groups were pre-tested and post-tested for their geometry performance. The results showed that the teaching approaches of our interventions, the one with the additional use of ICT and the interactionist one, contribute significantly more to the development of kindergarten children’s geometry competence as compared to other traditional methods.  相似文献   

8.
Feedback is important for learning. However, there are different types of feedback, and not all feedback is effective. Here we introduce recursive feedback (RF), which occurs when tutors observe their pupils use what they have been taught. Two experiments examined the value of RF during learning by teaching. In the first study adults taught another adult face to face about human biology. Those participants who observed their pupil interact with an examiner exhibited superior learning relative to individuals in several control conditions that included elements of learning by teaching but not RF. The second study examined whether RF benefits extend to teaching computerized teachable agents in regular classrooms. High school students played games in which they induced logical rules. Students taught their agent the governing rules. They received RF when they observed their teachable agent play a prediction game against a second competitor agent. On a posttest, these students exhibited greater abilities to use logic to solve novel problems compared to students in control conditions who received direct feedback by playing against the competitor agent themselves. RF may further generalize to nonteaching situations that also involve a production–appropriation cycle, such as do-it-yourself projects in which people have a chance to learn from how other people take up their handiwork.  相似文献   

9.
This study investigated the influence of two different explicit instructional approaches in promoting more informed understandings of nature of science (NOS) among students. Participants, a total of 42 students, comprised two groups in two intact sections of ninth grade. Participants in the two groups were taught environmental science by their regular classroom teacher, with the difference being the context in which NOS was explicitly taught. For the “integrated” group, NOS instruction was related to the science content about global warming. For the “nonintegrated” group, NOS was taught through a set of activities that specifically addressed NOS issues and were dispersed across the content about global warming. The treatment for both groups spanned 6 weeks and addressed a unit about global warming and NOS. An open‐ended questionnaire, in conjunction with semistructured interviews, was used to assess students' views before and after instruction. Results showed improvements in participants' views of NOS regardless of whether NOS was integrated within the regular content about global warming. Comparison of differences between the two groups showed “slightly” greater improvement in the informed views of the integrated group participants. On the other hand, there was greater improvement in the transitional views of the nonintegrated group participants. Therefore, the overall results did not provide any conclusive evidence in favor of one approach over the other. Implications on the teaching and learning of NOS are discussed. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 395–418, 2006  相似文献   

10.
《学校用计算机》2013,30(1-2):75-91
Abstract

A mature mathematics teacher (one in the latter stages of a successful career in teaching secondary mathematics) sought support in making a paradigm shift to a technology-integrated pedagogy in the context of a state's emerging standards-based curriculum. The teacher had concerns regarding his ability to make the paradigm shift, but he was willing to make the effort because he believed that integrating technology as an instruction/production tool would increase student achievement in mathematics. This article describes the teacher's experience. Students in two of his three high school geometry classes were introduced to altered teaching methods involving technology. The first class created instructional modules using presentation and Web page software, and a second class used student-created instructional modules. A third geometry class received traditional instruction based on text and lecture. Two topics, angles and circles, were taught using this format. Another topic, lines, was taught traditionally to all three classes. Interestingly, students across the three groups had numerically higher end-of-unit test scores for both lines and circles, much more acceptable to the teacher, than for angles. Recommendations are in order in regard to teacher support for technology integration.  相似文献   

11.
Gender differences and styles in the use of digital games   总被引：1，自引：0，他引：1  
This paper reports work in progress investigating gender differences and styles in the use of digital games amongst advanced level biology students. It is an elaboration on previous work exploring the relationship between cognitive style and academic performance in Maltese students taking biology at advanced level. In this previous work the cognitive style of 581 (212 male and 369 female) advanced biology students was correlated with their academic performance in five different subjects. Pearson's correlation showed that the wholist–analytic dimension, the verbal–imagery dimension, and gender were not correlated. Regression analysis showed that none of the style dimension combinations had a significant effect on performance in any of the subjects. However, gender proved to be a stronger determinant of performance. These results were interpreted from a cognitive neuroscience perspective. Numerous studies have consistently found gender differences in language and visuospatial skills. Female superiority is seen on tests of both receptive and productive language, and on more complex tasks such as making analogies and creative writing. Males have an advantage in visuospatial reasoning, being more adept at performing disembedding and internal spatial transformations. In view of these results and the constantly reported gender difference in the use of digital games, this paper describes the initial stage of an investigation about gender‐determined propensities to digital media. Different studies claim that males dedicate more time than female students to playing digital games. A marked emphasis on the use of particular game genres by the different sexes is also reported. This reported phenomenon is investigated within the context of Maltese students taking advanced biology. Through a questionnaire, data were collected about the time students spend playing digital games, their preferred platform, and their preferred games. Data were analysed to establish gender differences in the time spent on playing digital games, the preferred platform, the most popular digital games amongst males and female students, and the preferred game genre. The results are interpreted from neurocognitve and psychosocial perspectives. Suggestions are made for possible integration of digital games in learning.  相似文献   

12.
Many topics that are taught in supply chain management (SCM) programs include elements of variability and risk. With quantitative tools in particular, it is assumed that the decision makers using the tools are risk neutral, which is typically not the case in real-life decision situations. The topic of an individual's attitude toward risk has received limited attention in SCM literature and is not a high-profile topic in SCM textbooks. The teaching exercise presented in this paper uses two games—roulette and a SCM simulation—to provide students with an assessment of their own attitude toward risk, and in doing so, facilitates a classroom discussion of risk and risk attitude. These games were developed by the authors and can be played either within Excel or a web application.  相似文献   

13.
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14.
ABSTRACT

The purpose of this study was to investigate the effectiveness of the advance organiser model (AOM) on students’ academic achievement in learning work and energy. The design of the study was quasi-experimental pretest–posttest nonequivalent control groups. The total population of the study was 139 students of three sections in Endabaguna preparatory school in Tigray Region, Ethiopia. Two sections with equivalent means on the pretest were taken to participate in the study purposely and one section assigned as the experimental group and the other section assigned as the control group randomly. The experimental group was taught using the lesson plan based on the AOM, and the control group was taught using the lesson plan based on the conventional teaching method. Pretest and posttest were administered before and after the treatment, respectively. Independent sample t-test was used to analyse the data at the probability level of 0.05. The findings of the study showed that the AOM was more effective than the conventional teaching method with effect size of 0.49. This model was also effective to teach male and female students and objectives namely understanding and application. However, both methods were equally important to teach work and energy under the objective knowledge level.  相似文献   

15.
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16.
Teaching method is a major factor that affects students’ motivation to learn physics. This study investigated the effects of using mastery learning approach (MLA) on secondary school students’ motivation to learn physics. Solomon four non-equivalent control group design under the quasi-experimental research method was used in which a random sample of 4 co-educational secondary schools was obtained in Kieni East Division of Nyeri District in Kenya. The 4 schools were randomly put into 4 groups. Each school provided 1 Form Two class for the study; hence, a total of 161 students were involved. The students were taught the same physics content. In the experimental groups, MLA teaching method was used while the regular teaching method was used in the control groups. The researchers trained the teachers in the experimental groups on the technique of MLA before the treatment. Two groups were pre-tested prior to the implementation of the MLA treatment. At the end of treatment period, all the 4 groups were post-tested using a validated Students’ Motivation Questionnaire, whose reliability coefficient was 0.76. Data were analysed using the t test, analysis of variance and analysis of covariance. The results of the study show that students exposed to MLA have significantly higher motivation than those taught through regular methods. Gender has no significant influence on their motivation to learn physics. The researchers conclude that MLA is an effective teaching method in motivating students; hence, physics teachers should incorporate it in teaching.  相似文献   

17.
Our goals in this study were to explore the type of written questions students ask after reading one or more chapters from their textbook, and to investigate the ability of students to improve their questions during the course of a single semester. In order to classify student's questions we used a taxonomy that we have developed specifically for this purpose. Two comparable populations were examined: Undergraduate students in a large, introductory biology class who were taught in traditional lecture format, and students in a similar class who were taught in cooperative/active learning style. After the taxonomy was presented to the active learning class, more students were able to pose better, written questions. Their questions became more insightful, thoughtful, and content‐related, and were not easily answered by consulting the textbook or another readily available source. The best questions could be recast as scientific research questions (i.e., hypotheses). In contrast, when the taxonomy was presented to students in the traditionally taught class, the quality of student‐posed questions was largely unchanged. Various explanations for the difference in outcomes are discussed, and methods are suggested about how generally to encourage students' questions and to improve their question‐asking skills regardless of overall teaching style. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 854–870, 2000  相似文献   

18.
The prevalence of women in the teaching profession has been claimed by various scholars to be responsible for the low school performance among boys. Based on this claim there have been widespread calls for increasing the share of male teachers as a means of improving boys' school performance. There is, however, very little empirical evidence supporting the claim that boys do in fact benefit from being taught by male teachers. Drawing on data from the 2007 Trends in International Mathematics and Science Study and the 2006 Progress in International Reading Literacy Study, this paper examines the relationship between teacher gender and boys' and girls' respective school performance in a sample of 146,315 elementary school students from 21 countries. It finds that boys do not benefit from being taught by male teachers, neither in mathematics nor in reading. In some countries, however, girls seem to profit from being taught by female teachers.  相似文献   

19.
The benefits of using digital games in the curriculum are well documented in literature. Most teachers who use digital games use short-form drill-and-practice learning games rather than the kinds of games most students would choose to play in their free time. The use of more interactive, immersive digital games (IDGs) in classrooms tends to be sporadic, dependent upon the enthusiasm and ingenuity of individual teachers. Previous studies have indicated that many teachers have concerns about using digital games in classrooms and have difficulties knowing how to best use digital games. This qualitative study presents a professional development model for teachers that was inductively derived through analysing in-depth, semi-structured interviews with 13 educators who have used digital games in the classroom. Implementing this model can help teachers develop attitudes and skills necessary to meaningfully use interactive, IDGs in their classrooms. Evidence suggests that a mentor should have a strong understanding of how to use digital games effectively in classrooms, work with small cohorts of teachers to collegially plan the use of digital games within a unit of class work, trial the unit of work with a small number of enthusiastic teachers, and then implement it with the remaining teachers. This approach is based on interviews with educators who have successfully mentored teachers in their schools to use interactive, IDGs in their classrooms. These educators encountered little resistance from their teaching colleagues. Their approach further supported teachers who were open to the possibilities of using digital games in their classrooms.  相似文献   

20.
The aim of this study was to find out whether the achievement of high school social studies students differs significantly according to whether they are taught by the reflective teaching method or the lecture approach method. A stratified random sample of 215 year three social studies students was randomly assigned to two groups: 107 students into the reflective approach group and 108 into the lecture approach group. An achievement test was used as the pre‐ and the post‐test. The means of the aggregate mean performance scores were compared by the use of Student's t‐test. There was no significant difference between the two groups on the pre‐test scores but there was a significant difference between the post‐test scores, in favour of the group taught by the reflective approach method.  相似文献   

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