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1.
For students to meaningfully engage in science practices, substantive changes need to occur to deeply entrenched instructional approaches, particularly those related to classroom discourse. Because teachers are critical in establishing how students are permitted to interact in the classroom, it is imperative to examine their role in fostering learning environments in which students carry out science practices. This study explores how teachers describe, or frame, expectations for classroom discussions pertaining to the science practice of argumentation. Specifically, we use the theoretical lens of a participation framework to examine how teachers emphasize particular actions and goals for their students' argumentation. Multiple-case study methodology was used to explore the relationship between two middle school teachers' framing for argumentation, and their students' engagement in an argumentation discussion. Findings revealed that, through talk moves and physical actions, both teachers emphasized the importance of students driving the argumentation and interacting with peers, resulting in students engaging in various types of dialogic interactions. However, variation in the two teachers' language highlighted different purposes for students to do so. One teacher explained that through these interactions, students could learn from peers, which could result in each individual student revising their original argument. The other teacher articulated that by working with peers and sharing ideas, classroom members would develop a communal understanding. These distinct goals aligned with different patterns in students' argumentation discussion, particularly in relation to students building on each other's ideas, which occurred more frequently in the classroom focused on communal understanding. The findings suggest the need to continue supporting teachers in developing and using rich instructional strategies to help students with dialogic interactions related to argumentation. This work also sheds light on the importance of how teachers frame the goals for student engagement in this science practice. 相似文献
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Sally Mavor 《Teaching in Higher Education》2013,18(2):183-201
This paper sets out to examine the socio-cultural influences on teaching English for Specific Academic Purposes in a Portuguese university in order to inform the design of appropriate, context-sensitive courses and teaching. Focusing on the students' adjustment to the intellectual culture and the academic literacies required of study in Higher Education, this ethnographic study looked at the wider socio-political issues, the educational backgrounds, and the classroom contexts influencing both the English and the Portuguese learning cultures. In the analysis, the paper finds that neither the Portuguese nor the English contexts take sufficient account of the students' need for acculturation into the analytic approach to academic study expected of them and points to the benefits of fostering a critically informed, meta-cultural approach to the engagement with language, educational values and teaching methodologies. 相似文献
4.
Michael J. Orosco 《Exceptionality》2014,22(4):205-225
Word problems for English language learners (ELLs) at risk for math disabilities are challenging in terms of the constant need to develop precise math language and comprehension knowledge. As a result of this, ELLs may not only need math support but also reading and linguistic support. The purpose of this study was to assess the effectiveness of a word problem–solving strategy called Estratégica Dinámica de Matemáticas (EDM). This strategy was designed to provide math support in the native language based on students' math comprehension levels. A changing criterion multiple baseline design was used to instruct six second-grade Latino ELLs at risk for math disability. As compared with the baseline phase, EDM increased word problem solving for all participants. All students' level of performance were maintained and generalized during follow-up sessions. This study has implications for a native language intervention that focuses on strategy training to facilitate word problem–solving performance. 相似文献
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Kit‐Ling Lau 《Journal of Research in Reading》2009,32(4):366-382
This study examined the relations between students' reading motivation, perceptions of reading instruction and reading amount, together with grade differences, in a Chinese educational context. A total of 1,146 students from 19 secondary schools in Hong Kong voluntarily responded to a questionnaire that measured these three sets of variables. The study's findings indicated that students' intrinsic motivation was most strongly related to their reading amount. Students' perceptions of the reading instruction they received in their Chinese language class were significantly related to their reading motivation, but were only indirectly related to their reading amount, being mediated through reading motivation. Consistent with previous studies, significant grade differences were found in all types of reading motivation, students' perceptions of reading instruction and students' reading amount. The findings indicated that junior secondary students had better self‐efficacy, intrinsic motivation, extrinsic motivation and social motivation than senior secondary students. The largest grade difference was in students' self‐efficacy. Junior secondary students also perceived the reading instruction in their Chinese language class as more mastery‐oriented and read more frequently than senior secondary students. The implications of these findings for understanding Chinese students' reading motivation and for planning effective reading instruction to enhance their motivation are discussed. 相似文献
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Mariela M. Páez 《Equity & Excellence in Education》2013,46(3):311-324
This article describes English language proficiency and bilingual verbal ability for a sample of 209 students aged 10 to 16 from three immigrant groups—Chinese, Dominican, and Haitian. Sources of data included structured student interviews, parent interviews, and individual language assessments. On average, students' English language proficiency was far below their age and grade level with significant differences among the groups. Estimates of students' language ability improved once their skills in their first language were considered as demonstrated by the bilingual verbal ability scores. Results from this study demonstrate the need to consider both English and first language skills in assessing the language abilities of these students and in promoting educational access and equity for recent immigrants. 相似文献
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This teacher development study closely examined a teacher's practice for the purpose of understanding how she selected and implemented instructional materials, and correspondingly how these processes changed as she developed her problem‐based practice throughout a school year. Data sources included over 20 hours of planning and analysis meetings with the teacher and 27 video‐taped lessons with discussions before and after each lesson. Through qualitative analysis we examined the data for: students' cognitive demand for curricular materials the teacher selected and implemented; teacher's beliefs and practices for students' engagement in mathematical thinking; and teacher's and students' communication about mathematics during instruction. We found that the teacher shifted her views and use of instructional materials as she changed her practice towards more problem‐based approaches. The teacher moved from closely following her traditional, district‐adopted textbook to selecting problem‐based tasks from outside resources to build a curriculum. Simultaneously, she changed her practice to focus more on students' engagement in mathematical thinking and their communication about mathematics as part of learning. During this shift in practice, the teacher began to reify instructional materials, viewing them as instruments of her practice to meet students' needs. The process of shifting her views was gradual over the school year and involved substantial analysis and reflection on practice from the teacher. Implications include that teachers and teacher educators may need to devote more attention and support for teachers to use instructional materials to support instruction, rather than materials to prescribe instruction. This use of instructional materials may be an important part of transforming practice overall. 相似文献
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Previous research has demonstrated the potential of examining log-file data from computer-based assessments to understand student interactions with complex inquiry tasks. Rather than solely providing information about what has been achieved or the accuracy of student responses (product data), students' log files offer additional insights into how the responses were produced (process data). In this study, we examined students' log files to detect patterns of students' interactions with computer-based assessment and to determine whether unique characteristics of these interactions emerge as distinct profiles of inquiry performance. Knowledge about the characteristics of these profiles can shed light on why some students are more successful at solving simulated inquiry tasks than others and how to support student understanding of scientific inquiry through computer-based environments. We analyzed the Norwegian PISA 2015 log-file data, science performance as well as background questionnaire (N = 1,222 students) by focusing on two inquiry tasks, which required scientific reasoning skills: coordinating the effects of multiple variables and coordinating theory and evidence. Using a mixture modeling approach, we identified three distinct profiles of students' inquiry performance: strategic, emergent, and disengaged. These profiles revealed different characteristics of students' exploration behavior, inquiry strategy, time-on-task, and item accuracy. Further analyses showed that students' assignment to these profiles varied according to their demographic characteristics (gender, socio-economic status, and language at home), attitudes (enjoyment in science, self-efficacy, and test anxiety), and science achievement. Although students' profiles on the two inquiry tasks were significantly related, we also found some variations in the proportion of students' transitions between profiles. Our study contributes to understanding how students interact with complex simulated inquiry tasks and showcases how log-file data from PISA 2015 can aid this understanding. 相似文献
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Pre‐service teachers face many challenges as they learn to teach in ways that are different from their own educational experiences. Pre‐service teachers often enter teacher education courses with pre‐conceptions about teaching and learning that may or may not be consistent with contemporary learning theory. To build on preservice teachers' prior knowledge, we need to identify the types of views they have when entering teacher education courses and the views they develop throughout these courses. The study reported here focuses specifically on preservice teachers' views of their own students' prior knowledge and the implications these views have on their understanding of the formative assessment process. Sixty‐one preservice teachers were studied from three sections of a science methods course. Results indicate that preservice teachers exhibited a limited number of views about students' prior knowledge. These views tended to privilege either academic or experience‐based concepts for different aspects of formative assessment, in contrast to contemporary perspectives on teaching for understanding. Rather than considering these views as misconceptions, it is argued that it is more useful to consider them as resources for further development of a more flexible concept of formative assessment. Four common views are discussed in detail and applied to science teacher education. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 497–523, 2008 相似文献
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Stephen B. Witzig Kristy L. Halverson Marcelle A. Siegel Sharyn K. Freyermuth 《International Journal of Science Education》2013,35(15):2483-2507
Scientific literacy is an important goal for science education, especially within controversial socioscientific issues. In this study, we analysed 143 students' research reports about stem cell research (SCR) for how they addressed specific source evaluation criteria provided within the assignment. We investigated students' opinions about SCR, how they used the evaluation criteria to evaluate online sources and whether the evaluation criteria and/or the specific sources influenced their opinion and/or understanding of SCR. We found that most of the students supported some form of SCR and reported that their sources were credible and contained more factual information than opinions. Students critiqued the language of the authors, as well as status in their respective fields, along with the content within each source. Additionally, students reported that their sources influenced their content knowledge, but had little influence regarding their SCR opinions. Through this work, we present a new working model and suggest the need for additional research about the understudied interface of opinion, understanding and evaluation within the context of important socioscientific issues. Students' opinions and content knowledge, located at the model's centre, influence and are influenced by the research topic, the sources used, the evaluation criteria and the evaluation of the sources that students use to provide evidence for claims. 相似文献
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《Africa Education Review》2013,10(3):508-524
ABSTRACTIn computer engineering education, specific English language practices are needed to enable computer engineering students to succeed in professional settings. This study was conducted for two purposes. First, it aimed at investigating to what extent the English courses offered to computer engineering students at the National School of Applied Sciences in Al-Hoceima were successful in fulfilling the job requirements of the prospective engineers. And the second objective was to devise an English for Specific Purposes (ESP) course that is rather related to the field of specialization of the respondents and attends to their communicative needs as well. For these purposes a ‘needs analysis questionnaire’ was devised to identify these students' perceptions of the English language practices used, the importance of these practices, the areas of language use that they need training/teaching in, and their preferences for the English language course. The results stressed the significance of English for computer engineering students. They also identified the students' lacks, needs and interests with regard to English language practices. The study concluded with pedagogical implications. 相似文献
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This article examines the impact of an adjunct English language tutorial program on the academic performance of first‐year Architecture students. With increasing numbers of international students enrolling in Australian universities, language and academic skills programs have shifted from generic to more discipline‐specific models; however, there has been little research on the effects of these programs on ESL students' academic performance. This study uses a mixed‐method approach to evaluate the effectiveness of an English as a second language (ESL) intervention program. Findings indicate that students value a highly discipline‐specific approach to language and academic skills support and that regular participation in a content‐based ESL program can lead to positive learning outcomes for students. Preliminary findings also suggest that there are positive longer‐term benefits on students' academic outcomes. The authors suggest the need for longitudinal studies on the impact of discipline‐based programs for ESL students. 相似文献
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《Educational Assessment》2013,18(3):255-281
This article focuses on the need to include ethnographic-based approaches in the writing assessments of culturally and linguistically diverse populations. The inclusion of such approaches can help teachers gain a deeper understanding of the complexities of learning for all students and realize how students' social and cultural lives mingle with the assessment process and with their academic learning. In Part 1 of the article, I describe an investigation of the assessment of students' informative essays using a single-method, holistic approach. English teachers rated essays written by eight ethnically diverse fifth- and sixth-grade students using an array of rhetorical and linguistic measures - including overall quality, coherence, sentence-level mechanics, and use of an organizational structure. Findings indicate that, within this paradigm of assessment, culturally and linguistically diverse students may be penalized for preferring rhetorical patterns that differ from the mainstream academic patterns rewarded in schools. In Part 2, I describe an investigation of the assessment of the same eight students' informal informative essays using a multifaceted approach, including ethnographic techniques and micro- and macrolevel text analyses. Findings suggest that the multifaceted approach provided a more accurate picture of the students' expository language resources. In the final section, I demonstrate how the ethnographic-based techniques provide illustrative evaluation data useful for forging a fit among the language resources and functions of writing for culturally and linguistically diverse students and their assessment and instructional needs. 相似文献
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This paper reports the findings from a study of teachers and students' views regarding self‐worth in the primary school learning environment. The revised New Zealand curriculum recognises the importance of self‐worth in students' motivation and ability to learn. While the need to enhance self‐worth in the classroom has been well established in the literature, similarities and differences between teachers and students' understanding of the impact of various classroom interactions on self‐worth has not received the same attention. The purpose of the research reported on in this paper was to provide further insight for teachers, thereby enabling them to strengthen classroom relationships and their students' learning experiences in ways commensurate with enhancing students' feelings of self‐worth. 相似文献
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The supervision literature often conceptualizes the supervisor as the primary person in doctoral students' progress. Yet, there is growing evidence that the supervisor is but one of many resources that students draw on. Our study takes up this idea in answering the question: What is students' experience of their supervisory relationships over time? Sixteen social science participants in two UK universities, at different points in their doctoral journeys, completed logs of a week's activities for a number of months before being interviewed. This distinct longitudinal approach provides a more nuanced understanding of students' perceptions of the supervisory relationship, specifically, varied reasons for seeking supervisory help, distinct needs related to where students were in their progress, and diverse in which they negotiated and characterized the supervisory relationship. 相似文献
16.
Kola Soyibo 《Asia Pacific Journal of Education》1995,15(2):1-11
It is now widely acknowledged that students' misconceptions in science impede their meaningful understanding of and good performance in the subject. A search in the literature reveals that textbooks, reference books, teachers, language, cultural beliefs and practices are some principal sources of high school students' misconceptions of many science concepts in biology. In this paper, some misconceptions students hold in biology, which originate from each of these sources, are reviewed using cognate studies and published documents. The implications of the conclusions from the review for biology education are addressed. 相似文献
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Sylvia Pantaleo 《English in Education》2015,49(2):113-129
18.
This study compares 183 high school chemistry students' applied and theoretical knowledge of selected concepts based on the particulate theory. The concepts are dissolution, diffusion, effusion, and states of matter. A two-form instrument called the Physical Changes Concepts Test (PCCT) was developed for this study. The application form measures students' knowlege using everyday language. The theoretical form measures students' knowledge using scientific language. Students' formal reasoning ability was measured using the Test Of Logical Thinking (TOLT). The overall results of the two forms of the PCCT indicate that more than 40% of the students displayed alternative conceptions (ACs) of the concepts covered in the PCCT. The study found that students' formal reasoning ability and their preexisting knowledge are associated with their conceptions and use of the particulate theory. The analysis of the nature of students' ACs and their use of the particulate theory revealed a significant difference between students' applied and theoretical knowledge. 相似文献
19.
Yu-Chuan Joni Chao 《Interactive Learning Environments》2013,21(4):395-411
This study proposes a Wiki-based collaborative writing approach to the writing process for EFL (English as a foreign language) learners. A five-stage computer-mediated collaborative writing project including collaborative planning, partitioned drafting, peer-revising, peer-editing, and individual publishing was blended with on-campus English composition course. Fifty-one L2 learners at a university in central Taiwan participated in this project. Procedural scaffolding and collective scaffolding were provided to promote students' self-regulation and thus to foster the development of students' writing skills. A cross-referencing questionnaire survey was adopted to investigate students' perceptions of Wiki-based collaborative writing and students' perceptions of their work in each stage of collaborative writing. As the results indicated, a high percentage of students' satisfaction showed positive perceptions of this Wiki-based collaborative writing environment, and the instructional design of implementing a Wiki-based collaborative writing project with a five-stage writing process does assist EFL learners to accomplish a collaborative writing task on the internet with less limitation of time. This article also points to new possibilities for future research. 相似文献
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Nancy W. Brickhouse Harry Shipman William J. Letts 《International Journal of Science Education》2013,35(6):735-755
This study explores college students' representations about the nature of theories during their enrollment in a large astronomy course with instruction designed to address a number of nature of science issues. We focus our investigation on how nine students represent their understanding of theory, how they distinguish between scientific theories and non‐scientific theories, and how they reason about specific theories. Students' notions of theory were classified under four main categories: (1) hypothesis, (2) idea with evidence, (3) explanation, and (4) explanation based on evidence. Students' condition for deciding whether a given idea is a scientific theory or not were classified under six criteria: content domain, convention, evidence, mathematical content, methodology, and tentativeness. Students expressed slight levels of variation between their reasoning about scientific theories in general and specific theories they learned in the course. Despite increased sophistication in some students' representations, this study affirms the complex dimensions involved in teaching and assessing student understanding about theories. The implications of this study underscore the need to explicitly address the nature of proof in science and issues of tentativeness and certainty students associate with scientific theories, and provide students with more opportunities to utilize the language of science. 相似文献