共查询到20条相似文献，搜索用时 312 毫秒
1.
Supplemental instruction classes have been shown in many studies to enhance performance in the supported courses and even to improve graduation rates. Generally, there has been little evidence of a differential impact on students from different ethnic/racial backgrounds. At San Francisco State University, however, supplemental instruction in the Introductory Biology I class is associated with even more dramatic gains among students from underrepresented minority populations than the gains found among their peers. These gains do not seem to be the product of better students availing themselves of supplemental instruction or other outside factors. The Introductory Biology I class consists of a team-taught lecture component, taught in a large lecture classroom, and a laboratory component where students participate in smaller lab sections. Students are expected to master an understanding of basic concepts, content, and vocabulary in biology as well as gain laboratory investigation skills and experience applying scientific methodology. In this context, supplemental instruction classes are cooperative learning environments where students participate in learning activities that complement the course material, focusing on student misconceptions and difficulties, construction of a scaffolded knowledge base, applications involving problem solving, and articulation of constructs with peers. 相似文献
2.
This investigation explores the effectiveness of a teacher preparation program aligned with situated learning theory on preservice science teachers' use of technology during their student teaching experiences. Participants included 26 preservice science teachers enrolled in a 2‐year Master of Teaching program. A specific program goal was to prepare teachers to use technology to support reform‐based science instruction. To this end, the program integrated technology instruction across five courses and situated this instruction within the context of learning and teaching science. A variety of data sources were used to characterize the participants' intentions and instructional practices, including classroom observations, lesson plans, interviews, and written reflections. Data analysis followed a constant comparative process with the goal of describing if, how, and why the participants integrated technology into their instruction and the extent to which they applied, adapted, and innovated upon what they learned in the science teacher preparation program. Results indicate that all participants used technology throughout their student teaching for reform‐based science instruction. Additionally, they used digital images, videos, animations, and simulations to teach process skills, support inquiry instruction, and to enhance student engagement in ways that represented application, adaptation, and innovation upon what they learned in the science teaching methods program. Participants cited several features of the science teacher preparation program that helped them to effectively integrate technology into their instruction. These included participating in science lessons in which technology was modeled in the context of specific instructional approaches, collaborating with peers, and opportunities for feedback and reflection after teaching lessons. The findings of this study suggest that situated learning theory may provide an effective structure for preparing preservice teachers to integrate technology in ways that support reform‐based instruction. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50:348–379, 2013 相似文献
3.
J. W. Schramm H. Jin E. G. Keeling M. Johnson H. J. Shin 《Research in Science Education》2018,48(5):887-911
This paper reports on our use of a fine-grained learning progression to assess secondary students’ reasoning through carbon-transforming processes (photosynthesis, respiration, biosynthesis). Based on previous studies, we developed a learning progression with four progress variables: explaining mass changes, explaining energy transformations, explaining subsystems, and explaining large-scale systems. For this study, we developed a 2-week teaching module integrating these progress variables. Students were assessed before and after instruction, with the learning progression framework driving data analysis. Our work revealed significant overall learning gains for all students, with the mean post-test person proficiency estimates higher by 0.6 logits than the pre-test proficiency estimates. Further, instructional effects were statistically similar across all grades included in the study (7th–12th) with students in the lowest third of initial proficiency evidencing the largest learning gains. Students showed significant gains in explaining the processes of photosynthesis and respiration and in explaining transformations of mass and energy, areas where prior research has shown that student misconceptions are prevalent. Student gains on items about large-scale systems were higher than with other variables (although absolute proficiency was still lower). Gains across each of the biological processes tested were similar, despite the different levels of emphasis each had in the teaching unit. Together, these results indicate that students can benefit from instruction addressing these processes more explicitly. This requires pedagogical design quite different from that usually practiced with students at this level. 相似文献
4.
Joe D. Nichols 《Contemporary educational psychology》1996,21(4):467-476
In this study, the effects of a form of cooperative group instruction (Student Teams Achievement Divisions) on student motivation and achievement in a high school geometry class were examined. Eighty students were randomly assigned to either a control group receiving traditional instruction or one of two treatment groups receiving cooperative learning instruction. Geometry achievement was assessed using scores from the IOWA Test of Basic Skills and teacher-made exams. An 83-item questionnaire was used as a pretest, posttest, and post-posttest assessment of efficacy, intrinsic valuing, goal orientation, and cognitive processing. Students in the cooperative treatment groups exhibited significantly greater gains than the control group in geometry achievement, efficacy, intrinsic valuing of geometry, learning goal orientation, and reported uses of deep processing strategies. The implications for cooperative group structures and motivation theory are discussed. 相似文献
5.
Ruth M. Steinberg Susan B. Empson Thomas P. Carpenter 《Journal of Mathematics Teacher Education》2004,7(3):237-267
In the context of U.S. and world wide educational reforms that require teachers to understand and respond to student thinking about mathematics in new ways, ongoing learning from practice is a necessity. In this paper we report on this process for one teacher in one especially productive year of learning. This case study documents how Ms. Statz's engagement with children's thinking changed dramatically in a period of only a few months; observations and interviews several years later confirm she sustained this change. Our analysis focuses on the mathematical discussions she had with her students, and suggests this talk with children about their thinking in instruction served both as an index of change, and, in combination with other factors, as a mechanism for change. We identified four phases in Ms. Statz's growth toward practical inquiry, distinguished by her use of interactive talk with children. Motivating the evolution of phases were two sorts of mechanisms: scaffolded examination of her students' thinking; and asking and answering questions about individual students' thinking. Processes for generating and testing knowledge about children's thinking ultimately became integrated into Ms. Statz's instructional practices as she created opportunities for herself, and then students, to hear and respond to children's thinking. 相似文献
6.
Lisa Cassidy Shannon Mary Koenig Styers Stephanie Baird Wilkerson Elizabeth Peery 《学校用计算机》2015,32(1):20-34
This study evaluated the efficacy of Accelerated Reader, a computer-based learning program, at improving student reading. Accelerated Reader is a progress-monitoring, assessment, and practice tool that supports classroom instruction and guides independent reading. Researchers used a randomized controlled trial to evaluate the program with 344 first- through fourth-grade students in three schools in a large Midwestern U.S. city. The results of hierarchical linear modelling analyses indicated that the computer-assisted learning program had a statistically significant positive impact on student reading gains when compared with traditional reading instruction alone. The impact corresponded to a moderate effect size (d = 0.38). 相似文献
7.
This study compared the effectiveness of collaborative group composition and instructional method on reasoning gains and achievement in college biology. Based on initial student reasoning ability (i.e., low, medium, or high), students were assigned to either homogeneous or heterogeneous collaborative groups within either inquiry or didactic instruction. Achievement and reasoning gains were assessed at the end of the semester. Inquiry instruction, as a whole, led to significantly greater gains in reasoning ability and achievement. Inquiry instruction also led to greater confidence and more positive attitudes toward collaboration. Low-reasoning students made significantly greater reasoning gains within inquiry instruction when grouped with other low reasoners than when grouped with either medium or high reasoners. Results are consistent with equilibration theory, supporting the idea that students benefit from the opportunity for self-regulation without the guidance or direction of a more capable peer. 相似文献
8.
Hector R. Ponce Richard E. Mayer Mario J. Lopez 《Educational technology research and development : ETR & D》2013,61(5):819-840
This article explores the effectiveness of a computer-based spatial learning strategy approach for improving reading comprehension and writing. In reading comprehension, students received scaffolded practice in translating passages into graphic organizers. In writing, students received scaffolded practice in planning to write by filling in graphic organizers and in translating them into passages. Based on a cluster-randomized sampling process, 2,468 students distributed in 12 schools and 69 classrooms participated in the study. Schools were randomly assigned to the computer-based instruction (CBI) group or traditional instruction (TI) group. Teachers assigned to the CBI treatment integrated the applications into the language arts curriculum during one school semester. A standardized test was used to measure reading comprehension and writing. The data were analyzed through a statistical multilevel model. The findings showed that students in the CBI group improved their reading and writing skills significantly more than students under TI—yielding an effect size d = 0.30. 相似文献
9.
Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course 总被引：2，自引：0，他引：2
Randall S. Davies Douglas L. Dean Nick Ball 《Educational technology research and development : ETR & D》2013,61(4):563-580
The purpose of this research was to explore how technology can be used to teach technological skills and to determine what benefit flipping the classroom might have for students taking an introductory-level college course on spreadsheets in terms of student achievement and satisfaction with the class. A pretest posttest quasi-experimental mixed methods design was utilized to determine any differences in student achievement that might be associated with the instructional approach being used. In addition, the scalability of each approach was evaluated along with students’ perceptions of these approaches to determine the affect each intervention might have on a student’s motivation to learn. The simulation-based instruction tested in this study was found to be an extremely scalable solution but less effective than the regular classroom and flipped classroom approaches in terms of student learning. While students did demonstrate learning gains, the process focus of the simulation’s instruction and assessments frustrated students and decreased their motivation to learn. Students’ attitudes towards the topic, their willingness to refer the course to others, and the likelihood that they would take another course like this were considerably lower than those of students in the flipped or regular classroom situations. The results of this study support the conclusion that a technology enhanced flipped classroom was both effective and scalable; it better facilitated learning than the simulation-based training and students found this approach to be more motivating in that it allowed for greater differentiation of instruction. 相似文献
10.
Computerized learning environments offer several possibilities that can be used to improve the teaching of content along with the process. Research indicates that students benefit from additional guidance, particularly when computer-based instruction requires active construction of knowledge. This study examines the relative effectiveness of guided versus unguided computer-based instruction with respect to regular instruction in improving content knowledge and process skills among students with low and high chemistry achievement levels. The results indicate that the effectiveness of computer-based instruction increases when learning is supported by teacher-directed guidance. Computer-based instruction (with or without guidance) was observed to be more effective than regular instruction in improving process skills particularly for students with high chemistry achievement. However, although the students who received regular or guided computer-based instruction showed significant gains in content knowledge, students under unguided condition failed to construct the expected content knowledge. 相似文献
11.
Sixty‐six students completed two questionnaires to describe their approaches to study and the relationship to their personal preference for either the conventional lecture (CL) or self‐learning package (SLP) as methods of instruction. The students were randomly assigned to either an SLP and a CL group and received instruction on the same topic. Then, six weeks after the lecture all students were given a 30‐minute test to examine their level of understanding. Ten students, chosen at random, were interviewed further to assess their attitude towards learning. The inference drawn from the results is that more students preferred CL to SLP, however there was no correlation between students’ study approach and their preference for different teaching methods, nor did the study demonstrate that either method of instruction was superior when measured by test performance, suggesting a need to review independent study packages to better match student needs. Interview analysis showed that the students were highly dependent on reassurance from their lecturers, emphasising the negotiated nature of learning. 相似文献
12.
James H. Stronge Thomas J. Ward Pamela D. Tucker Jennifer L. Hindman 《Educational Assessment, Evaluation and Accountability》2007,20(3-4):165-184
The major purpose of the study was to examine what constitutes effective teaching as defined by measured increases in student learning with a focus on the instructional behaviors and practices. Ordinary least squares (OLS) regression analyses and hierarchical linear modeling (HLM) were used to identify teacher effectiveness levels while controlling for student-level and class/school-level variables. Actual achievement of 1936 third grade students in 85 classrooms on the Virginia Standards of Learning (SOL) Assessment results in English, Mathematics, Social Studies, and Science were compared to expected achievement resulting in an indicator of teacher effectiveness. Based on student learning gains, teachers were divided into quartiles. The statistical modeling approach facilitated comparisons of outcomes that were free of influences of identified extraneous variables. A double blind design was selected for in-depth cross-case studies with teachers from the highest quartile representing highly effective teachers (N?=?5) and the lowest quartile the less effective teachers (N?=?6). The observation team assessed the third grade teachers (N?=?11) based 20 categories within four domains: instruction, student assessment, classroom management, and personal qualities. Key findings indicate that effective teachers scored higher across the four domains. Additionally, effective teachers tended to ask a greater number of higher level (e.g., analysis) questions and had fewer incidences of off-task behavior than ineffective teachers. The exploratory study identified instructional behaviors and practices of teachers that result in higher student learning gains. 相似文献
13.
Culturally responsive instruction has the advantage of helping diverse students make academic gains. The purpose of this study was to investigate the effects of culturally infused mathematics lessons on the academic achievement of five middle school Latino students with specific learning disabilities in a resource classroom. We used an ABACACA multiple treatment reversal design, in which two forms of culturally responsive instruction (B) and its modification (C) were compared with the traditional instruction (A). The results of the study indicated that the modified culturally responsive mathematics instruction (C) was associated with increases in positive gains in participants' daily mathematics quizzes. Limitations and implications are discussed in relation to culturally responsive instruction for middle school Latino students with specific learning disabilities. 相似文献
14.
15.
Misconceptions of science principles are frequent among university students. This is particularly problematic in teacher education, as these misconceptions can be passed on by teachers to pupils at school. In this study, 40 preservice teachers studied 8 common misconceptions by 3 different approaches: learning by teaching (LbT) and learning from peers (LfP; both organized in cooperative groups and using self-developed activities) and conventional lecturing. Participants’ understanding was evaluated prior to, 1 month after, and 2 years after instruction, together with their views on the effectiveness of these methods for achieving learning. The 3 approaches improved scores on all posttests, but LbT achieved the best results. This coincided with perceptions of the participants who gave diverse reasons for the success of LbT. For lecturing, the longitudinal perspective showed that gains in student learning at 1 month had partially declined by 2 years, even though there was still a medium effect size compared to the pretest. However, for LbT and LfP gains remained statistically stable throughout. A combination of these methods might not only contribute efficiently to conceptual change for a good number of misconceptions but also connect teacher education to an almost real school classroom, giving opportunities to translate student learning into teaching practice. 相似文献
16.
Lara Kathleen Smetana Randy L. Bell 《International Journal of Science Education》2013,35(9):1337-1370
Researchers have explored the effectiveness of computer simulations for supporting science teaching and learning during the past four decades. The purpose of this paper is to provide a comprehensive, critical review of the literature on the impact of computer simulations on science teaching and learning, with the goal of summarizing what is currently known and providing guidance for future research. We report on the outcomes of 61 empirical studies dealing with the efficacy of, and implications for, computer simulations in science instruction. The overall findings suggest that simulations can be as effective, and in many ways more effective, than traditional (i.e. lecture-based, textbook-based and/or physical hands-on) instructional practices in promoting science content knowledge, developing process skills, and facilitating conceptual change. As with any other educational tool, the effectiveness of computer simulations is dependent upon the ways in which they are used. Thus, we outline specific research-based guidelines for best practice. Computer simulations are most effective when they (a) are used as supplements; (b) incorporate high-quality support structures; (c) encourage student reflection; and (d) promote cognitive dissonance. Used appropriately, computer simulations involve students in inquiry-based, authentic science explorations. Additionally, as educational technologies continue to evolve, advantages such as flexibility, safety, and efficiency deserve attention. 相似文献
17.
Jazarae K. McCormick John D. Morris Lawrence A. Heiser Katie M. Miller 《The Teacher Educator》2019,54(1):60-71
Multiple threats to validity and reliability exist when value-added models (VAMs) rely wholly on standardized assessments to measure the relationship between teachers and their K–12 students’ learning gains. Research on a curriculum-based VAM, built on evidence-based practices, continues to establish an explicit link between teacher candidates’ instruction and their K–12 students’ learning gains. Statistical tests of association were used to analyze measures of student learning and university supervisors’ ratings during classroom observations with a department instrument, the Narrative Observation Scale. Results from a sample of 23 teacher candidates revealed that (a) two measures of student learning were related and attributed to candidates’ instruction, and (b) 67.6% of the variance in the percentage of K–12 students meeting their specific learning objectives was accounted for by the teacher candidates’ mastery of specific classroom management behaviors. Limitations and directions for future research are discussed regarding continued efforts to refine a rational, curriculum-based VAM. 相似文献
18.
Martonia Gaskill Anastasia McNulty David W. Brooks 《Journal of Science Education and Technology》2006,15(2):133-136
WebQuests are activities in which students use Web resources to learn about school topics. WebQuests are advocated as constructivist activities and ones generally well regarded by students. Two experiments were conducted in school settings to compare learning using WebQuests versus conventional instruction. Students and teachers both enjoyed WebQuest instruction and spoke highly of it. In one experiment, however, conventional instruction led to significantly greater student learning. In the other, there were no significant differences in the learning outcomes between conventional versus WebQuest-based instruction. 相似文献
19.
Learning Environment Perceptions of European University Students 总被引：1，自引：0，他引：1
Wierstra Ronny F.A. Kanselaar Gellof van der Linden Jos L. Lodeewijks Hans G.L.C. 《Learning Environments Research》1999,2(1):79-98
This article describes a study of the experiences of 610 Dutch students and 241 European students who studied at least three months abroad within the framework of an international exchange program. The Dutch students went to a university in another European country and the foreign students went to a Dutch university. Using a new questionnaire called the Inventory of Perceived Study Environment (IPSE), students, perceptions of eight characteristics of the university learning environment were measured concerning the home university, the host university and the ideal learning environment. With this instrument, the learning environment can be described in terms analogous to the learning strategies performed. Large differences were found between the different countries in university learning environments, but students from different countries had strikingly similar opinions concerning their desired learning environment. There was a strong preference for activating instruction with a low threshold in teacher-student interaction and more room for student alternatives. 相似文献
20.
Troy D. Sadler William L. Romine Mustafa Sami Topçu 《International Journal of Science Education》2016,38(10):1622-1635
Science educators have presented numerous conceptual and theoretical arguments in favor of teaching science through the exploration of socio-scientific issues (SSI). However, the empirical knowledge base regarding the extent to which SSI-based instruction supports student learning of science content is limited both in terms of the number of studies that have been conducted in this area and the quality of research. This research sought to answer two questions: (1) To what extent does SSI-based instruction support student learning of science content? and (2) How do assessments at variable distances from the curriculum reveal patterns of learning associated with SSI-based instruction? Sixty-nine secondary students taught by three teachers participated in the study. Three teachers implemented an SSI intervention focused on the use of biotechnology for identifying and treating sexually transmitted diseases. We found that students demonstrated statistically and practically significant gains in content knowledge as measured by both proximal and distal assessments. These findings support the claim that SSI-based teaching can foster content learning and improved performance on high-stakes tests. 相似文献