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1.
This paper reports the outcomes of an empirical study undertaken to investigate the effect of students’ cognitive styles on
achievement in measurement tasks in a dynamic geometry learning environment, and to explore the ability of dynamic geometry
learning in accommodating different cognitive styles and enhancing students’ learning. A total of 49 6th grade students were
tested using the VICS and the extended CSA-WA tests (Peterson, Verbal imagery cognitive styles and extended cognitive style analysis-wholistic analytic test—Administration guide. New Zealand: Peterson, 2005) for cognitive styles. The same students were also administered a pre-test and a post-test involving 20 measurement tasks.
All students were taught a unit in measurement (area of triangles and parallelograms) with the use of dynamic geometry, after
a pre-test. As expected, the dynamic geometry software seems to accommodate different cognitive styles and enhances students’
learning. However, contrary to expectations, verbalisers and wholist/verbalisers gained more in their measurement achievement
in the environment of dynamic geometry than students who had a tendency towards other cognitive styles. The results are discussed
in terms of the nature of the measurement tasks administered to the students. 相似文献
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This paper offers a typology of forms and uses of abduction that can be exploited to better analyze abduction in proving processes.
Based on the work of Peirce and Eco, we describe different kinds of abductions that occur in students’ mathematical activity
and extend Toulmin’s model of an argument as a methodological tool to describe students’ reasoning and to classify the different
kinds of abduction. We then use this tool to analyze case studies of students’ abductions and to identify cognitive difficulties
students encounter. We conclude that some types of abduction may present obstacles, both in the argumentation when the abduction
occurs and later when the proof is constructed. 相似文献
5.
In this paper, we consider theories about processes of visual perception and perception-based knowledge representation (VPR)
in order to explain difficulties encountered in figural processing in junior high school geometry tasks. In order to analyze
such difficulties, we take advantage of the following perspectives of VPR: (1) Perceptual organization: Gestalt principles,
(2) recognition: bottom-up and top-down processing; and (3) representation of perception-based knowledge: verbal vs. pictorial
representation, mental images and hierarchical structure of images. Examples given in the paper were mostly taken from Gal's
study (2005) which aimed at identifying and analyzing Problematic Learning Situations (after Gal & Linchevski, 2000) in junior high school geometry classes. Gal's study (2005) suggests that while this theoretical perspective became part of teachers' pedagogic content knowledge, the teachers were
aware of their students' thinking processes and their ability to analyze and cope with their students’ difficulties in geometry
was improved. 相似文献
6.
Sylvia Pantaleo 《Children‘s Literature in Education》2007,38(4):277-295
The Stinky Cheese Man and Other Fairly Stupid Tales (1992) by Jon Scieszka and Lane Smith was awarded a Randolph Caldecott Honor Medal in 1993. Scieszka and Smith subvert textual
authority through playing “with literary and cultural codes and conventions” (McCallum 1996, p. 400) in their metafictive text. In this article, I discuss the intertextual and parodic nature of The Stinky Cheese Man and explore Grade 5 students’ responses to this postmodern picturebook. Excerpts from students’ written responses and small
group peer-led discussions illustrate some of their responses to and interpretations of the re-versions of the tales, the
interactive nature of the characters and the obtrusive narrator, and the design of the book.
Sylvia Pantaleo is an Associate Professor in the Department of Curriculum and Instruction in the Faculty of Education at the
University of Victoria, British Columbia, Canada. She teaches undergraduate and graduate courses in children’s literature
and all areas of the language arts. 相似文献
7.
Hagar Gal 《Educational Studies in Mathematics》2011,78(2):183-203
“From Another Perspective” is a year-long course for teachers of mathematics that is designed to enhance teachers’ awareness
of the way that their students think when they are experiencing difficulties in geometry. It also aims at equipping teachers
with tools needed to analyze and cope with Problematic Learning Situations in geometry (Gal & Linchevski, 2000). This paper reviews the rationale, content, and approach of the course, which is characterized as “the Back and Forth model”.
It then reports on a study that tracked the changes that course participants (pre- and in-service mathematics teachers) passed
through. The paper describes the results of the case study of Eti, one of the participants, who taught mathematics to junior
high school students. The findings suggest that Eti was helped to achieving the goals of: (1) expanding and deepening her
understanding of students’ ways of thinking; (2) increasing her awareness of her students’ processes of thinking in order
to identify their difficulties; (3) equipping her with appropriate tools to analyze and cope with such difficulties; and (4)
enhancing her ability to retrieve and utilize this knowledge while making instructional decisions. Conclusions and open questions
for further study are drawn. 相似文献
8.
A method for uncovering students’ thinking about thinking, specifically their meta-strategic knowledge, is explored within
the context of an ongoing, multi-year intervention designed to promote the development of students’ thinking dispositions.
The development of a concept-map instrument that classroom teachers can use and an analytic framework for interpreting students’
responses is presented. In a preliminary study, the concept map instrument is piloted to evaluate changes in students’ conceptions
of thinking after a year’s participation in classrooms where their teachers actively sought to make thinking more visible
by noticing and naming the thinking observed as well as introducing and using thinking routines (Ritchhart and Perkins. Educational
Leadership, 65(5), 57–61 2008). Concept maps from 239 students from grades 3 through 11 were analyzed. Results suggest that students’ conceptions of thinking
do improve with age but also can be substantially developed through a classroom culture where thinking is modeled and rich
opportunities for thinking are present. The concept map instrument itself proved to be a robust instrument for uncovering
students’ thinking about thinking. 相似文献
9.
Kok-Mun Ng Shannon D. Smith 《International journal for the advancement of counseling》2012,34(1):72-86
This research partially replicated Nilsson and Anderson’s Professional Psychology: Research and Practice (2004) study on training and supervising international students. It investigated the relationships among international counseling
students’ training level, acculturation, supervisory working alliance (SWA), counseling self-efficacy (COSE), role ambiguity
(RA) and multicultural discussion (MD) in supervision. In the present study (N = 71), two acculturation variables and RA predicted SWA. SWA and MD did not predict COSE, while language use in acculturation
did. Training level differences were only associated with COSE. Findings indicate that supervisors should attend to role ambiguity
and multicultural issues when supervising international students, including acculturation issues and their impact on students’
performance. Results are discussed against Nilsson and Anderson’s original study and the implications for supervision of international
counseling students. 相似文献
10.
Anne-Marie Nu?ez Elizabeth Murakami Ramalho Kimberley K. Cuero 《Innovative Higher Education》2010,35(3):177-190
Three female tenure-track faculty members at a Hispanic-Serving Institution explored how their cultural backgrounds inform
their pedagogical approaches toward equity. They drew upon Mills’s (1959) and Collins’s (1993) frameworks to examine how their personal biographies, local social contexts, and broader systemic institutions affect their
teaching processes for diverse students. These teaching processes include limiting assumptions about students, encouraging
students to consider their own personal biographies in relation to the social world, welcoming students’ multiple modes of
expression, serving as role models, and challenging inequities in schooling. They conclude with recommendations for enhancing
inclusivity in student learning and faculty development. 相似文献
11.
What Would Dewey Say? Channeling Dewey on the Issue of Specificity of Epistemic Beliefs: A Response to Muis, Bendixen, and Haerle (2006) 总被引：1，自引：0，他引：1
Patricia A. Alexander 《Educational Psychology Review》2006,18(1):55-65
In this response to Muis et al. (2006), I draw on the writings of Dewey to explore three critical questions. The first question is what is gained or what is lost when the study of epistemology moves from philosophy to psychology and eventually to educational practice? The second asks whether the primary question under examination should be if students’ beliefs about knowledge or knowing differ by domains or why they may differ? Finally, what are the implications of the generality or specificity of students’ epistemic beliefs for educational practice? 相似文献
12.
Juliette D. G. Goldman Graham L. Bradley 《European Journal of Psychology of Education - EJPE》2011,26(4):479-493
Teacher-educators need ways of assessing the adequacy of university curriculum and the extent to which student-teachers meet
learning objectives. One potentially useful tool is Anderson and Krathwohl’s (Addison Wesley Longman, New York, 2001) theoretical framework, which can be applied to assess student-teachers’ knowledge types and their cognitive processes in
critical pre-service curriculum areas such as child sexual abuse and personal safety. This study aims to illustrate the use
of Anderson and Krathwohl’s framework in assessing student-teachers’ learning of pedagogies in relation to child sexual abuse
and personal safety. Participants were a final year cohort of 122 Bachelor of Education (Primary School) students at an Australian
university. Student-teachers’ essays regarding the pedagogical practices that they would implement in teaching about child
sexual abuse and personal safety were content analysed using Anderson and Krathwohl’s framework. Pedagogies identified by
the student-teachers were unevenly distributed across the cells within the theoretical framework. Well-represented pedagogies
tended to reflect mid-level cognitive processes (those of understand, apply, and analyse), and low to mid-level knowledge
types (those of factual, conceptual, and procedural). Under-represented were pedagogies reflecting higher-level cognition
such as creating (in all four knowledge types) and evaluation (of factual and conceptual knowledge). The findings provide
a basis for assessing the adequacy of current university teacher-education curriculum structures. Student-teachers’ understandings
of under-used theoretical and pedagogical strategies can be identified as a guide to enhance their cognitive processes and
knowledge dimensions. This study illustrates a method that has applicability as a diagnostic and assessment tool across a
wide range of pre-service teacher education curriculum areas. 相似文献
13.
“Accepting Emotional Complexity”: A Socio-Constructivist Perspective on the Role of Emotions in the Mathematics Classroom 总被引：1，自引：0，他引：1
Peter Op ’t Eynde Erik De Corte Lieven Verschaffel 《Educational Studies in Mathematics》2006,63(2):193-207
A socio-constructivist account of learning and emotions stresses the situatedness of every learning activity and points to the close interactions between cognitive, conative and affective factors in students’ learning and problem solving. Emotions are perceived as being constituted by the dynamic interplay of cognitive, physiological, and motivational processes in a specific context. Understanding the role of emotions in the mathematics classroom then implies understanding the nature of these situated processes and the way they relate to students’ problem-solving behaviour. We will present data from a multiple-case study of 16 students out of 4 different junior high classes that aimed to investigate students’ emotional processes when solving a mathematical problem in their classrooms. After identifying the different emotions and analyzing their relations to motivational and cognitive processes, the relation with students’ mathematics-related beliefs will be examined. We will specifically use Frank’s case to illustrate how the use of a thoughtful combination of a variety of different research instruments enabled us to gather insightful data on the role of emotions in mathematical problem solving. 相似文献
14.
In this Forum paper we synthesize some of the main ideas from three papers: Auli Orlander and Per-Olof Wickman’s (Cult Stud
Sci 6, 2011), Bodily experiences in secondary school biology, Roger Sages’ (Cult Stud Sci Educ 6, 2011), About Descartes: Uses and misuses, and Steve Alsop’s (Cult Stud Sci Educ 6, 2011), The body bites back! These papers challenged us to identify how emotions functioned as elements of bodily experiences in classroom transactions
and why science teachers often are not responsive to students’ emoting. We also explored how teachers making use of curriculum and companion meanings could support the construction of learning
environments that more productively support students’ science learning. 相似文献
15.
Catherine Milne 《Cultural Studies of Science Education》2009,4(4):1013-1022
I respond to Zeyer and Roth’s (Cultural Studies of Science Education, 2009) paper on their use of interpretive repertoire analysis to explicate Swiss middle school students’ dialogic responses to
environmental issues. I focus on the strategy of interpretive repertoire analysis, making sense of the stance Zeyer and Roth
take with this analysis by synthesizing their argument and comparing their analysis with other researchers that have also
used this analytic tool. Interpretive repertoires are discourse resources, including mores, tropes, and metaphors that can
be evoked by speakers in support of a tenuous claim. So interpretive repertoires have rhetorical character and function. Interpretive
repertoire analysis requires looking for patterns in the contradictions in the speech of a collective of participants that
can be codified as interpretive repertoires. Interpretive repertoires provide insight into macro-structures that frame, and
are used to justify participants’ behavior. My response to Zeyer and Roth’s argument might also be thought to be contradictory
but I think defensible. In this paper, I outline why I am excited by the possibilities I can image for this type of analysis
in areas of science education research. However, I also felt the need to identify possible limitations of Zeyer and Roth’s
exclusive focus on environmental issues to the neglect of other issues, such as those associated with gender, embedded in
participants’ discourse. I argue that a critical and historical focus, in conjunction with interpretive repertoire analysis,
offer a rich strategy for analysis in science education research, especially in the study of macrostructures, such as gender,
race, identity and power. 相似文献
16.
Justification and Persuasion about Cloning: Arguments in Hwang’s Paper and Journalistic Reported Versions 总被引：4，自引：4，他引：0
María Pilar Jiménez-Aleixandre Marta Federico-Agraso 《Research in Science Education》2009,39(3):331-347
We examine the argumentative structure of Hwang et al.’s (2004) paper about human somatic cell nuclear transfer (SCNT, or ‘therapeutic cloning’), contrasted with four Journalistic Reported
Versions (JRV) of it, and with students’ summaries of one JRV. As the evaluation of evidence is one of the critical features
of argumentation (Jiménez-Aleixandre 2008), the analysis focuses on the use of evidence, drawing from instruments to analyze written argumentation (Kelly et al. 2008) and from studies about the structure of empirical research reports (Swales 2001). The objectives are: 1) To examine the use of evidence and the argumentative structure of Hwang et al.’s Science, 303: 1669–1674 (2004) original paper in terms of the criteria: a) pertinence of the evidence presented to the claims; b) sufficiency of the evidence
for the purpose of supporting the claims; and c) coordination of the evidence across epistemic levels. 2) To explore how the
structure of Hwang’s paper translates into the JRV and into university students’ perceptions about the evidence supporting
the claims. The argumentative structure of Hwang’s paper is such that its apparently ostensible main claim about NT constitutes
a justification for a second claim about its therapeutic applications, for which no evidence is offered. However, this second
claim receives prominent treatment in the JRV and in the students’ summaries. Implications for promoting critical reading
in the classroom are discussed. 相似文献
17.
Students’ assessment preferences, perceptions of assessment and their relationships to study results
Gerard van de Watering David Gijbels Filip Dochy Janine van der Rijt 《Higher Education》2008,56(6):645-658
The purposes of this study are to gain more insight into students’ actual preferences and perceptions of assessment, into
the effects of these on their performances when different assessment formats are used, and into the different cognitive process
levels assessed. Data were obtained from two sources. The first was the scores on the assessment of learning outcomes, consisting
of open ended and multiple choice questions measuring the students’ abilities to recall information, to understand concepts
and principles, and to apply knowledge in new situations. The second was the adapted Assessment Preferences Inventory (API)
which measured students’ preferences as a pre-test and perceptions as a post-test. Results show that, when participating in
a New Learning Environment (NLE), students prefer traditional written assessment and questions which are as closed as possible,
assessing a mix of cognitive processes. Some relationships, but not all the expected ones, were found between students’ preferences
and their assessment scores. No relationships were found between students’ perceptions of assessment and their assessment
scores. Additionally, only forty percent of the students had perceptions of the levels of the cognitive processes assessed
that matched those measured by the assessments. Several explanations are discussed. 相似文献
18.
This study investigated the students’ learning process of the concept of concentration at the elementary school level in Taiwan.
The influence of different representational types on the process of proportional reasoning was also explored. The participants
included nineteen third-grade and eighteen fifth-grade students. Eye-tracking technology was used in conducting the experiment.
The materials were adapted from Noelting’s (1980a) “orange juice test” experiment. All problems on concentration included three stages (the intuitive, the concrete operational,
and the formal operational), and each problem was displayed in iconic and symbolic representations. The data were collected
through eye-tracking technology and post-test interviews. The results showed that the representational types influenced students’
solving of concentration problems. Furthermore, the data on eye movement indicated that students used different strategies
or rules to solve concentration problems at the different stages of the problems with different representational types. This
study is intended to contribute to the understanding of elementary school students’ problem-solving strategies and the usability
of eye-tracking technology in related studies. 相似文献
19.
Matthew Inglis Juan Pablo Mejia-Ramos Adrian Simpson 《Educational Studies in Mathematics》2007,66(1):3-21
In recent years several mathematics education researchers have attempted to analyse students’ arguments using a restricted
form of Toulmin’s [The Uses of Argument, Cambridge University Press, UK, 1958] argumentation scheme. In this paper we report data from task-based interviews conducted with highly talented postgraduate
mathematics students, and argue that a superior categorisation of genuine mathematical argumentation is provided by the use
of Toulmin’s full scheme. In particular, we suggest that modal qualifiers play an important and previously unrecognised role
in mathematical argumentation, and that one of the goals of instruction should be to develop students’ abilities to appropriately
match up warrant-types with modal qualifiers. 相似文献
20.
Sylvia Pantaleo 《Children‘s Literature in Education》2012,43(1):51-71
As art objects, picturebooks have the potential to contribute to readers’ aesthetic development. Many scholars and practitioners
have recognized how using picturebooks with older students can augment their reading motivation and extend their understanding
of visual elements of art and design, as well as develop their literacy, language, and thinking skills. The Red Tree (Tan, 2001) was one of the picturebooks used during two multifaceted, classroom-based research projects with Grade 7 students.
The studies explored how the students responded to and interpreted picturebooks and graphic novels with metafictive devices,
and examined how the students transferred their knowledge and understanding of various literary and art elements when creating
their own multimodal print texts. Overall, the content analysis of the students’ written responses to The Red Tree revealed an adoption of an “aesthetic attitude” (Doonan, Looking at Pictures in Picture Books, 1993, p. 11) towards the picturebook. The students’ responses reflected how they positioned themselves as active readers who looked
closely at Tan’s sophisticated and metaphorical paintings, and who embraced a co-authoring role as they interpreted the emotional
landscapes and textual fragments in the picturebook. The article concludes with a discussion of several pedagogical issues
associated with using picturebooks in middle years’ classrooms. 相似文献