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1.
The present study examined the comparative effects of a prediction/discussion‐based learning cycle, conceptual change text (CCT), and traditional instructions on students' understanding of genetics concepts. A quasi‐experimental research design of the pre‐test–post‐test non‐equivalent control group was adopted. The three intact classes, taught by the same science teacher, were randomly assigned as prediction/discussion‐based learning cycle class (N = 30), CCT class (N = 25), and traditional class (N = 26). Participants completed the genetics concept test as pre‐test, post‐test, and delayed post‐test to examine the effects of instructional strategies on their genetics understanding and retention. While the dependent variable of this study was students' understanding of genetics, the independent variables were time (Time 1, Time 2, and Time 3) and mode of instruction. The mixed between‐within subjects analysis of variance revealed that students in both prediction/discussion‐based learning cycle and CCT groups understood the genetics concepts and retained their knowledge significantly better than students in the traditional instruction group. 相似文献
2.
Elin K. L. Reikerås 《欧洲特需教育杂志》2013,28(3):233-250
The aim of the present study was to investigate the performance in arithmetic related to achievement levels in reading and mathematics. Basic arithmetical facts and multi‐step calculations were examined. The participants were 941 pupils aged 8 (N = 415), 10 (N = 274) and 13 (N = 252) years. The pupils were divided into four groups by standardized achievement tests. One group showed low achievement in both mathematics and reading (MLRL), a second group showed low achievement in mathematics only (ML‐only), a third group in reading only (RL‐only) and a fourth group showed normal achievement in both mathematics and reading (NA). The ML‐only and the MLRL groups did not differ significantly in basic arithmetical facts at any age level, but both groups performed below the RL‐only and NA groups. The two latter groups also performed similarly at all year levels. In multi‐step calculation all groups differed significantly at the lowest age level, with the NA as the group with the best achievement, followed by RL‐only, ML‐only and the MLRL group. At the two highest age levels the relations between the groups, in multi‐step calculation, were in accordance with the results regarding basic facts. The findings indicate, for both normal and low general mathematical ability, that low achievement in reading to a small extent interferes with the pupils’ development of arithmetic performance 相似文献
3.
The purpose of this study was to investigate the effectiveness of small group discussion on students' conceptual understanding
of chemical equilibrium. Students' understanding of chemical equilibrium concepts was measured using the Misconception Identification
Test. The test consisted of 30 items and administered as pre-posttests to a total of 81 pre-service elementary students in
two intact classes of the same university. One of the classes was randomly assigned as experimental group (n = 40) which was instructed with discussion propositions related to chemical equilibrium concepts in small group and the other
class was assigned as control group (n = 41) which was instructed through traditionally designed chemistry instruction. Analysis of covariate (ANCOVA) was used
to determine treatment effects on students' conceptual understanding of chemical equilibrium when pre-test result was used
a covariate. The analysis of results showed a statistically significant difference between the experimental and control groups'
posttest mean scores in favor of the experimental group after treatment (F(1,78) = 47,77; P < 0.05). The results indicated that while the average percentage of students in the experimental group holding a scientifically
correct concept had risen from 35.0% to 59.1%, a gain of 24.1%, the percentage of correct responses of the students in the
control group had increased from 32.5% to 43.82%, a gain of 11.32% after treatment. In addition, the percentages of students'
correct responses and keyed misconceptions on posttest results were discussed for six areas related to: (1) the mass vs. concentration,
(2) rate vs. extent, (3) constancy of the equilibrium constant, (4) misuse of Le Chatelier's principle, (5) constant concentration,
and (6) competing equilibria related to chemical equilibrium concepts in experimental and control groups. 相似文献
4.
This paper focuses on the factors that are likely to play a role in individual learning outcomes from group discussions, and it includes a comparison featuring test-enhanced learning. A between-groups design (N = 98) was used to examine the learning effects of feedback if provided to discussion groups, and to examine whether group discussions benefit learning when compared to test-enhanced learning over time. The results showed that feedback does not seem to have any effect if provided to a discussion group, and that test-enhanced learning leads to better learning than the discussion groups, independent of retention interval. Moreover, we examined whether memory and learning might be influenced by the participants’ need for cognition (NFC). The results showed that those scoring high on NFC remembered more than those who scored low. To conclude, testing trumps discussion groups from a learning perspective, and the discussion groups were also the least beneficial learning context for those scoring low on NFC. 相似文献
5.
Team‐based learning (TBL) combines independent out of class preparation with in class small group discussion. We adopted TBL in teaching first year medical gross anatomy. In this study, we evaluated student perceptions of TBL by using a survey that elicited perceptions of both pedagogy and mode of learning. Anatomy lectures were replaced with required preclass readings, self‐assessment quizzes, small group discussions of assignments, and groups retaking the same quizzes for deeper learning. At the course conclusion, students were surveyed to assess their preference for TBL, their perceptions of TBL effectiveness, and their perceptions of successful interpersonal relationships within groups. Respondents (n = 317; 89% response) were asked to rate the extent that they agreed (?2 = strongly disagree; ?1 = disagree; 0 = neutral; 1 = agree; and 2 = strongly agree). A principal components factor analysis with varimax rotation identified two 8‐item factors: “perceptions of TBL” and “perceptions of teamwork.” Internal consistency for each was high [Cronbach's alpha = 0.908 (preference for TBL); 0.884 (preference of teamwork)]. Results of one‐way analysis of variance between Honors/High Pass/Pass/Fail students indicated that Honors (n = 73) tended to rate perceptions of TBL higher than Pass (n = 54) [mean difference = 2.92; 95% CI (0.05, 5.79)], and also higher than Fail (n = 11) [mean difference = 6.30; 95% CI (1.13, 11.47)]. However, each had overallpositive ratings. No difference was noted between mean ratings of teamwork, which were also, overall, positive. We conclude that medical students view TBL favorably irrespective of their grades. Anat Sci Educ 2:150–155, 2009. © 2009 American Association of Anatomists. 相似文献
6.
Deborah K. Reed Emily Jemison Jessica Sidler-Folsom Ashley Weber 《Journal of Experimental Education》2013,81(4):552-574
This study investigated the content learning of fourth graders (N?=?92) randomly assigned to complete electronic Frayer Models on life science vocabulary by themselves or while engaging in synchronous online discussions with a partner. The use of the graphic organizers was interspersed with other science activities. After seven weeks, all students significantly improved their science content knowledge (d ≈ 0.60), but the two treatment groups did not demonstrate significantly different performance after controlling for pretest abilities. Path analysis revealed the rubric scores on students' organizers were more strongly predictive of the posttest science benchmark in the online discussion group than the independent group, suggesting that collaboratively completing Frayer Models may help bolster the relationship between reading and science. 相似文献
7.
Sharon Wolf J. Lawrence Aber Jere R. Behrman Edward Tsinigo 《Journal of research on educational effectiveness》2019,12(1):10-37
We assessed the impacts of a teacher professional development program for public and private kindergartens in the Greater Accra Region of Ghana. We examined impacts on teacher professional well-being, classroom quality, and children’s readiness during one school year. This cluster-randomized trial included 240 schools (teachers N?=?444; children N?=?3,345, Mage?=?5.2) randomly assigned to one of three conditions: teacher training (TT), teacher training plus parental-awareness meetings (TTPA), and controls. The programs incorporated workshops and in-classroom coaching for teachers and video-based discussion groups for parents. Moderate impacts were found on some dimensions of professional well-being (reduced burnout in the TT and TTPA conditions, reduced turnover in the TT condition), classroom quality (increased emotional support/behavior management in the TT and TTPA conditions, support for student expression in the TT condition), and small impacts on multiple domains of children’s school readiness (in the TT condition). The parental-awareness meetings had counteracting effects on child school readiness outcomes. Implications for policy and practice are discussed for Ghana and for early childhood education in low- and middle-income countries. 相似文献
8.
The degree to which orthographic knowledge accounts for the link between rapid automatized naming (RAN) and reading is contested, with mixed results reported. This longitudinal study compared two groups of 10- and 11-year-old children, a low RAN group (N = 69) and matched controls (N = 74), on various measures of orthographic knowledge. The low RAN group showed a deficit in orthographic knowledge, both at the level of subword letter sequences and of whole words, as well as an unexpected strength in orthographic learning. Our findings underline the persistence of RAN-related reading problems and raise questions about reading strategies in this group. 相似文献
9.
The study examined the relations between reciprocal nominations, reciprocal rejections and loneliness among children with learning disorders. The sample consisted of 238 Israeli students: 110 students with learning disorders (LD) and 128 students with no LD (NLD) drawn from 2nd to 6th Grades (ages: M = 9.83 years, SD = 1.35). Participants were assessed on: loneliness, sense of coherence, friendship quality, reciprocal friendship and reciprocal rejection nominations. Hierarchical multiple regression analysis revealed that loneliness experience was significantly predicted by sense of coherence, peer reciprocal rejection and conception of friendship qualities. Students with LD who had at least one reciprocal rejection with a classmate felt more lonely and less coherent than did their NLD peers. Within the LD group, those children who had at least one reciprocal rejection with a classmate felt more lonely and less coherent than did LD children who had no reciprocal rejection. Such significant within‐group differences were not found in the NLD group. The discussion emphasises the importance of the examination of intra‐ and interpersonal variables in the understanding the loneliness experience among LD children, with special focus on the role of reciprocal negative nominations. 相似文献
10.
The aim of this small‐scale study was to assess the effectiveness of nurture groups in Northern Scotland. Data were collected from children (N = 19) and staff (N = 5) from three nurture groups. Pre‐ and post‐nurture group Boxall Profile information was also assessed for 33 children across two of the nurture groups. Analysis of the Boxall Profiles found that nurture group children had made significant gains. The majority of children reported that they feel happy and enjoy attending the nurture groups. Nurture group staff reported improvements in the children, and that parents are positive about the nurture groups. However, staff did report a number of challenges that the nurture group face. Overall, this study contributes to the evidence that nurture groups can be an effective intervention for improving social, emotional and behavioural outcomes for children. 相似文献
11.
Quality Talk and dialogic teaching—an examination of a professional development programme on secondary teachers’ facilitation of student talk 
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下载免费PDF全文 This study used the Quality Talk and dialogic teaching approach with a group of secondary school teachers (N = 7) to train their facilitation of dialogical discussions by small groups of students. The study used video and audio analysis to assess the teachers’ observable behaviours during these discussions, before and after professional development; for example, types of Quality Talk questions asked. The study also used face‐to‐face interviews, held before and after the professional development, to investigate the teachers’ beliefs about learning through discussion. Results show that although the number of high‐quality questions from the teachers did not increase, the quality of the questions students asked of each other did improve, and resulted in extended periods of dialogic spells. Positive developments were found for teachers’ beliefs about the use of dialogue to foster deeper thinking with their secondary school‐aged students. 相似文献
12.
Nelson Graff 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):439-454
Background: Research on teacher–student relationships has focused logically on classroom talk. Investigations of classroom talk range from broad consideration of the structures of such talk to a somewhat narrower focus on the interpersonal dimensions of such talk, and their consequences for student achievement and motivation. Purpose: This study explores a relationship that the teacher defined as ‘difficult’, and attempts to understand, through analysis of classroom talk, how the complexities of full-class discussion contributed to the manifestation of a difficult relationship. Sample: The analysis focuses primarily on one teacher and one student in a 31-student, grade seven (age 12–13) English/Language Arts class. The study was conducted in a seventh-grade language arts/social studies block class in Midwest Middle School (a pseudonym), a middle school of around 700 students in a mid-sized suburban community in the Midwest, USA. Design and methods: The study draws from nine weeks of participant observation, isolating classroom episodes between the teacher and the specific student with whom she had a ‘difficult’ relationship. Interactions were transcribed and then analysed, using a mixed approach which drew upon research methods from conversation analysis (CA), classroom discourse analysis and Goffman's discussion of participation frameworks. Results: Analysis suggested that the difficulty of the relationship between teacher and student was less the result of particular behaviours on the part of either participant and more the result of complications of interaction in full-class discussions. Conclusions: In effect, the teacher, the particular student and the other students cooperated to create a difficult relationship. Despite that difficulty, however, other decisions the instructor made in structuring the classroom environment mitigated those complications, allowing the student to feel some success in the class and to continue to attempt to participate successfully in full-class interactions. 相似文献
13.
This study examined the effects of a computer‐assisted social skills intervention on the social competence of 73 students with a mild intellectual disability (age range: 11.0 to 15.0) within an experimental and control group design. The experimental group (N= 38) was trained with the I Found a Solution computer‐supported package while the control group (N= 35) worked on computer‐related keyboard and writing skills. The intervention consisted of the computer‐supported program and teacher‐guided work, small‐group discussions and transfer to actual real‐life conflicts. Each student was assessed before and after the training on: teacher‐rated social skills and disruptive behaviour, peer‐rated social acceptance, and self‐rated loneliness. A 2‐way MANOVA with repeated measures (grouping by gender, with pre/post training scores as the repeated measures) revealed that the experimental group increased their different measures of social competence, and the differences between them and the control group were significant following the intervention. However, no significant differences between the experimental and control groups were found in their loneliness experience. Implications for intervention and additional research are discussed. 相似文献
14.
Tokens were given to university students in two separate experiments for participation in small group discussions. In the first experiment a multiple baseline design was used with two small groups in an educational psychology class. In the second, 10 small groups were assessed on group participation without and with a token condition. Results of the first experiment were inconclusive though favorable; the second experiment resulted in a significant difference (t=15.41; P<.001, df=77) in group participation when tokens were delivered contingent upon group participation. The results indicate that token technology can be an effective technique to increase small group participation when a variety of back-up reinforcers is offered. The results are discussed in terms of possible applications of token technology within a university setting. 相似文献
15.
ABSTRACTThe current study focused on scaffolding programmes, including cognitive and meta-cognitive components, for science problem solving in a computerised learning environment to identify their unique effects on aspects of student motivation. Using expectancy-value theory as a conceptual framework, the current study focused on two motivational aspects: intrinsic value and perceived cost. Four scaffolding components were identified (structural, reflective, subject matter and enrichment) and used in different configurations to construct four scaffolding programmes ranging from low support (Enrichment) to partial support (Operative and Strategic) to full support (Integrated). The participants were seventh-grade students (N?=?458) sampled from 15 different classes in 3 middle schools. The classes were randomly assigned to the five treatment groups (four ‘scaffolding programmes’ and one control). The intervention was conducted over approximately 6 months as part of the regular class curriculum. The first phase of the study was based on self-report surveys distributed twice to all participants, and the second phase was based on observations of a sub-sample (N?=?145). The findings indicated that the integrated group demonstrated the most adaptive patterns of motivation. Specifically, the integrated group was the only group that showed no decline in intrinsic value or increases in perceived cost. Both the strategic and integrated groups had higher levels of observed willingness to invest effort and reports of intentional learning when using the scaffolding software. The common feature of these groups is the reflection component, which implies that reflection and its combination with subject matter have positive effects on motivation. 相似文献
16.
Rosa Hernández Sheets 《The Urban Review》1996,28(2):165-183
This study compared student-teacher perception of discipline; inquired if it were interpersonal, procedural, or substantive;
and examined how ethnicity, achievement, gender, and position influenced practice. Gay's (1981) theory about interethnic group
interactions, combined with perceptual disparity and cultural discontinuity, provided the conceptual framework. Data sources
were interviews, classroom observations, and school records. Students (N=16), African American, Chicano, European American, and Filipino, and teachers (N=9) from an urban high school participated. The data analysis revealed that interpersonal conflicts were more consequential
for students of color. Evidence of disparate perceptions among ethnically diverse students and teachers surfaced. The attitudes,
beliefs, and values of students and teachers differed and were associated with ethnicity, gender, and level of academic achievement. 相似文献
17.
Steven Stack 《Journal of Criminal Justice Education》2013,24(3):374-385
The extent to which discussion promotes learning outcomes is a relatively unexplored area in teaching. The present paper contributes to the literature by assessing the extent to which student use of a discussion board is predictive of grades. The sample consists of 341 students who completed an online course in criminology. Learning outcomes are measured in terms of final examination scores. The number of participations or hits (N?=?6,934) on a web-based discussion board is used as a measure of the quantity of class participation. Overall, hits on the discussion board did not predict grades. However, among low achievers, the greater the participation in the board, the higher the grades. Using data on a web-based discussion board as a measure, the present study reports a link between discussion and achievement for low achievers—a result consistent with a previous study in online physics classes. Future work is needed to explore such moderating effects in the link between the use of other web-based utilities, such as blogs, on student performance. 相似文献
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19.
This study explored the effects of a 6-week psychological displacement paradigm in diary-writing (PDPD) intervention on alexithymia and social connectedness in Taiwanese college athletes at the individual and interpersonal levels. The sample comprised 87 participants (Mage = 19.80 ± 0.75 years). After a pretest, the individual writing group engaged in individual and interpersonal PDPD twice a week for 6 consecutive weeks. A posttest was conducted after the interventions, and a follow-up test was conducted 2 months later. Both the individual and interpersonal writing groups scored lower than did the control group on difficulty identifying feelings and difficulty describing feelings in the posttest, and the effects persisted at follow-up. Moreover, PDPD contributed to an increase in social connectedness. This study provided evidence of the effects of individual and interpersonal PDPD on athletes' emotion control and emotion regulation. 相似文献
20.
嵌入班级网络中的大学生在交往中形成不同的小群体,这些小群体间的学业成就是否具有显著性差异?研究者将社会网络分析方法中的整体网分析与元分析(Meta分析)相结合,在对大学生班级内小群体的学业成就差异进行多项独立研究的基础上,运用元分析技术将29项研究(N=1076)的结果予以综合分析,得到如下结论:(1)每个班级的大学生都在互动过程中形成了不同数量的小群体,且每个小群体中的学生数量不同;(2)大学生学业成就存在着“人以群分”现象,即同一班级的大学生在互动中产生的小群体在学业成就上存在显著性差异。因此,大学生应加强与高学业成就水平的小群体之间的互动以提高学业成就;而高校管理者也应采用科学的方法识别班级中的不同小群体,从而采取相应的学业成就提升策略。 相似文献