首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 15 毫秒
1.
The aim of this study was to test the notion that integrating movement into the learning environment contributes to the academic achievements of kindergarten students. One hundred and sixty 4–6 year-old kindergarten students participated in the study for 145 days, which included pre- and post-intervention tests in language, mathematics, and non-verbal intelligence. The three interventions consisted of (a) a mindful movement—integrating movement in academic learning, (b) a movement for its own sake—allowing children free movement without providing academic instruction, and (c) a control condition—children engaging in their regular academic environment activities. The findings revealed that the mindful movement intervention resuted in the highest improvement in the academic achievement tests. Children engaging in movement for its own sake did not differ from the control condition. The findings support the notion that mindful movement enhances kindergarten children’s academic achievements. Possible explanations for this outcome are discussed.  相似文献   

2.
Enhancing college students' learning habits, attitudes, and capacities have been an important research topic in educational psychology. In this study, we designed, implemented, and evaluated a coaching program that integrated mindful agency coaching and motivational interviewing for the development of positive learning dispositions in college students. A randomized control trial embedded mixed-methods design was employed. The quantitative phase with two experimental groups showed that the intervention group (n = 24) showed significant improvement in mindful agency, self-efficacy, learning motivation, and emotional intelligence after the coaching, compared with the control group (n = 30). The qualitative phase with students in the intervention group (n = 15) revealed five themes: Task orientation, motivational management, openness and acceptance, self-awareness and self-regulation, and supporting factors for coaching. Integrated findings demonstrated whether and how coaching could be a promising approach to enhancing college students' various positive dispositions that are essential for them to be mindful, resilient, and self-directed learners.  相似文献   

3.
This study examined the impact of cooperative learning activities on student achievement and attitudes in large-enrollment (>250) introductory biology classes. We found that students taught using a cooperative learning approach showed greater improvement in their knowledge of course material compared with students taught using a traditional lecture format. In addition, students viewed cooperative learning activities highly favorably. These findings suggest that encouraging students to work in small groups and improving feedback between the instructor and the students can help to improve student outcomes even in very large classes. These results should be viewed cautiously, however, until this experiment can be replicated with additional faculty. Strategies for potentially improving the impact of cooperative learning on student achievement in large courses are discussed.  相似文献   

4.
Cooperative learning (CL) is a well documented pedagogical practice that promotes academic achievement and socialization, yet many teachers struggle with implementing it in their classes. This study reports on the perceptions of 10, middle-year teachers who implemented cooperative learning in a unit of work across two school terms. Data from the interviews indicated that while the teachers had positive experiences with CL, a number encountered difficulties with implementing it in their classrooms. Issues identified included students socializing during group activities and not working, managing time effectively, and the preparation required. Other issues that the teachers identified as being important for successful group work included the composition of the groups, the task the group was to undertake, the social skills training needed, and the assessment of the learning that occurred in the group.  相似文献   

5.
In this study, the researcher aimed to understand how students learned the targeted knowledge with an interactive response system (IRS) tool, and whether learners in two different learning modes: individual and group use of IRS, differed in their learning performance and knowledge retention after the IRS activity. These two kinds of IRS interaction were integrated into the course which included multiple choice questions for testing memorable knowledge and open-ended questions for enhancing organization and critical thinking ability via a methodology that involved 120 college students and included the analysis of tests, survey questionnaires and a course learning diary. Overall, the results were consistent with the consensus that students perceive the IRS as a positive addition to their classes, as its use increased course participation, fostered interaction, and promoted the general enjoyment of the class. The results revealed that the immediate learning performance of the learners who participated in the activity through group use of the IRS was better than that of the learners with individual IRS accounts; however, the individual IRS users seemed to have better learning retention of the learning contents, and showed significant improvement on the delayed tests. Furthermore, the study also confirmed that the IRS with collaborative work could promote the students’ academic and social-emotional performance because the collaborative learning allowed them to learn from peers’ opinions and to make judgments and co-examine the learning concepts again while finding the correct answer. This paper contributes data and analysis that highlight the pedagogical benefits of the implementation of an IRS, and supports the value of using the IRS for college education.  相似文献   

6.
Due to the rapid development of information technology, web‐based learning has become a dominant trend. That is, learners can often learn anytime and anywhere without being restricted by time and space. Autonomic learning primarily occurs in web‐based learning environments, and self‐regulated learning (SRL) is key to autonomic learning performance. Moreover, sustained attention to web‐based learning activities can be challenging for students. Therefore, a web‐based reading annotation system with an attention‐based self‐regulated learning mechanism (ASRLM), which is based on brainwave detection, is designed to enhance the sustained attention of learners while reading annotated English texts online, and thereby promote online reading performance. In total, 126 Grade 7 students in four classes at a junior high school in New Taipei City, Taiwan, are the participants. Among the four classes, two classes are randomly distributed to the experimental group and the other two classes are randomly distributed to the control group. The experimental group utilizes the ASRLM to support their reading of annotated English texts online, whereas the control group is not supported by the ASRLM while reading annotated English texts online. Experimental results show that sustained attention and reading comprehension of the experimental group are better than those of the control group. Moreover, the web‐based reading system with ASRLM support promotes the sustained attention and reading comprehension of female learners more than those of male learners while reading annotated English texts online. Additionally, learners with high‐SRL ability in the experimental group have better sustained attention and reading comprehension than those learners with low‐SRL ability. Furthermore, the sustained attention and reading comprehension of the experimental group are strongly correlated, and the duration of sustained attention strongly predicts their reading comprehension performance.  相似文献   

7.
The purpose of this study was to determine whether combining cooperative learning strategies with instruction delivered using an Integrated Learning System (ILS) produced academic and attitudinal gains in students. Sixty-five fifth-grade students were randomly divided into two groups, cooperative and individual. Students in the cooperative group worked on ILS math activities with a partner. Students in the individual group worked on the same activities by themselves. Achievement and attitudinal data were collected for the students prior to the experimental treatment and at the end of the treatment period. Results revealed that students using an ILS for mathematics instruction performed better on standardized tests and were more positive toward math and the computer math activities when they worked in cooperative groups than when they worked on the same activities individually.  相似文献   

8.
本文是一项有关综合英语课堂上情感焦虑和合作学习的实证行研究.近年来,合作学习和外语学习焦虑在国内外受到广泛关注.但目前还很少有研究就利用合作学习减轻外语学习焦虑并最终提高学习者英语语言水平问题进行实证调查.针对这一问题,笔者采用前后测现场教学实验的方法对外语水平相同的两组(实验组采用合作学习方法而控制组采用传统的教学方法)--英语专业大二本科生进行了一项实验,调查和测试结果表明,试验组学生的外语学习焦虑得到有效减轻,其英语语言水平有明显提高.  相似文献   

9.
本文是一项有关综合英语课堂上情感焦虑和合作学习的实证行研究。近年来,合作学习和外语学习焦虑在国内外受到广泛关注。但目前还很少有研究就利用合作学习减轻外语学习焦虑并最终提高学习者英语语言水平问题进行实证调查。针对这一问题,笔者采用前后测现场教学实验的方法对外语水平相同的两组(实验组采用合作学习方法而控制组采用传统的教学方法)——英语专业大二本科生进行了一项实验,调查和测试结果表明,试验组学生的外语学习焦虑得到有效减轻,其英语语言水平有明显提高。  相似文献   

10.
This article reviews the research on the effects of cooperative learning on the academic achievement of students with handicaps. Journal articles that included students with handicaps in the sample (achievement as a dependent variable and cooperative learning as an independent variable) were selected for inclusion. A limited number of studies (12) met the selection criteria, and the findings were inconsistent. More research is needed before teachers are encouraged to use cooperative learning methods to promote the academic achievement of mainstreamed special education students.  相似文献   

11.
Despite previous research and recommendations in South Africa, secondary-school teachers still encounter economic, social and cultural challenges in implementing differentiated learning activities in the classroom. The diversity of learners with learning barriers inevitably leads to an increase in workload for the teachers. This article draws on data generated from the research conducted in South Africa and from questionnaires completed by secondary-school teachers who identified existing challenges to implementing differentiated learning activities, as well as on student teachers who implemented three differentiated learning activities (for the slow, average and gifted learners), and reflects on their experiences of good and bad practices. The literature review and specialists' views were integrated to determine how to overcome the challenges that the implementation of differentiated learning faces. Several challenges to the implementation of differentiated learning were highlighted by the research. The research indicated that a total of 97% of teachers never or seldom use a flexible curriculum and extra time to accommodate the diverse learning needs of learners. This article provides guidelines on how to implement differentiated learning activities in secondary-school classes and offers ideas on how to start with differentiated teaching.  相似文献   

12.
Research indicates that cooperative learning with teacher‐guided instruction is more effective in helping young children to learn than cooperative learning with minimal guidance. In the present study, two different cooperative learning activities (jigsaw and drama) and a control condition (a traditional teacher‐led approach) were compared. The participants were 279 Grade 5 Hong Kong students located in nine classrooms. The two experimental conditions emphasised teachers' cognitive support in helping students to understand a text through both teacher‐led and student‐led activities. Post‐test data included a reading comprehension test and three questionnaires that investigated students' goal orientations, initial level of relative autonomy and perceptions of instructional practices. Findings indicate that students in the jigsaw group outperformed students in both the drama group and the control group in the reading comprehension test. The implications of conducting cooperative learning activities with well‐planned teacher guidance are discussed.  相似文献   

13.
Teaching chemical bonding through jigsaw cooperative learning   总被引：1，自引：1，他引：0  
This study examined the effectiveness of jigsaw cooperative learning in teaching chemical bonding at tertiary level. This study was carried out in two different classes in the Department of Primary Science Education of Atatürk University during the 2005–2006 academic year. One of the classes was the non‐jigsaw group (control) and the other was the jigsaw group (experimental). Students in the jigsaw group were divided into four ‘home groups’ since chemical bonding is divided into four subtopics (Modules A, B, C and D). Each of these home groups consisted of four students. The subjects covered were ionic bonding (Module A), covalent bonding (Module B), hydrogen bonding and van der Waals (Module C) and basic concepts about bonds (Module D). The main instrument for obtaining data was the Chemical Bonding Achievement Test (CBAT), which was applied to both groups. The CBAT was divided into four modules (A, B, C and D), in which each module consisted of five questions (four multiple‐choice and one open‐ended). The data obtained indicated that the students in the jigsaw group were more successful than those in the non‐jigsaw group.  相似文献   

14.
Learning paths have the potential to play an important role in the way educators serve their learners. Empirical research about learning paths is scarce, particularly in a secondary education setting. The present quasi-experimental study took place in the context of a biology course involving 360 secondary school students. A 2?×?2 factorial research design was adopted. Learners were engaged in learning activities in a learning path. These learning activities (1) differed in design and (2) were either undertaken individually or collaboratively. Gender was considered as a critical co-variable, given the focus on science learning. All learning paths were developed on the basis of visual representations, but in the experimental design conditions, learners worked with learning paths designed according to Mayer's multimedia guidelines (2003). Multilevel analyses were applied to study the impact on learning outcomes according to the design of learning paths, the individual/collaborative setting, and the co-variable gender. The study provides empirical evidence that both the design and the group setting (collaborative versus individual) have an impact on learning outcomes. Although there was no main effect, several significant interaction effects with gender were found. The results are helpful to direct research about the design and implementation of learning paths in a secondary school setting and underpin the relevance of representation modes in science learning.  相似文献   

15.
This is a longitudinal study of first year medical students that investigates the relationship between the pattern change of the learning preferences and academic performance. Using the visual, auditory, reading‐writing, and kinesthetic inventory at the beginning of the first and second year for the same class, it was found that within the first year, 36% of the class remained unimodal (single) modality learners (SS), 14% changed from unimodal to multimodality learners (SM), 27% changed from multimodality to unimodal modality learners (MS) and 21% remained as multimodality learners (MM). Among the academic performance through subsequent didactic blocks from Clinical Anatomy, Cell and Subcellular Processes to Medical Neuroscience during first year, the SM group made more significant improvement compared to the SS group. Semi‐structured interview results from the SM group showed that students made this transition between the Clinical Anatomy course and the middle of the Medical Neuroscience course, in an effort to improve their performance. This study suggests that the transition from unimodal to multimodality learning among academically struggling students improved their academic performance in the first year of medical school. Therefore, this may be considered as part of academic advising tools for struggling students to improve their academic performances. Anat Sci Educ 11: 488–495. © 2017 American Association of Anatomists.  相似文献   

16.
Many studies have identified web-based cooperative learning as an increasingly popular educational paradigm with potential to increase learner satisfaction and interactions. However, peer-to-peer interaction often suffers barriers owing to a failure to explore useful social interaction information in web-based cooperative learning environments. This easily leads to learners being unable to seek appropriate learning partners for facilitating effective cooperative learning. This problem frequently causes poor learning effectiveness in web-based cooperative learning environments. Generally, instructor assigned or learner selected learning peers cannot ensure to compose suitable learning partners for individual learners in cooperative learning environments. A suitable learning partner can help the learner, who is learning in the personal way and encounters the difficulty, to solve problems. Inappropriate learning partners cannot only easily lead to poor learning interaction and achievement, but can also lead to the meaning of cooperative learning being lost. Although many web-based learning systems have already been developed to assist cooperative learning, supporting peer-to-peer interaction in computer-supported cooperative learning (CSCL) is still immature. As a result, this study presents a novel scheme for recommending appropriate learning partners for individual learners utilizing mining of learning interactive social networks in a cooperative problem-based learning (PBL) environment. Results of this study show that the proposed scheme helps encourage learners to interact with learning peers more actively and positively, and facilitates learning performance in a cooperative PBL environment.  相似文献   

17.
During recent decades, educational research has dealt with the contribution of the learning environment to the accomplishment of educational goals, such as improvement of academic achievement and motivation. In this research, an intervention program was implemented into the learning environment of science–technology classes at the junior high school level (Grades 7–9, 12–15 years old) in Israel. The intervention included a three-year workshop involving 224 hours each year. The teachers (N = 22) were required to reflect on their experiences using a portfolio that described their actual teaching experiences for relevant discussions at the workshop. Quantitative and qualitative tools were used to examine the teachers’ implementation of new teaching/learning and assessment methods or new subject matter, that were addressed by the workshop in their classes, and to identify learning environment characteristics and learning outcomes according to teachers’ perceptions. Differences were found between teachers’ and pupils’ perceptions of the impact of learning environment characteristics on learning outcomes.  相似文献   

18.
The learning analytics dashboard (LAD) is a newly developed learning support tool for virtual classrooms that is believed to allow students to review their online learning behavior patterns intuitively through the provision of visual information. The purpose of this study was to empirically validate the effects of LAD. An experimental study was conducted with a dashboard treatment group and a control group. The researchers developed a LAD and evaluated its effectiveness on the sample of 151 college students at a private university located in Korea, who were taking the online course titled “Management Statistics” in the first semester of 2014. The following results were obtained. First, the students who received dashboard treatment presented higher final score than those who did not. Second, the dashboard usage frequency, as measured by the number of times the dashboard was opened, did not have a significant impact on learning achievement. However, a slightly positive correlation between satisfaction with LAD and learning achievement was observed. Further analysis indicated that learners who used the dashboard only a few times showed relatively high satisfaction with LAD. On the other hand, high academic achievers who opened LAD relatively frequently showed lower satisfaction with dashboard. The results guide that LAD should be revised in a way to motivate learners consistently and support learners who have different academic achievement levels. The study discusses the further research tasks in terms of LAD development as an effective and personalized feedback tool to improve learners’ academic achievement.  相似文献   

19.
The aims of this study were to investigate the effects of cooperative learning on the mathematics ability and cooperative social behaviours of kindergarten children and to evaluate teachers’ perspectives on the application of the program. One control (n = 17) and one experimental group (n = 17) were studied. In the experimental group, a curriculum based on cooperative learning method activities was used. Significant improvements in mathematics abilities were found for children in the experimental group that utilised cooperative learning.  相似文献   

20.
The aims of this research were to validate the Cultural Learning Environment Questionnaire in the Brunei context and to evaluate culturally sensitive factors (gender equity, collaboration, deference, competition, teacher authority, modelling and congruence) of upper secondary students’ learning environment. The subjects of this study were 831 upper secondary science students from coeducational schools in Brunei. The data were collected by administering the Cultural Learning Environment Instrument developed by Fisher and Waldrip. Factor analysis and reliability results showed that the instrument was suitable for evaluating the six culturally sensitive factors associated with the cultural learning environment of Bruneian upper secondary students. The results also suggested that students believed both genders were treated equally in their classes. The students viewed that they were to some extent dependent learners; however, they were willing to give their independent views in their classes. The data also suggest that students perceived that they were equally cooperative and competitive. The culturally sensitive factors of the students’ cultural learning environment were not influenced by their gender, but regional variations in values for some of these factors were observed. Further research has been recommended to investigate how the students were equally cooperative and competitive, as well as what factors contributed to the regional differences.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号