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1.
Chemistry knowledge can be represented at macro-, micro- and symbolic levels, and learning a chemistry topic requires students to engage in multiple representational activities. This study focused on scaffolding for inter-level connection-making in learning chemistry knowledge with graphical simulations. We also tested whether different sequences of representational activities produced different student learning outcomes in learning a chemistry topic. A sample of 129 seventh graders participated in this study. In a simulation-based environment, participants completed three representational activities to learn several ideal gas law concepts. We conducted a 2 × 3 factorial design experiment. We compared two scaffolding conditions: (1) the inter-level scaffolding condition in which participants received inter-level questions and experienced the dynamic link function in the simulation-based environment and (2) the intra-level scaffolding condition in which participants received intra-level questions and did not experience the dynamic link function. We also compared three different sequences of representational activities: macro-symbolic-micro, micro-symbolic-macro and symbolic-micro-macro. For the scaffolding variable, we found that the inter-level scaffolding condition produced significantly better performance in both knowledge comprehension and application, compared to the intra-level scaffolding condition. For the sequence variable, we found that the macro-symbolic-micro sequence produced significantly better knowledge comprehension performance than the other two sequences; however, it did not benefit knowledge application performance. There was a trend that the treatment group who experienced inter-level scaffolding and the micro-symbolic-macro sequence achieved the best knowledge application performance. 相似文献
2.
David Corradi Jan Elen Geraldine Clarebout 《Journal of Science Education and Technology》2012,21(6):780-795
Theories on learning with Multiple External Representations (MER) claim that low prior knowledge learners in science have difficulties using MER, which are seen as necessary to achieve a conceptual understanding. In two experiments, we analyze the mechanisms underlying the learning of chemistry with MER. Our first experiment focuses on how MER can support learning. We found no difference in learning gains of conceptual understanding, regardless of the format (whether MER were provided or not). It is concluded that chemical MER on themself cannot be seen as learning aids. The second experiment compares three types of instructional aids (prompts, prompts with an answer, and note-taking) to determine which types of aids enhance learning with MER. Contrary to the findings of Seufert (Learn Instr 13:227?C237, 2003), path-analysis suggests that the lowest prior knowledge group benefits the most from instructional aids such as prompts and note-taking. These aids guide learners?? attention towards one specific representational format (symbols), while other formats (submicroscopic representations) receive less attention. 相似文献
3.
Markus H. Hefter Kirsten Berthold Alexander Renkl Werner Riess Sebastian Schmid Stefan Fries 《Instructional Science》2014,42(6):929-947
Argumentation skills play a crucial role in science education and in preparing school students to act as informed citizens. While processing conflicting scientific positions regarding topics such as sustainable development in the domain of ecology, argumentation skills such as evaluating arguments or supporting theories with evidence are beneficial for developing deep understanding and well-grounded conclusions. We developed a 50-min training intervention to foster argumentation skills in the domain of ecology on topics related to sustainable development and analyzed its effects in a control-group design: (a) training intervention to foster argumentation skills (n = 41), (b) no such training intervention (n = 42). Results showed that this short-term training intervention successfully fostered three components of argumentation skills (i.e., evaluative knowledge, generative knowledge, and argument quality) and declarative knowledge about argumentation. The positive effect on declarative knowledge was stable 1 week after the training and it was mediated by learning processes during the training intervention: self-explaining the principles of argumentation underlying the video-based examples mediated the effect on declarative knowledge 1 week after the training. In short, the training intervention is an effective instructional method to enhance argumentation skills as well as declarative knowledge about argumentation. 相似文献
4.
Nicholas H. Wasserman Christa Quint Scott A. Norris Thomas Carr 《International Journal of Science and Mathematics Education》2017,15(3):545-568
In an undergraduate Calculus III class, we explore the effect of “flipping” the instructional delivery of content on both student performance and student perceptions. Two instructors collaborated to determine daily lecture notes, assigned the same homework problems, and gave identical exams; however, compared to a more traditional instructional approach, the flipped instructor utilized videos to communicate more procedural course content to students out-of-class, with time in-class spent on more conceptual activities and homework problems. Findings from two semesters indicate similar performance on more procedural problems and small to moderate gains for the flipped students (N = 74) over their traditional counterparts (N = 77) on more conceptual exam problems. However, student perceptions remain mixed, with flipped students reporting increased communication during class but traditional students perceiving more effective use of class time, despite the gains in performance for flipped students. 相似文献
5.
Design and use of hypermedia systems 总被引：1，自引：0，他引：1
Mable B. Kinzle Richard L. Berdel 《Educational technology research and development : ETR & D》1990,38(3):61-68
Hypermedia makes it possible for learners to explore interactive multimedia-based instructional systems. To realize the potential of hypermedia to increase student involvement and learning, important design and use issues will have to be addressed. For example, how can we ensure that learners will be able to effectively regulate their own learning as they exercise the control inherent in hypermedia-based systems? How can motivation be stimulated and maintained, so that individuals will go beyond superficial browsing to really explore and learn? A theoretical and research-based foundation is summarized here which suggests answers to these questions, answers that revolve around learner control, self-regulated learning, and continuing motivation. Recommendations are offered for the effective design of hypermedia systems and the appropriate preparation of learners who will use them. 相似文献
6.
Carol E. Kasworm 《Innovative Higher Education》1983,8(1):45-54
In recent years, instructors, academic programs, and innovative educational institutions have begun utilizing self-directed learning concepts and contract learning structures for assumed development of student self-directed learning outcomes. However, prior investigations of development of self-directed learning have been hortative in form or have examined correlative relationships of self-directed behavior with specific learner characteristics. Does learner participation in a self-directed contract learning course influence his/her future behavior and attitudes toward self-directed learning? This study examined the impact of a self-directed contract learning course upon participant self-directed learning behavior and attitudes. Findings of this study were examined from three forms of impact evaluation. Significant positive gains were noted on participant pre- and postgain scores on the Self-Directed Learning Readiness Scale (SDLRS). Course evaluations noted a majority of positive participant responses regarding perceived changes in knowledge and skill of self-directed learning as well as reported value of the course experience. The third form of impact evaluation came from observational diaries analysis. Diaries from selected students and the instructor were analyzed for major themes and transitions. A discussion of these themes and transition points are presented in a framework analysis of the Fuller and Bown “Concerns model.” Findings are discussed for their varying significance in understanding the development of self-directed learning behavior. 相似文献
7.
Motivational regulation has long been recognized as an essential but insufficiently investigated aspect of self-regulated learning (SRL), especially in relation to learning English-as-a-foreign-language (EFL) writing. This study intends to fill the gap by investigating the predictive effect of motivational regulation strategies on EFL students’ writing performance mediated by SRL strategies. Data were collected from undergraduate students in mainland China (N = 512) through self-report questionnaires and an English writing test. Results of structural equation modeling (SEM) confirmed a partial mediation model in which motivational regulation strategies, as a whole, not only had direct and indirect effects on students’ writing performance but were also significantly correlated with their reported use of SRL strategies relating to cognition, metacognition, and social behavior. In addition, only cognitive and metacognitive strategies were found to be significant mediators in the model while social behavior strategies were not. The findings suggest that cumulative knowledge of motivational regulation is an antecedent of the reported use of other SRL strategies in affecting EFL writing performance. The inclusion of SRL strategies in the mediation model also contributes to a clear understanding of L2 writing processes within the SRL mechanism for improving writing outcomes. 相似文献
8.
Philip H. Winne 《Metacognition and Learning》2014,9(2):229-237
New methods for gathering and analyzing data about events that comprise self-regulated learning (SRL) support discoveries about patterns among events and tests of hypotheses about roles patterns play in learning. Five such methodologies are discussed in the context of four key questions that shape investigations into patterns in SRL. A framework for this review is provided by a model that structures SRL in terms of: conditions of a task, operations, products generated by operations, evaluations of work and standards used in evaluations (COPES; Winne in Journal of Educational Psychology, 89, 397–410, 1997). Four recommendations are made for future work on SRL as patterned activity: prune models of SRL with experimental tests, explicitly include goals in data, ensure learners have options for SRL by training them in tactics and strategies, and provide learners access to accurate displays about the events and patterns that comprise SRL. 相似文献
9.
Theodore J. Kopcha Howard Sullivan 《Educational technology research and development : ETR & D》2008,56(3):265-286
This study examined the effects of prior knowledge, learner preference for control, and type of control (learner or program)
on the achievement of middle-school students in a computer-based instructional program on adding and subtracting integers.
Students were blocked by preference-for-control scores and randomly assigned to either a learner-control or program-control
version of instruction. A significant three-way interaction (prior knowledge × preference scores × type of control) revealed
that students with high prior knowledge achieved better on the posttest when their preference for control was matched with
the type of control they received, whereas students with low prior knowledge achieved better when their preference was mismatched.
A significant three-way interaction on attitude reflected the same pattern found in the interaction for achievement scores.
The overall results indicate that matching learner preference to the type of program they receive is an effective strategy
for high-prior-knowledge students but not for those with low prior knowledge.
相似文献
| Howard SullivanEmail: |
10.
Mikyung Kim Wolf Danielle Guzman-Orth Alexis Lopez Katherine Castellano Igor Himelfarb Fred S. Tsutagawa 《Educational Assessment》2016,21(3):157-175
This article investigates ways to improve the assessment of English learner students' English language proficiency given the current movement of creating next-generation English language proficiency assessments in the Common Core era. In particular, this article discusses the integration of scaffolding strategies, which are prevalently utilized as an instructional strategy for English learner students, into the design of technology-enhanced assessment tasks. The article includes sample tasks and student responses to illustrate the design of scaffolding assessment tasks and their potential to increase the accuracy of measuring students' English language proficiency. We also explore possible scoring and psychometric models for the scaffolding tasks in large-scale standardized assessments. 相似文献
11.
Kit-ling Lau 《Educational Research and Evaluation》2013,19(1):47-66
This study aimed to initially explore the possibility of helping front-line teachers to integrate the principles of self-regulated learning (SRL) into Chinese reading instruction in a 1-year collaborative project. A total of 197 Secondary 3 students and 6 Chinese language teachers from a secondary school in Hong Kong participated in the study. The findings of quantitative and qualitative data in this study generally support the feasibility of incorporating the elements of SRL in Chinese reading instruction. Students improved their comprehension performance, intrinsic motivation, strategic knowledge, and strategy use after this learning experience. Teachers also expressed positive attitudes towards the new instruction and made constructive changes on the instructional materials and activities. However, the study found teachers' traditional beliefs might affect theimplementation of SRL instruction. The implications of these findings for understanding Chinese students' capacity for SRL and planning effective reading instruction to enhance their SRL abilities are discussed. 相似文献
12.
Computer-based scaffolding plays a pivotal role in improving students’ higher-order skills in the context of problem-based learning for Science, Technology, Engineering and Mathematics (STEM) education. The effectiveness of computer-based scaffolding has been demonstrated through traditional meta-analyses. However, traditional meta-analyses suffer from small-study effects and a lack of studies covering certain characteristics. This research investigates the effectiveness of computer-based scaffolding in the context of problem-based learning for STEM education through Bayesian meta-analysis (BMA). Specifically, several types of prior distribution information inform Bayesian simulations of studies, and this generates accurate effect size estimates of six moderators (total 24 subcategories) related to the characteristics of computer-based scaffolding and the context of scaffolding utilization. The results of BMA indicated that computer-based scaffolding significantly impacted (g = 0.385) cognitive outcomes in problem-based learning in STEM education. Moreover, according to the characteristics and the context of use of scaffolding, the effects of computer-based scaffolding varied with a range of small to moderate values. The result of the BMA contributes to an enhanced understanding of the effect of computer-based scaffolding within problem-based learning. 相似文献
13.
Anguelina Popova Paul A. Kirschner Richard Joiner 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(2):330-339
A number of factors can influence learning from lectures such as students' prior knowledge, their motivation, the instructional design, the lecturer and so forth. Instructional aid techniques such as preparing class notes, giving quizzes (either planned or spot quizzes) and the like can be used to maximise learning. This study uses two well‐documented tools for learning from text—advance organisers and higher order questions—adapted for use with podcasts. Student evaluations of their experience of being primed for lectures with podcasts are described. The findings show that audio advance organisers and questions experienced by students have a positive influence on learning, because they help students bridge the conceptual distance between new and prior knowledge, better understand the topics in the lectures and stimulate thinking more deeply about the lecture's content and the possible applications of the subject of the lecture. 相似文献
14.
《The Journal of educational research》2012,105(4):278-289
ABSTRACTThe authors investigated the effects of a 5-week note-taking skills instructional program on note-taking and reading comprehension performance of elementary students. The participants included 349 fourth-grade students from 2 elementary schools in Taiwan. The Note-Taking Instruction group received approximately 40 min of note-taking skills instruction per week for 5 weeks in contrast to the free note-taking group and the free-recall writing group who did not receive any instruction. A note-taking evaluation task and a comprehension test were used to evaluate the effectiveness of the instruction on students’ performance in note taking and reading comprehension, respectively. The study yielded 2 findings: first, teaching students a note-taking strategy significantly improved their performance in note taking and reading comprehension, and second, poor readers showed the greatest gains in note-taking skills with instruction. 相似文献
15.
教育游戏的研究者发现,教育游戏中添加教学策略或学习支架能够帮助学生建立游戏和学科知识之间的联系,可以有效发挥游戏的教育价值,提高学生的学习效果和学习体验。本研究在梳理学习支架理论的基础上,针对"The Tiny Bang Story"游戏设计了两种不同强度的任务支架,以研究强度不同的任务支架对不同认知风格学生的学习动机和沉浸感的影响。研究发现:任务强度不同的学习支架对不同认知风格学生的学习动机和沉浸感的影响存在显著差异;场依存型学生的学习动机和沉浸感会随任务支架强度的增加而提升;场独立型学生的学习动机随任务支架强度的增加没有显著性变化,反而沉浸感会随任务支架强度的增加呈现先升后降的正三角趋势。 相似文献
16.
Noah L. Schroeder John C. Nesbit Carlos J. Anguiano Olusola O. Adesope 《Educational Psychology Review》2018,30(2):431-455
A concept map is a node-link diagram in which each node represents a concept and each link identifies the relationship between the two concepts it connects. We investigated how using concept maps influences learning by synthesizing the results of 142 independent effect sizes (n = 11,814). A random-effects model meta-analysis revealed that learning with concept and knowledge maps produced a moderate, statistically significant effect (g = 0.58, p < 0.001). A moderator analysis revealed that creating concept maps (g = 0.72, p < 0.001) was associated with greater benefit relative to respective comparison conditions than studying concept maps (g = 0.43, p < 0.001). Additional moderator analyses indicated learning with concept maps was superior to other instructional comparison conditions, and was effective across science, technology, engineering, and math (STEM) and non-STEM knowledge domains. Further moderator analyses, as well as implications for theory and practice, are provided. 相似文献
17.
Providing prompts to induce focused processing of the central contents of instructional explanations is a promising instructional means to support novice learners in learning from instructional explanations. However, within research on the expertise reversal effect it has been shown that instructional means that are beneficial for novices can be detrimental for learners with more expertise if the instructional means provide guidance that overlaps with the internal guidance provided by the prior knowledge of learners with more expertise. Under such circumstances, prompts to induce focused processing might even be detrimental for learners with expertise whose prior knowledge already provides internal guidance to learn from explanations. On this basis, we aimed at experimentally varying expertise by developing prior knowledge. Specifically, we used a preparation intervention with contrasting cases to enhance learners’ prior knowledge (expertise). Against this background, we tested 71 university students in a 2 × 2 factorial experimental design: (a) Factor of expertise. Working with contrasting cases to develop prior knowledge and expertise to provide internal guidance to learn from instructional explanations (with vs. without), (b) Factor of prompts. Prompts to induce focused processing of the explanations (with vs. without). The results showed that prompts to induce focused processing fostered conceptual knowledge for novice learners whereas prompts hindered the acquisition of conceptual knowledge for learners with expertise that was developed by working with contrasting cases beforehand. Moreover, measures of subjective cognitive load and learning processes suggest that the instructional guidance provided by prompts compensated for the low internal guidance of novice learners and overlapped with the internal guidance of learners with expertise. 相似文献
18.
Peter E. Doolittle Lauren H. Bryant Jessica R. Chittum 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(6):1333-1343
The construction of asynchronous learning environments often involves the creation of self‐paced multimedia instructional episodes that provide the learner with control over the pacing of instruction (segmentation); however, does the amount of segmentation impact learning? This study explored the effects of the degree of segmentation on recall and application of new knowledge and the nature of learner dispositions toward segmentation. Undergraduate students (n = 212) were randomly assigned to engage in a 9‐minute multimedia tutorial (ie, instructionally designed video‐based presentation) addressing historical inquiry that was divided into 1, 7, 14 or 28 segments (degree of segmentation) where students had control over when each segment began via a “Continue” button. Students' dispositions toward the segmentation—helped learning, made learning easier, made learning confusing, was annoying or seemed appropriate—were also measured. Results indicated that increased segmentation facilitated recall and application; however, learners perceived a high degree of segmentation (28 segments) more negatively. Overall, these results indicate that increased segmentation within a multimedia instructional environment has a positive influence on recall and application, regardless of the learner's disposition toward the segmentation. 相似文献
19.
William Sugar 《TechTrends》2014,58(5):36-52
This study describes the development of three case studies that included a combination of multimedia production and instructional design skills within a particular setting. These case studies incorporated real-life incidents from 47 professional instructional designers. These instructional designers described a total of 146 activities involving instructional design and/or multimedia production activities. Employing an emergent theme analysis approach, nine distinct themes developed from these activities and were included in the case studies. These themes included: Collaboration; Diffusion of Innovations; Formative Evaluation; Instructional Design; Interactive Instruction; Learner Analysis; Online Instruction; Technical Infrastructure; and Video Solutions. Fifty-seven Instructional Design and Technology graduate students evaluated the effectiveness of these case studies and considered the case studies as being valuable in furthering their understanding of related multimedia production and instructional design activities. The intent of these case studies was to enable Instructional Design and Technology students to comprehend the relationship between multimedia production and instructional design activities. 相似文献
20.
Qi Xia Thomas K. F. Chiu Ching Sing Chai Kui Xie 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(4):967-986
The anthropomorphic characteristics of artificial intelligence (AI) can provide a positive environment for self-regulated learning (SRL). The factors affecting adolescents' SRL through AI technologies remain unclear. Limited AI and disciplinary knowledge may affect the students' motivations, as explained by self-determination theory (SDT). In this study, we examine the mediating effects of needs satisfaction in SDT on the relationship between students' previous technical (AI) and disciplinary (English) knowledge and SRL, using an AI conversational chatbot. Data were collected from 323 9th Grade students through a questionnaire and a test. The students completed an AI basic unit and then learned English with a conversational chatbot for 5 days. Confidence intervals were calculated to investigate the mediating effects. We found that students' previous knowledge of English but not their AI knowledge directly affected their SRL with the chatbot, and that satisfying the need for autonomy and competence mediated the relationships between both knowledge (AI and English) and SRL, but relatedness did not. The self-directed nature of SRL requires heavy cognitive learning and satisfying the need for autonomy and competence may more effectively engage young children in this type of learning. The findings also revealed that current chatbot technologies may not benefit students with relatively lower levels of English proficiency. We suggest that teachers can use conversational chatbots for knowledge consolidation purposes, but not in SRL explorations.
Practitioner notes
What is already known about this topic- Artificial intelligence (AI) technologies can potentially support students' self-regulated learning (SRL) of disciplinary knowledge through chatbots.
- Needs satisfaction in Self-determination theory (SDT) can explain the directive process required for SRL.
- Technical and disciplinary knowledge would affect SRL with technologies.
- This study examines the mediating effects of needs satisfaction in SDT on the relationship between students' previous AI (technical) and English (disciplinary) knowledge and SRL, using an AI conversational chatbot.
- Students' previous knowledge of English but not their AI knowledge directly affected their SRL with the chatbot.
- Autonomy and competence were mediators, but relatedness was not.
- Teachers should use chatbots for knowledge consolidation rather than exploration.
- Teachers should support students' competence and autonomy, as these were found to be the factors that directly predicted SRL.
- School leaders and teacher educators should include the mediating effects of needs satisfaction in professional development programmes for digital education.