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1.
The purpose of the study is to compare problem based learning (PBL) and lecture-based learning (LBL) in Hong Kong secondary
students’ science achievement. Secondary One students were divided into two groups: group A (n = 37), was taught two topics: “Human Reproduction” and “Density” through PBL; group B (n = 38) was taught the same topics by LBL. Multiple choice questions and short structured response items were used to assess
students’ academic performance. Pre and post tests were categorized into three domains: knowledge, comprehension and application
according to Bloom’s Taxonomy (Bloom 1956). The results of this study suggest first that PBL is at least as effective as LBL in gaining the knowledge required to achieve
the syllabus’ learning objectives; secondly, the PBL group shows a significant improvement in students’ comprehension and
application of knowledge over an extended time. Seemingly, PBL is favored for knowledge retention compared to a more conventional
teaching approach, by these early adolescent children in Hong Kong. An ongoing longitudinal study on students’ interactions
will further determine whether students taught through PBL develop improved learning in relation to high order skills, in
a local situation which still tends to focus on factual recall but where higher skills are being demanded by systemic reform. 相似文献
2.
A Study on Teaching Gases to Prospective Primary Science Teachers Through Problem-Based Learning 总被引:1,自引:0,他引:1
Erdal Senocak Yavuz Taskesenligil Mustafa Sozbilir 《Research in Science Education》2007,37(3):279-290
The aim of this study was to compare the achievement of prospective primary science teachers in a problem-based curriculum
with those in a conventional primary science teacher preparation program with regard to success in learning about gases and
developing positive attitudes towards chemistry. The subjects of the study were 101 first year undergraduate students, who
were in two different classes and who were taught by the same lecturer. One of the classes was randomly selected as the intervention
group in which problem-based learning (PBL) was used, and the other as the control in which conventional teaching methods
were used. The data were obtained through use of the gases diagnostic test (GDT), the chemistry attitude scale (CAS), and
scales specific to students’ evaluation of PBL such as the peer evaluation scale (PES), self evaluation scale (SES), tutor’s
performance evaluation scale (TPES) and students’ evaluation of PBL scale (SEPBLS). Data were analysed using SPSS 10.0 (Statistical
Package for Social Sciences). In order to find out the effect of the intervention (PBL) on students’ learning of gases, independent
sample t-tests and ANCOVA (analysis of co-variance) were used. The results obtained from the study showed that there was a statistically
significant difference between the experimental and control groups in terms of students’ GDT total mean scores and, their
attitude towards chemistry, as well as PBL has a significant effect on the development of students’ skills such as self-directed
learning, cooperative learning and critical thinking. 相似文献
3.
Mehmet Sahin 《Journal of Science Education and Technology》2010,19(3):266-275
This study investigated the effects of problem-based learning on students’ beliefs about physics and physics learning and
conceptual understanding of Newtonian mechanics. The study further examines the relationship between students’ beliefs about
physics and their conceptual understanding of mechanics concepts. Participants were 124 Turkish university students (PBL = 55,
traditional = 69) enrolled in a calculus-based introductory physics class. Students’ beliefs about physics and physics learning
and their physics conceptual understanding were measured with the Colorado Learning Attitudes about Science Survey (CLASS)
and the Force Concept Inventory (FCI), respectively. Repeated measures analysis of variance of how PBL influence beliefs and
conceptual understanding were performed. The PBL group showed significantly higher conceptual learning gains in FCI than the
traditional group. PBL approach showed no influence on students’ beliefs about physics; both groups displayed similar beliefs.
A significant positive correlation was found between beliefs and conceptual understanding. Students with more expert-like
beliefs at the beginning of the semester were more likely to obtain higher conceptual understanding scores at the end of the
semester. Suggestions are presented regarding the implementation of the PBL approach. 相似文献
4.
Sofie M.M. Loyens David Gijbels Liesje Coertjens Daniel J. Côté 《Studies in Educational Evaluation》2013
Problem-based learning (PBL) represents a major development in higher educational practice and is believed to promote deep learning in students. However, empirical findings on the promotion of deep learning in PBL remain unclear. The aim of the present study is to investigate the relationships between students’ approaches to learning (SAL) and academic achievement in a PBL environment, taking into account the role of self-study time and students’ professional behavior in the PBL tutorial groups. In addition, different knowledge categories that determine achievement (i.e., understanding of concepts, understanding of the principles that link concepts, and the linking of concepts and principles to conditions and procedures for application) were taken into account. A hypothesized structural equation model including these variables was tested. Results showed that the PBL students in this study reported more use of a surface compared to a deep approach to learning. The hypothesized model demonstrated an excellent fit of the model with the data. The relationship between SAL and academic achievement was mediated by self-study time and professional behavior. These findings imply that self-study time and professional behavior are crucial variables to take into account when studying SAL. 相似文献
5.
This study was set up in a Chinese university in Beijing by implementing a Flemish e-learning course in a Chinese setting.
A main feature of the e-learning environment is the asynchronous ‘task-based’ online group discussion. The purpose of the
study is to understand Chinese students’ perceptions of a collaborative e-learning environment and the factors that affect
their online performance and academic achievement. The results of the study indicate that the students had less positive perceptions
of the e-learning environment as compared to their perceptions of a more conventional environment. However, the students reported
to a higher level of preferences of peer learning, critical thinking, and problem-based learning (PBL) after one semester
e-learning experience. In addition, we examined variables that might have affected students’ performance in e-learning environments.
The results show that students with higher motivational orientations perform better in the online group discussions. 相似文献
6.
The influence of homework experiences on students’ academic grades was studied with 223 college students. Students’ self-efficacy
for learning and perceived responsibility beliefs were included as mediating variables in this research. The students’ homework
influenced their achievement indirectly via these two self-regulatory beliefs as well as directly. Self-efficacy for learning,
although moderately correlated with perceptions of responsibility, predicted course grades more strongly than the latter variable.
No gender differences were found for any of the variables, a finding that extends prior research based on high school girls.
Educational implications about the importance of students’ homework completion and its relationship to college students’ development
of self-regulation and positive self-efficacy beliefs is discussed from a social cognitive perspective. 相似文献
7.
Leman Tarhan Hulya Ayar-Kayali Raziye Ozturk Urek Burcin Acar 《Research in Science Education》2008,38(3):285-300
This research study aims to examine the effectiveness of a problem-based learning (PBL) on 9th grade students’ understanding
of intermolecular forces (dipole–dipole forces, London dispersion forces and hydrogen bonding). The student’s alternate conceptions
about intermolecular bonding and their beliefs about PBL were also measured. Seventy-eight 9th grade students were stratified
by cognitive levels and then randomly assigned to experimental (PBL, 40 students) and control (lecture-style teaching, 38
students) groups. Following a preparatory lesson where activation and remediation of existing knowledge occur, a pre-test
was given, and no significant difference was found between the two groups of students (p > .05). After the instruction was completed, a post-test and also a questionnaire related to the quality of the problem,
the teacher’s role and group functioning were administered. Results from the post-test of both groups (p < .05) and questionnaire showed that PBL is affective on students’ achievement, remedying formation of alternate conceptions
and also social skills. 相似文献
8.
The purpose of this research was to examine the relationship between students’ interests, their use of certain specific learning
strategies and causal attributions which they made for their academic achievement. In this manner, we attempted to explore
the relationships between some important variables from three different, but connected phases of self-regulated learning:
the forethought phase (interests), the performance control phase (learning strategies) and the self-reflective phase (causal
attributions).
Results confirmed the presumption that learning strategies could be a potential mediator in the relationship between students’
interests and their academic achievement. Also, results indicate that the causal dimension of controllability could have a
partial mediating role between students’ academic achievement and their interests. Generally, our findings indicate a dynamic
and cyclical nature of learning process — interest is an integral part of this process and it could be conceptualized as both
a consequence and an antecedent of cognitive aspects of learning. 相似文献
9.
Jos A. R. Arts Wim H. Gijselaers Mien S. R. Segers 《European Journal of Psychology of Education - EJPE》2006,21(1):71-90
Instructional designs, embedding learning in meaningful contexts such as problem-based learning (PBL) are increasingly used
for fostering expertise to prepare students for the demands of the future workplace. However, cognitive outcomes of these
curricula in terms of expertise outcomes are not always conclusive. Based on the instructional implications resulted from
research in the field of expertise development in general and in PBL curricula more specifically, we constructed and implemented
a refined PBL design. With this redesign, we aimed for a more advanced level of (a) knowledge acquisition and use, (b) reasoning
directionality, (c) diagnostic and problem solving accuracy.
The aim of the present research was to compare the outcomes of a ‘traditional’ and a ‘refined’ PBL learning environment. For
that purpose we measured the effects of the redesign on the students’ expertise profile. An experiment was conducted in a
second year course on International Marketing. In the study 75 students participated. Using a multidimensional coding scheme,
constructed on the basis of results of expertise research, we analysed students’ problem-solving performance. The results
of this analysis indicate hat the experimental students outperformed the control students in various aspects of expertise
when analyzing the problem: The experimental group demonstrated a more extensive use of domain-specific concepts and inferences,
more inductive reasoning, and both diagnoses and solutions of higher quality. 相似文献
10.
It is widely recognized that metacognition is an important mediator for successful and high-level learning, especially in
higher education. Nevertheless, a majority of higher education students possess insufficient metacognitive knowledge and regulation
skills to self-regulate their learning adequately. This study explores the potential of reciprocal peer tutoring to promote
both university students’ metacognitive knowledge and their metacognitive regulation skills. The study was conducted in a
naturalistic higher education setting, involving 67 students tutoring each other during a complete semester. A multi-method
pretest–posttest design was used combining a self-report questionnaire, assessing students’ metacognitive knowledge and their
perceived metacognitive skilfulness, with the analysis of think-aloud protocols, revealing students’ actual use of metacognitive
strategies. Results indicate no significant pretest to posttest differences in students’ metacognitive knowledge, nor in their
perception of metacognitive skill use. In contrast, significant changes are observed in students’ actual metacognitive regulation.
At posttest, students demonstrate significantly more frequent and more varied use of metacognitive regulation, especially
during the orientation, monitoring, and evaluation phases. Furthermore, our findings point to an increase in more profound
and higher-quality strategy use at posttest. 相似文献
11.
In the past decade, there has been an increased emphasis on the preparation of teachers who can effectively engage students
in meaningful mathematics with technology tools. This study presents a closer look at how three prospective teachers interpreted
and developed in their role of facilitating students’ mathematical problem solving with a technology tool. A cycle of planning–experience–reflection
was repeated twice during an undergraduate course to allow the prospective teachers to change their strategies when working
with two different groups of students. Case study methods were used to identify and analyze critical events that occurred
throughout the different phases of the study and how these events may have influenced the prospective teachers’ work with
students. Looking across the cases, several themes emerged. The prospective teachers (1) used their problem solving approaches
to influence their pedagogical decisions; (2) desired to ask questions that would guide students in their solution strategies;
(3) recognized their own struggle in facilitating students’ problem solving and focused on improving their interactions with
students; (4) assumed the role of an explainer for some portion of their work with students; (5) used technological representations
to promote students’ mathematical thinking or focus their attention; and (6) used the technology tools in ways consistent
with the nature of their interactions and perceived role with students. The implications inform the development of an expanded
learning trajectory for what we might expect as prospective teachers develop an understanding of how to teach mathematics
in technology-rich environments. 相似文献
12.
Brian R. Belland 《Educational technology research and development : ETR & D》2010,58(3):285-309
A critical step in problem-based learning (PBL) units occurs when groups present their solution to the central problem. This
is challenging for middle school students because it involves the creation of an evidence-based argument (Krajcik et al.,
Journal of the Learning Sciences 7:313–350, 1998). Using a mixed method design, this study investigated (a) the impact of
computer-based argumentation scaffolds on middle school students’ argumentation ability, and (b) what middle school students
used for support and why during a PBL unit. Data sources included persuasive presentation rating scores, argument evaluation
ability test, videotaped class sessions, and prompted interviews. Results included a significant impact on average-achieving
students’ argument evaluation ability, and use of the scaffolds by the small groups to plan their research and keep organized. 相似文献
13.
Sri Rahayu Masakazu Kita 《International Journal of Science and Mathematics Education》2010,8(4):667-688
This study investigated Indonesian and Japanese students’ understandings of macroscopic and submicroscopic levels of representing
matter and its changes and the difficulties they have with these concepts. A multiple-choice questionnaire was constructed
and delivered to 447 Indonesian and 446 Japanese public senior high school students. The data were analyzed using quantitative
and qualitative methods. The findings of the study show students’ understandings of macro- and submicroscopic levels are stronger
for higher-grade levels, except that the Indonesian students’ pattern is slightly different. The average percentage of students
responding correctly on the macroscopic level ranges between 62% and 69% (Indonesia) and between 58% and 73% (Japanese), whereas
on the submicroscopic level ranges between 56% and 62% (Indonesian) and 44% and 66% (Japanese). Their understandings of the
macroscopic level, however, are higher than for the submicroscopic level. The soundness of students’ understandings of the
concepts increases with grade level, except for Indonesian pattern slightly different. The average percentage of students
responding correctly ranges between 37% and 48% (Indonesian) and between 28% and 52% (Japanese). Furthermore, students’ level
of sound understandings of the concepts is lower than their understandings on either the macroscopic level or the submicroscopic
level. It is found that students have great difficulties with and hold some alternative conceptions of the concepts of homogeneous
mixtures, phase changes from solid to liquid, and phase changes from solid to gas. The study has implications, for example,
the use of several routes to meaningful learning and the careful use of technical words. 相似文献
14.
Francisco Cano 《European Journal of Psychology of Education - EJPE》2007,22(2):131-151
In the framework of the SAL (Students’ approaches to learning) poosition, the learning experience (approaches to learning
and study orchestrations) of 572 high school students was explored, examining its interrelationships with some personal and
familial variables. Three major results emerged. First, links were found between family’s intellectual climate and students’
approaches to learning, in particular with Deep appraoch: The better the family’s intellectual climate the higher student’
scores on Deep approach. Second, along with general intelligence, these approaches predicted students’ academic achievement,
higher grades being obtained by these students who scored lower in Surface learning approach and higher in Deep learning approach.
Three, students from the four study orchestrations reported in previous research (two displaying conceptual consonance: Deep
and Surface approaches, and the other two conceptual dissonance: high-high and low-low, in both Deep and Surface approaches)
showed different profiles in some variables (e.g., metacognitive learning strategies, family’s intellectual climate, academic
achievement), worse scores being obtained by those who orchestrated their study either in surface or in conceptually dissonant
ways. These relationships shed more light on the nature of high school students ‘learning experience, and help to provide
an integrated view of students’ webs of experience. 相似文献
15.
Chun-Yen Chang Chien-Hua Hsiao Yueh-Hsia Chang 《Journal of Science Education and Technology》2011,20(2):136-145
This study investigated students’ learning environment preferences and compared the relative effectiveness of instructional
approaches on students’ learning outcomes in achievement and attitude among 10th grade earth science classes in Taiwan. Data
collection instruments include the Earth Science Classroom Learning Environment Inventory and Earth Science Learning Outcomes
Inventory. The results showed that most students preferred learning in a classroom environment where student-centered and
teacher-centered instructional approaches coexisted over a teacher-centered learning environment. A multivariate analysis
of covariance also revealed that the STBIM students’ cognitive achievement and attitude toward earth science were enhanced
when the learning environment was congruent with their learning environment preference. 相似文献
16.
Ali Ebrahim 《International Journal of Science and Mathematics Education》2012,10(2):293-314
This study compares the effects of two methods of teaching—teacher-centered and cooperative learning—on students’ science
achievement and use of social skills. The sample consists of 163 female elementary science students in 8 intact grade 5 classes
who were assigned to 2 instructional methods and were taught an identical science unit by 4 classroom teachers. The students’
science achievement was measured by a researcher-designed achievement test given to students as a pretest and a posttest.
Students’ social skills were determined by a researcher-designed survey administered as a pretest and posttest. Analysis of
the achievement test scores and the social skills survey responses revealed that cooperative learning strategies have significantly
(p > 0.05) more positive effects on both students’ achievement and social skills than teacher-centered strategies. These results
provide an evidential base to inform policy decisions and encourage and persuade teachers to implement cooperative learning
methods in Kuwaiti classrooms. 相似文献
17.
King-Dow Su 《International Journal of Science and Mathematics Education》2008,6(2):225-249
The purpose of this study was to evaluate the instructional effects of using animations, static figures, PowerPoint bulletins,
and e-plus software as chemistry texts with the aid of computer-based technology. This study analyzed the characteristics
of students involved in three multimedia courses and their achievement and attitude toward chemistry and learning chemistry.
The three samples included in this study involved 257 undergraduate engineering students enrolled in the courses during the
academic year in which the study occurred. The results indicate that: (a) students acquired a better understanding of targeted
chemistry concepts during the multimedia courses, (b) some categories of students, based on their major area of study, computer
use, and attendance status at orientation achieved significantly (p < 0.05) higher post-test scores when adjusted for pre-test performance, and (c) significant differences and Cohen’s effect
sizes in attitudes toward chemistry and learning chemistry were detected for students’ level of computer use, disposition
toward computer multimedia, gender, and attendance at the multimedia orientation session. It appears to be helpful to incorporate
computer-based multimedia (animations, images, sounds) teaching while utilizing constructivist design principles to facilitate
students’ chemistry understanding and attitude toward chemistry and learning chemistry. 相似文献
18.
Elisabetta Robotti 《Educational Studies in Mathematics》2012,80(3):433-450
In the field of human cognition, language plays a special role that is connected directly to thinking and mental development (e.g., Vygotsky, 1938). Thanks to “verbal thought”, language allows humans to go beyond the limits of immediately perceived information, to form concepts and solve complex problems (Luria, 1975). So, it appears language can be studied as a cognitive process (Chomsky, 1975). In this investigation, I study language as a means for making the cognitive process explicit. In particular, I analyze the role of the verbalization produced by pairs of students solving a plane geometry problem. The basic idea of my research is that, during the resolution process of a plane geometry problem, natural language can play roles beyond that of communication: Natural language can be seen as a tool for supporting students’ cognitive processes (Robotti, 2008), and, at the same time, it can also be seen as a researchers’ tool which allows us to shed light on the evolution of students’ cognitive processes. With regard to language as researchers’ tool, I show how natural language (in our case, students’ verbalization during resolution of a plane geometry problem) can be used by the researcher to make explicit, to study, and to describe the development of the students’ cognitive processes during the resolution process. To this end, I present a model I have developed that allows us to identify, in students’ verbalization, different phases of their cognitive processes. 相似文献
19.
Mustafa Cin 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,3(2):39-53
This study examines middle-school students’ alternative frameworks of the earth’s shape, its relative size and its distance
from the sun and the moon. The sample was selected in the province of Giresun in Turkey. Sixty-five 14-year-old students participated
in the research. A structured interview consisting of open-ended questions was employed to reveal students’ ideas. The students’
verbal responses were scrutinized and categorized according to their level of understanding. The results showed that the students
had many alternative frameworks with regard to astronomical concepts. Implications and recommendations were made for teachers,
textbook authors, teaching materials developers and researchers for future research to remedy students’ alternative frameworks. 相似文献
20.
David Gijbels Gerard Van de Watering Filip Dochy Piet Van den Bossche 《European Journal of Psychology of Education - EJPE》2005,20(4):327-341
The purpose of the present study is to gain more insight into the relationship between students’ approaches to learning and
students’ quantitative learning outcomes, as a function of the different components of problem-solving that are measured within
the assessment. Data were obtained from two sources: the revised two factor study process questionnaire (R-SPQ-2F) and students’
scores in their final multiple-choice exam. Using a model of cognitive components of problem-solving translated into specifications
for assessment, the multiple-choice questions were divided into three categories. Three aspects of the knowledge structure
that can be targeted by assessment of problem-solving were used as the distinguishing categories. These were: understanding
of concepts; understanding of the principles that link concepts; and linking of concepts and principles to application conditions
and procedures. The 133 second year law school students in our sample had slightly higher scores for the deep approach than
for the surface approach to learning. Plotting students’ approaches to learning indicated that many students had low scores
for both deep and surface approaches to learning. Correlational analysis showed no relationship between students’ approaches
to learning and the components of problem-solving being measured within the multiple choice assessment. Several explanations
are discussed. 相似文献