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1.
当前我国高校内部评价体系中普遍缺少直接针对学生学习的评估。为此,国内院校有必要构建本土化的学生学习调查。学生学习调查作为院校研究范畴内学生学习评估最常用的范式,无论在理论上还是实践上都已经十分成熟。本研究通过借鉴美国的相关经验,从院校研究的角度出发,利用社会科学的研究方法,构建出符合自身发展需要的学生学习调查问卷,为调查后续的构建工作打下良好的基础。 相似文献
2.
Betcy Jose Michael Berry Leah Andrews 《The American journal of distance education》2013,27(4):262-275
ABSTRACTThis study investigates whether differences in learning styles exist between students in online and face-to-face (FTF) sections of political science courses taught by three instructors. Some studies suggest that student preferences regarding online or FTF formats are influenced by their preferred modes of learning. Independent learners, for example, may prefer online courses since they provide individualistic opportunities to study outside of the traditional classroom. This study uses original survey data to assign students one of six learning styles in order to assess whether independent learners are more common in online courses. Our analysis finds no significant differences in independent learners when comparing the two formats. This finding runs counter to studies that argue that independent learners tend to prefer online courses. In fact, the only learning style where we observe a meaningful difference among online and FTF formats is among dependent learners. Contrary to expectation, students enrolled in online versions demonstrated a greater tendency toward dependent modes of learning. Further survey responses suggest that student lifestyle drove course format selection rather than learning style. These findings have important implications for universities that increasingly turn to online courses to address decreasing enrollments and attempt to remedy the high attrition rates associated with those courses. 相似文献
3.
Statistical tools found in the service quality assessment literature—the T2 statistic combined with factor analysis—can enhance the feedback instructors receive from student ratings. T2 examines variability across multiple sets of ratings to isolate individual respondents with aberrant response patterns (i.e., outliers). Analyzing student responses that are outside the “normal” range of responses can identify aspects of the course that cause pockets of students to be dissatisfied. This fresh insight into sources of student dissatisfaction is particularly valuable for instructors willing to make tactical classroom changes that accommodate individual students rather than the traditional approach of using student ratings to develop systemwide changes in course delivery. A case study is presented to demonstrate how the recommended procedure minimizes data overload, allows for valid schoolwide and longitudinal comparisons of correlated survey responses, and helps instructors identify priority areas for instructional improvement. 相似文献
4.
Gwendolyn Angela Lawrie Lisbeth Grøndahl Simon Boman Trish Andrews 《Journal of Science Education and Technology》2016,25(3):394-409
Recent examples of high-impact teaching practices in the undergraduate chemistry laboratory that include course-based undergraduate research experiences and inquiry-based experiments require new approaches to assessing individual student learning outcomes. Instructors require tools and strategies that can provide them with insight into individual student contributions to collaborative group/teamwork throughout the processes of experimental design, data analysis, display and communication of their outcomes in relation to their research question(s). Traditional assessments in the form of laboratory notebooks or experimental reports provide limited insight into the processes of collaborative inquiry-based activities. A wiki environment offers a collaborative domain that can potentially support collaborative laboratory processes and scientific record keeping. In this study, the effectiveness of the wiki in supporting laboratory learning and assessment has been evaluated through analysis of the content and histories for three consenting, participating groups of students. The conversational framework has been applied to map the relationships between the instructor, tutor, students and laboratory activities. Analytics that have been applied to the wiki platform include: character counts, page views, edits, timelines and the extent and nature of the contribution by each student to the wiki. Student perceptions of both the role and the impact of the wiki on their experiences and processes have also been collected. Evidence has emerged from this study that the wiki environment has enhanced co-construction of understanding of both the experimental process and subsequent communication of outcomes and data. A number of features are identified to support success in the use of the wiki platform for laboratory notebooks. 相似文献
5.
Thomas J. Impelluso 《The American journal of distance education》2013,27(4):179-193
Abstract A computer programming class for students of mechanical engineering was redesigned and assessed: Cognitive Load Theory was used to redesign the content; online technologies were used to redesign the delivery. Student learning improved and the dropout rate was reduced. This article reports on both attitudinal and objective assessment: comparing student performance on identical final exams and student reviews. Note is made of improved learning by female and other nontraditional engineering students. This article also reports on two additional teaching strategies that were deployed to improve learning. 相似文献
6.
Kent J. Crippen Leanna M. Archambault Cindy L. Kern 《Research in Science Education》2013,43(3):1029-1050
Teaching science to secondary students in an online environment is a growing international trend. Despite this trend, reports of empirical studies of this phenomenon are noticeably missing. With a survey concerning the nature of laboratory activities, this study describes the perspective of 35-secondary teachers from 15-different U.S. states who are teaching science online. The type and frequency of reported laboratory activities are consistent with the tradition of face-to-face instruction, using hands-on and simulated experiments. While provided examples were student-centered and required the collection of data, they failed to illustrate key components of the nature of science. The features of student-teacher interactions, student engagement, and nonverbal communications were found to be lacking and likely constitute barriers to the enactment of inquiry. These results serve as a call for research and development focused on using existing communication tools to better align with the activity of science such that the nature of science is more clearly addressed, the work of students becomes more collaborative and authentic, and the formative elements of a scientific inquiry are more accessible to all participants. 相似文献
7.
Jared Keengwe Grace Onchwari Patrick Wachira 《Journal of Science Education and Technology》2008,17(6):560-565
Political and institutional support has enabled many institutions of learning to spend millions of dollars to acquire educational
computing tools (Ficklen and Muscara, Am Educ 25(3):22–29, 2001) that have not been effectively integrated into the curriculum.
While access to educational technology tools has remarkably improved in most schools, there is still concern about instructional
integration of computer technology to support student learning. Appropriate integration of computer tools constitutes a major
change in people’s lives; technology integration is a complex phenomenon that involves understanding teachers’ motivations,
perceptions, and beliefs about learning and technology (Woodbridge, ). Although computer technology has a great potential to reform or even transform education, barriers come in the way of achieving
success especially with student learning. This paper presents an overview of technology use in education with a focus on barriers
to computer technology integration. Further, this paper provides suggestions to maximize the benefits of learning with computer
technology. 相似文献
8.
Density has been reported as one of the most difficult concepts for secondary school students (e.g. Smith et al. 1997). Discussion about the difficulties of learning this concept has been largely focused on the complexity of the concept itself or student misconceptions. Few, if any, have investigated how the concept of density was constituted in classroom interactions, and what consequences these interactions have for individual students?? conceptual understanding. This paper reports a detailed analysis of two lessons on density in a 7th Grade Australian science classroom, employing the theory of Distributed Cognition (Hollan et al. 1999; Hutchins 1995). The analysis demonstrated that student understanding of density was shaped strongly by the public classroom discussion on the density of two metal blocks. It also revealed the ambiguities associated with the teacher demonstration and the student practical work. These ambiguities contributed to student difficulties with the concept of density identified in this classroom. The results of this study suggest that deliberate effort is needed to establish shared understanding not only about the purpose of the activities, but also about the meaning of scientific language and the utility of tools. It also suggests the importance of appropriate employment of instructional resources in order to facilitate student scientific understanding. 相似文献
9.
Enriching the Student Learning Experience: Linking Student Development and Organizational Perspectives 
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下载免费PDF全文 Patricia M. King 《About Campus》2014,19(1):7-13
Founding About Campus Executive Editor Patricia M. King discusses her concerns about what she sees as the unnecessary split between the institutional and the individual approach to supporting student learning and provides a forward‐looking model to merge the two. 相似文献
10.
Stephen Klassen 《Science & Education》2009,18(5):593-607
The Millikan oil drop experiment has been characterized as one of the ‘most beautiful’ physics experiments of all time and,
certainly, as one of the most frustrating of all the exercises in the undergraduate physics laboratory. A literature review
reveals that work done on addressing student difficulties in performing the oil drop experiment has, to date, not achieved
a significant measure of success. The historical background of the oil drop experiment is well established in the literature
from the perspective of historians of science, but not so from the perspective of teachers and students of science. A summary
of historical details surrounding the original experiment suitable for use in revising the instructional approach is presented.
Both Millikan and his graduate student, Fletcher, are featured with the view to emphasizing details that humanize the protagonists
and that are likely to raise student interest. The issue of the necessary reliance on presuppositions in doing speculative
research is raised, both from the historical account and from the insights of university physics students who heard the historical
account and performed the experiment. Difficulties current students have in performing the experiment are discussed from the
perspective of Hodson (Stud Sci Educ 22:85–142, 1993) framework and the students’ own observations. Last, further historical
materials are outlined that may be used to encourage student insight into the fundamental nature of electricity. It is proposed
that these aspects are essential as a basis for identifying and addressing student difficulties with the Millikan oil drop
experiment.
Stephen Klassen teaches in the Department of Physics at the University of Winnipeg. His BSc and MSc were earned in Physics, and his PhD in Science Education. He has presented research at many conferences with special emphasis on including history of science in classroom activities at the college and university level. His present research interests focus on the basis of narrative and learning theories for contextual learning and for pedagogical thought experiments. 相似文献
| Stephen KlassenEmail: |
Stephen Klassen teaches in the Department of Physics at the University of Winnipeg. His BSc and MSc were earned in Physics, and his PhD in Science Education. He has presented research at many conferences with special emphasis on including history of science in classroom activities at the college and university level. His present research interests focus on the basis of narrative and learning theories for contextual learning and for pedagogical thought experiments. 相似文献
11.
Abstract: The Cornell Critical Thinking Test (CCTT) is one of the many multiple‐choice tests with validated questions that have been reported to measure general critical thinking (CT) ability. One of the IFT Education Standards for undergraduate degrees in Food Science is the emphasis on the development of critical thinking. While this skill is easy to list as a student‐learning objective, measuring gains in CT is relatively difficult. If the majority of the class time is spent discussing and solving ill‐defined problems, then will students become actively and meaningfully involved in their own learning and will there be any gains in CT skills? To measure gains using this format, the CCTT was administered as a pre‐ and posttest to Food Science and Human Nutrition students in an Experimental Foods class taught every fall over an 8 y period (2001–2008). Statistical analysis indicated that in 2 of the years (2002 and 2004), there were significant gains (P values 0.036 and 0.045, respectively) in CT scores. Furthermore, in both years, there were significant gains in the same 2 aspects of CT (deduction and assumption) and not in the other aspects. However, we suggest that completing several take‐home exams with many open‐ended questions, writing detailed laboratory reports, and documenting unsolicited student reflections in journal entries that comment on apparent gains in CT skills may be a better indication of actual gains in CT skills compared to the actual CCTT test scores. 相似文献
12.
Faculty have long incorporated students into interdisciplinary research projects to meet increasingly common demands for collaborative
research by federal funding agencies. Despite the critical role of experiential learning in building student research skills
and capacity, few have explored social interaction mechanisms used to facilitate student experiential learning in an interdisciplinary
research team. Drawing upon the New Rural Economy project as a case study, interviews with 13 students from eight Canadian
universities were conducted to explore these social interaction mechanisms. While findings revealed an array of social interaction
mechanisms used to develop student learning networks, the quality of these mechanisms were mixed; thereby influencing the
utilization of these networks for guidance and feedback. As faculty organize social interaction mechanisms, they should consider
factors such as previous experience, student and faculty relationships, finances, language, gender, ethnicity, and other issues,
that will have an impact on student engagement with experiential learning.
相似文献
| Deborah ThienEmail: |
13.
This article explores the status of student feedback channels and the role of student representatives in the quality assurance and enhancement of Erasmus Mundus Joint Master Degree (EMJMD) programmes. It provides an analysis of 1941 open-ended survey responses, covering 87 EMJMD programmes and involving respondents of 129 nationalities. The findings indicate that students and alumni feel that they should be involved in shaping key aspects of their programmes. The results suggest that organisational culture, national policies and regulations bear little relevance to students, as their needs transcend borders and contexts. The study suggests that further harmonisation in internal quality assurance processes would be welcomed by students as they recognise good practice in eliciting student feedback. The empirical findings can be useful in providing policy makers and researchers with a snapshot of prevailing issues in student engagement in quality assurance in the context of international joint programmes. 相似文献
14.
Archive-based, historical research of materials produced during the Golden Age of Geology (1788–1840) uncovered scientific
caricatures (SCs) which may serve as a unique form of knowledge representation for students today. SCs played important roles
in the past, stimulating critical inquiry among early geologists and fueling debates that addressed key theoretical issues.
When historical SCs were utilized in a large-enrollment college Earth History course, student response was positive. Therefore,
we offered SCs as an optional assessment tool. Paired t-tests that compared individual students’ performances with the SC option, as well as without the SC option, showed a significant positive difference favoring scientific caricatures (α = 0.05). Content analysis of anonymous student survey responses revealed three consistent findings: (a) students enjoyed
expressing science content correctly but creatively through SCs, (b) development of SCs required deeper knowledge integration
and understanding of the content than conventional test items, and (c) students appreciated having SC item options on their
examinations, whether or not they took advantage of them. We think that incorporation of SCs during assessment may effectively
expand the variety of methods for probing understanding, thereby increasing the mode validity of current geoscience tests. 相似文献
15.
Harvey J. Brightman 《Decision Sciences Journal of Innovative Education》2005,3(2):191-203
For teaching to improve, three factors must be in place. First, the college must use a valid and reliable student evaluation instrument in combination with other feedback mechanisms. Second, there must be an accompanying norming report that provides comparative and diagnostic information to departmental chairs and teachers. Raw data from even a valid and reliable instrument may not be informative. Third, the college must have a mentoring process in place. This article discusses briefly each of the three elements to initiate and sustain a successful mentoring program to improve teaching and student learning. Of course, if the school does not reward improved or effective teaching it is not likely to occur. 相似文献
16.
17.
Who is the expert? Construct and criteria validity of student and teacher ratings of instruction 总被引：3，自引：1，他引：2
In this article, we examine the construct and criteria validity of student and teacher ratings as indicators of instructional
features. As parsimonious measures, student and teacher reports are frequently used to assess aspects of the learning environment.
From a methodological perspective, however, both approaches have been questioned. Whereas student ratings are occasionally
criticised as being undifferentiated and easily influenced by personal preferences, teacher reports are sometimes considered
to be biased by self-serving strategies or teaching ideals. Instead of pitting one method against the other, our study aimed
at establishing the specific value of each approach. The analyses draw on data from a German extension to the 2003 PISA assessment, in which 288 mathematics
teachers and their students completed questionnaires using identical items to tap various aspects of instruction. Mean student
ratings were computed for each class. Exploratory and confirmatory factor analyses revealed specific conceptual structures
for student and teacher ratings, with teachers elaborating on the use of tasks and methods, and students focusing on their
teacher’s support in personal and learning matters. Three shared dimensions were also established: occurrence of classroom
management problems, degree of cognitive autonomy during lessons, and tempo of interaction. Teacher/student agreement on these
dimensions varied across constructs, with considerable agreement on classroom management, low agreement on cognitive autonomy,
and no significant agreement on whether or not the interaction tempo was appropriate. Accordingly, correlations with external
criteria (student motivation, teacher motivation, mathematical achievement scores, and characteristics of the tasks set in
class) also varied across constructs. We conclude that student and teacher ratings are best suited to tapping different aspects
of the learning environment, and recommend that care be taken in choosing a data source appropriate for the construct to be
measured.
相似文献
| Jürgen BaumertEmail: |
18.
随着教育信息化建设的深入推进,教学系统中积累了海量的学生教学评价数据,这些数据蕴含了丰富的信息,亟待挖掘利用。为了挖掘学生教学评价中的情感倾向,为提高教学质量提供科学依据,文章提出了一种基于双通道深度记忆网络的深度学习模型,用于学生教学评价的方面级情感分析。在该模型中,设计了双通道策略以充分提取评语中隐含的局部特征和上下文依赖信息,并使用循环注意力机制提取与特定教学方面相关的情感信息以实现细粒度的方面级情感分析。通过在真实的教学评价数据集上进行实验,结果表明,所提出的方法能有效挖掘学生评价中关于不同教学方面的情感倾向,为教师和教学管理者了解并改进教学提供依据。 相似文献
19.
D. J. Boud J. Dunn T. Kennedy R. Thorley 《International Journal of Science Education》2013,35(4):415-428
Summaries English This paper describes the results of a survey of practising scientists, recent graduates and undergraduates about their perceptions of undergraduate laboratory programmes in biology, chemistry and physics. The two groups in employment were requested to rate, in terms of degree of importance, each of 22 aims. The undergraduates were also requested to rate each aim, but in terms of their observed importance in their course as well as their preferred importance. The aims were then arranged in rank order. A high degree of concordance was found between practising scientists (which included staff in academic institutions) and recent graduates, who regard laboratory experiences in pragmatic terms which stress the acquisition of practical skills, equipment familiarity, observational skills, interpretation of data and a critical approach to experimentation. Undergraduate students, however, have some different perceptions of laboratory aims, and rate highly those activities associated with educational processes, for example the links which they observe to exist between theoretical material and laboratory work. The implications of these results to the course designer are discussed. 相似文献
20.
Student teachers' learning about subject matter and pedagogy in education for sustainable development 总被引：1，自引：3，他引：1
This article reports on an investigation of student teachers’ learning about education for sustainable development (ESD). Phenomenographic data were collected using open proformas and interviews from student geography teachers taking the University of Oxford Post‐Graduate Certificate in Education (PGCE) in 2003–2004. The data analysis focuses on what the cohort of student teachers perceived as their learning about ESD and the sources that contribute to it. Extracts from the data illustrate their conceptions of subject matter, regarding the relevance of sustainable development for school students, its complex and contested meanings, and the challenges it presents for learning and learners. Data on conceptions of pedagogy illustrate their depth of learning about the relationship between ESD subject matter and approaches and strategies in teaching and learning, and features of pedagogy that illustrate interactive teaching strategies. Various school and university‐based sources were identified by the student teachers as leading to specific aspects of learning about ESD, although many of the accounts illustrate a combination of sources. Implications of the findings for teacher education and research in ESD are also discussed. 相似文献