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1.
ABSTRACT

Although reflection is a key behaviour of expert designers, it is often a challenging task for new designers. In addition, research on the reflectivity of student designers is limited. The purpose of this study is twofold: (1) to identify the levels of reflectivity while designing, and (2) to study the relationship between reflectivity and conceptions of informed design. We collected data from high school students engaged in an engineering design project. We developed a coding protocol to score levels of reflectivity in student reflections at three levels (low, medium, and high), and used the conceptions of design test to assess changes in student understanding of design activities. Using Wilcoxon signed-rank tests, we determined if students tended to select more ‘key’ design activities and fewer ‘distractors’ within each reflection group. We also performed McNemar’s tests to determine which specific design activities were important within each reflection group after the design project. The results show moderately reflective students had higher gains in understanding of informed design activities compared to those with high or low reflectivity. Results also indicate that different design activities became important for students within each of the three reflective groups. Implications from this research indicate that groups of students experience changing conceptions of design in different ways. An understanding of what students deem important while designing would better allow teachers to encourage behaviours that are like those of informed designers.  相似文献   

2.
ABSTRACT

Reflective practice can support student learning by enabling praxis: the bridging of the theory of the classroom with the students’ learning experience. Students’ written reflections are the most common mode for practising and documenting reflection. Available typologies for coding the level of student written reflections focus on the cognitive domain. The coding of student reflection data from four locations (Australia, Denmark, Hong Kong and South Korea; n?=?760) revealed that the focus on the cognitive domain could not capture the role and contribution of the affective domain of reflection for learning. This study conceptualises and presents our new two-domain emo-cog taxonomy, together with empirical evidence to substantiate a new way of thinking about reflection for learning. Emo-cog identifies multiple levels of affective responses along with traditional cognitive reflections. Emotions are found to make a significant contribution to student reflections. Learning is clearly a matter of head and heart.  相似文献   

3.
ABSTRACT

This paper presents an action research project that aimed to increase opportunities for multilingual literacy engagement and identity investment for newly-arrived immigrant students in Norway. A language teacher and a researcher jointly developed a cross-curricular, multilingual module focusing on identity texts written in three languages: English, Norwegian, and each student's home language. Fourteen adolescent students speaking 15 different home languages participated. To assess the effectiveness of the multilingual pedagogical practices, the data collected included a language use questionnaire, student reflection logs, students’ identity texts, lesson plans, and the teacher's notes and reflections. The results suggest that explicit emphasis on including all languages in students’ linguistic repertories can help build inclusive classroom spaces and foster learners’ multilingual identities.  相似文献   

4.
ABSTRACT

The Student Background survey administered along with achievement tests in studies of the International Association for the Evaluation of Educational Achievement includes scales of student motivation, competence, and attitudes toward mathematics and science. The scales consist of positively- and negatively keyed items. The current research examined the factorial structure of the 18-item motivational scales in fourth-grade mathematics in the 2011 Trends in International Mathematics and Science Study (TIMSS). Survey data from six European countries were analyzed. In comparisons of alternative models, the fit was adequate when three correlated factors were specified and negative keying was taken into account as a latent factor, or with correlated uniquenesses among negatively keyed items. Participants reading achievement scores correlated systematically to negative keying with coefficients ranging from .254 to .395 in the six samples. Unlike their higher-scoring peers, fourth-graders with lower reading achievement responded differentially to similar items depending on the direction of item keying, in such a way that their motivation scores were biased downward. Implications about the use of reverse keying in surveys for young students are discussed.  相似文献   

5.

Journal writing is a popular technique for encouraging student-teachers to reflect on their professional practice during field experience placements. This paper explores the role and importance of journal feedback in developing students' reflective skills. Weekly journal entries were submitted by 35 student-teachers during a 6-week field placement. Students received individual feedback on each journal entry that focused on either the level of reflection attained in their writing or the particular issues that their entries addressed. Within these groups, the type of feedback provided was further varied according to the level of questioning and challenge with which students were confronted (high versus low). The relative effectiveness of the four different types of feedback in improving student journal writing and facilitating reflection on practice is examined. Although students in all conditions reported positive aspects of the feedback they received, feedback that focused on the level of reflection attained was more effective in bringing about improvement in journal writing than feedback that focused on teaching issues. Such feedback, combined with issue-related questions and comments designed to challenge the student and encourage consideration of alternative perspectives, would appear to offer the most effective strategy for enhancing the effectiveness of journal writing as a learning tool.  相似文献   

6.
Background With the increased attention on the implementation of inquiry activities in primary science classrooms, a growing interest has emerged in assessing students’ science skills. Research has thus far been concerned with the limitations and advantages of different test formats to assess students’ science skills.

Purpose This study explores the construction of different instruments for measuring science skills by categorizing items systematically on three subskill levels (science-specific, thinking, metacognition) as well as on different steps of the empirical cycle.

Sample The study included 128 fifth and sixth grade students from seven primary schools in the Netherlands.

Design and method Seven measures were used: a paper-and-pencil test (PPT), three performance assessments, two metacognitive self-report tests, and a test used as an indication of general cognitive ability.

Results Reliabilities of all tests indicate sufficient internal consistency. Positive correlations between the PPT and the three performance assessments show that the different tests measure a common core of similar skills thus providing evidence for convergent validity. Results also show that students’ ability to perform scientific inquiry is significantly related to general cognitive ability. No relationship was found between the measure of general metacognitive ability and either the PPT or the three performance assessments. By contrast, the metacognitive self-report test constructed to obtain information about the application of metacognitive abilities in performing scientific inquiry, shows significant – although small – correlations with two of the performance assessments. Further explorations reveal sufficient scale reliabilities on subskill and step level.

Conclusions The present study shows that science skills can be measured reliably by categorizing items on subskill and step level. Additional diagnostic information can be obtained by examining mean scores on both subskill and step level. Such measures are not only suitable for assessing students’ mastery of science skills but can also provide teachers with diagnostic information to adapt their instructions and foster the learning process of their students.  相似文献   


7.
Abstract

During the last decade, the importance of the relationship between phonological processing skills to reading performance has been highlighted. The aim of this study was to examine differences between above average and below average readers (determined by a reading comprehension test) on phonological processing skills at grade one and at grade three. There were 35 grade one, and 34 grade three students from two primary schools. Data from phonemic awareness and phonological awareness tests were subjected to t‐tests. The below average readers in both grade one and three had fewer phonological processing skills than the above average readers. The importance of students’ cognitive functioning to reading comprehension appeared more important at the grade one level than at the grade three level. The study indicated that below average readers, particularly at grade one, would benefit from explicit teaching in both phonemic and phonological awareness skills.  相似文献   

8.
ABSTRACT

The metaphor of the leaking pipeline is sometimes used to suggest that some students are lost for STEM as they advance through the educational system. This paper follows a cohort of upper-secondary school students with an interest in STEM from 18 months before their completion of upper-secondary until three years after their completion. Adopting a mixed-methods design, it follows the students' reflections and interests concerning their choice of higher education programme within and/or outside STEM. Only 22% of the students expressed the same interest during the whole period, and 56% changed between different groups of studies, e.g. between STEM and HEALTH. The students' trajectories showed that the leaking-pipeline metaphor is misleading because it suggests a linear and one-way movement, while there were students moving in as well as out of STEM trajectories. The students’ reflections showed identity issues at the level of ego identity, the personal identity and the social identity (Coté and Levine). Particular incidents in the students’ lives and in the outreach programme they were involved in sparked interests and reflections. These incidents should be considered as elements in a continuous reflection concerning who they are and where they would like to go rather than as critical moments.  相似文献   

9.
Abstract

To assess the extent to which student evaluations of lecturers are accurate indicators of quality of instruction (teacher effectiveness), 128 students taking a multisection course in University Mathematics evaluated the performance of their particular lecturers. Initial tests indicated no difference among the students taking the different sections (same content) in either aptitude or expected performance. Hence, the fact that significantly positive correlations were obtained between average student performance and average student evaluations of their lecturers across the various sections suggests that student evaluations of this kind can be used as a measure of instructional effectiveness under appropriate conditions.  相似文献   

10.
Abstract

Three selective admissions criteria, used for admitting students to teacher education, were evaluated to determine the effectiveness of these criteria in predicting performance of first-year teachers. Also, an effort was made to determine if the prediction efficiency was the same for elementary and secondary teachers. The data indicate that selecting students on the basis of a 2.0 average, a C or better in introductory course in education, and a C or better in freshman English is ineffective in predicting teaching performance. Also, the prediction efficiency was found to be quite different for elementary and secondary teachers.  相似文献   

11.
Interest in the role of metacognition has been steadily rising in most forms of education. This study focuses on the construction of a questionnaire for measuring metacognitive knowledge, metacognitive regulation and metacognitive responsiveness among students in higher education and the subsequent process of testing to determine its validity.

Purpose

The aim of the study was to construct an original instrument for measuring features of metacognition, henceforth referred to as the Awareness of Independent Learning Inventory (AILI), and further to establish the similarities and differences between this model and existing instruments for measuring metacognition.

Sample

The AILI questionnaire was distributed to 1058 students in various types of Teacher Training Institutes in the Netherlands and Belgium. The abridged English version of the questionnaire was administered to another sample of 729 students reading Economics and Business Administration at the University of Maastricht in the south of the Netherlands.

Design and methods

The AILI instrument was constructed on the basis of a facet design along two dimensions: components of metacognition and topics of concern to students in higher education. The data gathered with the instrument was analyzed by means of a generalisability study and a decision study, respectively. The validity of the instrument was investigated by using confirmatory factor analysis.

Results

The generalisability study showed that the reliability of the instrument was satisfactory. The decision study revealed that the number of items included in the questionnaire could be reduced substantially by leaving out two components of one of the dimensions in the facet design, without losing too much generalisability. The validity study showed that there was a considerable level of congruity between parts of the AILI questionnaire and the relevant parts of the Motivated Strategies for Learning Questionnaire (MSLQ).

Conclusions

The AILI questionnaire is a reliable and valid instrument for measuring metacognitive knowledge, regulation and responsiveness. It is suitable for use in the evaluation of the effects of interventions that purport to increase metacognitive knowledge, regulation and responsiveness of students in higher education.  相似文献   

12.
Background

Educational differentiation, or the allocation of students to different types of school or different locations within schools, is a common feature of modern education systems. In most countries, student outcomes vary considerably, both by school and academic location within schools.

Purpose

The purpose is to ascertain the extent that between- and within-school differences in student performance can be attributed to students' socio-economic background and their home resources.

Sample

The samples are from the OECD's 2000 Program for International Student Assessment (PISA) study of 15-year-old students' performance in reading, mathematics and science. Data from 30 countries were analysed. The student samples ranged between 2500 (USA) and 30,000 (Canada) students. The samples are representative of the populations of 15-year-old school students in each country.

Design and methods

Multiple regression analysis was used to ascertain the extent to which between-school differences (measured by intra-class correlations) and within-school differences (measured by the effects of the composite variable ‘academic location’ which comprised grade and school programme) declined when taking into consideration students' socio-economic background and home environment.

Results

In most countries the intra-class correlations and the effects of academic location declined only marginally. This was especially the case in countries with large between-school differences such as the tracked systems of continental Europe.

Conclusions

Differences in student performance between and within schools cannot be accounted for by socio-economic background. The study lends some support to the official rational for tracking and other forms of educational differentiation, that the allocation of students to different school types and academic locations within schools is largely based on student ability.  相似文献   

13.
Abstract

This study hypothesized that participation in a training program in the evaluation of classroom instruction prior to student teaching would improve students' ability to evaluate their own classroom performance during student teaching.

Junior education students, 58 classified as trained or Experimental and 53 untrained or Control, were compared during student teaching on their ability to evaluate the lessons they taught. The five areas to be considered were introduction, organization, procedures and techniques, items relating to children, and items relating to the teacher.

Results indicated that in four of the five categories the differences between the groups were in a direction favorable to the trained students and that in two of those categories the difference was significant at the five percent level. It was concluded that the Experimental Training Program was effective in some areas.  相似文献   

14.
Abstract

A series of 8 tests was administered to university students over 4 weeks for program assessment purposes. The stakes of these tests were low for students; they received course points based on test completion, not test performance. Tests were administered in a counterbalanced order across 2 administrations. Response time effort, a measure of the proportion of items on which solution behavior rather than rapid-guessing behavior was used, was higher when a test was administered in the 1st week. Test scores were also higher. Differences between Week 1 and Week 4 test scores decreased when the test was scored with an effort-moderated model that took into account whether the student used solution or rapid-guessing behavior. Differences further decreased when students who used rapid-guessing on 5 or more of the 30 items were filtered from the data set.  相似文献   

15.
ABSTRACT

Three-dimensional spatial skills are a cognitive ability that have been shown to predict success in engineering. Michigan Tech has been offering a course to help students improve their 3-D spatial skills for more than two decades. In previous studies, students who failed a rotations test and enrolled in the course performed better on a number of measures when compared to those who failed the rotations test and did not enrol in the course. A valid criticism of these studies was that the two groups were self-selected. Beginning in 2009, the spatial skills course became a requirement for students who initially failed the rotations test. This paper reports on the results from a longitudinal study conducted to determine the impact of the spatial skills course when no self-selection is involved.  相似文献   

16.
The study was an investigation of the usefulness of 50 variables in predicting the academic performance of 86 students readmitted to Bronx Community College following academic suspension. The variables included scores on the City University of New York placement tests, the Maudsley Personality Inventory, and the Survey of Study Habits and Attitudes. Other variables included 8 educational history items, 20 biographical items, and students' opinions about the contribution of 12 factors to their previous academic failure. The criterion measure was the academic performance (pass or fail) in the re‐entry semester.

The principal conclusions to be derived from this study are that, for the population of academic failures characterized by average high school achievement and average scholastic aptitude, specific academic skills are important, past academic record seems unimportant, and a general factor called incentive seems important in the attainment of passing grades upon readmission.  相似文献   

17.
Despite the common use of the term reflection in higher education assessment tasks, learners are not often taught how to communicate their disciplinary knowledge through reflection. This paper argues that students can and should be taught how to reflect in deep and transformative ways. It highlights the reflexive pedagogical balancing act of attending to different levels of reflection as a way to stimulate focused, thoughtful and reasoned reflections that show evidence of new ways of thinking and doing. The paper uses data from a current project to illustrate the effects of focusing on particular levels of reflection in the pedagogical strategies used, and argues that while the goal of academic or professional reflection is generally to move students to the highest level of reflection to transform their learning/practice, unless higher education teachers attend to every level of reflection, there are specific, observable gaps in the reflections that students produce.  相似文献   

18.

Although multiple choice tests, as commonly used, can be rightly criticized, their structure, when wisely used, makes them an excellent diagnostic tool for identifying students’ conceptions, including misconceptions. This paper offers a number of useful guidelines regarding the analysis of multiple choice items. A special reference is made to the use of the justifications that students provide for their choices. Examples of the procedures, which may be used in analysing justifications and the kinds of diagnostic information that may be obtained, are provided.  相似文献   

19.
Abstract

This study examined the effects of mobile apps on the learning motivation, social interaction and study performance of nursing students. A total of 20 students participated in focus group interviews to collect feedback on their use of mobile apps for learning and communicative activities. Two consecutive cohorts of students in a nursing programme, each with about 200 students, were recruited for assessing their learning motivation through a survey and study performance by two tests. The results showed that the students actively used the mobile apps for studying supplementary materials as well as participating in in-class activities and clinical assessments. The students had a relatively high level of motivation for performing and learned well, but relatively low perceived satisfaction and self-efficacy with mobile learning. They showed better study performance after practising mobile learning. The results also suggest that students’ perceived intrinsic value with mobile learning has to be enhanced for improving study performance.  相似文献   

20.
Abstract

In an attempt to identify some of the causes of answer changing behavior, the effects of four tests and item specific variables were evaluated. Three samples of New Zealand school children of different ages were administered tests of study skills. The number of answer changes per item was compared with the position of each item in a group of items, the position of each item in the test, the discrimination index and the difficulty index of each item. It is shown that answer changes were more likely to be made on items occurring early in a group of items and toward the end of a test. There was also a tendency for difficult items and items with poor discriminations to be changed more frequently. Some implications of answer changing in the design of tests are discussed.  相似文献   

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