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1.
This research project aimed to introduce WebQuests to train special education preservice teachers in Singapore. The following research questions were posed: (1) Does the use of WebQuests in teacher preparation promote special education teacher understanding on Universal Design for Learning in accommodating students with diverse learning needs? (2) Are WebQuests useful tools that can enhance teacher’s higher-order thinking, engagement, creativity, and collaborative learning skills? (3) Does the use of WebQuests in teacher preparation foster stronger desires for teachers to integrate Information and Communication Technology in teaching and learning? Seventy-five preservice special education teachers responded to a survey questionnaire after experiencing WebQuest developed by the course instructor in teacher preparation program in Singapore. The majority of teachers indicated strong preference for WebQuest activities over traditional teacher-directed learning methods. 相似文献
2.
Serhat Kurt 《学校用计算机》2013,30(3):300-314
A WebQuest is an inquiry-based online learning technique. This technique has been widely adopted in K–16 education. Therefore, it is important that conditions of effective WebQuest design are defined. Through this article the author presents techniques for improving WebQuest design based on current research. More specifically, the author analyzes the WebQuest technique in terms of the principles of cognitive load theory, interactivity, accessibility, and usability and visual appearance. The author argues that several factors must be taken into consideration in order to effectively design WebQuests that will educate without impeding the learning process. 相似文献
3.
The present study investigated the effects on learning in a sheltered Internet environment using so-called WebQuests in elementary school classrooms in the Netherlands. A WebQuest is an assignment presented together with a series of web pages to help guide children's learning. The learning gains and quality of the work of 229 sixth graders participating in either a free-search Google condition or a closed-search WebQuest condition were compared. The closed-search condition showed the highest learning gains for boys. Children's information processing and linguistic skills generally influenced their learning gains and did not interact with condition. A difference in the quality of writing for the two conditions was also found with the language quality being higher in the free-search condition. 相似文献
4.
Martonia Gaskill Anastasia McNulty David W. Brooks 《Journal of Science Education and Technology》2006,15(2):133-136
WebQuests are activities in which students use Web resources to learn about school topics. WebQuests are advocated as constructivist activities and ones generally well regarded by students. Two experiments were conducted in school settings to compare learning using WebQuests versus conventional instruction. Students and teachers both enjoyed WebQuest instruction and spoke highly of it. In one experiment, however, conventional instruction led to significantly greater student learning. In the other, there were no significant differences in the learning outcomes between conventional versus WebQuest-based instruction. 相似文献
5.
WebQuest是一种新兴的以网络教学为基础的教学模式,该模式合理利用网络资源和信息,创造真实的学习情景,在充分调动学生主动学习的积极性之余,还能增强学生解决问题的能力,这些均是网络教学的优势所在。自1995年WebQuest由美国家创建以来,该模式被北美地区的学校广泛使用。调查发现WebQuest在中国少数城市的中小学课堂已被采用,具有可行性,希望更多的中国教师能借鉴这种教学模式,改进传统的课堂教学,以增强学生解决问题的能力,培养21世纪所需要的新兴人才。 相似文献
6.
The current study investigated the extent to which executive functions (EF) affect how prior knowledge predicts hypermedia learning outcomes in primary school children. Learning outcomes were: individual knowledge and transfer, and dyadic assignment quality. Eighty-seven same-sex dyads participated in a hypermedia WebQuest assignment about the heart and living a healthy lifestyle. EF measures were action control and attention control. Dyadic analyses were performed using actor-partner interdependence models with dyads distinguished by EF. Analyses showed that one's own pre-test predicted one's own and partner's post-test for both higher and lower EF dyad members. Furthermore, for dyad members with relative higher EF only, their own and partner's pre-test predicted transfer. Finally, the lower action control dyad member's pre-test and the higher attention control dyad member's pre-test predicted assignment quality. These results show the importance of EF and prior knowledge for deeper conceptual understanding in a collaborative learning setting. 相似文献
7.
The special educator in the content area classroom often experiences an ill‐defined role, which can translate into marginalization within instructional settings. Indeed, most students with learning disabilities (LD) receive content area instruction from a general education teacher with the support of a special educator. However, the literacy demands of the respective content areas often present content specific challenges for students with language‐based disabilities and their teachers. To date, proposed content area literacy interventions have not addressed the specific language‐based needs of students with LD. In this article, we highlight the similarities among history, science, English language arts, and mathematics texts from a language perspective, and present strategies specifically targeting students’ background knowledge. We also provide recommendations to researchers and practitioners for improving content area learning. 相似文献
8.
This study involves a group of over 300 third‐year Bachelor of Education students attending St Patrick’s College of Education, Dublin, Ireland. Working in groups of not more than three, the students completed an assignment to create a WebQuest. On construction of the WebQuest the students were asked to reflect on the experience, considering issues such as collaboration, cooperation, planning, decision‐making, time management, project direction and design. They were also asked to reflect on the impact of the exercise on their own learning styles and its influence on their concepts of teaching and learning. Finally, they were asked if the exercise had affected their ideas of how to use the Internet in school and if they envisage using WebQuests as part of their teaching in the future. Their reflections were facilitated by a questionnaire. Results of the project have implications for future course design. Die Erstellung eines Webdesigns durch Lehramtsstudenten als Mittel, eine kollaborative Lernumgebung zu erzeugen Diese Studie umfasst eine Gruppe von mehr als 300 Lehrerstudenten des St. Patrick’s College of Education in Dublin, Irland. In Gruppen von nicht mehr als drei Personen füllten die Studenten einen Zusatz zur Erzeugung eines Webfragebogens aus. Im Verlauf der Arbeit an der Konstruktion des WebQuest wurden sie aufgefordert, über die Erfahrung mit Dingen wie Zusammenarbeit, Kooperation, Planung, Entscheidungsfindung, Zeitmanagement, Projektziel und Konzeption nachzudenken. Zusätzlich wurden sie angehalten, über den Einfluss dieser Übung auf ihren eigenen Lehrstil und auf ihre Konzepte von Lehren und Lernen zu reflektieren. Schließlich wurden sie befragt, ob diese Übung ihre Einschätzung, wie das Internet im Schulunterricht genutzt werden könne und ob sie sich vorstellen könnten, WebQuests im Rahmen ihres zukünftigen Unterrichts einzusetzen. Ihre Reflexionen wurden durch einen Fragebogen unterstützt. Die Ergebnisse des Projekts haben Auswirkungen auf zukünftige Lehrgangsentwürfe. Comment utiliser la conception de sites Web avec des enseignants en formation initiale pour créer un environnement d’apprentissage collaboratif Cette étude porte sur un groupe de plus de 300 étudiants de Licence en Education inscrits à l’Institut St Patrick de formation des Maîtres de Dublin. Travaillant en groupes de trois au maximum, ces étudiants ont mené à bien un projet de création d’un WebQuest.Au moment de la construction de ce WebQuest, on a demandé aux étudiants de réfléchir sur l’expérience en cours et sur les problèmes de collaboration, de coopération, de planification, de prise de décision,de gestion du temps,d’ orientation et de conception du projet. On leur a aussi demandé de réfléchir à l’impact de cet exercice sur leurs propres styles d’apprentissage et à son influence sur la façon dont ils envisageaient l’enseignement et l’apprentissage.On les a finalement interrogés pour savoir si cet exercice avait affecté leur façon de penser aux usages de l’Internet à l’école et si ils (elles) envisageaient d’utiliser WebQuest dans leur enseignement à l’avenir. Un questionnaire a facilité la réponse à ces questions. Les résultats de ce projet auront des conséquences pour la conception des cours à venir. 相似文献
9.
This study investigated whether a teacher professional development module built around designing WebQuests could improve teachers’ technological and pedagogical skills. The technological skills examined included Web searching and Web evaluating skills. The pedagogical skills targeted were developing a working definition for higher-order thinking skills, and designing WebQuest tasks to improve such skills. This case study was carried out with six inservice teachers. After the training, all the teachers showed improvement in their Web searching and evaluating skills. Furthermore, teachers adopted a working definition for higher-order thinking skills, and, using Web resources, they designed activities that promote students’ higher-order thinking. This study provides evidence supporting the use of design-based activities in learning technological and pedagogical skills and suggests an effective inservice teacher professional development module. 相似文献
10.
The first objective of this study was to investigate if the experimental students’ post‐test knowledge of nutrition and plant reproduction would be improved more significantly than that of their control group counterparts based on their treatment, attitudes to science, self‐esteem, gender and socio‐economic background. Treatment involved teaching the experimental students under three learning modes—pure cooperative, cooperative–competitive and individualistic whole class interpersonal competitive condition—using concept and vee mappings and the lecture method. The control groups received the same treatment but were not exposed to concept and vee mappings. This study’s second objective was to determine which of the three learning modes would produce the highest post‐test mean gain in the subjects’ knowledge of the two biology concepts. The study’s sample comprised 932 eighth graders (12–13‐year‐olds) in 14 co‐educational comprehensive high schools randomly selected from two Jamaican parishes. An integrated science performance test, an attitudes to science questionnaire and a self‐esteem questionnaire were used to collect data. The results indicated that the experimental students (a) under the three learning modes, (b) with high, moderate, and low attitudes to science, and (c) with high, moderate, and low self‐esteem, performed significantly better than their control group counterparts. The individualist whole class learning mode engendered the highest mean gain on the experimental students’ knowledge, while the cooperative–competitive learning mode generated the highest mean gain for the control group students. 相似文献
11.
This study explored the different kinds of unintended learning in primary school practical science lessons. In this study, unintended learning has been defined as student learning that was found to occur that was not included in the teachers learning objectives for that specific lesson. A total of 22 lessons, taught by five teachers in Korean primary schools with 10- to 12-year-old students, were audio-and video recorded. Pre-lesson interviews with the teachers were conducted to ascertain their intended learning objectives. Students were asked to write short memos after the lesson about what they learnt. Post-lesson interviews with students and teachers were undertaken. What emerged was that there were three types of knowledge that students learnt unintentionally: factual knowledge gained by phenomenon-based reasoning, conceptual knowledge gained by relation- or model-based reasoning, and procedural knowledge acquired by practice. Most unintended learning found in this study fell into the factual knowledge and only a few cases of conceptual knowledge were found. Cases of both explicit procedural knowledge and implicit procedural knowledge were found. This study is significant in that it suggests how unintended learning in practical work can be facilitated as an educative opportunity for meaningful learning by exploring what and how students learnt. 相似文献
12.
Stphane E. Collignon Josey Chacko Megan Wydick Martin 《Decision Sciences Journal of Innovative Education》2020,18(3):456-480
Management science professors who teach large classes often assess students with multiple‐choice questions (MCQs) because it is efficient. However, traditional MCQ formats are ill‐fitted for constructive feedback. We propose the reward for omission with confidence in knowledge (ROCK) format as an original formative assessment technique to help guide feedback associated with MCQs in an introductory undergraduate management science course. Our study contributes to theory by empirically showing that students can self‐assess their state of knowledge, signal it to the professor, and use proper answering options. In practice, ROCK is an easily implementable MCQ format that allows professors to gain information on student learning based on answers selected. ROCK identifies lack of knowledge or misinformation at both individual and collective levels thus providing opportunities for better feedback in class and during office hours. Limitations of the application of ROCK are also discussed. 相似文献
13.
Robert H. Cantwell 《高等教育研究与发展》2004,23(2):131-145
In this study, the academic experiences of 33 male students from an industrial background were investigated as they completed a two‐year education degree. The purpose of the study was to investigate the quality of student adjustment to an academic environment following extensive industrial training and experience. Students completed a series of questionnaires relating to learning as well as a series of open‐ended questions relating to academic and social adjustment. Data indicated that while students had developed a positive learning profile, a continued belief in the structural simplicity of knowledge appeared to have a significant diminishing effect on the quality of adjustment and on the quality of learning outcomes. Open‐ended responses revealed patterns of academic adjustment consistent with the restricted understanding of the nature of university learning. Implications of these data for both recognition of prior learning (RPL) entry and ongoing support are broached. 相似文献
14.
This study compared the problem‐solving skills required for solving well‐structured problems and ill‐structured problems in the context of an open‐ended, multimedia problem‐solving environment in astronomy. Two sets of open‐ended questions assessed students' abilities for solving well‐structured and ill‐structured problems. Generalized, rubric scoring systems were developed for assessing problem‐solving skills. Instruments were also developed and administered to assess cognitive and affective predictors of problem‐solving performance. By regressing the scores on the cognitive and affective predictors onto students' scores on the well‐structured and ill‐structured problems, we concluded that solving well‐structured and ill‐structured problems require different component skills. Domain knowledge and justification skills were significant predictors of well‐structured problem‐solving scores, whereas ill‐structured problem‐solving scores were significantly predicted by domain knowledge, justification skills, science attitudes, and regulation of cognition. Implications for problem solving in science education are presented. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 6–33, 2003 相似文献
15.
Chih‐Ming Chen Tai‐Hung Lee 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(3):417-440
e‐Learning is becoming an increasingly popular educational paradigm because of the rapid growth of the Internet. Recent studies have argued that affective modelling (ie, considering a learner's emotional or motivational state) should also be considered while designing learning activities. Many studies indicated that various learning emotions markedly impact learning outcomes. In the language education field, many studies have investigated anxiety associated with learning a second language, noting that anxiety has an adverse effect on the performance of those speaking English as a second language. Therefore, how to reduce anxiety associated with learning a second language to increase learning performance is an important research issue in the language education field. Accordingly, this study employed a sensor, signal processing, wireless communication, system‐on‐chip and machine‐learning techniques in developing an embedded human emotion recognition system based on human pulse signals for detecting three human emotions—nervousness, peace and joy—to help teachers reduce language‐learning anxiety of individual learners in a web‐based one‐to‐one synchronous learning environment. The accuracy rate of the proposed emotion recognition model evaluated by cross‐validation is as high as 79.7136% when filtering out human pulse signals that have bias. Moreover, this study applied the embedded emotion recognition system to assist instructor's teaching in a synchronous English conversation environment by immediately reporting variations in individual learner emotions to the teacher during learning. In this instructional experiment, the teacher can give appropriate learning assistance or guidance based on the emotion states of individual learners. Experimental results indicate that the proposed embedded human emotion recognition system is helpful in reducing language‐based anxiety, thus promoting instruction effectiveness in English conversation classes. 相似文献
16.
秦淑芝 《辽宁师范大学学报(社会科学版)》2002,25(3):29-30
高等教育自学考试是我国高等教育体系的组成部分。普通高校在自考助学过程中必须全面贯彻党的教育方针,加强自考生思想政治教育,为社会主义现代化建设培养德才兼备的专门人才。为了使自考生思想政治教育收到实效,要改进“两课”教学,抓好爱国主义、明行为规范、树立良好学风等方面的教育,加强思想政治教育工作队伍建设。 相似文献
17.
Ruth Fielding‐Barnsley Corresponding author Nola Purdie 《Asia-Pacific Journal of Teacher Education》2005,33(1):65-76
The aim of the current research was to examine pre‐service, general and special education teachers' attitudes to and knowledge of metalinguistics (awareness of language structure) in the process of learning to read. Effective teachers of reading, writing, and spelling need to understand the relationship between speech and print because these basic language processes are often deficient in cases of reading failure. Teachers also need to be knowledgeable in this area to benefit from psychologist and specialist reports. Using a questionnaire adapted from the Teacher attitudes about early reading and spelling survey and the Survey of linguistic knowledge, 93 pre‐service teachers; 209 general teachers and 38 special education teachers were surveyed. Results indicate a positive attitude to but poor knowledge of metalinguistics in the process of learning to read. Special education teachers performed significantly higher than both other groups on aspects of attitude and knowledge. 相似文献
18.
Mei‐Lan Lo 《The International Journal of Art & Design Education》2006,25(2):182-193
This aim of this research was to investigate art teacher education in Taiwan and England to gain insights into two art education systems with a view to improving art teacher education in Taiwan. To achieve this aim, a cross‐cultural study using a multi‐method approach was adopted and data was collected over three years of full‐time study in England and four academic years of reflection on teaching in art teacher education in Taiwan. This research revealed how complex and hazardous it is to state categorically what the similarities and differences really are between two art teacher education systems, especially in a subject as ill‐defined as art. Nonetheless, this study did produce some important differences in the two art teacher education systems in aspects of (1) government regulations and institutional provision, (2) theoretical underpinning, (3) art curriculum policy and delivery, and (4) cultural differences affecting art teachers' attitudes and values. 相似文献
19.
Julie E. Yonker 《Assessment & Evaluation in Higher Education》2011,36(6):673-686
With the advent of online test banks and large introductory classes, instructors have often turned to textbook publisher‐generated multiple‐choice question (MCQ) exams in their courses. Multiple‐choice questions are often divided into categories of factual or applied, thereby implicating levels of cognitive processing. This investigation examined the influence student study approaches have on performance of shallow compared to deep, cognitive process outcomes measured by scores on factual versus application MCQ test bank questions respectively. Fifty‐six introduction to psychology students, aged 18–52 years, completed a modified version of the Revised Two‐Factor Study Process Questionnaire (R‐SPQ‐2F) to access deep or surface study approaches. Mid‐term and final exam MCQ were equally divided between factual and application questions from the textbook publisher test bank. Overall, students performed significantly better on factual MCQ, with older students achieving higher factual and applied scores. Results suggest younger students tend to use a surface approach to study, with reproduction of what was taught to meet minimum requirements. With age statistically controlled, analyses demonstrated that the surface learning approach negatively impacts MCQ performance on questions categorised as factual and applied more than a deep learning approach benefits MCQ performance. 相似文献
20.
Maija Hirvonen 《Journal of Research in Special Educational Needs》2011,11(2):141-148
This paper describes the development of education of students with special needs in vocational education. The paper is based on a case study research conducted in 2001–2005 in Jyväskylä Municipal Federation of Vocational Education in Central Finland. The study consisted of two parts: firstly of the historical analysis of special educational stages, and secondly of the contemporary analysis of special educational challenges in the research target. The Developmental Work Research model was used in attempting to get a systemic view of different factors affecting a special educational entity. The study showed the importance of a holistic view. The special educational system in the research target seems to be strongly linked to the general structure of vocational education, its goals, learning principles, legislation and personnel structure. The development of vocational special education in Jyväskylä followed the strongly regulated national guidelines set for vocational special education until the end of the 1990s. At that time new legislation, structural reforms and the change from norm‐based towards an autonomous information‐based self‐government opened doors for new special educational implementation. From the perspective of teachers specialized in special educational needs (SEN‐teachers) a clear change can be seen from an autonomous, defined work towards a loss of an expertise position. However, the strong linkage between general and special education in vocational education offers possibilities for inclusive education. In order to face the new challenges, the work of SEN‐teachers has to be redefined to clearly broaden the perspective from teaching towards new expertise in each educational establishment. 相似文献