共查询到20条相似文献，搜索用时 15 毫秒
1.
We extend previous theoretical and empirical work by examining the role that emotions and epistemic judgments play when learning from different refutation plus persuasive and expository plus persuasive texts. We examined how variations in messages designed to change misconceptions and attitudes about genetically modified foods (GMFs) might differentially impact the extent to which individuals engage in epistemic judgments; the emotions individuals experience during learning; and, how epistemic judgments and emotions might facilitate or constrain conceptual and attitudinal change. One hundred twenty-five undergraduate university students were randomly assigned to one of four text conditions: refutation plus positive persuasive text, refutation plus negative persuasive text, expository plus positive persuasive text, or expository plus negative persuasive text. Students were asked to think and emote out loud during learning to capture epistemic judgments and emotions as they occurred in real time. After the learning session, students also self-reported the emotions they experienced during learning. Results revealed that students who were given positive persuasive texts experienced more positive emotions (both intensity and frequency) during learning, whereas those who were given negative persuasive texts experienced more negative emotions (frequency) during learning. Students who were given positive persuasive texts engaged in more epistemic judgments and changed more misconceptions about GMFs compared to students in the other three text conditions. Finally, epistemic judgments were significant positive predictors of conceptual and attitudinal change, and both positive emotions and negative emotions predicted attitudinal change. Implications for theories of conceptual and attitudinal change are discussed. 相似文献
2.
Constanza Villarroel Mercè Garcia-Mila Mark Felton Andrea Miralda-Banda 《Infancia y Aprendizaje》2019,42(1):37-86
The inclusion of argumentative practices in classrooms as an epistemic tool to foster learning and reasoning has become widespread. However, studies on argumentation show that not all kinds of argumentation are equally effective in fostering this potential, and that argumentative goals are determining factors in the argumentative discourse — in particular, persuasive and deliberative goals, the latter posited as being the ones with the greatest epistemic potential. Eighty students in the Master in Secondary Teacher Training took up positions on an energy dilemma and wrote two argumentative texts, before and after a dialogue with a classmate who defended the opposite thesis. Of the total of 40 dyads, 21 conversed with a persuasive goal and 19 with a deliberative goal. The results show that the dialogue had a positive effect on the argumentative quality under both conditions. However, in the consensus group, the bias of the post-text diminished while meta-statements and counterarguments increased. A case study of one dyad under each condition illustrates these differences. 相似文献
3.
4.
When inquiry-based learning is designed for a collaborative context, the interactions that arise in the learning environment can become fairly complex. While the learning effectiveness of such learning environments has been reported in the literature, there have been fewer studies on the students’ learning processes. To address this, the article presents a study of science learning in a computer-supported learning environment called Collaborative Science Inquiry (CSI), which integrates guided inquiry principles for activity design, employs modelling and visualisation tools for promoting conceptual understanding and incorporates key computer-supported collaborative learning (CSCL) elements for enabling students’ collaboration. With the aim of understanding the process of students’ conceptual changes supported by the CSI learning environment as used in a secondary school, data on students’ test achievements, responses to learning tasks and peer discussions in collaboration were collected, analysed and discussed. The results of the qualitative and quantitative data analysis indicated that guided inquiry coupled with CSCL elements facilitated by the CSI system can engage students in inquiry activities and promote their conceptual understanding in a progressive way. 相似文献
5.
This article investigates the conditions under which diagrammatic representations support collaborative argumentation-based learning in a computer environment. Thirty dyads of 15- to 18-year-old students participated in a writing task consisting of 3 phases. Students prepared by constructing a representation (text or diagram) individually. Then they discussed the topic and wrote a text in dyads. They consolidated their knowledge by revising their individual representation. There were 3 conditions: Students could use either (a) the individual texts they wrote, (b) the individual diagrams they constructed, or (c) a diagram that was constructed for them based on the text they wrote. Results showed that students who constructed a diagram themselves explored the topic more than students in the other conditions. We also found differences in the way collaborating dyads used their representations. Dyads who engaged in deep discussion used their representations as a basis for knowledge construction. In contrast, dyads who engaged in only shallow discussion used their representations solely to copy information to their collaborative text. We conclude that diagrammatic representations can improve collaborative learning, but only when they are used in a co-constructive way. 相似文献
6.
This study examined the role of computer-supported knowledge-building discourse and epistemic reflection in promoting elementary-school students’ scientific epistemology and science learning. The participants were 39 Grade 5 students who were collectively pursuing ideas and inquiry for knowledge advance using Knowledge Forum (KF) while studying a unit on electricity; they also reflected on the epistemic nature of their discourse. A comparison class of 22 students, taught by the same teacher, studied the same unit using the school’s established scientific investigation method. We hypothesised that engaging students in idea-driven and theory-building discourse, as well as scaffolding them to reflect on the epistemic nature of their discourse, would help them understand their own scientific collaborative discourse as a theory-building process, and therefore understand scientific inquiry as an idea-driven and theory-building process. As hypothesised, we found that students engaged in knowledge-building discourse and reflection outperformed comparison students in scientific epistemology and science learning, and that students’ understanding of collaborative discourse predicted their post-test scientific epistemology and science learning. To further understand the epistemic change process among knowledge-building students, we analysed their KF discourse to understand whether and how their epistemic practice had changed after epistemic reflection. The implications on ways of promoting epistemic change are discussed. 相似文献
7.
8.
Jun Oshima Ritsuko Oshima Shunsuke Saruwatari 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1308-1321
This study proposes a new methodological approach to evaluate students’ knowledge-building discourse. First, we discuss the knowledge–creation metaphor of learning. In the metaphor, theories mention that learners should consider their collective knowledge objects or artifacts that materialize as a result of their collaborative discourse. Second, we argue the necessity of developing new analytics to evaluate student learning. We describe how students’ ideas and their conceptual artifacts can be examined in discourse analysis. Third, we demonstrate the application of our analytics to real discourse data. We conducted a new type of social network analysis of discourse to examine how students continuously improve their ideas. Further, we conducted another network analysis of discourse, called the Epistemic Network Analysis, by coding students’ epistemic actions as conceptual artifacts to create and examine their ideas. 相似文献
9.
The effects of epistemic beliefs and text structure on cognitive processes during comprehension of scientific texts were investigated. On‐line processes were measured using think‐aloud (Experiment 1) and reading time (Experiment 2) methodologies. Measures of off‐line comprehension, prior knowledge and epistemic beliefs were obtained. Results indicated that readers adjust their processing as a function of the interaction between epistemic beliefs and text structure. Readers with misconceptions and more sophisticated epistemic beliefs engage in conceptual change processes, but only when reading refutation texts. Results also showed that memory for text is not affected by differences in epistemic beliefs or text structure. These findings contribute to our understanding of the relations among factors associated with text comprehension and have implications for theories of conceptual change. 相似文献
10.
Conflicting claims about important socio-scientific debates are proliferating in contemporary society. It is therefore important to understand the individual characteristics that predict learning from conflicting claims. We explored individuals’ beliefs about the nature of knowledge and knowing (i.e., epistemic beliefs) and their emotions as potentially interrelated sets of learner characteristics that predict learning in such contexts. Undergraduate university students (N = 282) self-reported their topic-specific epistemic beliefs and were given three conflicting texts about climate change to read. Immediately after each of the three texts, participants self-reported the emotions they experienced. Following reading and self-report, participants wrote summaries of the conflicting texts. Text-mining and human coding were applied to summaries to construct two indices of learning from conflicting texts that reflected which source’s information is privileged in memory. Results from structural equation modeling revealed that epistemic beliefs were consistent in their predictions of emotions, which in turn variously predicted different learning outcomes. In particular, a belief that knowledge is justified by inquiry predicted surprise and curiosity, which at times facilitated learning. In contrast, confusion, predicted by passive reliance on external sources, related to impaired memory of conflicting content. Theoretical and methodological implications are discussed for research on the relations between epistemic beliefs, emotions, and learning about controversial topics. 相似文献
11.
Fang-Ying Yang Shiang-Yao Liu Chung-Yuan Hsu Guo-Li Chiou Hsin-Kai Wu Ying-Tien Wu Sufen Chen Jyh-Chong Liang Meng-Jung Tsai Silvia W.-Y. Lee Min-Hsien Lee Che-Li Lin Regina Juchun Chu Chin-Chung Tsai 《Research in Science Education》2018,48(2):325-344
The purpose of this study was to develop and validate an online contextualized test for assessing students’ understanding of epistemic knowledge of science. In addition, how students’ understanding of epistemic knowledge of science interacts with learner factors, including time spent on science learning, interest, self-efficacy, and gender, was also explored. The participants were 489 senior high school students (244 males and 245 females) from eight different schools in Taiwan. Based on the result of an extensive literature review, we first identified six factors of epistemic knowledge of science, such as status of scientific knowledge, the nature of scientific enterprise, measurement in science, and so on. An online test was then created for assessing students’ understanding of the epistemic knowledge of science. Also, a learner-factor survey was developed by adopting previous PISA survey items to measure the abovementioned learner factors. The results of this study show that; (1) by factor analysis, the six factors of epistemic knowledge of science could be grouped into two dimensions which reflect the nature of scientific knowledge and knowing in science, respectively; (2) there was a gender difference in the participants’ understanding of the epistemic knowledge of science; and (3) students’ interest in science learning and the time spent on science learning were positively correlated to their understanding of the epistemic knowledge of science. 相似文献
12.
The authors discuss the relationship between information seeking and epistemic beliefs – beliefs about the source, structure, complexity and stability of knowledge – in the context of collaborative information-seeking discourses. They further suggest that both information seeking, and epistemic cognition research agendas, have suffered from a lack of attention to how information seeking as a collaborative activity is mediated by talk between partners – an area they seek to address in this article. A small-scale observational study using sociocultural discourse analysis was conducted with eight 11-year-old pupils who carried out search engine tasks in small groups. Qualitative and quantitative analysis were performed on their discussions using sociocultural discourse analytic techniques. Extracts of the dialogue are reported, informed by concordance analysis and quantitative coding of dialogue duration. The authors find that: (1) discourse which could be characterised as ‘epistemic’ is identifiable in student talk; (2) it is possible to identify talk which is more or less productive; and (3) epistemic talk is associated with positive learning outcomes. 相似文献
13.
When students collaboratively design and build artifacts that require relevant understanding and application of science, many aspects of scientific literacy are developed. Design-based inquiry (DBI) is one such pedagogy that can serve these desired goals of science education well. Focusing on a Projectile Science curriculum previously found to be implemented with satisfactory fidelity, we investigate the many hidden challenges when using DBI with Grade 8 students from one school in Singapore. A case study method was used to analyze video recordings of DBI lessons conducted over 10 weeks, project presentations, and interviews to ascertain the opportunities for developing scientific literacy among participants. One critical factor that hindered learning was task selection by teachers, which emphasized generic scientific process skills over more important cognitive and epistemic learning goals. Teachers and students were also jointly engaged in forms of inquiry that underscored artifact completion over deeper conceptual and epistemic understanding of science. Our research surfaced two other confounding factors that undermined the curriculum; unanticipated teacher effects and the underestimation of the complexity of DBI and of inquiry science in general. Thus, even though motivated or experienced teachers can implement an inquiry science curriculum with good fidelity and enjoy school-wide support, these by themselves will not guarantee deep learning of scientific literacy in DBI. Recommendations are made for navigating the hands- and minds-on aspects of learning science that is an asset as well as inherent danger during DBI teaching. 相似文献
14.
This study analyses the relationship between collaborative review and final quality of a text, as part of an intervention in which writing was used as an epistemic tool and students acted alternately as writers and reviewers. Participants included 49 psychology students, who wrote three successive versions of an argumentative synthesis. They received feedback from peers and the teacher for each of these versions. The quality of the final text, suggestions for change provided by the teacher and student reviewers on 196 drafts and the evolution of the texts during the review process were analysed. Results indicated differences regarding the type of comments and the impact on the final text, identified certain aspects of collaborative review that predicted the quality of the final text and showed the existence of different writer and reviewer profiles that had a differential impact on the quality of the final text. 相似文献
15.
Tami S. Martin Sharon M. Soucy McCrone Michelle L. Wallace Bower Jaguthsing Dindyal 《Educational Studies in Mathematics》2005,60(1):95-124
Proof and reasoning are fundamental aspects of mathematics. Yet, how to help students develop the skills they need to engage
in this type of higher-order thinking remains elusive. In order to contribute to the dialogue on this subject, we share results
from a classroom-based interpretive study of teaching and learning proof in geometry. The goal of this research was to identify
factors that may be related to the development of proof understanding. In this paper, we identify and interpret students'
actions, teacher's actions, and social aspects that are evident in a classroom in which students discuss mathematical conjectures,
justification processes and student-generated proofs. We conclude that pedagogical choices made by the teacher, as manifested
in the teacher's actions, are key to the type of classroom environment that is established and, hence, to students' opportunities
to hone their proof and reasoning skills. More specifically, the teacher's choice to pose open-ended tasks (tasks which are
not limited to one specific solution or solution strategy), engage in dialogue that places responsibility for reasoning on
the students, analyze student arguments, and coach students as they reason, creates an environment in which participating
students make conjectures, provide justifications, and build chains of reasoning. In this environment, students who actively
participate in the classroom discourse are supported as they engage in proof development activities. By examining connections
between teacher and student actions within a social context, we offer a first step in linking teachers' practice to students'
understanding of proof. 相似文献
16.
Anneli Sarja Sirpa Janhonen Pirjo Havukainen Anne Vesterinen 《Teaching in Higher Education》2018,23(3):343-359
This paper continues the discussion about student-driven, interactive learning activities in higher education. Using object-oriented activity theory, the article explores the relational aspects of reflexive practice as demonstrated in five online discussions groups to develop students’ conceptual understanding. The purpose of the research is to describe both the process of reflection during online interaction and how practical engagement with the discipline is supported through pedagogical guidance. The students wrote short texts on the practice of health promotion ethics and discussed their perspectives in relation to theory and research. The analysis proved the importance of structural design in learning assignments to enable the cohesive and dialogic nature of interaction. Practical reflexivity is a necessary condition for enhancing the ability of professionals to question and justify critical aspects of their organisational relationships. 相似文献
17.
D.B. Knight D.P. Callaghan T.E. Baldock J.H.F. Meyer 《European Journal of Engineering Education》2014,39(2):125-142
The Threshold Concept Framework is used to initiate a dialogue on an empirically supported pedagogy that focuses on students’ conceptual understanding required for solving application-based problems. The present paper uses a triangulation approach to identify the threshold concept in a third-year undergraduate civil engineering course on open channel hydraulics. Evidence from teachers, students, and assessment data point to ‘critical flow’ as the threshold concept – a concept that is transformative, integrative, and troublesome. Identifying the threshold concept by engaging various course stakeholders in a dialogue about conceptual understanding and capabilities makes learning visible for all participants in the process. Implementing this approach can result in an empirically driven rationale for adjusting pedagogies and assessments to foster enhanced student learning outcomes. 相似文献
18.
19.
Jodi Streelasky 《Literacy》2019,53(2):95-101
This study analyses the valued school experiences of 15 five‐ and six‐year‐old Canadian children, through their creation of multimodal texts. Throughout the school year, the students spent a large portion of each school day in the expansive forest on the school grounds, and their texts revealed their significant interest in this natural outdoor environment. Specifically, the data revealed that the outdoor space provided a context where the children could engage with each other and the environment in meaningful, creative and collaborative ways. This research has the potential to contribute to our understanding of the capacity of young children to share their thoughts on their school experiences by drawing on a range of modes and to contribute to our understanding of the power of alternative learning spaces, such as forest environments, on children's literacy learning and development. 相似文献
20.
The purpose of this research is threefold: (1) to identify the difficulties that Grade 10 students in a Lebanese school have that hinder their conceptual understanding at the micro–macro–symbolic interface in chemistry, (2) to investigate the effect of a macro–micro–symbolic teaching approach on students’ relational understanding of chemical reactions, and (3) to characterize students’ conceptual profiles regarding their understanding of chemical reactions in terms of macro, micro, symbolic levels and the relations among them, at the end of the teaching sequence. Forty six 10th graders from two sections participated in the study. A student-centered approach was followed in both sections based on constructivist pedagogy. Hence the teacher played the role of a facilitator who guided students in a meaning making inductive learning process, through questioning, monitoring, validating, and clarifying ideas. Instruction in the experimental group was characterized by macro–micro–symbolic teaching that focuses on the interplay between the levels, integrates various representations, and engages students in an epistemic discourse about the nature of knowing in chemistry. Data sources for the study included a pre-test and two post-intervention tasks: a post-test and a concept map task, in addition to interviews with selected students from both sections. Findings indicated that macro–micro–symbolic teaching enhanced students’ conceptual understanding and relational learning of chemical reactions. Besides, four assertions related to students’ conceptual and epistemological thinking in response to the different teaching approaches are presented. Implications for instruction and for teacher education programs, as well as recommendations for further research, are discussed in light of these findings. 相似文献