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1.
Fan Ouyang Yu-Hui Chang 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1396-1414
Understanding the relationship between social interaction patterns and cognitive engagement levels has critical implications on collaborative learning theory, pedagogy, and technology. This study used a multi-method approach to examine the relationship between students' social participatory roles and cognitive engagement levels within asynchronous online discussions. Results showed that students' social participatory role was a critical indicator of cognitive engagement level. Socially active students made more cognitive contributions to knowledge inquiry and knowledge construction. But there were exceptions: after taking leadership roles (i.e., discussion designers and facilitators), some students moved from peripheral participation to active participation. Second, there was a progressive development process: individual students' deep-level knowledge inquiry could trigger peer interaction, which could further advance group knowledge construction. Third, students had a tendency to keeping social-cognitive engagement patterns throughout discussions. Based on the result, this study proposed implications for collaborative learning theory, pedagogy support, and tool development. 相似文献
2.
Jongpil Cheon Michael M. Grant 《Educational technology research and development : ETR & D》2012,60(3):399-420
The purpose of this study was to examine the effects of a metaphorical interface on germane cognitive load in Web-based instruction. Based on cognitive load theory, germane cognitive load is a cognitive investment for schema construction and automation. A new instrument developed in a previous study was used to measure students?? mental activities of schema construction and automation supported by structural cues in a metaphorical interface environment. Eighty participants were randomly assigned to one of two types of instructional units with the same instructional content and different interface types (i.e., non-metaphorical interface and metaphorical interface). The results indicated that germane cognitive load positively affected learning performance while there was no relationship between germane cognitive load and students?? prior knowledge. A metaphorical interface enhanced learners?? germane cognitive load and learning performance, and both germane cognitive load and prior knowledge similarly contributed to learning performance. The findings provide implications for the advancement of cognitive load theory and the practice of instructional development. 相似文献
3.
认知学习理论已成为当前课程改革的理论基础之一,并将在今后的教学中得到更广泛的应用。在认知学习理论的指导下,教师应更加关注学生认知结构的合理性,运用恰当的教学策略促进新旧知识的联系;教师应在整个教学过程中使学生保持良好的情感体验;教师可以通过元认知训练提高学生自主学习的水平。 相似文献
4.
石碧 《南昌教育学院学报》2011,26(6):142-143
认知语言学产生于新兴认知科学被引入语言学研究领域的过程中。学习外语的过程是对不同文化的认知过程,教师在教学中,要从不同的文化角度帮助学生提高语言认知能力。日语精读课是日语专业学生接触最频繁、最基础的一门课程,其教学质量的好坏直接关系到学生高年级后的专业知识的学习。本文将探讨认知语言学的原型理论在日语精读教学中应用问题。这一理论将有助于学生对一词多义、同义句型等方面的掌握理解。 相似文献
5.
为改善传统教学采用单一教学方法的不足,在构建主义和知识共享理论的基础上,提出了基于Web前端技术课程的"三段式"教学改革方法,根据各阶段教学内容和学生知识体系的不同,采用翻转课堂、任务驱动、项目教学等不同的教学方法。实践证明,"三段式"教学既符合学生的认知规律,又有助于拓展学生的知识面和技能;既有利于提高学生的自主学习能力和创新能力,又能促进学生养成知识共享行为与习惯,最大程度地优化学生的学习路径。 相似文献
6.
模式识别是把所知觉的对象纳入记忆的相应范畴进行比较,两者若实现最佳匹配,模式便得以识别。模式识别依赖于人已有的知识和经验,是人的一种基本的认知能力。现代认知心理学模式识别理论模型主要有模板说、原型说。对于"蒙古语授课班级"学生而言,当蒙古语言文字作为外界刺激感官时,由于刺激与模板匹配,两者编码相类似,产生最大限度的重叠,从而减轻记忆的负担,增强思维的灵活性,提高学生学习质量或成绩,反之则降低。蒙古文教材和蒙汉双语教学以其学生熟悉的视觉听觉信息刺激,与学生头脑中数量巨多的蒙古语言文字模板相匹配,直接关系到学习的效益,关系到教学目标的达成。语言学习的关键期理论表明,在儿童早期创造多种语言学习环境有利于在大脑中贮存多种语言原型,利于以后各种语言模式的识别。 相似文献
7.
建构主义的教学理论及其启示 总被引：23，自引：0，他引：23
建构主义作为一种新的认知理论，其教学理论认为：知识是不确定的；知识的学习过程即知识的建构过程；学生是学习活动的主体，主动地建构知识；教师是学生建构知识的帮助者、促进者。这些观点对我国当前教学改革有诸多启发：把学生视为教学活动的主体；重视学生学习的经验背景；重视教学的社会性；重视学生创新能力的培养。 相似文献
8.
Arvid C. Johnson 《Decision Sciences Journal of Innovative Education》2011,9(3):411-419
While spreadsheet simulation can be a useful method by which to help students to understand some of the more advanced concepts in an introductory statistics course, introducing the simulation methodology at the same time as these concepts can result in student cognitive overload. This article describes a spreadsheet model that has been successfully utilized to introduce simulation as early as the third week of class—within the context of assigning probabilities—using a topic that students find immediately interesting: the theory of records. Use of this simulation in early class sessions not only facilitates student learning of later material but also builds a simulation knowledge base that can be leveraged in other classes. 相似文献
9.
李永生 《青岛职业技术学院学报》2012,(1):47-50
社会建构主义教学理论强调外语教学过程以学生为中心,突出认知主体;教师转变角色,由"主讲"变为"主导";注重开展交互性学习,重视创设语言环境,加大英文输入;培养学生自主学习能力和注重知识重现的原则。高职院校英语教学要以社会建构主义理论为指导,改革教学方式方法,以提高学生语言应用技能。 相似文献
10.
陈爱萍 《宁德师专学报(自然科学版)》2012,24(3):331-333
＂理实一体＂教学模式能有效促进学生认知水平提高和能力发展,实现知识与技能的迁移,符合职业中专学校学生的学习特点.就＂理实一体＂教学模式如何应用于Visual Basic学科教学进行了初步的探讨. 相似文献
11.
The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications 总被引：1，自引：0，他引：1
Tracey Clarke Paul Ayres John Sweller 《Educational technology research and development : ETR & D》2005,53(3):15-24
According to cognitive load theory, instruction needs to be designed in a manner that facilitates the acquisition of knowledge
in long-term memory while reducing unnecessary demands on working memory. When technology is used to deliver instruction,
the sequence in which students learn to use the technology and learn the relevant subject matter may have cognitive load implications,
and should interact with their prior knowledge levels. An experiment, using spreadsheets to assist studient learning of mathematics,
indicated that for studients with little knowledge of spreadsheets, sequential instruction on spreadsheets followed by mathematics
instruction was superior to a concurrent presentation. The reverse was found for studients with more knowledge of spreadsheets.
These results are explained in terms of cognitive load theory. 相似文献
12.
13.
Medical schools are increasingly looking to case-based formats such as problem-based learning (PBL) for their medical students. However, the effects of PBL have not been adequately assessed for an informed decision. An approach to assessment should consider not just the knowledge outcomes expected of all students, but should be tailored to the theoretical goals of PBL: clinical reasoning, integration of scientific and clinical knowledge, and lifelong learning skills. This means that problem-solving processes as well as products need to be measured. In addition, cognitive measures associated with expert performance can be used to assess the extent to which PBL affects the development of expertise. In this study, students taking an elective in PBL were compared with students taking other electives on a realistic pathophysiological explanation task. The problem-solving protocols were examined for coherence, use of science concepts, strategy use, and self-directed learning. The results indicate that cognitive measures can be used to distinguish students who have participated in PBL from their counterparts in terms of knowledge, reasoning, and learning strategies. This suggests that such measures may play a meaningful role in assessment of student learning. 相似文献
14.
内隐学习是认知心理学的一个重要概念,是区别于传统外显学习的学习过程。文章探讨了内隐学习理论,以及内隐学习与外显学习的关系,分析了在网络环境下大学英语教学中如何通过营造内隐知识外显转化环境、发挥内隐学习在语感习得中的作用、重视学习兴趣在内隐知识外显化中的作用,来转化大学英语学习中的内隐知识,提高学习效率。 相似文献
15.
建构主义理论运用于科学教学的15条原则 总被引：23，自引：0，他引：23
随着建构主义理论在科学教育领域中的运用与逐渐流行,一种基于建构主义的新的科学教学模式正在兴起。这种教学模式要求在科学教学中,应把科学知识的学习看作是学生主动建构知识的过程;应把科学探究作为学生建构科学知识的最重要的学习方式;应充分发挥学生在学习中的自主性,视学生为科学知识的主动建构者;承认学生的原有知识经验在学习中的重要性,了解并正确处理学生的前概念;运用概念转变策略,帮助学生实现概念转变;引发学生的认知冲突,激起学生科学探究的欲望;发挥教师的指导作用,为学生的知识建构提供支持条件;提供真实的情境,让学生获得经验,在情境中建构知识的理解;鼓励学生发问,提出开放性问题,让学生在问题解决中建构知识;开展多种形式的对话,在对话中建构知识;鼓励学生合作与交流,为知识的社会建构提供机会;鼓励学生反省,学会自主监控学习过程;重视学习方法指导,为学生知识建构提供认知工具与策略;提供学习资源,让学生参与寻找用于解决问题的信息;采用形成性评价,强调学生在学习过程中的表现。 相似文献
16.
Annika Goeze Jan M. Zottmann Freydis Vogel Frank Fischer Josef Schrader 《Instructional Science》2014,42(1):91-114
The ability to analyze and understand classroom situations through the eyes of not only teachers but also students can be seen as a crucial aspect of teachers’ professional competence. Even though video case-based learning is considered to have great potential for the promotion of analytical competence of teachers (i.e., becoming immersed in student and teacher perspectives as well as applying conceptual knowledge to better understand classroom situations), only a few studies have investigated the effects of corresponding instructional support. This empirical field study examines the effects on analytical competence of two types of instructional support—hyperlinks to multiple perspectives and hyperlinks to conceptual knowledge—by using a 2 × 2 factorial design in a computer-supported video case-based learning environment inspired by cognitive flexibility theory and participatory design. The study examines collaborative learning processes to discover what specific kind of instruction may help to counteract some of the known deficits of case-based learning and teacher thinking, such as limited perspective-taking. From a participatory design point of view, training novices to become immersed in teacher and student perspectives can be considered as an alternative for direct involvement of teachers and students in the design process. The study was realized as a four-day university course for pre-service teachers (N = 100). ANCOVAs of learning processes (small-group discussions) and outcomes (written case analyses) provide evidence that both types of instructional support (i.e., hyperlinks to multiple perspectives and conceptual knowledge) are beneficial. In particular, hyperlinks to multiple perspectives affected small-group case discussions and written post-tests as they led to increased immersion (i.e., perspective-taking). Hyperlinks to conceptual knowledge furthered the application of this knowledge, especially in the written post-tests. Implications for teacher education, participatory design, and further research are discussed. 相似文献
17.
Knowledge elaboration: A cognitive load perspective 总被引：3，自引：3，他引：0
The process of knowledge elaboration is considered from the perspective of cognitive load theory. This theory assumes that the available knowledge structures in long-term memory (LTM) are used to organize and guide cognitive processing in complex learning. Accordingly, the role of external instructional guidance in the process of knowledge elaboration could be described as providing a substitute for knowledge structures missing from LTM. Thus, the executive guidance in complex learning environments is shared between the person (based on his/her LTM knowledge structures) and another expert or instructional means. This article analyzes instructional implications of this assumption. Adaptive learning environments are suggested for tailoring knowledge elaboration processes to changing characteristics of individual learners. Means for identifying and predicting the learner's LTM-based executive guidance are proposed so that they can be utilized in the building of adaptive learning environments. 相似文献
18.
Hsin-Yi Chang Ying-Shao Hsu Hsin-Kai Wu Chin-Chung Tsai 《International Journal of Science Education》2018,40(12):1410-1431
In this study we investigated how a newly developed learning environment that integrates mobile augmented reality (AR) technology supported students’ socio-scientific reasoning (SSR). Drawing upon the reasoned action theory, we consider the roles of students’ attitudes toward SSR before learning, and their cognitive and emotional engagement during learning in the students’ actual performance of SSR. The implementation results indicate the impact of the learning environment on students’ scientific knowledge and attitude change. Moreover, we identified a significant path of how the students developed their SSR by the interactions among their attitude toward SSR, and their cognitive and emotional engagement in the mobile AR learning environment. On the other hand, the students’ post-learning attitudes toward SSR were dominated by their pre-learning attitudes. Implications and suggestions are discussed. 相似文献
19.
This study examines the conditional and interaction effects of each of four dimensions of the epistemological beliefs of college
students regarding the ability to learn, the speed of learning, the structure of knowledge, and the stability of knowledge
on four measures of the cognitive components (elaboration, rehearsal, organization, metacognition) and four measures of the
behavioral components (effort regulation, management of time and study environment, peer learning, help seeking) of self-regulated
learning strategies. Students with more sophisticated beliefs about the nature of knowledge and learning were more likely
than their peers to use educationally productive cognitive and behavioral strategies in their learning. Beliefs about one’s
ability to learn had the most significant and substantial effects, and the structure of knowledge had the second most significant
and substantial effects on students’ use of self-regulated cognitive and behavioral learning strategies. Although a student’s
belief about the stability of knowledge by itself had a statistically significant effect on only one learning strategy, this
belief served as moderator for six of the 11 statistically significant interaction effects of epistemological beliefs on the
use of cognitive and behavioral learning strategies. Implications of these findings for theory, research, policy and practice
are examined. 相似文献
20.
基于游戏化学习体验的基本理论框架,通过对学生游戏化学习体验的质性分析,本文探究了游戏化学习体验中认知体验与主体性体验的核心内容。本研究基于对多种资料的分析,归纳了游戏化学习过程中认知体验的过程要素,包含知识探究、学习迁移和认知成果;建构了主体性体验的核心要素,包括学习过程中的情绪状态、游戏与学习动机和反思意愿。对游戏化学习体验的核心内容的探究有助于理解游戏化学习行为,了解学生游戏化学习体验的个体差异,为教育游戏的设计和评估提供了重要参考。 相似文献