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1.
Pavlo D. Antonenko Craig A. Ogilvie Dale S. Niederhauser John Jackman Piyamart Kumsaikaew Rahul R. Marathe Sarah M. Ryan 《Education and Information Technologies》2011,16(4):323-342
This paper describes the ways that students’ problem-solving behaviors evolve when solving multi-faceted, context-rich problems
within a web-based learning environment. During the semester, groups of two or three students worked on five physics problems
that required drawing on more than one concept and, hence, could not be readily solved with simple “plug-and-chug” strategies.
The problems were presented to students in a data-rich, online problem-based learning environment that tracked which information
items were selected by students as they attempted to solve the problem. The students also completed a variety of tasks, like
entering an initial qualitative analysis of the problem into an online form. Students were not constrained to complete these
tasks in any specific order. As they gained more experience in solving context-rich physics problems, student groups showed
some progression towards expert-like behavior as they completed qualitative analysis earlier and were more selective in their
perusal of informational resources. However, there was room for more improvement as approximately half of the groups still
completed the qualitative analysis task towards the end of the problem-solving process rather than at the beginning of the
task when it would have been most useful to their work. 相似文献
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Professor Richard Gunstone Brian McKittrick Pam Mulhall 《Research in Science Education》1999,29(4):527-546
Concern with the quality of student engagement and learning in senior high school physics has been evident for many years.
In this study we have focussed on student engagement. Three tasks that utilised a structured discussion, approach to learning
concepts in mechanics were developed in collaborative work with two Year 11 physics teachers. These tasks demanded an initial
individual response from each student, then a single response from groups of three, and then a whole class interpretive dicussion
led by the teacher and based on the group responses. We report the detail of reactions of students and teachers to these tasks
in the two classes taught by the teachers involved in the development of the tasks, and more general reactions from a further
seven Year 11 physics classes. 相似文献
4.
Margareta Enghag Hans Niedderer 《International Journal of Science and Mathematics Education》2008,6(4):629-653
The theoretical framework student ownership of learning is developed both theoretically and with qualitative research. The metaphor “ownership” is related to the process towards
meaning making and understanding and is seen as relevant especially to improve physics instruction. The dimension group ownership of learning refers to the groups’ actions of choice and control of the management of the task; how the task is determined, performed
and finally reported. The other dimension, the individual student ownership of learning, refers to an individual student’s own question/idea that comes from own experiences, interests or anomalies of understanding;
an idea/question that comes back several times and leads to new insights. From literature and from our own data, we have developed
categories for group and individual student ownership of learning, which were iteratively sharpened in order to identify ownership
in the two dimensions. As a consequence, we argue for use of the framework student ownership of learning as a way to identify
an optimal level of ownership for better learning and higher motivation in physics teaching. 相似文献
5.
Ken Houston 《Assessment & Evaluation in Higher Education》1996,21(3):251-266
A peer‐tutoring scheme was introduced to an undergraduate mathematics module. This was to provide a learning support for an independent learning programme. These student support groups also functioned as task groups for group project work. In the independent learning programme, students were directed to read selected passages of text, to attempt certain exercises and to devise peer assessment tasks. For some of the sessions senior students were present and functioned as additional peer tutors. To assess the students’ attitudes to the peer‐supported independent learning programme, an Attitudes to Peer‐tutoring Questionnaire was constructed. The results show that the students readily accepted the need to work in groups and to support one another. Overall, 78% felt that they could work easily without pressure and that the sessions were not a complete waste of time. However, 65% of the students did not appear to enjoy the independent learning sessions and felt that they preferred to be responsible only for their own learning. 相似文献
6.
Karin Due 《Cultural Studies of Science Education》2014,9(2):441-459
This article describes a study which explored the social interaction and the reproduction and challenge of gendered discourses in small group discussions in physics. Data for the study consisted of video recordings of eight upper secondary school groups solving physics problems and 15 audiotaped individual interviews with participating students. The analysis was based on gender theory viewing gender both as a process and a discourse. Specifically discursive psychology analysis was used to examine how students position themselves and their peers within discourses of physics and gender. The results of the study reveal how images of physics and of “skilled physics student” were constructed in the context of the interviews. These discourses were reconstructed in the students’ discussions and their social interactions within groups. Traditional gendered positions were reconstructed, for example with boys positioned as more competent in physics than girls. These positions were however also resisted and challenged. 相似文献
7.
《Research in Science Education》2011,41(1):39-62
This article reports on the influence of learning strategy instruction on student teachers’ physics achievement, attitude
towards physics, and achievement motivation. A pre-test/post-test quasi-experimental design with matching control group was
used in the study. Two groups of student teachers (n = 75) who were enrolled in an introductory physics course participated in the study. In the experimental group, questioning,
summarizing, and graphic organizers were taught. The control group did not receive any presentation on strategy learning.
Data were collected via the pre- and post-administration of the Physics Course Achievement Test, the Scale of Attitudes towards
Physics, and the Achievement Motivation Scale. Univariate and multivariate analyses of variance on the data revealed no significant
differences in the attitude and achievement motivation between the strategy and control groups. However, the strategy group
students were observed to have a tendency of more positive attitude and motivation than the control group students. Results
also showed that explicit learning strategy instruction was more effective than traditional instruction in improving physics
achievement of the participating students. The implications of these results for physics education are discussed. 相似文献
8.
The research issue in this study is how to structure collaborative learning so that it improves solving physics problems more than individual learning. Structured collaborative learning has been compared with individual learning environments with Schoenfeld’s problem‐solving episodes. Students took a pre‐test and a post‐test and had the opportunity to solve six physics problems. Ninety‐nine students from a secondary school in Shanghai participated in the study. Students who learnt to solve problems in collaboration and students who learnt to solve problems individually with hints improved their problem‐solving skills compared with those who learnt to solve the problems individually without hints. However, it was hard to discern an extra effect for students working collaboratively with hints—although we observed these students working in a more structured way than those in the other groups. We discuss ways to further investigate effective collaborative processes for solving physics problems. 相似文献
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Indigo Esmonde 《学习科学杂志》2013,22(2):247-284
Many mathematics classrooms use cooperative learning to support equitable learning environments for all students. Past research in the field has focused primarily on increasing achievement rather than on contexts that support equitable interactions. This year-long study in 3 secondary mathematics classes compares 2 activity structures—a group quiz and a presentation—by examining group interaction within the 2 activities. The analysis shows that groups constructed a range of work practices, including a practice focused on collaboration, one focused on individual work, and one focused on “helping.” In addition, students adopted a variety of positions, including expert, novice, in-between, and facilitator. In this data corpus, experts tended to dominate interactions during group quizzes, whereas presentation preparations were more equitable, particularly when a student was positioned as a facilitator. Based on the analysis, suggestions are provided for structuring more equitable mathematics group work. 相似文献
11.
Paul Orsmond Stephen Merry Kevin Reiling 《Assessment & Evaluation in Higher Education》2000,25(1):23-38
This paper reports a study which implemented and evaluated a method of student self and peer assessment involving student constructed marking criteria. The theme of the importance of marking criteria (Orsmond et al ., 1996, 1997) is developed. Pairs of first-year undergraduate biology students were asked to complete a poster assignment. The study was designed to allow the comparison and evaluation of (1) student self and tutor marking for individual marking criteria; (2) student self and peer marking for individual marking criteria; and (3) student and tutor marking for student constructed and tutor provided individual marking criteria. The present study shows that: (a) students may be less able to discriminate between individual marking criteria which they have constructed compared to marking criteria that have been provided; (b) asking students to construct their own marking criteria in discussion with tutors or fellow students does not enhance agreement between student/tutor or student/student marking; and (c) allowing students to construct their own marking criteria may lead to different learning outcomes compared to providing students with a marking criteria. 相似文献
12.
We investigated the intersectional nature of race/racism and gender/sexism in broad scale inequities in physics student learning using a critical quantitative intersectionality. To provide transparency and create a nuanced picture of learning, we problematized the measurement of equity by using two competing operationalizations of equity: Equity of Individuality and Equality of Learning. These two models led to conflicting conclusions. The analyses used hierarchical linear models to examine student's conceptual learning as measured by gains in scores on research-based assessments administered as pretests and posttests. The data came from the Learning About STEM Student Outcomes' (LASSO) national database and included data from 13,857 students in 187 first-semester college physics courses. Findings showed differences in student gains across gender and race. Large gender differences existed for White and Hispanic students but not for Asian, Black, and Pacific Islander students. The models predicted larger gains for students in collaborative learning than in lecture-based courses. The Equity of Individuality operationalization indicated that collaborative instruction improved equity because all groups learned more with collaborative learning. The Equality of Learning operationalization indicated that collaborative instruction did not improve equity because differences between groups were unaffected. We discuss the implications of these mixed findings and identify areas for future research using critical quantitative perspectives in education research. 相似文献
13.
In this forum piece, we respond to Karin Due’s study of social dynamics in groups of students in physics class and gender issues that play out in this context. We discuss two threads that appear in Due’s paper: one pertains to patterns of talk within groups and how these patterns open up possibilities for learning, the other pertains to ways in which gender is constructed within groups and made visible via discourse. Our comments are intended to provide alternative ways of thinking about such issues. We hope to provide insight into how to deepen analyses of group dynamics and gender because research in both areas is important in terms of understanding how social contexts support and/or constrain learning, gender identity, and the like. 相似文献
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Maria Berge 《Research in Science Education》2017,47(2):427-450
We all know that they do it, but what do students laugh about when learning science together? Although research has shown that students do use humor when they learn science, the role of humor in science education has received little attention. In this study, undergraduate students’ laughter during collaborative work in physics has been investigated. In order to do this, a framework inspired by conversation analysis has been used. Empirical data was drawn from two video-recorded sessions in which first-year engineering students solved physics problems together. The analysis revealed that the students’ use of humor was almost exclusively related to physics. Five themes identified summarize the role of humor in the group discussions: Something is obvious, Something is difficult, Something said might be wrong, Something is absurd, and Something said is not within informal norms.This study shows that humor may contribute not only to a good working atmosphere and thereby to the students’ learning but also how humor interrelates with both disciplinary culture of physics and its epistemology. The students do not only create and re-create humor that facilitates their social interactions, but through humor they constitute local norms of science and engage with the disciplinary discourse. 相似文献
16.
The purpose of this article is to explore how a group of four university physics students addressed mechanics problems, in terms of student direction of attention, problem solving strategies and their establishment of and ways of interacting. Adapted from positioning theory, the concepts ‘positioning’ and ‘storyline’ are used to describe and to analyse student interaction. Focused on how the students position the physics problems, themselves, and each other, the analyses produced five different storylines. The dominant storyline deals with how the students handled the problem solving, whilst two other storylines characterise alternative ways of handling the physics problems, whereas the two remaining storylines are concerned with how students positioned themselves and others—as either funny and/or knowledgeable physics students—and constitute different aspects of the physics community. Finally, the storylines are discussed in relation to the pedagogical situation, with recommendations made for teaching practice and future research. 相似文献
17.
College students often experience difficulties in solving physics problems. These difficulties largely result from a lack of conceptual understanding of the topic. The processes of conceptual learning reflect the nature of the causal reasoning process. Two major causal reasoning methods are the covariational and the mechanism‐based approaches. This study was to investigate the effects of different causal reasoning methods on facilitating students’ conceptual understanding of physics. 125 college students from an introduction physics class were assigned into covariational group, mechanism‐based group, and control group. The results show that the mechanism‐based group significantly outperformed the other two groups in solving conceptual problems. However, no significant difference was found in all three groups performance on solving computational problems. Speculation on the inconsistent performance of the mechanism‐based group in conceptual and computational problem solving is given. Detailed analyses of the results, findings, and educational implications are discussed 相似文献
18.
The study describes teachers' collective work in which they developed deeper understanding of their own students' mathematical thinking. Teachers at one school met in monthly workgroups throughout the year. Prior to each workgroup, they posed a similar mathematical problem to their students. The workgroup discussions centered on the student work those problems generated. This study draws on a transformation of participation perspective to address the questions: What do teachers learn through collective examination of student work? How is teacher learning evident in shifts in participation in discussions centered on student work? The analyses account for the learning of the group by documenting key shifts in teachers' participation across the year. The first shift in participation occurred when teachers as a group learned to attend to the details of children's thinking. A second shift in participation occurred as teachers began to develop possible instructional trajectories in mathematics. We focus our discussion on the significance of the use of student work and a transformation of participation view in analyzing the learning trajectory of teachers as a group. 相似文献
19.
Collaborative work in small groups is often a suitable context for yielding substantial individual learning outcomes. Indeed, small-group collaboration has recently become an educational goal rather than a means. Yet, this goal is difficult to attain, and students must be taught how to learn together. In this paper, we focus on how to prepare teachers to become facilitators of small-group collaboration. The current case study monitors a group of six prospective teachers and their instructor during a one-semester course. The instructor was a skilled mathematics teacher with strong beliefs about what is entailed in establishing a mini-culture of learning to learn together and about how to facilitate student group work in problem-solving situations. We describe the learning path followed by the instructor, including the digital environment. The findings show that by the end of the course, the students became more competent facilitators of learning to learn together. 相似文献
20.
Katelin Corbett 《Cultural Studies of Science Education》2016,11(2):371-378
Student engagement in science, as defined by Iva Gurgel, Mauricio Pietrocola, and Graciella Watanabe, is of great importance because a student’s perceived compatibility with science learning is highly influenced by personal identities, or how students see themselves in relations to the world. This can greatly impact their learning experiences. In this forum, I build on the work of Gurgel, Pietrocola, and Watanabe by exploring the relationships between engagement in physics and gender, and by looking at the expansive nature of the concept of culture. I expand the conversation by investigating ways in which learning science has impacted my own identity/worldview, particularly how it affects my personal teaching and learning experiences. I focus the conversation around the relationship between gender and the experience of learning science to further the dialogue concerning identity and how it impacts engagement in science. I also look at the role of didactic transposition in the perceived disconnect with science. I reveal my experiences and analysis through a personal narrative. 相似文献