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1.
Students' attitudes towards teaching and learning must be addressed with the same seriousness and effort as we address content. Establishing a personal connection and addressing our students' basic psychological needs will produce positive attitudes towards teaching and learning and develop life‐long learners. It will also promote constructive student‐teacher relationships that have a profound influence on our students' approach towards school. To begin this process, consider the major tenets of the Self‐Determination Theory. The Self‐Determination Theory of human motivation focuses on our students' innate psychological needs and the degree to which an individual's behavior is self‐motivated and self‐determined. Faculty can satisfy the innate psychological needs by addressing our students' desire for relatedness, competence and autonomy. Relatedness refers to our students' need to feel connected to others, to be a member of a group, to have a sense of communion and to develop close relationships with others. Competence is believing our students can succeed, challenging them to do so and imparting that belief in them. Autonomy involves considering the perspectives of the student and providing relevant information and opportunities for student choice and initiating and regulating their own behaviors. Establishing a personal connection and addressing our students' basic psychological needs will improve our teaching, inspire and engage our students and promote positive attitudes towards teaching and learning while reducing competition and increasing compassion. These are important goals because unless students are inspired and motivated and have positive attitudes towards teaching and learning our efforts will fail to meet their full potential. Anat Sci Educ 10: 503–507. © 2017 American Association of Anatomists.  相似文献   

2.
Our overall intent is to clarify relations between the psychological constructivist, sociocultural, and emergent perspectives. We provide a grounding for the comparisons in the first part of the article by outlining an interpretive framework that we developed in the course of a classroom-based research project. At this level of classroom processes, the framework involves an emergent approach in which psychological constructivist analyses of individual activity are coordinated with interactionist analyses of classroom interactions and discourse. In the second part of the article, we describe an elaboration of the framework that locates classroom processes in school and societal contexts. The perspective taken at this level is broadly sociocultural and focuses on the influence of indlividuals' participation in culturally organized practices. In the third part of the article, we use the discussion of the framework as a backdrop against which to compare and contrast the three theoretical perspectives. We discuss how the emergent approach augments the psychological constructivist perspective by making it possible to locate analyses of individual students' constructive activities in social context. In addition, we consider the purposes for which the emergent and sociocultural perspectives might be particularly appropriate and observe that they together offer characterizations of individual students' activities, the classroom community, and broader communities of practice.  相似文献   

3.
《学习科学杂志》2013,22(1-2):113-163
In this article, we describe a methodology for analyzing the collective learning of the classroom community in terms of the evolution of classroom mathematical practices. To develop the rationale for this approach, we first ground the discussion in our work as mathematics educators who conduct classroom-based design research. We then present a sample analysis taken from a 1st-grade classroom teaching experiment that focused on linear measurement to illustrate how we coordinate a social perspective on communal practices with a psychological perspective on individual students' diverse ways of reasoning as they participate in those practices. In the concluding sections of the article, we frame the sample analysis as a paradigm case in which to clarify aspects of the methodology and consider its usefulness for design research.  相似文献   

4.
We have already conducted cross-cultural studies of mathematical thinking ability and the capacity to study the schools' mathematics curriculum of Tibetan and Han students. Our study methods and results have been discussed in detail in "Study on the Differences in the Development of Mathematical Thinking Ability of Tibetan and Han Children"1 and "Comparative Study of the Development of Mathematical Ability in Han and Tibetan Secondary School Students."2 The results of the study show that Tibetan students' mathematical thinking ability and capacity to learn the school mathematics curriculum are lower than these skills in Han students in the same locality. What produces these differences? And what are the influences affecting the development of Tibetan and Han students' ability to think mathematically? In the previous studies, we carried out preliminary analysis on school conditions, family environment, language, and other areas, but analyzing these external factors is insufficient to explain these differences. Educational circles in China and overseas have recently considered that the primary factors influencing learning activities were intelligence and nonintelligence psychological factors. Therefore we can only accurately state the reasons for the differences in mathematical ability of Tibetan and Han students by analyzing the individuals' intellectual and nonintellectual factors. There have been studies that have looked at the influences of intellectual and nonintellectual factors in students' schoolwork, but they are usually limited to the Han nationality and only deal with cross-cultural issues in their conclusions. We therefore went to Tibetan areas to carry out field-work to examine the differences in mathematical ability of Tibetan and Han students. This paper endeavors to analyze the data comprehensively in order to probe the intellectual and nonintellectual factors influencing the development of mathematical ability in Tibetan and Han students.  相似文献   

5.
In this study, we analyzed the quality of students' written scientific explanations found in notebooks and explored the link between the quality of the explanations and students' learning. We propose an approach to systematically analyzing and scoring the quality of students' explanations based on three components: claim, evidence to support it, and a reasoning that justifies the link between the claim and the evidence. We collected students' science notebooks from eight science inquiry‐based middle‐school classrooms in five states. All classrooms implemented the same scientific‐inquiry based curriculum. The study focuses on one of the implemented investigations and the students' explanations that resulted from it. Nine students' notebooks were selected within each classroom. Therefore, a total of 72 students' notebooks were analyzed and scored using the proposed approach. Quality of students' explanations was linked with students' performance in different types of assessments administered as the end‐of‐unit test: multiple‐choice test, predict‐observe‐explain, performance assessment, and a short open‐ended question. Results indicated that: (a) Students' written explanations can be reliably scored with the proposed approach. (b) Constructing explanations were not widely implemented in the classrooms studied despite its significance in the context of inquiry‐based science instruction. (c) Overall, a low percentage of students (18%) provided explanations with the three expected components. The majority of the sample (40%) provided only claims without any supporting data or reasoning. And (d) the magnitude of the correlations between students' quality of explanations and their performance, were all positive but varied in magnitude according to the type of assessment. We concluded that engaging students in the construction of high quality explanations may be related to higher levels of student performance. The opportunities to construct explanations in science‐inquiry based classrooms, however, seem to be limited. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 583–608, 2010  相似文献   

6.
Although research has come to recognize the importance of studying classroom-based student–teacher discourse in science, the emphasis remains largely on teachers' abilities to ask questions and provide students with feedback, or on students' abilities to ask questions or engage in argumentative discourse. Consequently, little research has focused on the discourse elements relating to teacher–student discourse interactions. In this article, we argue for a shift of research attention toward describing what the teacher is responding to (Identification of student inquiry), the process of deciding how to respond (Interpretation—Evaluation of student inquiry), and how the teacher is responding (Response to student inquiry). We propose a new methodological approach for studying teacher discourse, which involves a framework we developed while analyzing 1,385 minutes of fifth grade, whole-class science conversations covering a 2-year period and facilitated by an experienced science teacher. Then, as a case in point, we applied our framework to the teacher discourse data of the study, aiming to show that the framework can be a useful tool for examining how a teacher supports students' inquiry.  相似文献   

7.
We present a method for assessing science inquiry performance, specifically for the inquiry skill of designing and conducting experiments, using educational data mining on students' log data from online microworlds in the Inq-ITS system (Inquiry Intelligent Tutoring System; www.inq-its.org). In our approach, we use a 2-step process: First we use text replay tagging, a type of rapid protocol analysis in which categories are developed and, in turn, used to hand-score students' log data. In the second step, educational data mining is conducted using a combination of the text replay data and machine-distilled features of student interactions in order to produce an automated means of assessing the inquiry skill in question; this is referred to as a detector. Once this detector is appropriately validated, it can be applied to students' log files for auto-assessment and, in the future, to drive scaffolding in real time. Furthermore, we present evidence that this detector developed in 1 scientific domain, phase change, can be used—with no modification or retraining—to effectively detect science inquiry skill in another scientific domain, density.  相似文献   

8.
In this study we present an analysis of classroom interactions initiated by students' wonderment questions. Our interest in such events arises from their potential to stimulate active intellectual engagement in classrooms, which can impact upon the subsequent development of the classroom discourse. In investigating this issue we shall address the following research question: How do student questions impact upon the teaching explanatory structure and modify the form of the ongoing classroom discourse, in selected science lessons? From data collected in a Brazilian secondary school we have selected three classroom episodes, with large differences in both the context in which the student's question emerges and in the communicative approach developed in response to it. The analysis, based on the framework proposed by Mortimer and Scott [Mortimer and Scott (2003). Meaning making in secondary science classrooms. Maidenhead: Open University Press], shows that questions made by students are important in providing feedback from students to the teacher, enabling adjustments to the teaching explanatory structure. These adjustments sometimes occur smoothly, at other times with major changes to the features of the classroom discourse, and elsewhere with misunderstanding and disagreement. The data also suggest the need to consider students' intentions and their active participation in the negotiation of both the content and structure of classroom discourse. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:174–193, 2010  相似文献   

9.
In many geometrical problems, students can feel that the universalityof a conjectured attribute of a figure is validated by their action in adynamic geometry environment. In contrast, students generally do not feelthat deductive explanations strengthen their conviction that a geometricalfigure has a given attribute. In order to cope with students' convictionbased on empirical experience only and to create a need for deductiveexplanations, we developed a collection of innovative activities intended tocause surprise and uncertainty. In this paper we describe two activities, thatled students to contradictions between conjectures and findings. We analyzethe conjectures, working methods, and explanations given by the studentswhen faced with the contradictions that arose.  相似文献   

10.
Understanding how cultural mediators and social interaction promote meaningful learning requires that each student's perspective, reasoning, and construction processes be taken into account. In my analysis of the classroom episodes, I consider individual students' progress as they use tools, discuss data distributions, and interact with their teachers and their peers. I argue that data display tools provide a partial context for discussions but do not constrain the students' interpretations or the way they reason about the data. Students' approaches to the mathematical relations discussed in the classroom result rather from the meaning they attribute to the different features of the displays, the teachers' questions, and the evolving interaction with their peers.  相似文献   

11.
In this paper, we present and apply a multi-level method for discourse analysis in science classrooms. This method is based on the structure of human activity (activity, actions, and operations) and it was applied to study a pre-service physics teacher methods course. We argue that such an approach, based on a cultural psychological perspective, affords opportunities for analysts to perform a theoretically based detailed analysis of discourse events. Along with the presentation of analysis, we show and discuss how the articulation of different levels offers interpretative criteria for analyzing instructional conversations. We synthesize the results into a model for a teacher's practice and discuss the implications and possibilities of this approach for the field of discourse analysis in science classrooms. Finally, we reflect on how the development of teachers' understanding of their activity structures can contribute to forms of progressive discourse of science education.  相似文献   

12.
Students perform poorly on multiple text reading-writing (MTRW) tasks. To address this issue, we examine students' strategy engagement during response composition by analyzing five types of data. These include: (a) log data of text access, (b) the notes that students composed during processing, (c) students' modified think-aloud reports, (d) screen-capture videos of writing behaviors, and (e) the written products generated. We report on insights gained by coordinating and juxtaposing these various sources of data on students' writing. Results showed that while students accessed and took notes on the majority of the texts provided, information from texts was rarely connected, neither in students' notes nor in the written responses composed. Moreover, students' effortful engagement in multiple text use, captured via log data, was associated with task performance. Finally, a number of variables, corresponding to students’ strategy reports during processing, were found to be significant predictors of writing performance.  相似文献   

13.
Not understanding is central to scientific work: what scientists do is learn about the natural world, which involves seeking out what they do not know. In classrooms, however, the position of not‐understanding is generally a liability; confusion is an unfortunate condition to resolve as quickly as possible, or to conceal. In this article, we argue that students' public displays of uncertainty or confusion can be pivotal contributions to the classroom dynamics in initiating and sustaining a class's science inquiry. We present this as a central finding from a cross‐case analysis of eight episodes of students' scientific engagement, drawing on literature on framing to show how participants positioned themselves as not‐understanding and how that was consequential for the class's scientific engagement. We show how participants enacted this positioning by asking questions or expressing uncertainty around a phenomenon or model. We then analyze how participants' displays of not‐understanding shaped the conceptual, epistemic, and social aspects of classroom activity. We present two cases in detail: one in which a student's positioning helped initiate the class's scientific engagement and another in which it helped sustain it. We argue that this work motivates considering how to help students learn to embrace and value the role of expressing one's confusion in science.  相似文献   

14.
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15.
This study investigates the sociomaterial movements of student engagement in a school's makerspace. Here, we understand sociomaterial movements as emergent and relational, comprising complex dynamics of agency across students, teachers and materials in situated, culturally framed activities. Our study draws on data comprising 85 hours of video recordings of 9–12-year-old students' (N = 94) engagement in a technology-rich makerspace in a Finnish elementary school. The video data were transcribed and analyzed qualitatively using a multimodal interaction analysis. The sociomaterial movements were found to be displayed across a tension-laden continuum between (1) procedural activity—analysis and reflection; (2) individual activity—collaboration; (3) “doing school”—empowerment; and d) alienation—identification. Together, the study offers a potential approach for investigating and understanding the often overlooked workings of sociomateriality that constitutes students' emergent engagement and learning opportunities in science, technology, engineering and mathematics (STEAM) learning contexts.  相似文献   

16.
ABSTRACT

The aim of this study was to characterise thoroughly the differences between Physics Olympiad competitors' and regular students' successes and approaches in relation to counterintuitive dynamics problems (CDPs) in order to discover some of the differences between skilled problem-solvers and those with fewer such skills. A total of 23 Physics Olympiad competitors were found by snowball sampling, while 40 regular students were selected by means of convenience sampling to participate in this study. To compare the students' solutions, we ran through six CDP of low, medium, and high difficulty. Students' responses were analysed by means of both qualitative and quantitative methods. The findings indicate that Olympians are much more successful and careful in handling CDP than regular students. On the other hand, regular students' challenges were often associated with a superficial problem-solving approach and with inadequate analysis of the problem. It can be concluded that, when compared to regular students, expert students' in-depth analysis resulted in greater successes and more efficient approaches in solving counterintuitive problems. Hence, it may be claimed that, with the use of counterintuitive problems, teaching and assessment practices may be developed to help students advance to higher hierarchical categories of problem-solving.  相似文献   

17.
In recent studies of learning theories, a new methodology that integrates two prevailing metaphors of learning (acquisition and participation) has been discussed. However, current analytical techniques are insufficient for analyzing how social knowledge develops through learners' discourse and how individual learners contribute to this development. In this paper, we propose a novel approach to analyzing learning from an integrative perspective and present a social network analysis application that uses learner discourse as input data: Knowledge Building Discourse Explorer (KBDeX). To investigate the utility of this approach, discourse data analyzed in a previous study is re-examined through social network analysis supported by KBDeX. Results suggest that social network analysis can qualitatively and quantitatively support the conclusions from the previous study. In addition, social network analysis can reveal potential points that are pivotal for social knowledge advancement in groups, and can identify each individual's contribution to this advancement. On the basis of these results, we discuss how social network analysis could be integrated into existing in-depth discourse analysis.  相似文献   

18.
This article focuses on ion and ways in which students cope with abstraction. The article has two goals: first, it illustrates how the theme of reducing abstraction (Hazzan, 1999) is useful for analyzing students' thinking about abstract concepts in mathematics and in computer science; second, it demonstrates how theories based on mathematics education research can be applied to analyzing students' understanding of computer science concepts. The main section of the article analyzes the understanding of concepts from four fields – abstract algebra, computability, data structures and differential equations – through the lens of reducing abstraction. The analysis shows that a wide range of cognitive phenomena can be explained by one theoretical framework.  相似文献   

19.
Using assessment criteria as learning criteria: a case study in psychology   总被引：1，自引：3，他引：1  
In this paper it is argued that the current trend of making assessment criteria more explicit in higher education may have a deleterious effect on students' learning. Helping students to concentrate on assessment criteria paradoxically means that they may take a strategic approach and end up focusing on the superficial aspects of their assessment tasks, rather than engaging in meaningful learning activity. One solution might be to re‐conceptualize assessment criteria as ‘learning criteria’ using Biggs' principle of constructive alignment in curriculum development and delivery. To illustrate how this can work in practice, a case study is presented detailing the development of a counselling psychology module over several years to progressively incorporate a text‐based adaptation of the problem‐based learning approach. Student evaluations of the approach are presented together with some examples of feedback given on students' work to demonstrate the effects on students' understanding and functioning knowledge  相似文献   

20.
Previous research has demonstrated the potential of examining log-file data from computer-based assessments to understand student interactions with complex inquiry tasks. Rather than solely providing information about what has been achieved or the accuracy of student responses (product data), students' log files offer additional insights into how the responses were produced (process data). In this study, we examined students' log files to detect patterns of students' interactions with computer-based assessment and to determine whether unique characteristics of these interactions emerge as distinct profiles of inquiry performance. Knowledge about the characteristics of these profiles can shed light on why some students are more successful at solving simulated inquiry tasks than others and how to support student understanding of scientific inquiry through computer-based environments. We analyzed the Norwegian PISA 2015 log-file data, science performance as well as background questionnaire (N = 1,222 students) by focusing on two inquiry tasks, which required scientific reasoning skills: coordinating the effects of multiple variables and coordinating theory and evidence. Using a mixture modeling approach, we identified three distinct profiles of students' inquiry performance: strategic, emergent, and disengaged. These profiles revealed different characteristics of students' exploration behavior, inquiry strategy, time-on-task, and item accuracy. Further analyses showed that students' assignment to these profiles varied according to their demographic characteristics (gender, socio-economic status, and language at home), attitudes (enjoyment in science, self-efficacy, and test anxiety), and science achievement. Although students' profiles on the two inquiry tasks were significantly related, we also found some variations in the proportion of students' transitions between profiles. Our study contributes to understanding how students interact with complex simulated inquiry tasks and showcases how log-file data from PISA 2015 can aid this understanding.  相似文献   

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