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1.
Collaborative knowledge building: A case study 总被引：5，自引：0，他引：5
Nancy J. Gilbert Marcy P. Driscoll 《Educational technology research and development : ETR & D》2002,50(1):59-79
What learning conditions are necessary to effectively support the knowledge-building enterprise in a learning community? To answer this question, the case-study method was employed to investigate collaborative knowledge building in a graduate level course designed to incorporate specific constructivist learning principles. These principles included (a) having a collective and authentic community goal to facilitate collaboration and engagement in the community, (b) using cooperative groups to provide for social negotiation and to promote multiple perspectives, (c) personally selecting of course readings and group decision-making to encourage ownership in learning, and (d) employing an integrated set of technology tools to archive the work of the community and facilitate communication. Results indicated that the instructional strategies designed into the course promoted collaborative knowledge building and the acquisition of key concepts through self-directed learning strategies. Results also pointed out the types of technological support required to implement an effective community of learners. A proposed set of guidelines is discussed to assist instructional designers in the design and development of collaborative, knowledge-building environments. 相似文献
2.
Michael E. Beeth 《科学教学研究杂志》1998,35(10):1091-1101
How one teacher in a fifth-grade classroom (student ages 10–11) facilitated learning as conceptual change is the subject of this research. The teacher presented her students with seven learning goals that she believed would allow students to engage in conceptual change learning. Student outcomes as a result of this teacher's instruction included significant changes in the ability of students to engage in conversations that are characterized as metaconceptual and metacognitive. These changes are attributed to instructional activities of the teacher that established her learning goals. Characteristics of the learning environment created by this teacher are presented and an analysis of the instructional activities she presented to students are used to answer the following question: How did the learning goals presented by this teacher support students as they engaged in learning as conceptual change? The implications of this study for teachers in different contexts are discussed. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 1091–1101, 1998 相似文献
3.
David Lustick 《Journal of Science Teacher Education》2009,20(6):583-604
This mixed methodology action research study examined the impact of a curricular innovation designed to provide an authentic science inquiry learning experience for 15 secondary science teacher candidates enrolled in a master’s level initial certification program. The class investigated the question “How can peak autumn color in New England be determined?” The project goals were to help teacher candidates acquire the skills, knowledge, and dispositions necessary to foster learning through inquiry in their respective content areas as defined by teacher preparation professional standards. Though the teacher candidates were successful at identifying a likely answer to the question, the project failed to achieve its learning goals. Reasons for the project’s failure and implications for the science education community are discussed. 相似文献
4.
Wilfred W. F. Lau Vicky Lui Samuel K. W. Chu 《Educational technology research and development : ETR & D》2017,65(3):533-553
This study explored the use of wikis in a science inquiry-based project conducted with Primary 6 students (aged 11–12). It used an online wiki-based platform called PBworks and addressed the following research questions: (1) What are students’ attitudes toward learning with wikis? (2) What are students’ interactions in online group collaboration with wikis? (3) What have students learned with wikis in a science inquiry-based project in a primary school context? Analyses of the quantitative and qualitative data showed that with respect to the first research question, the students held positive attitudes toward the platform at the end of the study. With respect to the second research question, the students actively engaged in various forms of learning-related interactions using the platform that extended to more meaningful offline interactions. With respect to the third research question, the students developed Internet search skills, collaborative problem solving competencies, and critical inquiry abilities. It is concluded that a well-planned wiki-based learning experience, framed within an inquiry project-based approach facilitated by students’ online collaborative knowledge construction, is conducive to the learning and teaching of science inquiry-based projects in primary school. 相似文献
5.
Eye‐rollers,risk‐takers,and turn sharks: Target students in a professional science education program
In classrooms from kindergarten to graduate school, researchers have identified target students as students who monopolize material and human resources. Classroom structures that privilege the voice and actions of target students can cause divisive social dynamics that may generate cliques. This study focuses on the emergence of target students, the formation of cliques, and professors' efforts to mediate teacher learning in a Master of Science in Chemistry Education (MSCE) program by structuring the classroom environment to enhance nontarget students' agency. Specifically, we sought to answer the following question: What strategies could help college science professors enact more equitable teaching structures in their classrooms so that target students and cliques become less of an issue in classroom interactions? The implications for professional education programs in science and mathematics include the need for professors to consider the role and contribution of target students to the learning environment, the need to structure an equitable learning environment, and the need to foster critical reflection upon classroom interactions between students and instructors. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 819–851, 2006 相似文献
6.
Lisa C. Yamagata-Lynch Jaewoo Do Anne L. Skutnik Duren J. Thompson Adam F. Stephens Cheryl A. Tays 《Open Learning》2013,28(2):178-189
This article reports on a case of participatory self-directed online learning within the context of a graduate-level instructional technology course. The course was about online learning environments and relied on both asynchronous and synchronous technologies. In this case, the instructor and students engaged in collaborative course design through one of the assignments where student teams and the instructor led one week’s worth of course activities and discussions. This article begins with a discussion of the literature on participatory self-directed online learning. Then, the article presents an overview of the course design, detailed discussion of the assignment that framed student participatory self-directed learning and two examples of student assignments. The framing question for organising this case was as follows: What lessons can a team of graduate students and the instructor learn about self-directed participatory online learning from a collaborative design project? The article ends with the overall lessons learned from the case and implications to future design of online activities. 相似文献
7.
Activity and Interaction of Students in an Electronic Learning Environment for Problem-Based Learning 总被引：1，自引：0，他引：1
This paper contains the results of an experimental study in which students used a collaborative learning tool in the time between regular meetings of a tutorial group in problem-based learning. The analysis of the learning situation for which this tool was developed, as well as the evaluation of the experiment, is based on a model of collaborative learning that covers three sections. The first is the learning environment that mediates the second section learning behaviour and the third section learning mechanisms . From the perspective of the stimulation of productivity in collaborative learning, the relation between characteristics of the problem task (learning environment) and interactions (learning behavior) was explored. In problem-based learning students formulate learning issues after a brainstorm discussion in the group. Students formulate theoretical and practical learning issues. Two research questions are presented in this study: What types of learning issues generate most interactions? and What types of learning issues generate the highest level of information processing? The first question is concerned with an analysis of the number of interactions and the second with the quality of these interactions. Practical learning issues generated more interactions, as well as a higher level of information processing. These results are discussed in the context of social factors in learning. 相似文献
8.
Learning to look through the eyes of our students: action research as a tool of inquiry 总被引：1，自引：1，他引：0
Abstract The story we are about to tell occurred when Gayle was a middle school science teacher and graduate student in Joanne's seminar on the study of teaching. Gayle was trying to make sense of her science students' indifference toward the environment, an attitude that concerned her as an environmentalist. She turned her inquiry into an action research project that sought to answer the question, ‘What are the assumptions that my middle school students have about their relationship with the environment?’ Joanne was mentoring Gayle in her action research study, and at the same time exploring Gayle's perspective as an action researcher. Now, several years later, we are both action researchers and teacher educators and understand that we have been looking through the eyes of our students in order to become scholars of our own teaching. 相似文献
9.
Roscoe L. West 《The Educational forum》2013,77(1):17-24
Response to Intervention (RtI) is a general education initiative that takes place prior to evaluation for placement in special education. Essentially, the first two tiers of RtI require general education teachers to use research-based instruction with all students and then to evaluate the effectiveness of that instruction. Given that the use of RtI as an assessment tool begins in the general education classroom, the following question remains: Are general educators aware of the development and implementation of RtI as a process for assessing and, eventually, possibly placing students into special education? The purpose of this study was to review the literature to answer the following two questions:
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To what extent is RtI evident in the professional literature of educator groups (teachers, administrators, and teacher educators) who will be responsible for implementing these school practices?
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What is the nature of the published literature (concept papers, assessment practices, instructional practices, and research) on RtI?
10.
Barrera M 《Journal of learning disabilities》2006,39(2):142-156
This article examines the efficacy of current definitional perspectives on learning disabilities (LD) and related assessment models to support appropriate instructional and support services for learners of English with learning-related difficulties. A revised framework for defining LD and an associated assessment model, curriculum-based dynamic assessment (CDA), are proposed. The results of a teacher assessment study are reported to exemplify how this revised framework may be studied. The study examined the following questions: (a) Can curriculum-based dynamic assessments of authentic learning tasks help educators to differentiate between the work of students with limited English proficiency and their peers identified as having LD? (b) What are the characteristics of curriculum-based work samples of limited English proficient students with LD that may predictably differentiate them from their peers without LD? 相似文献
11.
Toward an Understanding of Authentic Learning: Student Perceptions of an Authentic Classroom 总被引：1，自引：0，他引：1
Nicaise Molly Gibney Terresa Crane Michael 《Journal of Science Education and Technology》2000,9(1):79-94
Advocates of educational reform often describe classroom instruction as inauthentic. That is, most classroom learning activities are structured around artificial contexts for learning, and students only engage in tasks and remember information at superficial levels. Some teachers are attempting to break traditional classroom practices by creating authentic contexts for learning. To date, most of the research on authentic classrooms has described the processes teachers have used to develop the classroom environment (learning activities, resources, etc.); however, few have examined authentic classrooms from the students' perspective: “What do students think about authentic classrooms?” The purpose of this qualitative study was to examine a unique learning environment at a large, Midwest high school to understand how students perceived that environment. Most of the students reported a positive experience and described the classroom as fun and exciting with real-world relevance. However, there were several students who did not share these views, and many students were not successful.
相似文献12.
Hagar Ibrahim Labouta Natasha A. Kenny Rui Li Max Anikovskiy Leslie Reid David Thomas Cramb 《International Journal of Science Education》2018,40(12):1476-1492
Research on understanding the full extent that an authentic science research experience engages students in how scientists think and act is sparse. ‘Learning-science-by-doing-science’ (LSDS) is an emerging self-guided process-learning model in postsecondary science education. It offers authentic science research opportunities that drive students to think and act like scientists. This study investigates the LSDS approach as a potential model for science learning at postsecondary level and aims to answer a main research inquiry – what are the students’ and teaching staff’s perceptions of students’ learning gains and the quality of their learning experiences in an authentic research environment within the LSDS model? To answer this question, data were collected from the students, alumni, instructors, teaching assistants and the program director via questionnaires, focus groups and interviews. Students’ and staff’s lived experiences and their perceptions on their authentic research experiences within the LSDS model were used to articulate the key attributes and stages of the LSDS model. The outcomes of this study can be used to help other science programs implement similar authentic research process learning approaches in their own contexts. 相似文献
13.
Frank Wai-ming Tam 《Journal of Educational Change》2009,10(4):315-336
The present study hypothesizes that both organizational and classroom constraints mediate the chance of making instructional
changes sustainable. Behind this hypothesis is an assumption that when people faces impending changes, the level of anxiety
tends to increase and creates defenses which block the change. A survey of 1,876 teachers in 65 secondary schools in Hong
Kong is conducted and path analysis is employed to look at how constraints in the organization and in the classroom hamper
the sustainable implementation of new modes of pedagogy toward constructivism. Findings in the study suggest that both organizational
constraints and behavioral problems in the classroom reduce the sustainability of new modes of individual-focused and whole
class focused instructional practices, but learning problems in the classroom increase the sustainability of alternative modes
of individual-focused instructional practices. The author suggests that the sufficient conditions for sustainable instructional
changes within a school are an authentic professional learning community among the teachers, and whole school arrangements
to provide a peaceful learning environment in the classrooms and an individualized education program for students in need. 相似文献
14.
Two research questions are answered: how did teacher instructional skills develop during a whole school year? What is the
influence of this development on the interactions between students during the co-operative learning moments? From the analysis,
it appeared that the teachers’ instruction changed from direct instruction to a more process and group-oriented coaching style,
and that students started to work collaboratively, using the graphic calculator in an exploratory and investigative manner.
This more process and group-oriented coaching style may have supported the change in the interaction pattern during this school
year. The analysis showed that students gradually developed a more exploratory way of collaborating, confirming improved collaborative
learning. At the commencement of the school year, students were focused on each other and did not argue much, while at the
end, they were discussing with one another. 相似文献
15.
教师培训作为促进教师专业化发展的重要途径,当前主要存在培训主题“行政化”、培训形式单一化、培训内容理论化、培训时间间断化和培训受益面相对窄化等弊端。虚拟学习社区环境下协作学习为教师专业发展提供了一条可持续发展的途径。虚拟学习环境下教师协作学习的理论基础包括支架理论、替代性学习理论和群体动力学理论,协作学习的类型可分为机械协作和有机协作两种。为了探究虚拟学习社区环境下持不同活动策略的主持者在促进教师协作学习的互动效果及其差异,项目组实施了案例研究,结果表明：在活动主持者动机水平一致的情况下,持解答式活动策略的主持者比持启发式活动策略的主持者更能促进教师协作学习的互动效果;教师在学习活动中应重视角色的作用,关爱学生的内心体验,重视自身学习能力的提升。 相似文献
16.
Anne Jobling 《Asia-Pacific Journal of Teacher Education》2004,32(1):5-22
This article describes a collaborative and cross‐curricula initiative undertaken in the School of Education at the University of Queensland, Brisbane, Australia. The project involved developing an integrated approach to providing professional year pre‐service secondary teacher education students with experiences that would assist them to develop their knowledge and skills to teach students with special needs in their classrooms. These experiences were undertaken in the authentic teaching and learning context of a post‐school literacy program for young adults with intellectual disabilities. In preliminary interviews pre‐service teachers revealed that they lacked experience, knowledge and understanding related to teaching students with special needs, and felt that their teacher education program lacked focus in this field. This project was developed in response to these expressed needs. Through participating in the project, pre‐service teachers’ knowledge and understanding about working with students with diverse learning needs were developed as they undertook real and purposeful tasks in an authentic context. 相似文献
17.
This state-of-the-art review research undertook a survey of a variety of studies regarding wiki-based collaborative writing projects and from this body of work extracted the best practices tenets of facilitation. Wiki-based collaborative writing projects are becoming more common in second language (L2) pedagogy. Such projects have multiple aims. These include, among other benefits, L2 acquisition, P2P learning, collaboration and immersion in new technologies that will inform the social and professional lives of the students. By mining a variety of wiki-based collaborative writing projects for the specific meta and secondary facilitation practices, the researchers were able to develop a general framework that will assist instructors of university or advanced high school students who wish to engage their students in such projects. The attributes of good facilitation that the researchers have isolated are by no means exhaustive, nor are they a guarantee of successful outcomes. These attributes do, however, provide a good starting point for any teacher or instructional designer who wants to provide an environment that fosters student satisfaction, motivation and learning. 相似文献
18.
Nicole C. Green Helen Edwards Brenda Wolodko Cherry Stewart Margaret Brooks Ros Littledyke 《Distance Education》2010,31(3):257-273
The purpose of this collaborative inquiry project was to examine teacher education practices in two early childhood degree programmes in a school of education at a regional university in Australia. All students are enrolled in these online courses as distance learners. The reconceptualised online pedagogy immersed students, peers and their lecturers in ‘teaching through assessment’ (Edwards, 2010) in a collaborative online environment that mirrors the complexity that students are experiencing in their workplaces. This article describes the pedagogical and conceptual underpinnings we used to reconceptualise our degree programmes. It also outlines our evolving conceptualisations of learning as knowledge creation (Hong & Sullivan, 2009) in the context of our teaching and learning in online courses. 相似文献
19.
Sarantos Psycharis 《Education and Information Technologies》2008,13(2):119-128
Although collaborative group work is used by many instructors as a useful educational tool, there is much room for research
on how learning actually occurs within collaborative learning environments. This paper attempts to explore the relationship(if
any) between task structure and collaborative group interactions in a synchronous peer interaction collaborative learning
environment. For this reason, we used the Cmap during a Physics course for Grade 12 students. This paper compares two groups
of students, one studying concept maps with single answer task, and the other studying concept maps with variable answer task.
The aim of the study presented in this article is to also investigate the influence of task structure on students’ interactivity
according to certain indicators and cognitive performance. 相似文献
20.
Noreen M. Webb Megan L. Franke Marsha Ing Angela Chan Tondra De Deanna Freund Dan Battey 《Contemporary educational psychology》2008
Prior research on collaborative learning identifies student behaviors that significantly predict student achievement, such as giving explanations of one’s thinking. Less often studied is the role of teachers’ instructional practices in collaboration among students. This article investigates the extent to which teachers engage in practices that support students’ explanations of their thinking, and how these teacher practices might be related to the nature of explanations that students give when asked by the teacher to collaborate with each other. The teachers observed here, all of whom received specific instruction in eliciting the details of student thinking, varied significantly in the extent to which they asked students to elaborate on their suggestions. This variation corresponded to variation across classrooms in the nature and extent of student explanations during collaborative conversations and to differences in student achievement. 相似文献