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1.
Xi Xiang Yan Liu 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1865-1881
There is a dearth of research concerning the learning effects of web-based mapping tools on students with different learning characteristics. This study investigates the extent that different learning styles exert an influence on spatial thinking of students within a web-based GIS mapping environment. Thirty six sophomores utilized the tools over one semester in a course guided by a blended learning approach. A learning style inventory, a self-rating questionnaire and a survey were administered to these students to examine their learning styles, the development of their spatial thinking skills as well as factors influencing the enhancement of their spatial thinking skills. Results show that all learners have improved their spatial thinking skills after interacting with the GIS mapping tools. However, the visual and auditory learners have improved significantly more than the kinaesthetic learners (p = 0.024). The survey result from students shows that such differences may be attributable to the design of the web interface that matches the learning styles of the visual and auditory learners better than with that of the kinaesthetic learners. Our findings contribute to the current debate on students’ learning styles as well as to help instructional designers and educators optimize learning in spatial thinking through personalized learning design. 相似文献
2.
Concept maps consist of nodes that represent concepts and links that represent relationships between concepts. Various studies
have shown that concept mapping fosters meaningful learning. However, little is known about the specific cognitive processes
that are responsible for such mapping effects. In a thinking-aloud study, we analyzed the relations between cognitive processes
during concept mapping as well as the characteristics of the concept maps that the learners produced and learning outcomes
(38 university students). To test whether differences in learning outcome are due to differences in general abilities, verbal
and spatial abilities were also assessed. In a cluster-analysis two types of ineffective learners were identified: ‘non-labeling
mappers’ and ‘non-planning mappers’. Effective learners, in contrast, showed much effort in planning their mapping process
and constructing a coherent concept map. These strategies were more evident in students with prior concept-mapping experience
(‘advanced beginners’) than in those who had not used this learning strategy before (‘successful beginners’). Based on the
present findings, suggestions for a direct training approach (i.e., strategy training with worked-out examples) and an indirect
training approach (i.e., supporting the learners with strategy prompts) were developed. 相似文献
3.
Zingiswa Jojo 《Africa Education Review》2017,14(3-4):245-262
Creating a classroom learning environment that is suitably designed for promotion of learners’ performance in geometry, a branch of mathematics that addresses spatial sense and geometric reasoning, is a daunting task. This article focuses on how grade 8 teachers’ action learning changed the learning environment for the promotion of geometry teaching. This was an exploratory study in which a sample of 13 grade 8 mathematics teachers from the rural schools of a district in the Eastern Cape Province in South Africa participated in a project aimed at creating mathematical learning environments through action learning while supporting and promoting the teaching of geometry. The study was qualitative and data was collected using questionnaires, classroom observations and semi-structured interviews with the teachers on a participatory action research conducted in two cycles. Results indicated that 92% of teachers changed their classroom environments by modifying instructional strategies, learner -interactions, and engagements, but could not change how they managed the classrooms due to some factors related to power dynamics andthe education policy. It is recommended that teachers be workshopped on modifying their classroom learning environments while they undergo learning in action on the promotion of teaching and learning geometry in their school defining contexts. 相似文献
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James Rye Rick Landenberger Timothy A. Warner 《Journal of Science Education and Technology》2013,22(3):379-392
The concept map tool set forth by Novak and colleagues is underutilized in education. A meta-analysis has encouraged teachers to make extensive use of concept mapping, and researchers have advocated computer-based concept mapping applications that exploit hyperlink technology. Through an NSF sponsored geosciences education grant, middle and secondary science teachers participated in professional development to apply computer-based concept mapping in project-based learning (PBL) units that investigated local watersheds. Participants attended a summer institute, engaged in a summer through spring online learning academy, and presented PBL units at a subsequent fall science teachers’ convention. The majority of 17 teachers who attended the summer institute had previously used the concept mapping strategy with students and rated it highly. Of the 12 teachers who continued beyond summer, applications of concept mapping ranged from collaborative planning of PBL projects to building students’ vocabulary to students producing maps related to the PBL driving question. Barriers to the adoption and use of concept mapping included technology access at the schools, lack of time for teachers to advance their technology skills, lack of student motivation to choose to learn, and student difficulty with linking terms. In addition to mitigating the aforementioned barriers, projects targeting teachers’ use of technology tools may enhance adoption by recruiting teachers as partners from schools as well as a small number that already are proficient in the targeted technology and emphasizing the utility of the concept map as a planning tool. 相似文献
6.
To study conditions that affect preschoolers' understanding of maps, we asked 4-and 5-year-olds to place stickers on classroom maps to show locations of objects currently in view. Varied were vantage point (eye level vs. raised oblique), map form (plan vs. oblique), and item type (floor vs. furniture locations). Even though they were working with maps of a familiar referent space, preschoolers evidenced difficulty. While an oblique vantage point did not enhance performance, using the oblique map first aided subsequent performance on the plan map. As predicted, performance on floor locations was worse than on furniture locations. Findings are discussed in relation to performance by adults given the mapping task and preschoolers given a nonreferential sticker placement task. Data suggest the importance of ( a ) iconicity and ( b ) studying geometric as well as representational correspondences in map research. 相似文献
7.
In this article, we analyze the production of learner-generated playgrids. Playgrids are produced when learners knit together social media tools to participate across settings and scales, accomplish their goals, pursue interests, and make their learning more enjoyable and personally meaningful. Through case study methodology we examine how two platforms - Slack and Hypothesis - enabled learners to curate and participate among their own digital resources and pathways for learning. We contend that both theoretical and pedagogical development is necessary to support adult learners as they curate tools and pathways based upon their contingent needs and goals, and that the concept of playgrids does so by usefully connecting less formal social media practice with more formal professional learning across various settings and scales. In the end, we demonstrate the importance of honoring learners’ desire to connect their completion of formal course activities with their less formal social media practices; both sets of practices need not be in conflict and may be complementary. 相似文献
8.
概念图是学生协作知识建构的一种有效支持工具,然而在Web环境下概念图的协同创作系统的研究却并不多见。鉴于此,文章通过对协作学习中概念图的理论研究,分析了概念图协作创建过程中学习者的认知过程,设计了基于概念图的协作知识建构的理论模型,设计了概念图协作创作系统的功能模型和动态模型,介绍了基于Flex和FMS技术的系统实现方案,讨论了系统功能和实现过程。文章的研究成果能丰富协作知识建构的理论研究,推进概念图在网络协作学习实践中的应用。 相似文献
9.
教育思想在新时期下呈现出快速更新的趋势,思维导图这一先进的授课模式凸显出其优势,需要教师结合实际情况与各授课环节进行融入,这样不仅能极大程度地减轻学生的记忆负担,还能对其以往禁锢的思维进行切实有效的发散,使之寻找到与自身能力相契合的学习方法。巧用思维导图,能让学生将所学知识点进行精准化的串联,突破授课中的多个难点,强化学生独立意识并使学生形成归类习惯,从而构建出新时期下的高效课堂。 相似文献
10.
In this study, concept map activities were used to trigger group discussions about inclusive education, with a focus on learners with disabilities. The participants were 226 Tanzanian student teachers. This article reports and discusses how the maps were analysed and what they indicate about the students’ thinking about certain aspects of inclusive education. The results also indicate that concept mapping as an activity in teacher education may be useful and engaging for students. It may help them to organise knowledge and make them aware of their own and others’ understanding of inclusive education practices. An analysis of concept maps constructed by student teachers may also help lecturers to identify views, misconceptions, knowledge gaps and insights about inclusion in education settings. 相似文献
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James H. Wandersee 《科学教学研究杂志》1990,27(10):923-936
Since concept maps are designed to find out what the learner knows about a subject and are, in effect, maps of cognition, this article synthesizes relevant facts, concepts, and principles from cartography and applies them to concept mapping. The metaphor of the map and its applicability for representing scientific knowledge are discussed. The context of concept mapping is presented and suggestions for successful application of the technique in the science classroom are offered. Finally, researchers are invited to conduct studies that investigate the graphic representation of scientific knowledge in order to create, evaluate, and improve the graphics and graphic metacognitive tools (such as concept mapping) which are used in science teaching. 相似文献
12.
Jennifer Kahn 《学习科学杂志》2020,29(1):57-80
Open large-scale datasets (LSDS) and data visualization technologies are new cultural tools that have potential to inform public dialogue and learning about important socioeconomic and scientific matters, particularly if the data is used to consider both personal and shared experiences. This paper reports on a design study in which diverse middle and high school youth in a free summer workshop at an urban public library were asked to model their family geobiographies, or their personal family migration stories, with socioeconomic LSDS. Youth represented family decision-making and social conditions that might have motivated family movements with online, dynamic data modeling and mapping tools (Gapminder.org; SocialExplorer.com). The qualitative video analysis examined participants’ experiences and learning in storytelling and modeling the family geobiography, focusing on multimodal talk-in-interaction to understand how the study design engaged learners’ capacities, histories, and imagined futures in relation to the LSDS and supported learning about oneself and society. Grounded examples from two family cases are used to illustrate how participants placed their families and selves into data ontologies and the role of family members in composing storylines. 相似文献
13.
Computer-supported collaborative learning (CSCL) environments provide learners with multiple representational tools for storing, sharing, and constructing knowledge. However, little is known about how learners organize knowledge through multiple representations about complex socioscientific issues. Therefore, the purpose of this study was to investigate learners’ knowledge organization (KO) through multiple representations in a CSCL environment. We designed a learning unit on nuclear energy and implemented it with a group of 20 college students. The participants used a web-based hypertext KO platform that incorporated three representational modes: textual, pictorial, and concept map. The platform interlinked learners’ knowledge entries based on similar keywords. Utilizing mixed methods research we analyzed the individual entries and the knowledge base to determine KO both at the individual and the collective levels. We found that the density of the knowledge base was high; the learners mostly benefited from their text- and concept map-based entries, though the picture-based entries were also an important means for connecting entries with similar content and hence creating a dense knowledge base. Our results suggest that KO with multiple representations can create a more comprehensive knowledge base. Using distinct analytical approaches will allow CSCL researchers to better identify KO both at the individual and collective levels. 相似文献
14.
Christina De Simone Richard F. Schmid Laura A. McEwen 《Educational Research and Evaluation》2013,19(2-3):263-283
University students are too often challenged by their limited skills in application, investigation, relational thinking, and communication of ideas. In this study, we have combined 3 tools that potentially can support and foster students’ development in the above mentioned areas through student collaboration, concept mapping, and electronic technologies. The participants in this study were 26 students in two intact classes in learning theories. In groups of 3 to 5 students, they were asked to generate 3 concept maps and accompanying prose over the term on 3 major issues in the field of learning. Through the use of interviews, questionnaires, and student generated concept maps, students reportedly enjoyed concept mapping for its organizational and relational properties but preferred sharing their concept maps and dialoguing with one another in a synchronous mode where immediate feedback and flow of thinking could be maintained when involved in constructing maps. Moreover, they did not like the redundancy offered by both prose and concept map outputs, suggesting that while concept mapping can be an arena for generating and generally structuring ideas, prose can be a means of communicating such ideas in a form that is common to most people. This is particularly important for teachers and students who have difficulty navigating through maps alone. 相似文献
15.
概念图的理论及其在教学中的应用 总被引：14，自引：3，他引：14
概念图已经开始为越来越多的人所关注。现代认知主义学习理论和建构主义学习理论都非常好的支持概念图的教学意义。通过概念图进行学习,能提高学生的理解能力和记忆能力,有助于培养学生的逻辑思维和创造性思维。本文主要探讨概念图的理论基础、概念图在教学中的作用和意义、并具体介绍了概念图在实际教学中的应用情况。 相似文献
16.
《The Journal of educational research》2012,105(3):250-257
ABSTRACTWhen entering the classroom, adolescents already hold various conceptions on science topics. Concept maps may function as useful tools to reveal such conceptions although labor-intensive analysis often prevents application in typical classroom situations. The authors aimed to provide teachers with an appropriate approach to analyze students’ concept maps within daily school routine. They intended to conclude qualitative changes from analyzing quantitative parameters. To test the approach, high school students were asked to map their conceptions before and after attending an educational program on climate change. For the analyses, quantitative as well as qualitative methods were applied. A comparison of pre- and postmaps pointed to a conceptual change. From strong correlations between qualitative and quantitative parameters we assumed our approach to be applicable. Due to its simple and barely time-consuming handling, the authors’ approach is suitable for application in conventional classroom situations and may contribute to inform teachers about students’ conceptions. 相似文献
17.
方颖 《扬州大学学报(高教研究版)》2010,14(5):93-96
意义范畴的相关理论表明：一个多义词就是一个语义范畴,包括原型意义、非原型意义和隐喻意义,它们都可以通过各自潜在的意象图式予以解释。因此,大学英语教学对常用词不能满足于字面的局部意义,要有全面的认知,要从词义、搭配和语体等方面指导学生充分挖掘其潜在的交际价值;在教学中要适当运用认知语言学的相关知识,以引导学习者化抽象思维为形象思维,促进其词汇习得;要让学生认知英语常用词汇的词义特征,以帮助其有效运用,并促进其自然朴实话语风格的形成。 相似文献
18.
Liv T. Dávila 《British Educational Research Journal》2021,47(4):855-871
This article analyses the perspectives and experiences of refugee and immigrant secondary school students in the USA who are from the Democratic Republic of Congo to examine the interplay between identity and civic education, and broader socio-political discourses around immigration and inclusion. Data are drawn from a 2-year qualitative study that took place between 2016 and 2018, and included interviews, field notes from classroom observations and recordings of classroom discourse in high school civics classes. Findings are analysed through anthropological framings of citizenship and provide important insight into how marginalisation in one context is experienced in another—how refugee and immigrant youth’s socially conscious identities in resettlement contexts can be borne out of personal and familial histories that transcend geographical borders. In so doing, it showcases how civic learning can involve a dialogic process of self-representation and representation of group memberships. This research emphasises these youth’s inherent agency and resistance to single-story narratives about their lives. It concludes with implications for teachers and learners on incorporating active, critical and participatory transnational citizenship education into the classroom. 相似文献
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Why ‘science for all’ is only an aspiration: staff views of science for learners with Special Educational Needs and Disabilities 
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下载免费PDF全文 Jane Essex 《Support for Learning》2018,33(1):52-72
Teacher and support staff perceptions of science learning, and specifically engagement with science outreach, by pupils with Special Educational Needs and Disabilities (SEND) were ascertained through questionnaires. The responses indicated that science is seen as serving distinctive learning purposes when undertaken by learners with SEND. Staff who accompanied SEND pupils to science outreach events expressed more positive views about separate outreach events for SEND pupils than other respondents, in line with current policy expectations of differentiated classroom practice. The desire for different provision for SEND learners also appeared to be associated with the staffs’ pastoral concerns about their pupils and their reluctance to let their pupils ‘fail’. The data suggests that, despite policy and legislative reform in the UK, curriculum science is still viewed primarily as a means to career progression for an able minority, rather than as an educational and cultural entitlement for all. 相似文献