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1.
The paper reports on an empirical study adopting a mixed research method, aiming at improving primary students’ collaborative problem solving competency in project-based learning with productive failure (PF) instructional design in a seamless learning environment. Two Grade Six classes participated in a project-based learning of “Plant Adaptations”. In Class 1 with 27 students, the project-based learning was conducted with PF instructional design; in Class 2 with 26 students, the project-based learning was conducted without PF instructional design. The learning activities spanned across farm, class, home and online spaces supported by mobile devices. Data collection includes various students’ created artifacts in groups in the inquiry process, student reflections, student focus group interviews and pre- and post-domain tests. Both qualitative and quantitative data analysis methods were employed. The research findings show that compared to Class 2, the students in Class 1 gained deeper understanding of conceptual knowledge and produced better group artifacts in collaborative problem-solving quality than those in Class 2; and the students in Class 1 were more positive in facing the challenges in their project-based learning process, and developed a sense of ownership of their learning. The findings imply that PF instructional design is conducive to developing primary students’ collaborative solving competency in science learning in a seamless learning environment.  相似文献   

2.
The present study extends the literature by investigating the relative salience of self- and collective efficacy in predicting group performance among early adolescents in Indonesia. A total of 435 early adolescents (mean age 11.70 years, 53% female) were randomly assigned to groups of three to four and completed three group tasks (task 1: puzzles; task 2: math; task 3: puzzles). Results indicated that collective efficacy was a more salient predictor of group performance than self-efficacy. Examination of the interaction effects suggested that the positive effects of collective efficacy on task performance were moderated by the levels of individual members’ self-efficacy, that is, when group members’ self-efficacy was high, task performance was lower. However, the debilitating effect disappears in the last task, where self-efficacy no longer undermines task performance when group members’ collective efficacy is high. Interestingly, heterogeneity of the group in terms of gender and ethnicity composition significantly predicted task performance of the group: groups comprising more boys and groups comprising members of different ethnic backgrounds had lower task performance. Findings are discussed in relation to their theoretical contributions and applied implications for classroom teaching and learning.  相似文献   

3.
This study seeks to explore whether a combination of traditional teaching methods with project-based learning (PBL) activities can improve the student learning experience in an engineering course of soil mechanics. As an alternative to the traditional type of assignment that consisted of several textbook problems, a project-based assignment was introduced in 2015 so that students could work on real-world geotechnical problems throughout the whole semester. Students were permitted to choose whether they would undertake the project-based assignment or the traditional one, thus forming the ‘project’ and ‘non-project’ groups, respectively. The academic performance of these two groups was compared on the basis of student marks while the student experience was evaluated through a series of interviews. The data collected over 3 years indicated that students from both groups had very similar academic performances; however, the students who completed the project-based assignment reported better engagement in the learning process as they enjoyed the opportunity to experience the practical aspects of soil mechanics. The obtained results also revealed low motivation among students to embrace new learning approaches such as PBL, as the majority of them preferred more traditional methods of teaching.  相似文献   

4.
通过对1773名中学生施测班级集体效能感量表(CCEI)和学业自我效能感量表,探讨中学生班级集体效能感、学业自我效能感与学业成绩之间的关系。经统计结果表明中学生在班级集体效能感水平上中等偏上,在学校类型、年级、是否班干部、是否独生子女、生源以及用功程度这几个变量上存在显著差异;回归分析表明,部分人口学变量、学业自我效能感变量对于班级集体效能感具有显著的预测作用;进一步结构模型分析发现,班级集体效能感对学生的学业成绩具有正向预测作用,学生自我效能感对学生的学业成绩也具有正向预测作用,且对学生班级集体效能感也具有正向预测作用。  相似文献   

5.
A Web 2.0 environment that is coupled with emerging multimodal interaction tools can have considerable influence on team learning outcomes. Today, technologies supporting social networking, collective intelligence, emotional interaction, and virtual communication are introducing new forms of collaboration that are profoundly impacting education. In this study, an empirical analysis was conducted on a Web 2.0 learning space designed to promote and support project-based group learning. Three different group reflection (GR) methods (i.e., self-reflection, GR, and instructor-supported reflection) were implemented for a micro community of undergraduate students completing a team project. Findings from this study suggest that promoting and supporting ‘deep learning’ through GR is essential for team project learning in a Web-based community. In addition, effective instructor intervention is a crucial component leading to better group performance. In terms of group learning evaluation rubrics, structural equation modeling revealed that the level of activeness in online contributions may not be as important as the evidence of collective reflection and critical thinking in team learning scenarios.  相似文献   

6.
This study investigated the relationships between a professional learning community (PLC), faculty trust in colleagues, teachers’ collective efficacy, and their commitment to students. The findings from exploratory factor analysis indicated that three clear components could be extracted from the scale of Professional Learning Communities Assessment (PLCA) in a Chinese setting. Multilevel analyses was conducted to investigate how school-level variables, including the three factors of PLC, faculty trust in colleagues, and collective teacher efficacy, affect teachers’ commitment to students. The findings from the Hong Kong teacher sample indicated that two PLC factors including collective learning and application and supportive conditions - structures, and the factors faculty trust in colleagues and collective teacher efficacy could significantly and positively account for the school-level variances of teachers’ commitment to students. Another PLC factor, shared and supportive leadership, was not identified as a significant predictor to teachers’ commitment to students in a Chinese setting. The findings of school-level regressions indicated that all three factors of PLC as well as faculty trust in colleagues could significantly and positively affect teachers’ collective efficacy on instructional strategies. However, only one PLC factor, collective learning and application, and the factor faculty trust in colleagues were significant predictors to teachers’ collective efficacy on student discipline.  相似文献   

7.
Abstract

This study explored utilizing augmented reality (AR) and project-based learning (PBL) strategies to increase students’ understandings of sociological paradigms and the theorists’ motivations behind their development. Using a posttest-only quasi-experimental control group design with experimental intervention, three groups of students’ scores were compared on a post-unit assessment. The PBL-only group, the PBL-AR group, and a control group were also compared over time on the post-unit assessment, a quiz, and the midterm. PBL-AR students’ scores were higher on all three assessments. The project’s design, implementation, and findings are discussed, along with implications for future curricular redesign using novel tools and technologies.  相似文献   

8.
ABSTRACT

The aims of the study were to (a) examine the factor structure of measures of teachers’ collective efficacy (TCE), job stress, and job satisfaction, and (b) explore the mediating effect of collective efficacy on the relationship between job stress and job satisfaction. The sample consisted of 951 teachers from elementary and secondary schools in Canada. Measures of TCE, job stress, and job satisfaction showed consistent factor patterns across school levels and gender. Female teachers reported significantly higher levels of stress from workload and student misbehavior. TCE for student discipline mediated the influence of job stress from student misbehavior on job satisfaction, and the relationship was consistent across groups. The results from this study suggest that teachers’ collective efficacy may lower teachers’ stress attributed to student behavior.  相似文献   

9.
ABSTRACT

Research suggests that a significant reason that a large number of students earn low grades in the fundamental engineering science course Statics is that they may be entering the course with incorrect conceptual knowledge of mathematics and physics. The self-explanation learning approach called collective argumentation helps k-12 students to understand their misconceptions of mathematical principles that often appear abstract to them. This study investigated collective argumentation as an instructional approach that helps engineering students identify and correct their misconceptions of topics taught in Statics. Results suggest that argumentation improves student performance as measured by grades earned on semester exams. Survey and focus group results suggest that students did not understand the argumentation process. Therefore, the students did not like using it as a learning approach.  相似文献   

10.
Abstract

Studies in several countries have indicated that students with specific learning difficulties (SpLD) tend to exhibit problems in social adjustment in addition to their difficulties in academic learning. It is often recommended that students with SpLD undergo social skills training as well as receive intensive remedial teaching. This study investigated the extent to which school‐related social adjustment problems were evident in a sample of Chinese students of primary school age who had been identified by an educational psychologist as having a specific learning difficulty. Data were collected by questionnaire from 34 students with SpLD (individually interviewed; oral administration), 167 students without learning problems (group administration; written form), and the 34 teachers of the students with SpLD. Results indicated that although the SpLD students rated themselves lower than the students without learning difficulties on several aspects of social adjustment there was no evidence to suggest that they had major problems in this area. The teachers rated the SpLD students lower than the students rated themselves on most aspects of social adjustment, but the ratings given by the teachers suggested that they too did not perceive the students as having major inadequacies in social adjustment. The findings are discussed, with particular reference to the methodological problems associated with the use of self‐reporting as a technique to obtain data in research involving primary school‐age students.  相似文献   

11.
This study aims to compare and evaluate the learning ability and performance differences between two groups of students undergoing project-based learning (PjBL), with one group having prior PjBL experience, while the other group is being freshly exposed to PjBL. More specifically, it examines if there are significant differences in knowledge score, problem-solving ability, and eventual project-deliverable outcomes between the two sets of students. Performances were compared via qualitative and quantitative analyses. Key findings have indicated a significant increase in fundamental formative knowledge; enhanced problem-solving abilities; and production of better performing artefacts with regard to the set of design skills between experienced and first-time PjBL groups. This study also highlighted that experienced PjBL students have less conflicts within their groups, and are more receptive to PjBL compared to first-time PjBL students. Results from this study provide a starting point for educators to seek new learning/facilitating strategies that are relevant based on the experience and learning styles of students.  相似文献   

12.
This paper presents evaluation outcomes from an externally funded research project involving the online clinical assessment of practical skills (eCAPS) using web-based video technologies within a university medical programme. eCAPS was implemented to trial this web-based approach for promoting the efficacy of practical skills assessment in knee joint examinations for a pre-clinical cohort of second year medical students. eCAPS involves a progressive organisation of online video experiences and task expectations for formative and summative assessments of selected competencies. Data are presented from semi-structured interviews with the medical students (N?=?40). eCAPS successfully supported students’ skill development in knee joint examinations on fellow students and allowed remote assessment of candidates’ performances by clinicians experienced in musculoskeletal examinations. An ‘indicative standard’ paradigm, involving formative assessment of one randomly selected performance from the submission of all students’ responses within a small group, offered an efficient and efficacious avenue for providing consolidated feedback to students and promoted desirable learning behaviours. Overall, there was evidence of reciprocal learning benefits to the ‘blending’ of an online learning and assessment approach with an existing face-to-face environment. The medical students were able to successfully engage online with high quality and consistent practical skill-based materials in a flexible, independent and individual manner.  相似文献   

13.
This study involved 458 ninth-grade students from two different Arab middle schools in Israel. Half of the students learned science using project-based learning strategies and the other half learned using traditional methods (non-project-based). The classes were heterogeneous regarding their achievements in the sciences. The adapted questionnaire contained 38 statements concerning students’ perceptions of the science classroom climate. The results of the study revealed that students who learned sciences by project-based teaching strategies perceived their classroom learning climate as significantly more Satisfying and Enjoyable, with greater Teacher Supportiveness, and the Teacher–Student Relationships as significantly more positive. The differences between the experimental (project-based learning strategies) and control (non-project) groups regarding their perceptions of the science classroom learning climate could be explained by differences between the two science teaching and learning strategies.  相似文献   

14.
ABSTRACT

This article draws on three sources of evidence that together indicate hermeneutical weaknesses in exam courses on Christianity in English Religious Education (RE). It scrutinises a single exam paper and an associated text book from a recent authorised course. It conceptually explores features of a new style of long Religious Studies (RS) exam question that is commonly set for the majority of students studying for a RS qualification at 15–16 years old. It combines these documentary sources with a focus group interview of teachers in the first year of teaching the new GCSE Religious Studies. The findings from the document analysis, conceptual analysis and focus group interview, together concur that there is a problem related to the use of fragmentary texts and the promotion of a particularly propositional conception of religion. These features are structured in by systemic elements. A small proportion of students follow text-based GCSE routes include a more detailed study of Biblical texts but the majority of 15–16-year-old students do not and so are exposed to this problem. These weaknesses could be ‘designed out’ of exams with smarter questions and mitigated against by curriculum content that specified the study of how texts are interpreted, as well as teacher expertise in the teaching and practise of hermeneutics.  相似文献   

15.
This study examined whether cooperative learning and feedback facilitate situated, example-based e-learning in the field of statistics. The factors “social context” (individual vs. cooperative) and “feedback intervention” (available vs. not available) were varied; participants were 137 university students. Results showed that the feedback intervention clearly supported learning. Feedback proved especially beneficial for students with little prior knowledge. Cooperation did not promote learning outcomes; however, group performance in the learning phase was superior to individual performance. Also, cooperative learning enhanced perceived performance and perceived competence. Probably, collective efficacy had a halo effect on self-efficacy.  相似文献   

16.
This paper reports on findings from a three-year study of project-based learning implemented in the first year of the Industrial Engineering and Management programme, at the University of Minho, Portugal. This particular model was inspired on project-led education (PLE), following Powell and Weenk's [2003. Project-Led Engineering Education. Utrecht: Lemma] work. It aims to analyse students’ perceptions of PLE as a learning device and its implications for faculty and students’ role in teaching and learning. Data collection took place in two phases through individual surveys and focus groups to students. Findings suggest the importance of PLE as a device to enhance meaningful learning and provide evidence from students that it helps to increase their engagement in learning. Implications of PLE for faculty and students role in teaching and learning will be discussed in the paper.  相似文献   

17.
The study examined the relations between reciprocal nominations, reciprocal rejections and loneliness among children with learning disorders. The sample consisted of 238 Israeli students: 110 students with learning disorders (LD) and 128 students with no LD (NLD) drawn from 2nd to 6th Grades (ages: M = 9.83 years, SD = 1.35). Participants were assessed on: loneliness, sense of coherence, friendship quality, reciprocal friendship and reciprocal rejection nominations. Hierarchical multiple regression analysis revealed that loneliness experience was significantly predicted by sense of coherence, peer reciprocal rejection and conception of friendship qualities. Students with LD who had at least one reciprocal rejection with a classmate felt more lonely and less coherent than did their NLD peers. Within the LD group, those children who had at least one reciprocal rejection with a classmate felt more lonely and less coherent than did LD children who had no reciprocal rejection. Such significant within‐group differences were not found in the NLD group. The discussion emphasises the importance of the examination of intra‐ and interpersonal variables in the understanding the loneliness experience among LD children, with special focus on the role of reciprocal negative nominations.  相似文献   

18.
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19.
Collaborative tasks do not always promote equal learning. Varying levels of social interactions and regulation at the individual and group levels can influence knowledge construction efforts and learning success. To understand which collaboration patterns may be more conducive to learning, this study examined the relation between social exchange, regulation, and learning outcomes. Four project-based engineering undergraduate teams were audiotaped in collaborative tasks (7514 talk turns). Discourse was coded for regulation processes and types (self and socially shared regulation), and analyzed with Epistemic Network Analysis and Process Mining. We find that teams who reported more frequent social exchange engaged in shared regulation together with planning and monitoring more frequently, while teams with less exchange engaged in long durations of collaboration. Furthermore, students in teams with more engaged regulation reported enhanced beliefs in group efficacy to solve collaborative tasks. The study illustrates the potential of applying quantitative approaches to analyzing rich discourse.  相似文献   

20.
Studies have shown that in their study of biology, students perceive genetics and ecology to be difficult areas to learn. This has translated into rote learning of genetics and ecological concepts and reflected in poor performance in tests involving these concepts. Considering the importance of genetics and ecology to man's understanding of himself and his environment, there is a need to inquire into ways of ensuring that students attain meaningful learning of genetics and ecology rather than learning by rote. The efficacy of the concept-mapping strategy was tried out in this study with 138 predegree biology students. The results showed that the 63 students in the experimental group who employed the concept-mapping technique performed significantly better on the test of meaningful learning in genetics, t(136) = 16.01. p < 0.001, and ecology, t(136) = 12.27, p < 0.001, than their control group counterparts (N = 75). The implications of these results for teacher education in biology are addressed in the article.  相似文献   

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