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1.
Sarah R. Powell 《Learning disabilities research & practice》2011,26(2):94-108
Solving word problems is a difficult task for students at‐risk for or with learning disabilities (LD). One instructional approach that has emerged as a valid method for helping students at‐risk for or with LD to become more proficient at word‐problem solving is using schemas. A schema is a framework for solving a problem. With a schema, students are taught to recognize problems as falling within word‐problem types and to apply a problem solution method that matches that problem type. This review highlights two schema approaches for second‐ and third‐grade students at‐risk for or with LD: schema‐based instruction and schema‐broadening instruction. A total of 12 schema studies were reviewed and synthesized. Both types of schema approaches enhanced the word‐problem skill of students at‐risk for or with LD. Based on the review, suggestions are provided for incorporating word‐problem instruction using schemas. 相似文献
2.
George E. Glasson 《科学教学研究杂志》1989,26(2):121-131
The present study compared the relative effects of hands-on and teacher demonstration laboratory methods on declarative knowledge (factual and conceptual) and procedural knowledge (problem-solving) achievement. Of particular interest were (a) whether these relationships vary as a function of reasoning ability and (b) whether prior knowledge and reasoning ability predict student achievement. Ninth-grade physical science students were randomly assigned to classes taught by either a hands-on or a teacher demonstration laboratory method. Students' reasoning ability and prior knowledge of science were assessed prior to the instruction. The two instructional methods resulted in equal declarative knowledge achievement. However, students in the hands-on laboratory class performed significantly better on the procedural knowledge test than did students in the teacher demonstration class. These results were unrelated to reasoning ability. Prior knowledge significantly predicted performance on the declarative knowledge test. Both reasoning ability and prior knowledge significantly predicted performance on the procedural knowledge test, with reasoning ability being the stronger predictor. 相似文献
3.
The effects of group composition on achievement,interaction, and learning efficiency during computer-based cooperative instruction 总被引：1，自引：8，他引：1
Simon Hooper Michael J. Hannafin 《Educational technology research and development : ETR & D》1991,39(3):27-40
This study investigated the effects of cooperative group composition, student ability, and learning accountability on achievement, interaction, and instructional efficiency during computer-based instruction. A total of 125 sixth- and seventh-grade students were randomly assigned to heterogeneous or homogeneous dyads. Groups were designated as having either group or individual account-ability for mastery of lesson content. Cooperative dyads completed a tutorial on a novel symbolic mathematics topic, featuring basic symbol learning and application of the symbols. Indicators of ongoing cooperation were collected during instruction. Five days later, students completed a posttest. Low-ability students interacted more and completed the instruction more efficiently in heterogeneous than in homogeneous groups. High-ability students completed the instruction more efficiently in homogeneous than in heterogeneous groups. Cooperation was significantly related to achievement for heterogeneous ability groups, but not for either homogeneous high- or low-ability students. 相似文献
4.
Recent research suggests that loss of control by students interferes with the quality of instruction in the college classroom. The present study examined how four types of feedback affected perceived control and student achievement in different instruction settings. College students wrote an aptitude test which provided either contingent, low noncontingent failure, high noncontingent failure, or no-performance feedback. The amount of feedback was varied by modifying the length of the test: short, medium, long. The students then observed a videotaped lecture, presented by a low or high expressive instructor, and completed a postlecture achievement test. High noncontingent failure feedback reduced students' perceived control over their performance and created an external attribution profile. For expressive instruction, achievement deteriorated in accordance with the severity of students' uncontrollability. Implications are discussed regarding loss of control and effective instruction.Parts of this work were presented at the American Psychological Association annual meeting, Los Angeles, August 1981. 相似文献
5.
Mark Grabe 《Contemporary educational psychology》1985,10(2):113-126
Self-worth theorists have claimed that students of lower ability may reduce effort in likely failure situations to avoid the attribution of poor performance to their own incompetence. The likely success of mastery learning, an instructional technique stressing student persistence, has been questioned because of this phenomenon. Several studies which examined the hypothesized relationship between achievement, effort, and perceived ability within a mastery context were conducted. In none of the studies did it appear that students reduced effort because of the threat of failure or that expending effort led to lower estimates of ability. In fact, students expending effort rated their ability as having a more positive influence on performance than less persistent students. It is argued that mastery learning, like some achievement change programs, encourages students to attribute their performance to their level of effort. 相似文献
6.
基于“图式”所具有的选择功能和概括功能,小学语文阅读教学可以采用案例研究的形式,以“图式”为载体,通过“导读”促读写,来切实提高学生的语文学习能力。用好“图式”,语文阅读、作文教学可以事半功倍。 相似文献
7.
The purpose of this investigation was to determine (1) the effects of performance objectives on the achievement level of low achieving black inner city pupils and (2) the effects of giving the students performance objectives prior to beginning instruction The population used in this study was selected from four predominantly black inner city schools. The results of the study show that training teachers to use performance objectives had a significant effect on student cognitive achievement. Although providing students copies of the objectives prior to study did not significantly affect their cognitive achievement, performance objectives, as an instructional technique, seem as effective as traditional methods of instruction currently used with low achievers. 相似文献
8.
The research examined effects of notetaking instruction on elementary-aged students’ abilities to recall science information
and their notetaking behaviors. Classes of eight to nine years old third grade students were randomly assigned to three treatment
conditions: strategic notetaking, partial strategic notetaking, and control, for four training sessions. The effects of the
notetaking instruction were measured by their performances on a test about science information, a long-term free recall of
the information, and the number of information units recalled with or without cues. Students’ prior science achievement was
used to group students into two levels (high vs. low) and functioned as another independent variable in analysis. Results
indicated significant treatment effect in favor of the strategy notetaking instruction groups on cued and non-cued recall
of the information units. Students with higher prior achievement in science performed better on cued recall and long-term
free recall of information. The results suggest that students as young as those in third grade classes can be instructed to
develop notetaking ability that promotes their learning. 相似文献
9.
Richard J. Shavelson 《科学教学研究杂志》1973,10(2):101-111
Forty high school students participated in a study to investigate learning and remembering from physics instruction. At pretest, students received aptitude tests, an alternate form of achievement test (counterbalanced) and a word association (WA) test. Then the 40 students were divided into instruction (N = 28) and control (N = 12) groups. The control group received all subsequent tests but no instruction. The instruction group received physics instruction over five 2-hour sessions. At the end of each session, the WA test was administered; the alternate form of the achievement test was administered at the end of the last session. The instruction and control groups did not differ significantly in achievement at pretest. The instruction group showed a significant gain from pre- to posttest; no such gain was found for the control group. The instruction and control groups did not differ on the number of responses generated on the WA test at pretesting. The number of responses given by students in the instruction group increased significantly from test 1 (pretest) to test 6 (posttest). For the control group, the number of responses increased initially and then leveled out well below the instruction group data. When WA test responses were tallied for “constrained” responses (i.e., tallying only those concepts found in equations defining the stimulus word), the number of constrained responses increased consistently for the instruction group. For the control group, constrained responses showed an initial increase and then leveled out well below instruction group data. Finally, the aptitude, achievement, and WA data were intercorrelated. This analysis suggests that for students who perform well in solving problems at the end of instruction, the physics concepts became meaningful soon after they were introduced. Subsequently, these students were able to consolidate, in memory, the meaning of the concepts and the interrelations among these concepts in the form of equations. Students not able to solve problems at the end of instruction seemed to be completing the process of acquiring the meaning of the concepts. 相似文献
10.
The effects of cooperative learning and learner control on high- and average-ability students 总被引：1，自引：0，他引：1
Simon Hooper Chanchai Temiyakarn Michael D. Williams 《Educational technology research and development : ETR & D》1993,41(2):5-18
The effects of studying alone or in cooperative learning groups on high- and average-ability students were investigated. Also
examined were the effects of completing computer-based instruction using either a learner- or program-control version of a
lesson. A total of 175 fourth-grade students were classified as being of high or average ability and randomly assigned to
paired or individual treatments stratified by ability. Students completed training to enhance small-group interaction before
completing a computer-based tutorial and a posttest. Following cooperative learning, students demonstrated increased achievement
and efficiency as well as better attitudes toward both the computer lesson and grouping. Students completed more practice
items and examples in program-control treatments than in learner-control treatments. However, the form of lesson control did
not affect students' achievement or attitudes. 相似文献
11.
Robert A. Lonning 《科学教学研究杂志》1993,30(9):1087-1101
This study evaluated the effects of cooperative learning on students' verbal interaction patterns and achievement in a conceptual change instructional model in secondary science. Current conceptual change instructional models recognize the importance of student–student verbal interactions, but lack specific strategies to encourage these interactions. Cooperative learning may provide the necessary strategies. Two sections of low-ability 10th-grade students were designated the experimental and control groups. Students in both sections received identical content instruction on the particle model of matter using conceptual change teaching strategies. Students worked in teacher-assigned small groups on in-class assignments. The experimental section used cooperative learning strategies involving instruction in collaborative skills and group evaluation of assignments. The control section received no collaborative skills training and students were evaluated individually on group work. Gains on achievement were assessed using pre- and posttreatment administrations of an investigator-designed short-answer essay test. The assessment strategies used in this study represent an attempt to measure conceptual change. Achievement was related to students' ability to correctly use appropriate scientific explanations of events and phenomena and to discard use of naive conceptions. Verbal interaction patterns of students working in groups were recorded on videotape and analyzed using an investigator-designed verbal interaction scheme. The targeted verbalizations used in the interaction scheme were derived from the social learning theories of Piaget and Vygotsky. It was found that students using cooperative learning strategies showed greater achievement gains as defined above and made greater use of specific verbal patterns believed to be related to increased learning. The results of the study demonstrated that cooperative learning strategies enhance conceptual change instruction. More research is needed to identify the specific variables mediating the effects of cooperative learning strategies on conceptual change learning. The methods employed in this study may provide some of the tools for this research. 相似文献
12.
Two groups of gifted adolescents solved two similar intelligence tests with differing levels of task difficulty in reverse order. Under both conditions the performance level on the less complex test was much lower, a result not observed in a control group of average intelligence. Behavioural observations revealed that the low performance of the gifted students was combined with lack of effort. This performance pattern is discussed with respect to recent postulates of achievement motivation theory, which empasize the impact not only of the achievement motive, but also of the informational value of a given task for evaluating own level of ability. It is argued that the perceived informational value of the easier test was not high enough to create an incentive for the gifted students to perform at the highest possible level 相似文献
13.
Student’s performance in science classrooms has continued to languish throughout the USA. Even though proficiency rates on national tests such as National Assessment of Educational Progress are higher for Caucasian students than African-Americans and Hispanics, all groups lack achieving desired proficiency rates. Further, the Next Generation Science Standards detail a new higher benchmark for all students. This study analyzes a professional development (PD) project, entitled Inquiry in Motion, designed to (a) facilitate teacher transformation toward greater quantity and quality of inquiry-based instruction, (b) improve student achievement in science practices and science concepts, and (c) begin to narrow the achievement gap among various groups. This 5-year PD study included 11 schools, 74 middle school teachers, and 9,981 students from diverse, high minority populations. Findings from the quasi-experimental study show statistically significant gains for all student groups (aggregate, males, females, Caucasians, African-Americans, and Hispanics) on all three science Measure of Academic Progress tests (composite, science practices, and science concepts) when compared to students of non-participating teachers. In addition to an increase in overall performance for all groups, a narrowing of the achievement gap of minority students relative to Caucasian students was seen. When combined with other studies, this study affirms that, when facilitated effectively, inquiry-based instruction may benefit all students, for all demographic groups measured. 相似文献
14.
What are the implications of cognitive science for the design of instructional materials given its central concern with meaningful learning? This question was addressed during an attempt to improve the quality of learning in an introductory non-calculus college physics course where a major intellectual problem that many students face is the development of a coherent view of the information provided to them. The absence of a conceptual framework may contribute to the rapid loss of information often observed among many students shortly after their taking a test. Lack of a conceptual framework also may account for the frequent use of trial-and-error approaches to using formulae. This report cites the use of schema theory for the development of a generative schema or a set of schemas that could be used by students to integrate all of the physics content, and for the design of a means for representing and teaching the schema(s) in a set of instructional materials. 相似文献
15.
Melody Hertzog Michael S. Stinson Robert Keiffer 《Educational technology research and development : ETR & D》1989,37(2):59-67
Two versions of a technical film, captioned at approximately 8th- and 11th-grade reading levels, were shown to 32 hearing-impaired college students. Fifteen of these students also received supplementary instruction from a teacher. Data from a comprehension test were analyzed with a four-factor experimental design to determine effects of instruction, level of captioning, test type (recall or recognition), and subject reading ability. Significant effects were found for instruction, test type, and reading ability. In addition, there was a significant three-way interaction between instruction, caption level, and reading ability. While both high and low reading groups benefited from instruction when students viewed 8th-grade level, modified captions, only the high reading group benefited from instruction when they viewed the 11th-grade level, original captions.This research was conducted in the course of an agreement with the U.S. Office of Education. 相似文献
16.
Educational achievement testing is considered from four perspectives. First, the political concerns for accountability provide a powerful impetus for state‐wide testing of students. Second, parents want evidence about their children's accomplishments but often do not receive nor understand much information regarding testing. Third, in the USA, teachers often spend 2 to 8 weeks preparing their students for achievement tests and administering them. The “high‐stakes” nature of the tests undermines teachers’ curricula and instruction and, according to critics, may place too much emphasis on discrete skills, rote recall of facts, and esoteric test‐taking strategies. Students’ views of testing are the fourth perspective considered. A series of studies has revealed that the trust placed in testing by young children is gradually eroded until many adolescents are sceptical about the purpose and value of standardized achievement testing. Low achievers are especially prone to give token effort and to use counterproductive tactics. The cumulative, negative impact of standardized testing on many students and teachers threatens the validity of the test results and effective instruction. Seven suggestions are outlined to improve educational assessment for all participants. 相似文献
17.
G. Don Alkire 《Journal of Experimental Education》2013,81(3):227-236
Cognitive and educational researchers are paying increasing attention to the impact of instruction in the college classroom. Recent research has demonstrated that students' manipulated perceptions of control and success can impede or enhance the benefits of one effective teaching behavior, namely, instructor expressiveness. In this study, students' actual perceptions of control and success were assessed, rather than manipulated. In a simulated college classroom, students were classified into perceived control (low, high) and perceived success (low, high) categories based on their perceptions of control and success over their prelecture test performance. Students were presented with either unexpressive or expressive instruction; then they completed a postlecture achievement test and postachievement questionnaire. Under both instruction conditions, high-control/high-success students demonstrated the best achievement results, whereas, inconsistent with the hypotheses, students with low perceptions of control and high perceptions of success demonstrated the poorest academic performance and unique affects. These results are discussed in relation to the significance of individual differences across teaching conditions. 相似文献
18.
John I. Goodlad 《Journal of Experimental Education》2013,81(4):301-328
Past research on cognition has demonstrated that cognitive learning strategies used to complement instruction can have beneficial effects on memory and subsequent achievement. The utilization of microcomputer technology to deliver instructional content to students provides an optimum environment to examine the instructional effectiveness of embedded instructional strategies. The purpose of this study was to examine the effect of an imagery cue and an attention directing strategy within a context of a microcomputer learning environment that provided both self-paced and externally paced instruction. Achievement was measured on five different tests designed to measure different educational objectives. One hundred eighty freshman students were randomly assigned to one of nine treatment groups. The results of the study indicate that embedding an imagery cue and an attention directing strategy in an instructional sequence increases student achievement. A combination of the two embedded strategies was also effective in improving students’ achievement; however, the combining of the two strategies did not have a cumulative effect. It was also determined that the effectiveness of the embedded strategies was dependent on whether the instruction was self-paced or externally paced. 相似文献
19.
Associations between Fine Motor and Mathematics Instruction and Kindergarten Mathematics Achievement
Research Findings: This study investigates the role of fine motor and mathematics instruction in mathematics achievement in an international sample of kindergarteners from the United States and China. Multilevel modeling was used to assess the interaction between students’ entering skills and classroom time spent on basic math, higher-order math and fine-motor instruction. For American children, the effect of basic math and higher-order math instruction on student achievement depended on entering skills; however, fine motor instruction had negative average effects on student achievement and did not depend on students’ entering skills. Instruction time was not a significant predictor of achievement for Chinese students. Practice or Policy: Though fine motor skills have a robust correlation with mathematics achievement, a causal link has not been established. Our study indicates that time spent in fine motor instruction does not advance mathematics achievement in kindergarten and in fact may weaken mathematics achievement, given the limited time in the instructional day. American teachers in our sample who spent more time in fine-motor instruction tended to spend less time on basic math and higher-order mathematics instruction. Educators should weigh instructional trade-offs carefully and work to tailor instruction to students’ skill levels. 相似文献
20.
J. K. Talabi 《Learning, Media and Technology》1989,15(1):17-24
This study compared the effects of televised and programmed instruction on the achievement of students from secondary schools located in rural and urban areas in Kwara State of Nigeria. A total of 300 fourth form students taking geography in their West African School Certificate Examinations were used for the urban location study, while another set of 300 students studying the same subject in the fourth form were used for the rural location study. For each location, the students were divided into three ability groups, based on average scores of their continuous assessment records in geography. The research was of the pre‐test‐post‐test control group design (Campbell & Stanley, 1966).
Results for the urban location group showed that students who studied through televised instruction performed better than those who studied with programmed instruction. For the rural location group results showed that televised instruction was more effective for high achievers while programmed instruction was more effective for the average and low achievers 相似文献