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1.
The purpose of this study was to examine relationships between structural characteristics of students' concept maps about chemical equilibrium and independent measures of their achievement in chemistry. Fifty students in 1991 and seventy students in 1992 completed a concept-mapping task using twenty-four specified concepts. Using similarities in concept map structure, based on the presence or absence of linked pairs of concepts, non-metric multidimensional scaling (MDS) was used to plot the location of the concept maps in coordinate space. The distribution of maps was based on differences in their structure, but also reflected levels of student achievement on independent tests. The relationship between the coordinate location of each student's maps and his or her test scores on independent chemistry achievement tests was sought by canonical correlation analysis of the 1991 data set. This revealed significant relationships between the MDS coordinates and test scores of recall of knowledge and its application. Multiple regression analysis of sixty-one students' maps from the 1992 data set against their percentile rank scores on a national chemistry quiz revealed significant relationships. The results are interpreted as revealing structural differences in conceptual organisation about chemical equilibrium among students with different levels of achievement and thus relative expertise in the domain. The significant relationship between map structure and cognitive process scores in chemistry also supports the view that the organisation of declarative knowledge influences its accessibility in cognitive tasks.  相似文献   

2.
Recent literature has focused on a need to develop a technical vocabulary in the teaching profession. Concept mapping, a technique of graphically representing concepts and their hierarchical interrelationships along two dimensions, was used to examine the growth of student teachers' knowledge concerning planning over three sequenced courses. Quantitative and content analysis of the maps indicated that students developed a more shared, technical vocabulary reflecting course content and evidencing greater hierarchical organization. The study provides information about the nature of and growth of student teachers' thinking, and demonstrates a means of monitoring the growth of student teachers' conceptual development over a course.  相似文献   

3.
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4.
This study evaluates the validity of a similarity judgments test (SJT) for assessing conceptual knowledge. 89 high school seniors judged the semantic similarity of a set of concepts. The resulting scores are calculated using a correlational approach as well as the MDS and Pathfinder approaches, respectively. The validity of the SJT is estimated by comparing (a) the scores with the test scores resulting from a multiple-choice test, (b) the scores resulting from pre- and post-instruction, and (c) the scores of students with high vs. low expertise. Our results support the validity of the SJT and show that both the correlational and the Pathfinder approach outclass the MDS approach. Recommendations to evaluate the SJT are provided.  相似文献   

5.
Concept mapping was developed as a method of displaying and organizing hierarchical knowledge structures. Using the new, multidimensional presentation software Prezi, we have developed a new teaching technique designed to engage higher-level skills in the cognitive domain. This tool, synthesis mapping, is a natural evolution of concept mapping, which utilizes embedding to layer information within concepts. Prezi’s zooming user interface lets the author of the presentation use both depth as well as distance to show connections between data, ideas, and concepts. Students in the class Biology of Cancer created synthesis maps to illustrate their knowledge of tumorigenesis. Students used multiple organizational schemes to build their maps. We present an analysis of student work, placing special emphasis on organization within student maps and how the organization of knowledge structures in student maps can reveal strengths and weaknesses in student understanding or instruction. We also provide a discussion of best practices for instructors who would like to implement synthesis mapping in their classrooms.  相似文献   

6.
The theoretical background and different methods ofconcept mapping for use in teaching and in research on learning processes are discussed. Two mathematical projects, one on fractions and one on geometry, are presented in more detail. In the first one special characteristics of concept maps were elaborated. In the second one concept mapping allowed students' individual understanding to be monitored over time and provided information about students' conceptual understanding that would not have been obtained using other methods. Regarding the students' individual concept maps in more detail there were some additional findings: (i) The characteristics of the maps change remarkably from fourth grade to sixth grade; (ii) There is some evidence that prior knowledge related to some mathematical topics plays a very important role in students' learning behaviour and in their achievement; (iii) Concept maps provide information about how individual students relate concepts to form organised conceptual frameworks; (iv) Long-term difficulties with specific concepts are able to be traced. These findings are discussed with regard to results of other studies as well as to their implications for the teaching of mathematics in the classroom.  相似文献   

7.
This study investigated the links between the teaching practices of primary school teachers (n = 200) who were observed while presenting a new text to their first year classes, and the student achievement levels in those classes. The teaching practices are specifically concerned with the way the teachers supported and encouraged students’ activities during verbal interactions. Two different populations were observed: classes of first year students with a reduced teacher–student ratio (about ten students per class) and classes with a normal teacher–student ratio (between 20 and 25 students per class). We found that the average level of student achievement in the reduced size classes was higher than in the standard size classes but that teaching practices differed only at precise periods of group or individual introduction to new reading texts. In these periods, we found links between teaching practices and student achievement.  相似文献   

8.
This study used concept map content analysis and interviews to gain insights into the knowledge organisation and knowledge processing of pre-service teachers. Forty-eight preservice teachers of elementary science from a teachers’ training college in Sarawak, Malaysia, participated in this study. Correlations between achievement and five concept map characteristics showed that there were significant positive correlations (p<.01) between achievement and: the number of appropriate links; the average number of appropriate concepts per cluster; and, the hierarchy score of subjects’ concept maps, and significant negative correlations (p<.01) between achievement and: the number of inappropriate links; and, the average number of inappropriate concepts per cluster. Interviews with high-achievers and lowachievers revealed that there were differences in the way they processed knowledge during concept mapping. The high-achievers were more thorough than were the low-achievers in cognitive processing of knowledge, taking time to make sense of concepts, sort and group concepts, form relevant links between concepts, and organise concepts hierarchically. Active cognitive processing of knowledge seems to be related to more complex, well-integrated cognitive structures for the material learned.  相似文献   

9.
We investigated what factors would be related to students' achievement in mathematics courses offered at a virtual high school. This was an attempt to understand why some succeed and some do not as well as to suggest what should be done to help with student success. Seventy‐two students responded to a self‐report survey on motivation (ie, self‐efficacy, intrinsic value), mathematics achievement emotions (ie, anxiety, anger, shame, hopelessness, boredom, enjoyment, pride), and cognitive processes (ie, cognitive strategy use, self‐regulation). A three‐step hierarchical multivariate regression was employed to examine which of the factors predict student achievement. Results showed that motivation accounted for approximately 13% of the variance in student achievement and self‐efficacy was the significant individual predictor of student achievement. However, when achievement emotions were added to the analysis, self‐efficacy failed to predict student achievement and emotions accounted for 37% of the variance in student achievement. Cognitive strategy use and self‐regulation did not explain any additional variance in the final scores. Findings are discussed and implications for future research and development are also suggested.  相似文献   

10.
In a large introductory physics course, structured weekly journals (weekly reports) regularly encouraged students to ask questions about the material. The resulting questions were collected for one quarter and coded based on difficulty and topic. Students also took several conceptual tests during the quarter. The reports contained more questions than typically observed in a college classroom, but the number of questions asked was not correlated to any measure of conceptual performance. Relationships among different types of questions and performance on these tests were explored. Deeper‐level questions that focus on concepts, coherence of knowledge, and limitations were related to the variance in student conceptual achievement. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 776–791, 2003  相似文献   

11.
This study describes the effects of ability-paired student interactions on achievement as fifth graders (10-year-olds) worked on laboratory activities relating to balance. Achievement gains were assessed (n = 83) by analysis of pretest–posttest differences on the lever concept test. Audio recordings and field notes (n = 30) were analyzed for the following laboratory behaviors: number of words spoken, tinkering, block moving, turns speaking, incidence of helping and distracting behavior. Results revealed that: (1) low-ability student achievement is greater when students are paired with high-ability partners; (2) low-ability students speak more words, exhibit less distracting behavior, and move blocks on the lever less when they are paired with a partner of high ability; (3) high-ability students speak more words, take more turns speaking, and exhibit more helping behaviors when they are paired with low-ability students rather than with other high ability students; and (4) there are no achievement differences for high-ability students regardless of the ability level of their partner. These findings suggest that heterogeneous grouping of students in science can be beneficial to low-ability students partnered with high-ability students, without being detrimental to the high-ability partners.  相似文献   

12.
This paper examines students’ achievement and interest and the extent to which they are predicted by teacher knowledge and motivation. Student achievement and interest are both considered desirable outcomes of school instruction. Teacher pedagogical content knowledge has been identified a major predictor of student achievement in previous research, whereas teacher motivation is considered a decisive factor influencing students’ interest. So far, however, most research either focused on knowledge or motivation (both on the students’ as well as the teachers’ side), rarely investigating them together or examining the instructional mechanisms through which the supposed effects of teacher knowledge and motivation are facilitated. In the present study, N = 77 physics teachers and their classes in Germany and Switzerland are investigated utilizing a multi‐method approach in combining data obtained from test‐instruments (teacher pedagogical content knowledge, student achievement) and questionnaires (teacher motivation, student interest, student perceived enthusiastic teaching) as well as videotaped instruction (cognitive activation rated by observers). Multi‐level structural equation modeling was used to support the assumptions that teacher pedagogical content knowledge positively predicted students’ achievement; the effect was mediated by cognitive activation. Teachers’ motivation predicted students’ interest which was mediated by enthusiastic teaching as perceived by students. Neither did teacher pedagogical content knowledge predict students’ interest, nor teacher motivation students’ achievement. This implies that in order to improve students’ cognitive as well as affective outcomes, both teachers’ knowledge but also their motivation need to be considered. © 2016 The Authors. Journal of Research in Science Teaching Published by Wiley Periodicals, Inc. J Res Sci Teach 54:586–614, 2017  相似文献   

13.
This study was designed to determine the relationship among teacher classroom management behavior, student engagement, and student achievement of middle and high school science students. These variables were investigated across varying levels of academic aptitude. Two week long units were taught by 30 experienced science teachers. During this period of time teacher classroom management behavior, student achievement (n = 570), student engagement (n = 269), and student academic aptitude (n = 649) were measured. Twelve selected management indicators from Georgia Teachers Performance Assessment Indicators (TPAI) were used to measure teacher classroom management behaviors. Regression analysis was used to determine the relationship between the variables, and appropriate post hoc procedures were used. Analyses showed that there was a significant relationship among all variables. Post hoc analysis showed that these results were consistent across levels of aptitude. Other relationships found were between student engagement and achievement, student aptitude and achievement, and student aptitude and engagement. Correlation coefficients were obtained for each individual management indicators. Those particular management behaviors which were correlated with achievement and engagement are: identifies students who do not understand directions and helps them individually, maintains learner involvement in lessons, reinforces and encourages the efforts of learners to maintain involvement, attends to routine tasks, uses instructional time efficiently, provides feedback to learners about their behavior, manages disruptive behavior among learners.  相似文献   

14.
We investigated the premise that observation measures of instruction are indicators of effective teaching, using the definition of effectiveness articulated by departments of education: teaching that boosts student achievement. We argued that student motivation is equally as important as achievement in the evaluation of teaching effectiveness (TE); therefore, we examined students' (N = 145) achievement and motivation outcomes. We scored 40 lessons (from 10 kindergarten teachers) with two TE observation measures: the content-independent Classroom Assessment Scoring System (CLASS) and the content-specific Reformed Teaching Observation Protocol (RTOP). We found that the two measures' scores were related differently to student outcomes. Instructionally supportive practices (CLASS and RTOP total) predicted achievement and motivation. Emotional support (CLASS) was positively related to motivation but not to achievement. Classroom organization (CLASS) was negatively related to both motivation and achievement. The CLASS total score did not predict student outcomes; its use masked differences across domains of teaching practices.  相似文献   

15.
Standardized testing has been implemented in most school districts as part of an effort to improve student achievement in mathematics, reading, science, and English. There have been heated debates as to the effects of these improvement efforts on student achievement. In studying these issues, it is important to examine longitudinal growth patterns for individuals. In most of the studies, however, there is a lack of empirical data at the individual student level or the studies are cross-sectional in nature. The current study attempts to examine growth patterns of student math achievement between 1997 and 2000 and individual differences in growth patterns. MDS exploratory growth modeling was used in the investigation based on data from 716 students in a single school district. Individual differences in growth rates were found. Disadvantaged (limited English proficiency and special education) students had lower initial achievement levels and did not seem to be catching up to other students because their average growth rates were similar to those of other students. These results are discussed in light of recent school reform efforts and the goal of closing achievement gaps.  相似文献   

16.
Previous research shows that there are individual differences in academic achievement associated with gender and race. Research also suggests that student engagement is an important determinant of student outcomes/achievement. The present study explored student engagement at an extra-large community college. It specifically investigated possible individual differences in student engagement and explored how it maps on to student achievement. As predicted, the results indicate that there are gender and race differences in student engagement—females show greater engagement than males, and African-American students show greater engagement than students of other races. The results are discussed in the context of student achievement as indicated by students’ self-reported GPAs.  相似文献   

17.
This study explored the effects of teacher commitment on student achievement. Three teacher commitment dimensions of organizational, professional, and student commitment were derived. The three-dimensional teacher commitment measurement model was tested by a confirmatory factor analysis. Then, the relationships among individual and organizational variables, teacher commitment, and student achievement were analyzed by a 2-level hierarchical linear modeling method. As the results, the greater portions of teacher commitment and student achievement variances were within schools. The individual and organizational variables had differential impacts on each teacher commitment dimension. Finally, while teacher commitment effects on student achievement were differentially found depending on teacher commitment dimensions at the individual level, there was no evidence to support significant impacts of teacher commitment on student achievement at the organizational level.  相似文献   

18.
The purpose of this study was to examine relationships between student practice trials and achievement in physical education classes. Middle school/junior high school students (N = 202) were pretested and posttested on two volleyball skills. Between tests students received seven classes of instruction. Data were collected from videotapes on the quantity and quality of individual student practice trials. Linear, quadratic, and cubic relationships of practice with residualized achievement were determined. For both skills, appropriate practice trials were positively related to achievement and inappropriate trials negatively related to achievement. Other linear and curvilinear relationships were found.  相似文献   

19.
This study investigated the use of a hands-on laboratory program as a means of improving student attitude toward science and increasing student achievement levels in science knowledge. Using a posttest-only control group design, curriculum referenced objective examinations were used to measure student achievement in science knowledge, and a posttest Q-sort survey was used to measure student attitude toward science. A one-way analysis of variance compared the groups' differences in achievement and attitude toward science. Analysis of covariance was used to determine the effect of the laboratory treatment on the dependent achievement variable with attitude toward science as the covariable. The findings showed that students who had regular laboratory instruction (a) scored significantly higher (p < .01) on the objective examination of achievement in science knowledge than those who had no laboratory experiences; (b) exhibited a moderate, positive correlation (r = .406) between their attitude toward science and their achievement; and (c) scored significantly higher (p < .01) on achievement in science knowledge after these scores were adjusted on the attitude toward science covariable. There were no significant differences in achievement or attitude toward science for the limited English proficiency groups. It was concluded that laboratory instruction influenced, in a positive direction, the students' attitude toward science, and influenced their achievement in science knowledge. It was recommended that science instruction include a regular laboratory experience as a demonstrated viable and effective instructional method for science teachers. This model of science instruction has been shown to be effective with students of diverse backgrounds who live within large urban centers. J Res Sci Teach 34: 343–357, 1997.  相似文献   

20.
Why are some teachers more effective than others? The importance of understanding the interplay between teacher preparation, pedagogy and student achievement has motivated a new line of research focusing on teacher knowledge. This study analyses the effects of teacher mathematics knowledge on student achievement using longitudinal data from rural Guatemalan primary schools. After presenting a conceptual framework for linking the work of the teacher with student learning in mathematics together with an overview of the different forms of teacher knowledge, the paper introduces the Guatemalan context and the analytical framework including the sample, data and methods. Overall, the results provide some empirical support for a widely held, if infrequently tested, belief in mathematics education: effective teachers have different kinds of mathematical knowledge. The results also suggest specific mechanisms by which effective teachers can make substantial impacts on student learning, even in extremely poor contexts.  相似文献   

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