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1.
Wen-Tsung Yang Yu-Ren Lin Kai-Yi Huang 《International Journal of Science Education》2013,35(10):1564-1589
This study investigated the effects of students’ prior science knowledge and online learning approaches (social and individual) on their learning with regard to three topics: science concepts, inquiry, and argumentation. Two science teachers and 118 students from 4 eighth-grade science classes were invited to participate in this research. Students in each class were divided into three groups according to their level of prior science knowledge; they then took either our social- or individual-based online science learning program. The results show that students in the social online argumentation group performed better in argumentation and online argumentation learning. Qualitative analysis indicated that the students’ social interactions benefited the co-construction of sound arguments and the accurate understanding of science concepts. In constructing arguments, students in the individual online argumentation group were limited to knowledge recall and self-reflection. High prior-knowledge students significantly outperformed low prior-knowledge students in all three aspects of science learning. However, the difference in inquiry and argumentation performance between low and high prior-knowledge students decreased with the progression of online learning topics. 相似文献
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《Journal of moral education》2012,41(2):232-251
This study investigated the effect of scaffolding computer-mediated discussions to improve moral reasoning and argumentation quality in pre-service teachers. Participants of this study were 76 teaching education students at a Turkish university. They were divided into three groups: (1) a computer-supported argumentation group; (2) a computer-mediated discussion group; and (3) a control group. Participants in the computer-supported argumentation group were instructed in argumentation, and were provided with note starters and graphical argumentation tools. The computer-mediated discussion group, however, was engaged in unstructured interaction on the Moodle forum, a free popular learning management system having a threaded discussion forum. The control group did not receive any instruction and neither did they participate in any discussions. As for the results, the computer-supported argumentation group outperformed the control group, but not the computer-mediated discussion group on DIT score and argumentation quality. Thus, it was concluded that both giving instruction on argumentation and appropriately designing the interfaces of computer-mediated discussion environments can enhance argumentation quality in students’ writings and also their moral reasoning. 相似文献
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Tenaha O'Reilly Sonya Symons Heather MacLatchy-Gaudet 《Contemporary educational psychology》1998,23(4):434-445
The purpose of the present study was to examine the effectiveness of two learning strategies, self-explanation and elaborative interrogation, for the retention of scientific facts. University students (N= 55) were asked to learn facts about the cardiovascular system using one of three approaches. Self-explanation participants were required to explain what the facts meant to them and how they related to their prior knowledge. Elaborative interrogation participants answered “why” the facts made sense. Finally, the control group simply repeated the facts aloud. Self-explanation participants significantly outperformed elaborative interrogation and repetition control participants on measures of cued recall and recognition. Elaborative interrogation was no more effective than repetition. Results were discussed in terms of the practicality and flexibility of each approach. 相似文献
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ABSTRACTThis study investigated two science teachers’ meta-strategic knowledge (MSK) of argumentation teaching by applying the repertory grid technique (RGT). One teacher was a novice, while the other was experienced in teaching argumentation. Using the RGT, we elicited the objectives and strategies of the two teachers regarding their argumentation teaching involving two social scientific issue (SSI) scenarios. The results showed that the experienced teacher had more varied and organised MSK for teaching argumentation than the novice teacher. Meanwhile, the novice teacher indicated a belief that the learning of argumentation should occur in a more student-centred manner, rather than relying on a traditional lecture-based environment. Consequently, she spent a considerable amount of time engaging students with their peers’ ideas through discussion and collaboration. On the other hand, the experienced teacher noticed that most of students had the ability to generate arguments, but that few knew how to argue based on evidence. Therefore, she helped students to collect data from various resources and suggested that they construct their own knowledge framework in order to improve students’ ability to incorporate their understanding of scientific knowledge into scientific argumentation. 相似文献
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古代的"课程"是指学生根据考课目标而自我安排的学习规程。清代广东书院存在着两种课程模式,一种为应付科举而设置,一种为崇尚经史古学而设置。这一差异导致了"无课程"与"有课程"之书院的分野,展现了两类书院不同的教学风格,进而导致不同的教学效果:"无课程"书院注重围绕科举内容进行考课,这导致书院生徒不能潜心做学问,而有追求科名等沽名钓誉之行为;"有课程"之书院注重经史教学,强调学问的经世致用,进而保障生徒的自主学习,体现出对传统教育本真的回归,这是晚清书院改革的精髓所在。 相似文献
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This study examined the outcomes of a unit that integrates explicit teaching of general reasoning patterns into the teaching of a specific science content. Specifically, this article examined the teaching of argumentation skills in the context of dilemmas in human genetics. Before instruction only a minority (16.2%) of the students referred to correct, specific biological knowledge in constructing arguments in the context of dilemmas in genetics. Approximately 90% of the students were successful in formulating simple arguments. An assessment that took place following instruction supported the conclusion that integrating explicit teaching of argumentation into the teaching of dilemmas in human genetics enhances performance in both biological knowledge and argumentation. An increase was found in the frequency of students who referred to correct, specific biological knowledge in constructing arguments. Students in the experimental group scored significantly higher than students in the comparison group in a test of genetics knowledge. An increase was also found in the quality of students' argumentation. Students were able to transfer the reasoning abilities taught in the context of genetics to the context of dilemmas taken from everyday life. The effects of metacognitive thinking and of changing students' thinking dispositions by modifying what is considered valuable in the class culture are discussed. © 2002 John Wiley & Sons, Inc. J Res Sci Teach 39: 35–62, 2002 相似文献
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Isabel Borrás 《The Internet and Higher Education》1998,1(4):263-280
In this study, eight teachers and three college students involved in a graduate-level Internet course developed skill in using Internet tools and authoring webware materials. The course followed a traditional classroom-based format, but was supported by a webware package developed by the instructor (http://www.sover.net/~milcasa/503). A case study research methodology was utilized to investigate how the implementation of a “strategy redundancy” device, which consisted of the instructor's use of five teaching strategies and their mirroring in five of the features of the webware package, affected the participants′ learning outcomes. Qualitative and quantitative data were collected from seven sources. A causal relationship was found between the “strategy redundancy” device and the effectiveness of the course. The need to emphasize the “quality” of the teaching/ learning experience, vis-à-vis the “cost savings” value of technology tools, and the need to conciliate constructivist and instructivist learning were highlighted. 相似文献
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This study examines how student practice of scientific argumentation using socioscientific bioethics issues affects both teacher expectations of students’ general performance and student confidence in their own work. When teachers use bioethical issues in the classroom students can gain not only biology content knowledge but also important decision-making skills. Learning bioethics through scientific argumentation gives students opportunities to express their ideas, formulate educated opinions and value others’ viewpoints. Research has shown that science teachers’ expectations of student success and knowledge directly influence student achievement and confidence levels. Our study analyzes pre-course and post-course surveys completed by students enrolled in a university level bioethics course (n = 111) and by faculty in the College of Biology and Agriculture faculty (n = 34) based on their perceptions of student confidence. Additionally, student data were collected from classroom observations and interviews. Data analysis showed a disconnect between faculty and students perceptions of confidence for both knowledge and the use of science argumentation. Student reports of their confidence levels regarding various bioethical issues were higher than faculty reports. A further disconnect showed up between students’ preferred learning styles and the general faculty’s common teaching methods; students learned more by practicing scientific argumentation than listening to traditional lectures. Students who completed a bioethics course that included practice in scientific argumentation, significantly increased their confidence levels. This study suggests that professors’ expectations and teaching styles influence student confidence levels in both knowledge and scientific argumentation. 相似文献
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Undergraduate students in dyads (N = 72) were randomly and equally assigned to four groups, namely three teaching groups (General, Infusion, and Immersion) and the control group. Students were initially administered the California Critical Thinking Skills Test (CCTST). After instruction, each dyad's critical-thinking performance on an ill-defined problem was tested. A one-way ANCOVA, with the mean CCTST score of each dyad as covariate, indicated that the covariate and the teaching method were significant. Post hoc comparisons showed that the Infusion and the Immersion groups outperformed only the control group. Other quantitative and qualitative analyses revealed that students assigned to the different teaching groups exhibited diverse understandings of critical thinking. 相似文献
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Using group presentation classes as a control condition, in nine introductory psychology classes we examined the impact of high-structure versus low-structure cooperative learning on N = 259 student teachers' conceptual knowledge, on their self-perceived competence, and on their appraisals of task values. To vary the structure, we first created a lesson plan built upon core principles of cooperative learning, and then eliminated from this plan critical elements structuring students' shared learning. Two-level analyses revealed that students in the two cooperative conditions (a) did better on three knowledge tests administered throughout the course of this one-semester project, (b) developed a more favorable view of their subject-specific competence, and (c) appraised the utility and intrinsic value of task assignments more positively than did the control students. In each of the three knowledge tests, students in high-structure groups outperformed students in low-structure groups. These findings support the hypothesis that structuring procedures enhance the efficaciousness of cooperative learning methods in college classes. 相似文献
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Helen Darlington 《International Journal of Science Education》2013,35(2):321-322
The scientific competencies advocated by the Programme for International Student Assessment (PISA) focus on the abilities needed in students' adult lives. This study investigated how such scientific competencies could be improved by using online argumentation. One hundred and thirty-eight 8th grade high school students took part in the study, with 69 in the experimental group and 69 in the control group. A quasi-experimental design was adopted and qualitative and quantitative analyses were used. An online argumentation system served as an aid for argumentation instruction and activities among experimental group students during the experiment. The results showed that using online argumentation could improve the students' scores for the PISA scientific competencies. The experimental group students outperformed their counterparts in terms of overall mean scores for the scientific competencies. On the one hand, the individual competencies of ‘using scientific evidence’ and ‘identifying scientific issues’ of the experimental group were higher than those of the control group. On the other hand, the experimental group students did not outperform their counterparts in terms of competency in ‘explaining phenomena scientifically’. Using an online environment to complement argumentation instruction and organizing argumentation activities focused on related topics may be a potential direction to consider for improving students’ PISA scientific competencies. 相似文献
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Joanna Smogorzewska 《Thinking Skills and Creativity》2012,7(1):28-37
This article presents the results of a study comparing the originality, the length, the number of neologisms and the syntactic complexity of fairy tales created with “Storyline” and “Associations Pyramid.” Both methods were developed to enhance children's language abilities and their creative thinking. One hundred twenty eight 5-year-old children were asked to tell stories using either the “Storyline” (SL) or the “Associations Pyramid” (AP) method during four routine class activities. Participants worked in 14 groups, five participants per group. The results showed that stories developed with SL and AP methods are comparably original, however more original than stories developed individually. 相似文献
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Examining the aesthetic dimensions of teaching: Relationships between teacher knowledge,identity and passion 总被引：1，自引：0，他引：1
Having an appreciation for the subject, their students and what the subject can offer their students has both cognitive and emotional dimensions for teachers. This paper uses empirical data to explore the efficacy of a Deweyan inspired framework called “Aesthetic Understanding” to scrutinise relationships between teacher knowledge, identity and passion. The paper uses case study data of three teachers of maths and/or science generated from a video study to illustrate the relationships between the three elements of Aesthetic Understanding. The need to value the aesthetic dimensions of teaching when examining the subject-specific nature of secondary teaching is discussed. 相似文献
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The effects of IMPROVE on mathematical knowledge, mathematical reasoning and meta-cognition 总被引：1，自引：0，他引：1
The purpose of the present study is to examine the effects of IMPROVE, a meta-cognitive instructional method, on students'
mathematical knowledge, mathematical reasoning and meta-cognition. Participants were 81 students who studied a pre-college
course in mathematical. Students were randomly assigned into one of two groups and groups were randomly assigned into one
of two conditions: IMPROVE vs. traditional instruction (the control group). Both groups were exposed to the same learning
materials, solved exactly the same mathematical problems, and were taught by the same experienced teacher. The IMPROVE students
were explicitly trained to activate meta-cognitive processes during the solution of mathematical problems. The control group
was exposed to traditional instruction with no explicit exposure to meta-cognitive training. Results indicate that the IMPROVE
students significantly outperformed their counterparts on both mathematical knowledge and mathematical reasoning. In addition,
the IMPORVE students attained significantly higher scores then the control group on the three measures of meta-cognition:
(a) general knowledge of cognition; (b) regulation of general cognition; and (c) domain-specific meta-cognitive knowledge.
The theoretical and practical implications are discussed. 相似文献
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There is emerging interest on the interactions between modelling and argumentation in specific contexts, such as genetics learning. It has been suggested that modelling might help students understand and argue on genetics. We propose modelling gene expression as a way to learn molecular genetics and diseases with a genetic component. The study is framed in Tiberghien’s (2000) two worlds of knowledge, the world of “theories & models” and the world of “objects & events”, adding a third component, the world of representations. We seek to examine how modelling and argumentation interact and connect the three worlds of knowledge while modelling gene expression. It is a case study of 10th graders learning about diseases with a genetic component. The research questions are as follows: (1) What argumentative and modelling operations do students enact in the process of modelling gene expression? Specifically, which operations allow connecting the three worlds of knowledge? (2) What are the interactions between modelling and argumentation in modelling gene expression? To what extent do these interactions help students connect the three worlds of knowledge and modelling gene expression? The argumentative operation of using evidence helps students to relate the three worlds of knowledge, enacted in all the connections. It seems to be a relationship among the number of interactions between modelling and argumentation, the connections between world of knowledge and students’ capacity to develop a more sophisticated representation. Despite this is a case study, this approach of analysis reveals potentialities for a deeper understanding of learning genetics though scientific practices. 相似文献
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ABSTRACTThe present study investigated the effects of online argumentation scaffolding on students’ argumentation involving hypothetical and theoretical biological concepts. Two types of scaffolding were developed in order to improve student argumentation: continuous scaffolding and withdraw scaffolding. A quasi-experimental design was used with four 8th-grade classes comprising a total of 124 students. Two classes (63 students) were assigned into the continuous scaffolding group, while the other two (61 students) were assigned into the withdraw scaffolding group. All the students participated in online argumentation regarding four units, including two hypothetical concepts and two theoretical concepts. Both online learning process and scientific argumentation assessment results indicated that the continuous scaffolding group performed significantly better in terms of the quality and quantity of argumentation than the withdraw scaffolding group with regard to the hypothetical biology concepts, particularly in generating rebuttal arguments. In addition, the results also showed that both the continuous group and withdraw group students had better argumentation performance with regard to the hypothetical biology concepts than the theoretical biology concepts. Taken together, the study results suggest that learning argumentation through theoretical biology concepts is more difficult than doing so through hypothetical biology concepts. 相似文献
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Science and Language Teachers’ Assessment of Upper Secondary Students’ Socioscientific Argumentation
Nina Christenson Niklas Gericke Shu-Nu Chang Rundgren 《International Journal of Science and Mathematics Education》2017,15(8):1403-1422
Researchers and policy-makers have recognized the importance of including and promoting socioscientific argumentation in science education worldwide. The Swedish curriculum focuses more than ever on socioscientific issues (SSI) as well. However, teaching socioscientific argumentation is not an easy task for science teachers and one of the more distinguished difficulties is the assessment of students’ performance. In this study, we investigate and compare how science and Swedish language teachers, participating in an SSI-driven project, assessed students’ written argumentation about global warming. Swedish language teachers have a long history of teaching and assessing argumentation and therefore it was of interest to identify possible gaps between the two groups of teachers’ assessment practices. The results showed that the science teachers focused on students’ content knowledge within their subjects, whereas the Swedish language teachers included students’ abilities to select and use content knowledge from reliable reference resources, the structure of the argumentation and the form of language used. Since the Swedish language teachers’ assessment correlated more with previous research about quality in socioscientific argumentation, we suggest that a closer co-operation between the two groups could be beneficial in terms of enhancing the quality of assessment. Moreover, SSI teaching and learning as well as assessment of socioscientific argumentation ought to be included in teacher training programs for both pre- and in-service science teachers. 相似文献