共查询到20条相似文献，搜索用时 864 毫秒
1.
In science classes, teachers must consider the need for explicit, systematic reading instruction for students with learning disabilities (LD) while navigating the constructivist and activity‐oriented methods typically employed in science instruction. The complexity of scientific information conveyed through print may make reading science texts the greatest challenge that students with LD encounter in school. Fortunately, researchers have established that, by fostering students’ prior knowledge, providing text enhancements, and teaching reading comprehension strategies, students’ understanding of science text is improved. Effective instructional approaches and strategies for reading are reviewed and implications for teaching students with LD noted. 相似文献
2.
This study examined cognitive, academic, and attitudinal predictors of college grade point average (GPA) among college students with learning disabilities (LD). The study population included 84 youth who attended a large private university in the midwestern United States. Measures of cognitive and academic functioning, along with a self-report measure of study habits and study attitudes, were used to predict college GPA. The results indicated that Full Scale IQ and one factor on the self-reported study habits scale accounted for a significant amount of variance in students' college GPA. These findings suggest that variables other than traditional cognitive and academic skills are important for determining the performance of youth with LD during college. The implications of these findings for future research efforts and practice are discussed. 相似文献
3.
Frederick J. Brigham Thomas E. Scruggs Margo A. Mastropieri 《Learning disabilities research & practice》2011,26(4):223-232
Students with learning disabilities (LD) are increasingly expected to master content in the general education curriculum, making the need for effective instructional supports more important than ever before. Science is a part of the curriculum that can be particularly challenging to students with LD because of the diverse demands it places on cognitive performance. In this summary we review a number of strategies that have been validated for learners with LD. The strategies include supports for (a) verbal learning of declarative information, (b) processing information in texts, (c) activities‐based instruction/experiential learning, (d) scientific thinking and reasoning, and (e) differentiated instruction. We also summarize the research regarding the impact of teacher behavior on achievement for students with LD in science education. The strategies reviewed yield tangible and positive effect sizes that suggest that their application to the target domain will substantially improve outcomes for students with LD in science education. 相似文献
4.
Chrystalla Mouza Alison Marzocchi Yi-Cheng Pan Lori Pollock 《Journal of Research on Technology in Education》2016,48(2):84-104
Current policy efforts that seek to improve learning in science, technology, engineering, and mathematics (STEM) emphasize the importance of helping all students acquire concepts and tools from computer science that help them analyze and develop solutions to everyday problems. These goals have been generally described in the literature under the term computational thinking. In this article, we report on the design, implementation, and outcomes of an after-school program on computational thinking. The program was founded through a partnership between university faculty, undergraduates, teachers, and students. Specifically, we examine how equitable pedagogical practices can be applied in the design of computing programs and the ways in which participation in such programs influence middle school students' learning of computer science concepts, computational practices, and attitudes toward computing. Participants included 52 middle school students who voluntarily attended the 9-week after-school program, as well as four undergraduates and one teacher who designed and implemented the program. Data were collected from after-school program observations, undergraduate reflections, computer science content assessments, programming products, and attitude surveys. The results indicate that the program positively influenced student learning of computer science concepts and attitudes toward computing. Findings have implications for the design of effective learning experiences that broaden participation in computing. (Keywords: computational thinking, programming, middle school, mixed methods) 相似文献
5.
F. Melike Uçar 《Research in Science & Technological Education》2017,35(2):149-168
Background: Numerous studies have been conducted to investigate the factors related to science achievement. In these studies, the classroom goal structure perceptions, engagement, and self-efficacy of the students have emerged as important factors to be examined in relation to students’ science achievement.
Purpose: This study examines the relationships between classroom goal structure perception variables (motivating tasks, autonomy support, and mastery evaluation), engagement (behavioral, emotional, cognitive, and agentic engagement), self-efficacy, and science achievement.
Sample: The study participants included 744 seventh-grade students from 9 public schools in two districts of Gaziantep in Turkey.
Design and methods: Data were collected through the administration of four instruments: Survey of Classroom Goals Structures, Engagement Questionnaire, Motivated Strategies for Learning Questionnaire, and Science Achievement Test. The obtained data were subjected to path analysis to test the proposed model.
Results: Students’ perceptions of classroom goal structures (i.e. motivating tasks, autonomy support, and mastery evaluation) were found to be significant predictors of their self-efficacy. Autonomy support was observed to be positively linked to all aspects of engagement, while motivating tasks were found to be related only to cognitive engagement. In addition, mastery evaluation was shown to be positively linked to engagement variables, except for cognitive engagement, and self-efficacy and engagement (i.e. behavioral, emotional, and cognitive engagement) were observed to be significant predictors of science achievement. Finally, results revealed reciprocal relations among engagement variables, except for agentic engagement.
Conclusions: Students who perceive mastery goal structures tend to show higher levels of engagement and self-efficacy in science classes. The study found that students who have high self-efficacy and who are behaviorally, emotionally, and cognitively engaged are more successful in science classes. Accordingly, it is recommended that science teachers utilize inquiry-based and hands-on science activities in science classes and focus on the personal improvement of the students. Furthermore, it is also recommended that they provide students with opportunities to make their own choices and decisions and to control their own actions in science classes. 相似文献
6.
Nicole S. Ofiesh 《Learning disabilities research & practice》2007,22(4):237-245
Accommodations in postsecondary settings have become commonplace for many students with learning disabilities (LD) who have documented needs. Many of the accommodations professionals recommend for students with LD are based on an analysis of the course demands, the student's functional limitations, and a basic understanding of how the accommodation can facilitate the demonstration or acquisition of knowledge. However, little is known about which accommodations are recommended for math, science, and foreign language courses as well as the effectiveness of those accommodations. Because these content areas pose substantial hurdles for secondary students with LD who may transition to postsecondary settings, a review of the literature was conducted to evaluate current practices in the provision of accommodations to postsecondary students with LD in math, science, and foreign language courses. Findings indicate strong empirical evidence for extended test time for algebra exams and emerging research in changes to foreign language instruction. Recommendations for further research are provided. 相似文献
7.
An in-depth case study of teachers' use of image processing (a state-of-the-art computer technology used by research scientists) in biology, earth science, and physics classes within one high school science department explored issues surrounding technology implementation. The study, conducted within a districtwide, schoolwide, and classroom context, explored four areas related to the teacher's adoption of image processing: (a) teachers' background with computers outside of instructional use, (b) teachers' attitudes toward educational technology and insights gained from their experience using computers within the science curriculum, (c) training and perceived influence of district and school administrators, and (d) teachers' classroom and computer lab practices. The following factors were deemed critical in teachers' decision to use or not use image processing with their students: (a) time to thoroughly explore and master the technology so they could use it with students to explore science concepts; (b) classroom management skills specific to technology use; (c) perception of the teaching value of the technology; (d) perception of the reasonableness of administrators' expectations for technology use; and (e) understanding of how to implement inquiry-based science teaching, independent of technology issues. These factors have implications for how to help teachers use computer technology to teach high school science. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 297–327, 1998. 相似文献
8.
Ahlam Lee 《Educational Research and Evaluation》2013,19(5-6):439-465
Among the disciplines of science, technology, engineering, and math (STEM), much attention has been paid to the influences of math- and science-related learning contexts on students’ STEM major selection. However, the technology and engineering learning contexts that are linked to STEM major selection have been overlooked. In response, a nationally representative sample of young adults in the US was used to investigate the relationship between technology-based activities and students’ STEM major choices in 4-year postsecondary institutions. Multilevel structural equation modelling (ML-SEM) revealed that the frequent use of video or computer games was related strongly to students’ STEM major selections in 4-year postsecondary institutions, after taking into account demographic characteristics and math achievement scores. The results provide evidence that promoting technology-rich learning environments is a significant factor in motivating students to pursue STEM careers. 相似文献
9.
Lara Kathleen Smetana Randy L. Bell 《International Journal of Science Education》2013,35(9):1337-1370
Researchers have explored the effectiveness of computer simulations for supporting science teaching and learning during the past four decades. The purpose of this paper is to provide a comprehensive, critical review of the literature on the impact of computer simulations on science teaching and learning, with the goal of summarizing what is currently known and providing guidance for future research. We report on the outcomes of 61 empirical studies dealing with the efficacy of, and implications for, computer simulations in science instruction. The overall findings suggest that simulations can be as effective, and in many ways more effective, than traditional (i.e. lecture-based, textbook-based and/or physical hands-on) instructional practices in promoting science content knowledge, developing process skills, and facilitating conceptual change. As with any other educational tool, the effectiveness of computer simulations is dependent upon the ways in which they are used. Thus, we outline specific research-based guidelines for best practice. Computer simulations are most effective when they (a) are used as supplements; (b) incorporate high-quality support structures; (c) encourage student reflection; and (d) promote cognitive dissonance. Used appropriately, computer simulations involve students in inquiry-based, authentic science explorations. Additionally, as educational technologies continue to evolve, advantages such as flexibility, safety, and efficiency deserve attention. 相似文献
10.
This mixed-methods study analysed over 200 interviews from 20 seventh-grade students with learning disabilities (LD). Students were instructed how to use a note-taking intervention during science lectures. The interview analyses were supported by pre- and post-intervention quantitative data. Data suggest that the intervention helped students identify important information; systematised the process of listening to, interpreting and using that information; and offered students a means by which to organise the information they were hearing. A discussion about metacognition and attention explores how these processes altered students’ awareness of their own learning, as well as how they equipped students with a new strategy for holding onto and translating information from their science lectures into a useful set of notes. These findings have implications for how theorists conceptualise the relationship between metacognition and attention and how teachers use scaffolding to support the learning of students with LD. 相似文献
11.
J. Huppert S. Michal Lomask R. Lazarowitz 《International Journal of Science Education》2013,35(8):803-821
Computer-assisted learning, including simulated experiments, has great potential to address the problem solving process which is a complex activity. It requires a highly structured approach in order to understand the use of simulations as an instructional device. This study is based on a computer simulation program, 'The Growth Curve of Microorganisms', which required tenth grade biology students to use problem solving skills whilst simultaneously manipulating three independent variables in one simulated experiment. The aims were to investigate the computer simulation's impact on students' academic achievement and on their mastery of science process skills in relation to their cognitive stages. The results indicate that the concrete and transition operational students in the experimental group achieved significantly higher academic achievement than their counterparts in the control group. The higher the cognitive operational stage, the higher students' achievement was, except in the control group where students in the concrete and transition operational stages did not differ. Girls achieved equally with the boys in the experimental group. Students' academic achievement may indicate the potential impact a computer simulation program can have, enabling students with low reasoning abilities to cope successfully with learning concepts and principles in science which require high cognitive skills. 相似文献
12.
Solving word problems is a common area of struggle for students with learning disabilities (LD). In order for instruction to be effective, we first need to have a clear understanding of the specific errors exhibited by students with LD during problem solving. Error analysis has proven to be an effective tool in other areas of math but has had little application to errors in word problems. Using an error analysis approach, this study aimed to investigate in depth the various types and frequency of errors made by students with LD and their AA peers during math problem solving. The resulting similarities and differences between the two groups of students are discussed with insight into underlying cognitive processes, and implications for future research. 相似文献
13.
Hsin-Yih Cindy Shyu 《British journal of educational technology : journal of the Council for Educational Technology》2000,31(1):57-69
The purpose of this study is to investigate the effects of computer-assisted videodisc-based anchored instruction on attitudes toward mathematics and instruction as well as problem-solving skills among Taiwanese elementary students. Results from a t-test indicate a significant main effect on student attitudes toward mathematics. Results from a two-way Repeated Measures ANOVA show that students' problem-solving skills improve significantly with anchored instruction. Results also indicate that all the students benefit from the effects of anchored instruction on their problem-solving performance regardless of their mathematics and science abilities. The findings suggest that video-based anchored instruction provide a more motivating environment that enhanced students' problem-solving skills. This study is significant because it establishes an example of video-based anchored instruction for Taiwanese students and also provides empirical evidence of its effects on affective and cognitive responses among fifth graders in learning mathematics. This study is helpful to educators who want to help students learn to think and learn throughout technology. 相似文献
14.
Assessment procedures that can significantly enhance motivation to perform are needed so that poor performance due to low or avoidance motivation is not misdiagnosed as indicating ability deficits or as symptomatic of learning disabilities (LD). In this connection, research is under way to investigate the degree to which a highly motivating computer game learning task can improve differential diagnoses of LD. Findings from the initial investigation indicate that a large proportion of students diagnosed as LD were able to learn effectively when pursuing such a task. The results illustrate the key role motivation plays in determining the validity of diagnostic assessment and demonstrate the potential value of similar tasks for use in differentiating, from among individuals diagnosed as LD, those who do not have impaired learning processes. 相似文献
15.
Mark Brown 《Research in Science Education》1992,22(1):63-71
This paper presents an “ecological perspective” on research with computers in science education. It is proposed that current
and past research within the computer education field has been characterised by an over-emphasis on technical applications
of the machinery, rather than a deeper consideration of the teaching and learning process. This tendency toward “technocentric
thinking” has usually failed to take into account the important social and cognitive interactions within the computer learning
environment. The view advanced here, is that an understanding of the effects of computers on students' learning can be achieved
only through an analysis of the dynamic interactions between students and teachers as they work with computers in a particular
environment. A theoretical framework for understanding this range of interactions is presented. Finally, an ecological model
is proposed for conducting future research on the application of computers in science education.
Specializations: information technology in education, science education, technology education, environmental education, and media education 相似文献
16.
William J. Therrien Jonte C. Taylor John L. Hosp Erica R. Kaldenberg Jay Gorsh 《Learning disabilities research & practice》2011,26(4):188-203
Although science has received much attention as a political and educational initiative, students with learning disabilities (LD) perform significantly lower than their nondisabled peers. This meta‐analysis evaluates the effectiveness of instructional strategies in science for students with LD. Twelve studies were examined, summarized, and grouped according to the type of strategy implemented. Effect sizes (ES) were calculated for each study. Across all studies, a mean ES of .78 was obtained, indicating a moderate positive effect on students with LD science achievement. Findings also align with past reviews of inquiry‐based instruction for students with special needs, indicating that students with LD need structure within an inquiry science approach in order to be successful. Additionally, results suggest that mnemonic instruction is highly effective at increasing learning disabled students' acquisition and retention of science facts. 相似文献
17.
Avi Hofstein Ingo Eilks Rodger Bybee 《International Journal of Science and Mathematics Education》2011,9(6):1459-1483
One common theme underlying recent reports on science education is that the content of school science and its related pedagogical
approaches are not aligned with the interests and needs of both society and the majority of the students. Most students do
not find their science classes interesting and motivating. These claims are especially valid regarding those students who,
in the future, will probably not embark on a career in science or engineering but will need science and technology personally
and functionally as literate citizens. One key problem seems to be that few science programs around the world teach how science
is linked to those issues that are relevant to students’ life, environment, and role as a citizen. As a result, many students
are unable to participate in societal discussions about science and its related technological applications. This paper discusses
the need to incorporate socioscientific ideas into the science curricula more thoroughly. This recommendation is supported
by a theoretical rationale from various sources leading to a reflection about common practices in science education in three
countries: Israel, Germany, and the USA. The state-of-the-art, potentials, and barriers of effective implementation are discussed. 相似文献
18.
The question of how science education can be conducted so that it has a motivating effect upon the learner is considered. A distinction is proposed between interest arousal which can be brought about by an appropriate selection and structuring of subject matter included in a curriculum; and motivational enhancement which, it is suggested, is brought about by the choice of pedagogical strategies that are in accord with students’ intrinsic motivational patterns. In relation to the latter, an analysis of the types of motivational pattern is presented. Their implications for the choice of educational strategies in science education are also discussed. 相似文献
19.
Today’s traditional-aged college students are avid users of mobile technology. Commonly referred to as the Net Generation, today’s college students spend several hours each day using their smart phones, iPads, and laptops. Although some scholars initially opined that the Net Generation would grow into technologically savvy digital natives who would leverage their unprecedented access to technology for professional and academic betterment, contemporary research has rejected the digital native myth. Instead, college students frequently use mobile technology for off-task purposes while attending classroom lectures or doing schoolwork outside of class—a phenomenon known as cyber-slacking. This article provides college educators with an overview of the frequency and consequences of cyber-slacking inside and outside the classroom and seven instructional implications for curbing cyber-slacking. Proposed strategies for curbing cyber-slacking include rejecting the digital native myth, adopting and enforcing technology policies, consciousness raising, motivating students to relinquish their devices, incorporating active learning in the classroom, using mobile technology as a teaching tool, teaching students to be self-regulated learners, and motivating students to delay gratification from their mobile devices. 相似文献
20.
The study examined the differences in cognitive styles between two comparable groups of students at the Grade 9 (Secondary 3) level, namely the LSS (Lower Secondary Science) group who had been exposed to the practical-based, inquiry-oriented type of science and the non-LSS group of students who had studied the more traditional type of science in the “old” science curriculum. Their differences in science achievement are measured by the common IEA Science Paper-Pencil, Multiple Choice Criterion Test and also, by the Science Process or Practical Test (which measured three levels of process skills, such as the observation/manipulation, reasoning and investigation skills). Variance in science achievement thus measured is examined against the 4 cognitive preference styles of the students, (measured by the Combined Cognitive Preference Inventory) namely the “recall”, “principles”, “applications” and “questioning” modes of thinking. The findings indicated that (a) the attainment of the science process or practical skills was characterised by the type of science curriculum (LSS or non-LSS) and it was significantly associated with the achievement level of students, (b) the cognitive preference pattern covaried according to the students' level of science achievement and the type of curriculum and (c) the weak but significant relationship between performance in the science practical skills and the students' modes of cognitive style have important implications for teachers who are concerned about the intended effects of changes in the science curriculum on the consequent learning behaviour or cognitive outcome of their students. 相似文献