Investigating the thinking processes of eighth grade writers during the composition of a scientific laboratory report     

Carolyn W. Keys 《科学教学研究杂志》2000,37(7):676-690

This study examined the thinking processes used by 16 eighth grade science writers during laboratory report writing and explored the possibility that writing can contribute directly to science learning. Using Bereiter and Scardamalia's ( 1987 ) knowledge‐transformation model of writing as a theoretical lens, the study characterized specific content and rhetorical thinking engaged in by the students using think‐aloud protocols and qualitative data analysis methodologies. Thinking aloud was also related to the quality of the students' written products. Five of the 16 students exhibited no mental reflection during writing, recording information straight from memory into the composition. Two students engaged primarily in rhetorical planning, specifying the sequencing and organization of their writing in advance. Nine students demonstrated scientific problem solving including hypothesis and evidence generation, examining patterns in the data, and making general knowledge claims in response to the need to generate content for writing, indicating that the act of report writing can stimulate science learning directly. However, thinking during writing was not necessary to compose a report that contained hypotheses and supporting evidence. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 676–690, 2000  相似文献   

Telecommunications and Effective Distance Learning Telecourse Design     

Carolyn Ashe  Deborah Buell 《Performance Improvement Quarterly》1998,11(3):6-15

Effective distance learning course design focuses on meeting the lifestyle and learning-style needs of a non-traditional student. Fulfilling these needs is accomplished by making provision for human interaction that fosters classroom rapport, builds class membership behaviors and identification with the university. Equal attention is given to matching high-tech equipment capabilities to instructional purpose, instructor personality, student learning style, and preferred interaction style. Continuing evaluation of telecourse programs is vital for assuring telecourse program quality focusing on student learning satisfaction and cost effectiveness. Findings indicate important implications for the design of distance education courses and programs. An effectively designed distance learning telecourse provides for student academic support services. Effective tele-courses also provide the means for instructor/learner, learner/learner, and learner/content interactivity.  相似文献   

Correlates of College Retention and GPA: Learning and Study Strategies,Testwiseness, Attitudes,and ACT     

Carolyn W. Kern  Nancy S. Fagley  Paul M. Miller 《Journal of College Counseling》1998,1(1):26-34

This study assessed unique contributions of learning, study, and test-taking strategies; students' attitudes about college; and ACT scores, and linked them to college GPA and to retention. Although several variables contributed significantly to GPA, only GPA made a significant unique contribution to attrition and retention. This suggests that learning and study strategies and students' college attitudes affect attrition indirectly through GPA.  相似文献   

Language as an indicator of meaning generation: An analysis of middle school students' written discourse about scientific investigations     

Carolyn W. Keys 《科学教学研究杂志》1999,36(9):1044-1061

The purposes of this study were to (a) investigate how one group of middle school students generated meanings for scientific data and expressed them in writing, and (b) develop a methodology for assessing the relationship between students' written text and their scientific thinking. Previous research on writing to learn has focused on the reformulation of content material supplied by the teacher, rather than authentic inquiry data that provide opportunities for meaningful interpretation. The research design was a content analysis of documents produced in a naturalistic setting. Data analysis focused on the frequency, placement, and purpose of meaningful inferences embedded in the reports, as well as coding for the elaboration, extension, and enhancement of science ideas. Results indicated that many student reports included a minimal number of written inferences, expressing only vague meanings for the data. However, some students integrated inference and data, using inference to (a) explain specific meanings for data points in context, and (b) pose new hypotheses to explain data. An analysis of expansion characteristics revealed that some students were able to elaborate richly upon their initial ideas through the use of language, thereby generating new meaning for the investigations. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 1044–1061, 1999  相似文献   

Using the Science Writing Heuristic as a Tool for Learning from Laboratory Investigations in Secondary Science     

Carolyn W. Keys  Brian Hand  Vaughn Prain  Susan Collins 《科学教学研究杂志》1999,36(10):1065-1084

This article presents and discusses preliminary research on a new heuristic tool for learning from laboratory activities in secondary science. The tool, called the science writing heuristic, can be used by teachers as a framework from which to design classroom activities. Theoretically, the science writing heuristic represents a bridge between traditional laboratory reports and types of writing that promote personal construction of meaning. Two eighth‐grade classes participated in using the science writing heuristic during an 8‐week stream study. The teacher and one of the researchers collaboratively developed activities based on the science writing heuristic that the teacher implemented. Nineteen target students were studied in depth. Characteristics of report writing and students' understanding of the nature of science were investigated, using interpretive techniques. There is evidence that use of the science writing heuristic facilitated students to generate meaning from data, make connections among procedures, data, evidence, and claims, and engage in metacognition. Students' vague understandings of the nature of science at the beginning of the study were modified to more complex, rich, and specific understandings. The implications of the study for writing in science classrooms is discussed. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 1065–1084, 1999  相似文献   

Affordances and constraints of computers in science education     

Wolff-Michael Roth  Carolyn Woszczyna  Gillian Smith 《科学教学研究杂志》1996,33(9):995-1017

Throughout the 1970s and 1980s, computers in science teaching were seen as a panacea for many problems plaguing the domain. While considerable research has been done to determine cognitive achievements of students who interact with computers during their science learning, more basic questions have not yet been addressed. This study was designed to investigate how computers and a modeling software contributed to students' interactions and learning in a physics course. The interpretations focused on the microworld as a tool that supported but also limited students' sense-making activities. First, the computer microworld contributed in significant ways to the maintenance and coordination of students' physics conversations. Second, the computer environment (a) was sometimes “unready to hand” so that students spent more time learning the software rather than physics, and (b) limited the interactions within groups. It was concluded that while computer environments have some potential as learning tools, they also limit interactions in significant ways, rendering them less than ideal for everyday classroom use. With the use of software … students can be provided with the necessary tools and experiences to practice the investigative skills used by scientists and mathematicians… [Students] can pursue specific topics of their own interest and deal with this information in sufficient depth to construe personal meaning to various concepts. (Barman, 1993, p. viii) In educational applications, user interface design has received little attention, despite the fact that the interface is particularly important for educational software… This concern goes much deeper than the nebulous concept most often represented by the buzz phrase, ‘user friendliness.’ (Jackson, Edwards, & Berger, 1993b, p. 414) © 1996 John Wiley & Sons, Inc.  相似文献   

A biomechanical comparison of successful and unsuccessful power clean attempts     

Kristof Kipp  Carolyn Meinerz 《Sports biomechanics / International Society of Biomechanics in Sports》2017,16(2):272-282

Although the power clean is an almost ubiquitous exercise in the strength and conditioning setting, relatively little is known about the biomechanics of successful and unsuccessful power clean lift attempts. The purpose of this study was to determine biomechanical differences between successful and unsuccessful power clean lift attempts in male collegiate athletes. Fifteen male lacrosse players (Age: 20.1 ± 1.2; Height: 1.78 ± 0.07 m; Body mass: 80.4 ± 8.1 kg; Relative one-repetition maximum power clean: 1.25 ± 0.13 kg/kg) were videotaped during a lifting session that required the completion of maximal effort power cleans to establish a one-repetition maximum. The position of the barbell was digitised and used to calculate the displacement, velocity, acceleration, and acceleration vector of the barbell. The results revealed that unsuccessful attempts were characterised by differences during the second pull phase. Unsuccessful lifts exhibited greater peak forward barbell displacement, lower backward barbell velocities, and lower resultant acceleration angles during the second pull. Strength and conditioning coaches should therefore emphasise limited forward motion of the barbell during the second pull and instruct athletes to generate a more backward-directed force during the second pull in order to lift greater loads during testing and subsequent lifting sessions.  相似文献   

Examining socially shared regulation and shared physiological arousal events with multimodal learning analytics     

Andy Nguyen  Sanna Järvelä  Carolyn Rosé  Hanna Järvenoja  Jonna Malmberg 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(1):293-312

Socially shared regulation contributes to the success of collaborative learning. However, the assessment of socially shared regulation of learning (SSRL) faces several challenges in the effort to increase the understanding of collaborative learning and support outcomes due to the unobservability of the related cognitive and emotional processes. The recent development of trace-based assessment has enabled innovative opportunities to overcome the problem. Despite the potential of a trace-based approach to study SSRL, there remains a paucity of evidence on how trace-based evidence could be captured and utilised to assess and promote SSRL. This study aims to investigate the assessment of electrodermal activities (EDA) data to understand and support SSRL in collaborative learning, hence enhancing learning outcomes. The data collection involves secondary school students (N = 94) working collaboratively in groups through five science lessons. A multimodal data set of EDA and video data were examined to assess the relationship among shared arousals and interactions for SSRL. The results of this study inform the patterns among students' physiological activities and their SSRL interactions to provide trace-based evidence for an adaptive and maladaptive pattern of collaborative learning. Furthermore, our findings provide evidence about how trace-based data could be utilised to predict learning outcomes in collaborative learning.

Practitioner notes

What is already known about this topic

• Socially shared regulation has been recognised as an essential aspect of collaborative learning success.
• It is challenging to make the processes of learning regulation ‘visible’ to better understand and support student learning, especially in dynamic collaborative settings.
• Multimodal learning analytics are showing promise for being a powerful tool to reveal new insights into the temporal and sequential aspects of regulation in collaborative learning.

What this paper adds

• Utilising multimodal big data analytics to reveal the regulatory patterns of shared physiological arousal events (SPAEs) and regulatory activities in collaborative learning.
• Providing evidence of using multimodal data including physiological signals to indicate trigger events in socially shared regulation.
• Examining the differences of regulatory patterns between successful and less successful collaborative learning sessions.
• Demonstrating the potential use of artificial intelligence (AI) techniques to predict collaborative learning success by examining regulatory patterns.

Implications for practice and/or policy

• Our findings offer insights into how students regulate their learning during collaborative learning, which can be used to design adaptive supports that can foster students' learning regulation.
• This study could encourage researchers and practitioners to consider the methodological development incorporating advanced techniques such as AI machine learning for capturing, processing and analysing multimodal data to examine and support learning regulation.

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