Inter-level Scaffolding and Sequences of Representational Activities in Teaching a Chemical System with Graphical Simulations     

Na?LiEmail author  John?B.?Black 《Journal of Science Education and Technology》2016,25(5):715-730

Chemistry knowledge can be represented at macro-, micro- and symbolic levels, and learning a chemistry topic requires students to engage in multiple representational activities. This study focused on scaffolding for inter-level connection-making in learning chemistry knowledge with graphical simulations. We also tested whether different sequences of representational activities produced different student learning outcomes in learning a chemistry topic. A sample of 129 seventh graders participated in this study. In a simulation-based environment, participants completed three representational activities to learn several ideal gas law concepts. We conducted a 2 × 3 factorial design experiment. We compared two scaffolding conditions: (1) the inter-level scaffolding condition in which participants received inter-level questions and experienced the dynamic link function in the simulation-based environment and (2) the intra-level scaffolding condition in which participants received intra-level questions and did not experience the dynamic link function. We also compared three different sequences of representational activities: macro-symbolic-micro, micro-symbolic-macro and symbolic-micro-macro. For the scaffolding variable, we found that the inter-level scaffolding condition produced significantly better performance in both knowledge comprehension and application, compared to the intra-level scaffolding condition. For the sequence variable, we found that the macro-symbolic-micro sequence produced significantly better knowledge comprehension performance than the other two sequences; however, it did not benefit knowledge application performance. There was a trend that the treatment group who experienced inter-level scaffolding and the micro-symbolic-macro sequence achieved the best knowledge application performance.  相似文献   

Helping Students Help Themselves: Strategies for Successful Mentoring Relationships     

Linda L. Black  Elisabeth C. Suarez  Sondra Medina 《Counselor Education & Supervision》2004,44(1):44-55

Mentoring has long been heralded as a method of training and socializing the next generation of professional counselors and counselor educators. Yet, there appears to be a disparity between the promotion and the practice of mentoring in counselor education. The authors attempted to reconcile this disparity by suggesting a set of strategies that mentors and apprentices may use as they establish and maintain successful mentoring relationships. Implications for counselors and counselor educators are discussed.  相似文献   

Does Support for Home–School Behaviour Plans Exist Within Teacher and Pupil Cultures?     

Andy Miller  Laura Black 《Educational Psychology in Practice》2001,17(3):245-261

Recent legislation by the Department for Education and Employment requires schools to produce written home-school agreements, which should be signed by teachers and parents. Among the benefits expected from this initiative is the creation of a greater sense of partnership between home and school, especially with regard to difficult pupil behaviour. However, research has shown that teachers view parents as being the major cause of pupil misbehaviour, thus creating a potential barrier to a genuine partnership around agreed strategies involving home and school. There is also a belief among teachers that strategies devised for one pupil will lead to negative reactions on the part of classmates. This study examines various aspects of the classroom culture (the belief systems of teachers and pupils) concerning interventions with individual pupils, their teachers and parents. A vignette incorporating elements from two real and successful home-school interventions set up with, and mediated by, educational psychologists, was presented to 206 10 and 11-year-old pupils, and 30 teachers. Analysis of accompanying questionnaire responses allows for the mapping of a range of significant classroom beliefs and expectations, and indicates grounds for some optimism, although careful attention to these 'ecological' features will be necessary before joint home-school strategies can achieve their potential.  相似文献   

A Guide for Parent Workshops: Parents as Teachers     

Edith Barnes 《Early Childhood Education Journal》1978,6(1):36-42

Conclusion Parents want to help their young-ster learn and grow and, if offered the means to acquire the necessary knowledge and skills, will assume this responsibility. It is hoped that through the suggestions, source lists, and examples provided here, educators will be stimulated to explore the development of parent workshop programs. This article is based on a series of workshops the author designed and initiated for parents at the Whitney Young Jr. Day Care Center on Staten Island, New York, in the spring of 1977. Edith Barnes is Assistant Professor of Behavioral Sciences at the College of Staten Island, City University of New York, 715 Ocean Terrace, Staten Island, New York 10301. She is a member of the New York City Higher Education Task Force for the International Year of the Child and Chairperson of the Staten Island IYC Committee. She is also a member of the HEW Advisory Committee of Staten Island Children's Community Mental Health Center, member of the Center Policy Committee of Staten Island Head Start, and Founder and Past President of the Staten Island Nursery Directors' Organization (SIND).  相似文献   

Rhetoric and Settler Inertia: Strategies of Canadian Decolonization     

Jason Edward Black 《Quarterly Journal of Speech》2020,106(1):107-110

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Preschool peer communication skills: the role of social status and interaction context     

N L Hazen  B Black 《Child development》1989,60(4):867-876

The purpose of this study was to investigate the relation between social status and discourse skills in preschool children. Using peer nominations, 48 acquainted preschool children were classified as liked, disliked, or low impact. Children were videotaped in freeplay interactions in which one child entered the play of a pair of same-sex peers. Social status differences were found primarily in skills contributing to coherent discourse. Specifically, liked children were more inclined to direct their initiations clearly, to speak to both interaction partners rather than just one, to respond contingently to others, to acknowledge others, and to reinitiate when rejecting. Liked children were also better able to adapt to the differing social demands of entry versus nonentry contexts in that they were more likely to give information and less likely to express their feelings when entering a group. Deficits in communication skill were greater for disliked children than for low-impact children. Results indicate that communication skills that contribute to coherent discourse are fundamental to social interaction and may influence young children's peer acceptance.  相似文献   

Neuropsychological profiles of children with learning disabilities and children with documented brain damage     

S Arffa  K Fitzhugh-Bell  F W Black 《Journal of learning disabilities》1989,22(10):635-640

This study sought to identify clusters or subtypes of children with learning disabilities (LD) and documented brain damage (BD) on the basis of a comprehensive neuropsychological battery. Sixty subjects, 24 with LD and 36 with BD, participated in the study. The standard scores for several measures from the Intermediate Battery of the Halstead-Reitan Neuropsychological Battery and other select measures were submitted to Q-Technique factor analysis for the entire sample. Five clusters were determined. No one cluster was composed exclusively of LD or BD subjects, with the proportions of LD and BD varying considerably from one cluster to the next. There were some qualitative differences between the clusters, while quantitative differences also figured prominently.  相似文献   

Part 2: Goals,Mindset, and Self-Regulation     

Steve Black  James D. Allen 《The Reference Librarian》2017,58(2):159-173

This installment of our continuing column on the connections between educational psychology and student library work explores the important roles of goal setting, mindset, and self-regulation. We describe how reference librarians may support students’ goal selection and help students develop positive attitudes toward library research. Librarians’ efforts to help students successfully complete library-related assignments can be enhanced by understanding the mechanisms of self-regulation.  相似文献   

Part 3: College Student Development     

Steve Black  James D. Allen 《The Reference Librarian》2017,58(3):214-228

Young adults in college grow cognitively, socially, and emotionally. Educational psychologists have described students’ growth with models that include advancing stages in ways of knowing, aka epistemic beliefs. The typical progression of epistemic beliefs begins with dualism and progresses to multiplicity, then to relativism, and finally to commitment in relativism. Freshmen almost all have a dualist or multiplist way of knowing and do not progress to relativism without guidance and instruction. This normal evolution in ways of knowing has important implications for teaching information literacy within the Association of College and Research Libraries’ (ACRL’s) Framework.  相似文献   

EXAMINATION OF ALTERNATIVE MODELS OF STUDENTS’ ASSESSMENT OF THEIR COLLEGE: DIFFERENCES BETWEEN HARD AND SOFT SCIENCES     

Yoram Neumann  Edith Finaly‐Neumann 《Assessment & Evaluation in Higher Education》1989,14(1):11-19

This study examines the relationship between the discriminable components of quality of learning experiences (that is, resources, content, learning flexibility, student‐faculty contact, and involvement) and students’ summative assessment of their college. The relative explanatory powers of three alternative combinatory models — the compensatory (linear‐additive), conjunctive, and disjunctive — are tested for. undergraduate students from hard and soft sciences. The conjunctive model provides the maximal predictability for hard sciences whereas all three models have the same explanatory powers in soft sciences. In addition, the five quality of learning experience components explain a higher portion of the variation of assessment in hard sciences than in soft sciences. Finally, the two dominant predictors of assessment in hard sciences are flexibility and involvement while the best determinants of assessment in soft sciences are flexibility and student‐faculty contact. The implications of these findings are discussed.  相似文献