COMPARISON OF STUDENT UNDERSTANDING OF LINE GRAPH SLOPE IN PHYSICS AND MATHEMATICS   总被引：1，自引：0，他引：1  

Maja Planinic  Zeljka Milin-Sipus  Helena Katic  Ana Susac  Lana Ivanjek 《International Journal of Science and Mathematics Education》2012,10(6):1393-1414

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Detection of explanation obstacles in scientific texts: the effect of an understanding task vs. an experiment task     

Júlia Morgado  José Otero  Vicente Sanjosé  Helena Caldeira 《Educational studies》2014,40(2):164-173

The aim of this study is to analyse the effect of tasks on the detection of explanation obstacles when secondary school students read scientific texts. Students were instructed to read short passages under different task conditions, and to ask questions if necessary. Obstacle detection was operationalised in terms of the type of questions asked by the students. The experiment examined the influence of goals associated with the task of reading to understand a text vs. reading to perform a procedure described by the text (a science experiment). Significantly, more explanation obstacles were found in the understanding condition than in the experiment condition. Scientific text also had an effect on the explanation obstacles detected.  相似文献   

Is successful scaffolding an illusion? – Shifting patterns of responsibility and control in teacher-student interaction during a long-term learning project     

Rasku-Puttonen  Helena  Eteläpelto  Anneli  Arvaja  Maarit  Häkkinen  Päivi 《Instructional Science》2003,31(6):377-393

This study aims to examinethe process of scaffolding in terms ofteachers' and students' discussions, and howtransition from teacher regulation to studentregulation takes place during a learningproject carried out in a web-based learningenvironment. The participants were twosecondary school teachers from separateschools, together with their students. The datawere collected through videotaping. The resultsshowed the relationships betweenteacher-student discussions and teachers'conceptions of their role. The data as a wholeindicated a transition from other- toself-regulation in the classroom of oneteacher, but not the other. These findings arediscussed in terms of the teacher's role aschallenger, monitor and evaluator of studentlearning, and the implications for successfulscaffolding.  相似文献   

A participatory approach to the evaluation of participatory museum research projects     

Jane Seale  Helena Garcia Carrizosa  Jonathan Rix  Kieron Sheehy  Simon Hayhoe 《International Journal of Research & Method in Education》2021,44(1):20-40

ABSTRACT

In this paper, we will describe, justify and critique a participatory approach that we have developed in order to evaluate the success of a participatory research project that was exploring ways of making museum learning experiences more inclusive for adults who have a diverse range of access preferences. Because we were researching in a unique space at the intersection of inclusive museum education, inclusive technologies and participatory research, we have needed to develop an original evaluation approach, informed by methods and frameworks derived from other fields. We present examples of the kind of evaluation information that the framework elicited and use this as a basis to critique the strengths and weaknesses of the framework. Our experience of using creative methods for eliciting evaluation data suggest that useful information about participation can be revealed but that further improvements can be made in order to make the research experience more participatory.  相似文献   

Reversal from blocking in humans as a result of posttraining extinction of the blocking stimulus     

Francisco Arcediano  Martha Escobar  Helena Matute 《Learning & behavior》2001,29(4):354-366

In a blocking procedure, conditioned stimulus (CS) A is paired with the unconditioned stimulus (US) in Phase 1, and a compound of CSs A and X is then paired with the US in Phase 2. The usual result of such a treatment is that X elicits less conditioned responding than if the A-US pairings of Phase 1 had not occurred. Obtaining blocking with human participants has proven difficult, especially if a behavioral task is used or if the control group experiences reinforcement of a CS different from the blocking CS in Phase 1. In the present series, in which human participants and a behavioral measure of learning were used, we provide evidence of blocking, using the above described control condition. Most important, we demonstrate that extinction of the blocking CS (A) following blocking treatment reverses the blocking deficit (i.e., increases responding to X). These results are at odds with traditional associative theories of learning, but they support current associative theories that predict that posttraining manipulations of the competing stimulus can result in a reversal of stimulus competition phenomena.  相似文献   

Supporting and constraining factors in the development of university teaching experienced by teachers     

Päivikki Jääskelä  Päivi Häkkinen  Helena Rasku-Puttonen 《Teaching in Higher Education》2017,22(6):655-671

Higher education calls for reform, but deeper knowledge about the prerequisites for teaching development and pedagogical change is missing. In this study, 51 university teachers’ experiences of supportive or constraining factors in teaching development were investigated in the context of Finland’s multidisciplinary network. The findings reveal that the supportive factors in teaching development arise from the nature of the development itself, i.e. from the teachers’ opportunities to act as active agents in an authentic development process. Furthermore, the circumstances of the development also play essential roles (both constraining and supportive) in teaching development. Such support, at its best, will come when teachers and others view teaching development in the university context as being valuable and rewarding, and when teachers are encouraged by management and are supplemented with the necessary equipment, tools, and networks they need to do their job. Increasing interaction between the institutional levels can make educational development successful.  相似文献   

Which students need accommodations the most,and to what extent are their needs met by regular upper secondary school? A cross-sectional study among students with special educational needs     

Moa Yngve  Helene Lidström  Elin Ekbladh  Helena Hemmingsson 《欧洲特需教育杂志》2019,34(3):327-341

The aim of this study was twofold: (1) to identify factors associated with a high level of accommodation needs in school activities among students with special educational needs (SEN) in regular upper secondary education; and (2) to investigate the extent to which schools have met students’ perceived accommodation needs. Accommodation needs and their provision in school activities were assessed with the School Setting Interview for 484 students with SEN. Students’ mean age was 17.3 years and 50% did not have a diagnosis. A logistic regression analysis revealed that a high level of school absence, studying a vocational programme, and a neuropsychiatric disorder were associated with a high level of accommodation needs. In the majority of school activities, about 50% of students had not received any accommodation despite an experienced need for support. About 30% of students perceived a need for support even though they had been provided with accommodations, and around 25% stated they were satisfied with received accommodations. Regular upper secondary school students with SEN are insufficiently provided with accommodations to satisfactorily participate in education. Specific student characteristics, e.g. high level of school absence, should receive special attention when investigating and accommodating students’ needs for support in school activities.  相似文献   

Student variables in the evaluation of mediated learning environments     

Laura Helena Porras‐Hernandez 《Distance Education》2000,21(2):385-405

This paper discusses the results of the student dimension in an evaluation applied to an educational teleconferencing system in a Mexican higher education institution. Traditionally, this institution has gained prestige for its face‐to‐face programs, and students are not used to mediated or distance learning. Courses offered through this system are based on a pedagogical model which emphasises the active role of the learner. Therefore, student variables such as perceptions of the self, and self‐regulatory processes become key components in this learning environment. Conclusions here presented correspond to: (i) students’ expectations; (ii) perceptions of efficacy for self‐regulated learning, and perceptions of the course, and of the teacher's and learner's work.

Results indicate students’ expectations focus on ‘learning more than in face‐to‐face situations’, followed by ‘using technology’, and ‘having freedom and initiative’. Perceptions of efficacy for self‐regulated learning were high overall. Nevertheless, analyses of individual items indicate specific areas requiring improvement. Qualitative data on perceptions of the course, and teachers’ and learners’ work suggest that these courses are more demanding than the face‐to‐face ones they are taking. Students’ responses include attitudinal and cognitive adjustments needed for these learning environments. These results have led to improvements, which are presently being applied. The importance of considering these student variables in evaluations of mediated learning environments is discussed.  相似文献   

Critical Thinking in Preservice Teachers: A Rubric for Evaluating Argumentation and Statistical Reasoning     

Helena P. Osana  Jennifer R. Seymour 《Educational Research and Evaluation》2013,19(4-6):473-498

The authors implemented a cognitive apprenticeship learning community (Collins, Brown, & Newman, 1989) in a class of preservice teachers at the University of Missouri - Columbia to enhance their argumentation and critical thinking skills about complex, educational problems. A detailed rubric based on the literature in argumentation and scientific reasoning was developed to evaluate the students' performance before and after the intervention. The rubric was designed to measure students' (a) conceptions and use of evidence, (b) notions about research and its applicability in evaluating complex social problems, and (c) ability to consider alternative perspectives. This article describes the intervention, the theoretical underpinnings of the rubric, and the use of the rubric in measuring the development of critical thinking in a group of preservice teachers. Strengths and weaknesses of the rubric are outlined and avenues for future research are discussed.  相似文献   

Interactive effects of the probability of the cue and the probability of the outcome on the overestimation of null contingency     

Fernando Blanco  Helena Matute  Miguel A. Vadillo 《Learning & behavior》2013,41(4):333-340

Overestimations of null contingencies between a cue, C, and an outcome, O, are widely reported effects that can arise for multiple reasons. For instance, a high probability of the cue, P(C), and a high probability of the outcome, P(O), are conditions that promote such overestimations. In two experiments, participants were asked to judge the contingency between a cue and an outcome. Both P(C) and P(O) were given extreme values (high and low) in a factorial design, while maintaining the contingency between the two events at zero. While we were able to observe main effects of the probability of each event, our experiments showed that the cue- and outcome-density biases interacted such that a high probability of the two stimuli enhanced the overestimation beyond the effects observed when only one of the two events was frequent. This evidence can be used to better understand certain societal issues, such as belief in pseudoscience, that can be the result of overestimations of null contingencies in high-P(C) or high-P(O) situations.  相似文献