The harmful aspect of teacher conditional support on students’ self-perception of school competence     

Marine Hascoët  Pascal Pansu  Thèrèse Bouffard  Nadia Leroy 《European Journal of Psychology of Education - EJPE》2018,33(4):615-628

When children perceive a conditional support, they only feel loved and encouraged for their ability to meet others’ standards. This may lead them to develop high sensitivity to errors and anxiety and low perception of competence. In this study, we examined the relationship between the perceived conditional support from teacher and children’s self-perception of school competence. We tested the mediating effect of sensitivity to errors and test anxiety in the relationship between teacher conditional support and children’s perception of school competence. Participants were 524 elementary school students (aged 9–10 years). The results showed that the greater the extent to which the children perceived conditional support from their teacher, the lower their self-perceived scholastic competence. They also confirm that this relationship was mediated by sensitivity to errors and test anxiety.  相似文献   

Learning Gene Expression Through Modelling and Argumentation     

Blanca Puig  Noa Ageitos  María Pilar Jiménez-Aleixandre 《Science & Education》2017,26(10):1193-1222

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   

The impact of image characteristics on written naming in adults     

Bonin  Patrick  Méot  Alain  Laroche  Betty  Bugaiska  Aurélia  Perret  Cyril 《Reading and writing》2019,32(1):13-31

The present study was aimed at investigating whether and how image characteristics influence written naming performance in adults. In three different sessions, participants had to quickly write down the names of pictured objects on a graphic tablet. Across sessions, the picture format was different, but the to-be-named objects were the same: There were black-and-white pictures (Snodgrass & Vanderwart’s [SV] 1980 drawings), grayscale and colored pictures of the SV drawings as provided by Rossion and Pourtois (2004). Linear-mixed models (LMM) were used to analyze written latencies. The main findings were the following: (1) Colorized pictures yielded shorter written naming latencies than line drawings with the grayscale pictures being situated between the two; (2) Both within- and between-picture format LMM revealed reliable effects of name agreement, objective word frequency, frequency trajectory (the effect was marginal in the grayscale condition), and imageability on written latencies. The influence of image agreement was, however, less stable (reliable only in the colorized condition in the within-picture format LMM analysis; significant with both line drawings and their colorized version only in the between-picture format LMM analysis); (3) None of the interactions with picture format reached significance except the interaction of Image agreement with Picture format. In line with Bonin, Roux, Barry, & Canell (2012b), the findings support a limited-cascading account of written word production.

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Etude en temps réel de la production eEcrite chez des enfants de sept et huit ans     

Jean-Noël Foulin  Michel Fayol 《European Journal of Psychology of Education - EJPE》1988,3(4):461-475

The aim of this research is to study on-line written production in children. Twelve seven year old children and twelve eight year old children were asked to compose two texts (a narrative and a report). They were filmed as they wrote in order to investigate the temporal caracteristics of their composition (pauses, rates…). The results show three main findings:

- the rates increases from seven to eight year old.

- pauses times varied according to the syntactic organisation of the next sentence.

- longer pause times are localized after punctuation marks and before connective.

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Early intervention using simultaneous communication with deaf infants: the effect on communication development     

M T Greenberg  R Calderon  C Kusché 《Child development》1984,55(2):607-616

This report presents findings on an independent evaluation of an early intervention program for severely and profoundly deaf children. Located in Vancouver, British Columbia, this comprehensive program served families with children under age 3. The evaluation included comparison with a matched sample of deaf children without intervention. Included were a developmental assessment and videotape of linguistic and social interactions. Results indicated more developmentally mature communication and higher-quality interaction in families who had received intervention.  相似文献   

Strategic competence: Applying Siegler’s theoretical and methodological framework to the domain of simple addition     

Joke Torbeyns  Lieven Verschaffel  Pol Ghesquière 《European Journal of Psychology of Education - EJPE》2002,17(3):275-291

In this study we investigated the variability, frequency, efficiency, and adaptiveness of young children’s strategy use in the domain of simple addition by means of the choice/no-choice method. Seventy-seven beginning second-graders, divided in 3 groups according to general mathematical ability, solved a series of 25 simple additions in 3 different conditions. In the first condition, children could choose whatever strategy they wanted to solve each problem. In the second and third condition, the same children had to solve all problems with one particular strategy, respectively adding up to 10 and retrieval. The results demonstrate that second-graders as a whole choose adaptively between retrieval, decomposition, and counting strategies when solving simple additions, and that they use these strategies neither equally frequently nor equally efficiently. Furthermore, our results indicate that children with different mathematical ability use generally the same strategies to solve these problems, but differ in the frequency, accuracy and adaptiveness with which they apply these strategies. Finally, this study documents the value of the choice/no-choice method to assess the adaptiveness of young children’s strategy use in the domain of early arithmetic.  相似文献   

Type and degree of co-occurrence of the educational communication in a community of inquiry*     

Elba Gutiérrez-Santiuste  María-Jesús Gallego-Arrufat 《Interactive Learning Environments》2017,25(1):62-71

The study analyzes the type and quantity of co-occurrence of social, cognitive, and teaching presence in a Community of Inquiry (CoI). Content analysis of the virtual educational communication shows units of analysis that must be assigned to more than one category. By crossing the categories of the CoI model, we observe that Social Presence is involved in all of the crossings and that graphic, linguistic, and paralinguistic elements change the meaning of the communication in the social, cognitive, and teaching interaction. We demonstrate the communicative richness of the educational encounters in which Social Presence interacts with the other elements and draw conclusions about the importance of support for communication in virtual communication. We stress the need to analyze co-occurrences to achieve a full analysis of computer-mediated communication.  相似文献   

The Five-Factor Model personality assessment for improved student design team performance     

Madara Ogot  Gül E. Okudan 《European Journal of Engineering Education》2006,31(5):517-529

Researchers have long noted the correlation of various personality traits and team performance. Studies relating aggregate team personality traits to team performance are scattered in the literature and may not always be relevant to engineering design teams. This paper synthesizes the results from applicable Five-Factor Model (FFM)-based personality studies related to engineering design team performance, into a form that can be readily used by non-experts—engineering faculty and students. In addition, an approach is presented where aggregate data is visually presented to recognize patterns that correspond to strength and existence of personality traits within the team as measured by the FFM model while maintaining student confidentiality. With this approach, identification of team strengths and weaknesses stemming from the personality trait distribution is simplified. An assessment of the usability of the approach—completed in two first-year engineering courses—is presented to demonstrate its potential.  相似文献   

Understanding the Idea of Chemical Elements and Their Periodic Classification in Spanish Students Aged 16–18 Years     

Antonio-Joaquín Franco-Mariscal  José María Oliva-Martínez  M. L. Almoraima Gil 《International Journal of Science and Mathematics Education》2016,14(5):885-906

The work reported here involved a comparative study regarding the understanding that high school students (16–18 years) have of the concept of chemical elements and their periodic classification. More specifically, the level of knowledge on this topic was compared before and after the completion of baccalaureate studies in a sample of Spanish students. In order to achieve this goal, a questionnaire was developed that included 14 items in an open format, through which various aspects of the students’ understanding of the idea of chemical element and their periodic classification were assessed. In addition, the application of this knowledge to interpret and predict the behaviour and properties of elements and to carry out calculations on the atomic composition of the elements was evaluated. Aspects concerning the acquisition of scientific knowledge, the application of knowledge to different contexts and situations, and the use of scientific evidence to draw conclusions and knowledge about the nature and history of science were evaluated. The questionnaire was previously validated with a large group of students. The results of this study show that improvements occur primarily in addressing higher level cognitive questions (analysis, synthesis and evaluation) in comparison to the lower level tasks (capacity for retention, understanding or direct application of learning). In addition, students who start high school have a very limited understanding of the ideas behind the Periodic Table of the chemical elements and that their lack of understanding, to a large extent, remains upon completion of the baccalaureate. These results suggest that there are real difficulties in understanding this topic and show the limited influence of the studies completed in high school.  相似文献   

Implementing the flipped classroom: an exploration of study behaviour and student performance     

Anja J. Boevé  Rob R. Meijer  Roel J. Bosker  Jorien Vugteveen  Rink Hoekstra  Casper J. Albers 《Higher Education》2017,74(6):1015-1032

The flipped classroom is becoming more popular as a means to support student learning in higher education by requiring students to prepare before lectures and actively engaging students during lectures. While some research has been conducted into student performance in the flipped classroom, students’ study behaviour throughout a flipped course has not been investigated. This study explored students’ study behaviour throughout a flipped and a regular course by means of bi-weekly diaries. Furthermore, student references to their learning regulation were explored in course evaluations. Results from the diaries showed that students’ study behaviour in the flipped course did not appear to be very different from that of students in a regular course. Furthermore, study behaviour did not appear strongly related to student performance in both the flipped and the regular course. Exploration of student references to their learning regulation in the course evaluations showed that some students experienced the flipped course design as intended to support their learning process. Other students, however, demonstrated resistance to changing their study behaviour even though changing study behaviour is expected in order to benefit from the flipped classroom. Further research on the relationship between students’ learning regulation and actual study behaviour and course results is necessary to understand when and why implementing the flipped classroom is successful. Recommendations that may help more effective flipped classroom implementation include considering the prior history between students and instructor(s), the broader curriculum context, and frequent expectation communication especially with large numbers of students and non-mandatory lecture attendance.  相似文献