Computer assisted learning: an instrument to improve the quality of education?     

Michiel P. van Geloven 《The Journal of Agricultural Education and Extension》2013,19(3):77-82

Abstract

In September 1990 computer assisted learning (CAL) was introduced at the Larenstein International Agricultural College. At first, CAL was only used for remedial teaching. The use of CAL was extended in 1991 to some regular courses (statistics, economy), and some courseware has been developed for specific purposes.

Students like the use of CAL, especially in the regular courses. They appreciate the immediate feedback and the flexibility of the programmes. Teachers are also positive about this kind of instruction, because theses lessons are less tiring for them, and because it gives them more time to help students with serious problems.

It is hard to prove that exam results get better, but there are signs that CAL help to improve the quality of education. However, CAL is an educational instruments that keeps students alert, just because it is different.  相似文献   

A Review of “Logic And The Organization Of Information”     

Seth van Hooland 《Cataloging & classification quarterly》2013,51(4):443-445

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Reciprocal relationships between math self-concept and math anxiety     

Wondimu Ahmed  Alexander Minnaert  Hans Kuyper  Greetje van der Werf 《Learning and individual differences》2012,22(3):385-389

The present study examined the reciprocal relationships between self-concept and anxiety in mathematics. A sample of 495 grade 7 students (51% girls) completed self-report measures assessing self-concept and anxiety three times in a school year. Structural equation modeling was used to test a cross-lagged panel model of reciprocal effects between math self-concept and math anxiety. The analysis showed a reciprocal relationship between self-concept and anxiety in math (i.e., higher self-concept leads to lower anxiety, which in turn, leads to higher self-concept). However, the magnitude of the path from anxiety to self-concept is almost half of that from self-concept to anxiety. Overall, the results provide empirical support for the theoretical notion that math self-concept and math anxiety are reciprocally related.  相似文献   

What Can Be Learned from Computer Modeling? Comparing Expository and Modeling Approaches to Teaching Dynamic Systems Behavior     

Sylvia P. van Borkulo  Wouter R. van Joolingen  Elwin R. Savelsbergh  Ton de Jong 《Journal of Science Education and Technology》2012,21(2):267-275

Computer modeling has been widely promoted as a means to attain higher order learning outcomes. Substantiating these benefits, however, has been problematic due to a lack of proper assessment tools. In this study, we compared computer modeling with expository instruction, using a tailored assessment designed to reveal the benefits of either mode of instruction. The assessment addresses proficiency in declarative knowledge, application, construction, and evaluation. The subscales differentiate between simple and complex structure. The learning task concerns the dynamics of global warming. We found that, for complex tasks, the modeling group outperformed the expository group on declarative knowledge and on evaluating complex models and data. No differences were found with regard to the application of knowledge or the creation of models. These results confirmed that modeling and direct instruction lead to qualitatively different learning outcomes, and that these two modes of instruction cannot be compared on a single “effectiveness measure”.  相似文献   

“It’s been a wonderful life”: accounts of the interplay between structure and agency by “good” university teachers   总被引：1，自引：0，他引：1  

Brenda Leibowitz  Susan van Schalkwyk  John Ruiters  Jean Farmer  Hanelie Adendorff 《Higher Education》2012,63(3):353-365

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A cross-disciplinary approach to teaching data literacy and proportionality     

Philip Vahey  Ken Rafanan  Charles Patton  Karen Swan  Mark van ’t Hooft  Annette Kratcoski  Tina Stanford 《Educational Studies in Mathematics》2012,81(2):179-205

The Thinking with Data project (TWD) expands on current notions of data literacy by (1) focusing on proportional reasoning as key to data literacy and (2) leveraging the non-mathematics disciplines to engage students in deep thinking about the context of data and the application of proportionality. A set of four 2-week, sequential modules for cross-disciplinary implementation in seventh-grade classrooms was designed and evaluated. Using a quasi-experimental approach, we found that student data literacy was increased through the focused integration of social studies, mathematics, science, and English language arts. In this article, we describe our theoretical approach to designing and implementing the modules, report on student learning gains in mathematics, and describe teacher reactions to the materials. In sum, our study provides evidence that the TWD approach has the potential to build data literacy while also allowing students to learn core discipline-based content standards.  相似文献   

Teachers' expectations of teacher–student interaction: Complementary and distinctive expectancy patterns     

R.J. de Jong  J. van Tartwijk  N. Verloop  I. Veldman  T. Wubbels 《Teaching and Teacher Education》2012

In this study it is investigated what student responses teachers expect in particular teacher behaviour vignettes, and whether experience and gender produce differences in expectations. Teacher behaviour vignettes were presented to teachers (N = 46), who described the student responses they anticipated. Anticipated student responses were then rated on their level of control and affiliation. Results indicated teachers' expectations were indeed complementary except for hostile vignettes, where teachers expected more submissive responses than other populations. There were no significant differences as a result of experience, however, female teachers expected friendlier responses than male teachers in friendly as well as in hostile vignettes.  相似文献   

Mapping control and affiliation in teacher–student interaction with State Space Grids     

M. Tim Mainhard  Helena J.M. Pennings  Theo Wubbels  Mieke Brekelmans 《Teaching and Teacher Education》2012

This paper explores how State Space Grids (SSG), a dynamic systems research method, can be used to map teacher–student interactions from moment-to-moment and thereby to incorporate temporal aspects of interaction. Interactions in two secondary school classrooms are described in terms of level of interpersonal control and affiliation, and of variability and recurrent stable states (called “attractors”) of teacher–student interaction. Undesirable interactions appeared to feature weaker attractors and higher variability than more desirable interactions. SSGs appeared a promising way to study temporal aspects of classroom interaction, offering variability and attractors as indicators for the quality of classroom interaction.  相似文献   

The simple view of second language reading throughout the primary grades     

L Verhoeven  J van Leeuwe 《Reading and writing》2012,25(8):1805-1818

In the Simple View of Reading proposed by Hoover and Gough (1990), reading comprehension is conceived as the product of word decoding and listening comprehension. It is claimed that listening comprehension or the linguistic processes involved in the comprehension of oral language strongly constrain the process of reading comprehension. In several studies, evidence for this theoretical framework has been provided for first language learners. In the present study, an attempt was made to find empirical evidence for the same view underlying second language reading. Therefore, the word decoding and listening comprehension skills of samples of 1,293 first language (L1) learners and 394 second language (L2) learners of Dutch were related to their reading comprehension abilities throughout the primary grades. It was found that the levels of word decoding were more or less equal in the two groups of learners, whereas the L2 learners stayed behind their first L1 peers in both listening, and reading comprehension. The relationships between word decoding, listening comprehension and reading comprehension turned out to be highly comparable. A longitudinal analysis of data showed the Simple View of Reading to be equally valid for L1 and L2 learners. With progression of grade, the impact of word decoding on reading comprehension decreased, whereas the impact of listening comprehension showed an increase to the same extent in the two groups of learners. However, the reciprocity of the relationship between listening comprehension and reading comprehension tended to be less prominent in the group of L2 learners.  相似文献   

Reading Picturebooks as Literature: Four-to-Six-Year-Old Children and the Development of Literary Competence     

Coosje van der Pol 《Children‘s Literature in Education》2012,43(1):93-106

This article explores what it means to be a competent reader of picture storybooks by examining the abilities of some 4–6-year-olds, who were read stories aloud in class. Jonathan Culler’s concept of “literary competence” was used to tease out the children’s implicit knowledge of the structures and conventions that enable them to read a work of fiction as literature. From a more practical point of view, Lawrence Sipe’s class-based work, discussing picture storybooks with first and second grade children, provided some useful guidelines. This current study draws on an educational design experiment involving “literary conversation guides,” which help probe children’s understanding of such story features as character and irony.  相似文献