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91.
The purpose of this study was to investigate the effects of interactive computer-generated homework on student achievement. Of two sections of Physical Science I, one received homework via the computer; the other received printed, equivalent homework assignments. The results of this study indicate that the use of drill-and-practice computer homework minimizes differences among students with a corresponding decrease in the correlation between posttest scores and entry-level combined ACT science and mathematics scores. The results also support the basic assumption of mastery learning that appropriate instruction will decrease the relationship between aptitude and achievement. 相似文献
92.
93.
McGinn Michelle K. Roth Wolff-Michael Boutonné Sylvie Woszczyna Carolyn 《Research in Science Education》1995,25(2):163-189
This study was designed to address two purposes. First, we wanted to test working hypotheses derived from previous studies
about the transformation of individual and collective knowledge in elementary classrooms. Second, we attempted to understand
the degree to which “ownership” was an appropriate concept to understand the process of learning in science classrooms. Over
a four-month period, we collected extensive data in a Grade 6/7 classroom studying simple machines. As in our previous studies
we found that (a) conceptual and material resources were readily shared among students, and (b) tool-related practices were
appropriated as newcomers participated with more competent others (peers and teachers) in the pursuit of student-framed goals.
We also found that for discursive change (“learning”) at the classroom level to occur, it appeared more important whether
a new language game was closely related to students' previous language games than who actually proposed the new language game
(teacher or student). Implications are drawn for the design of science curricula and classroom activities.
Both pedagogy and design are still tightly bound by rationalist, symbol-manipulating, problem-solving assumptions that hold
knowledge to be a property of individuals. Pedagogy still concentrates on the individual and individual performance, even
though most work is ultimately collaborative and highly social. (Brown & Duguid, 1992, p. 171) 相似文献
94.
Psychological models of learning have been shaped by information processing models for four decades. These models have led
to teaching models based on information transfer from teachers to students. However, recent research in many fields shows
that information processing models do not account for much of human competence in everyday scientific and lay contexts. At
the same time, situated cognition models have been developed that better account for competence in widely differing situations.
The implications of situated cognition are rather different from those of information processing. Teaching and learning are
no longer conceived simply in terms of information transfer but as increasing participation in everyday practices. Conceiving
of science learning as a trajectory of increasing participation asks educators to rethink the purpose of science education
from preparing scientists to preparing citizens to participate in public enactments of science, and this entails deinstitutionalising
school science to take science beyond the classroom walls. 相似文献
95.
96.
97.
This article illustrates how teachers designed new science learningenvironments and studied teaching and learning within these environments based on their readings of research in science and technology studies conducted from a social-constructivist perspective. Examples of students science-related activities are drawn from a data corpus which includes several hundred hours of videotaped laboratory activities, audiotaped interviews, and student-produced artifacts collected over a period of five years in nearly 30 different science classes. 相似文献
98.
The Implications of Coteaching/Cogenerative Dialogue for Teacher Evaluation: Learning from Multiple Perspectives of Everyday Practice 总被引：1，自引：0，他引：1
In this article, personnel evaluation is reconceptualized in terms of coteaching, an epistemology and methodology for teaching and learning to teach that is grounded in the collective (societal) motivation of preparing the next generation of citizens. Coteaching engages all participants (teachers, student teachers, supervisors, evaluators, and researchers) in the effort of helping students to learn. Central to coteaching are cogenerative learning sessions in which those who share a classroom experience (teachers and students) collectively construct local theory with the intent of improving the learning of students. Because our studies have been conducted in urban schools, in which often the least qualified teachers end up teaching, our work is particularly relevant to improving teaching in these most needy contexts. 相似文献
99.
The final paper in this special issue of Research in Science Education is a synthesis of the articles that comprise the special issue. The main part of the article consists of a metalogue between the two authors in which we identify critical issues associated with peer review and highlight theory and practices we regard as salient to the continued improvement of science education. 相似文献
100.
Student involvement in learning: Collaboration in science for PreService elementary teachers 总被引：1，自引：0，他引：1
Conclusion The present study provided insights regarding the interactions that take place in collaborative science laboratory and regarding
the outcome of such interactions. Science laboratory experiences structured by teachers have been criticized for allowing
very little, if any, meaningful learning. However, this study showed that even structured laboratory experiments can provide
insightful experience for students when conducted in a group setting that demanded interactive participation from all its
members. The findings of the present study underscored the synergistic and supportive nature of collaborative groups. Here,
students patiently repeated explanations to support the meaning construction on the part of their slower peers and elaborated
their own understanding in the process; groups negotiated the meaning of observations and the corresponding theoretical explanations;
students developed and practiced a range of social skills necessary in today’s workplace; and off-task behavior was thwarted
by the group members motivated to work toward understanding rather than simply generating answers for task completion.
The current findings suggest an increased use of collaborative learning environments for the teaching of science to elementary
education majors. Some teachers have already made use of such settings in their laboratory teaching. However, collaborative
learning should not be limited to the laboratory only, but be extended to more traditionally structured classes. The effects
of such a switch in activity structures, increased quality of peer interaction, mastery of subject matter content, and decreased
anxiety levels could well lead to better attitudes toward science among preservice elementary school teachers and eventually
among their own students. 相似文献