A teachable-agent-based game affording collaboration and competition: evaluating math comprehension and motivation     

Lena Pareto  Magnus Haake  Paulina Lindstr?m  Bj?rn Sj?dén  Agneta Gulz 《Educational technology research and development : ETR & D》2012,60(5):723-751

This paper presents an educational game in mathematics based on an apprenticeship model using a teachable agent, as well as an evaluative study of how the game affects (1) conceptual understanding and (2) attitudes towards mathematics. In addition, we discuss how collaborative and competitive affordances of the game may affect understanding and motivation. 19 students played the game in pairs once a week during math lessons for 7?weeks (the game-playing group) while another 19 students followed the regular curriculum (the control group). Math comprehension scores increased significantly for the game-playing group but not the control group (p?<?0.05). However, there was no significant difference in attitude change between the two groups. Post hoc analyses indicated that game-playing primarily affected students?? confidence in explaining math to a peer, but not their enjoyment of doing so. Collaborative and competitive activities seem to carry a strong motivational influence for students to play the game.  相似文献   

The effect of directive tutor guidance in problem-based learning of statistics on students’ perceptions and achievement   总被引：1，自引：0，他引：1  

Luc Budé  Tjaart Imbos  Margaretha W. J. v. d. Wiel  Nick J. Broers  Martijn P. F. Berger 《Higher Education》2009,57(1):23-36

In this study directive tutor guidance in problem-based learning (PBL) of statistics is investigated. In a quasi experiment in an educational setting, directive guiding tutors were compared with tutors in a more traditional role. Results showed that the subjective perceptions of the students with regard to the course, the tutor, and the discussions in the tutorial meetings were more positive in the guided condition. The quality of the problems used in the meetings and general tutor functioning were evaluated as equal in both conditions. Achievement was marginally higher in the guided condition. It can be concluded that directive tutor guidance is an effective addition to PBL of statistics.  相似文献   

The Concept of Metamorphosis and its Metaphors     

Catherine Bruguière  Olivier Perru  Frédéric Charles 《Science & Education》2018,27(1-2):113-132

The article examines a number of links between the metaphorical uses of the concept of metamorphosis in literature and the various changes of the meaning of the concept that took place at the beginning of the modern scientific age between the 17th and 19th centuries, a period during which the notion of metamorphosis resurfaced in conflict with evolutionist thinking. We present the extent to which the concept of animal metamorphosis, the object of multiple redefinitions over the course of this historical period, became the vector of a very strong metaphorical meaning, which emerged in the literature of the period and survives to this day in certain children’s storybooks belonging to what we term the genre of “realistic fiction”. We intend, from a pedagogical standpoint, to identify which specific attributes of these metaphors exist in those storybooks, and to gauge the extent to which those attributes contradict the scientific characteristics and fictional representations of the concept of metamorphosis.  相似文献   

Mothers’ and Fathers’ Autonomy-Supportive and Controlling Behaviors: An Analysis of Interparental Contributions     

Frédéric Guay  Catherine F. Ratelle  Stéphane Duchesne  Pascale Dubois 《Parenting, science and practice》2018,18(1):45-65

Objective. The goal of this study was to examine how mothers and fathers contribute to each other’s autonomy supportive and controlling behaviors toward their child. Design. The participants were heterosexual parental dyads from two prospective studies (Study 1, n = 289; Study 2, n = 202). Mothers and fathers completed questionnaires assessing their autonomy supportive and controlling behaviors toward their adolescent child. Results. In both studies, results from structural equation modeling revealed reciprocal partner effects where mothers’ autonomy support at Time 1 predicted fathers’ autonomy support at Time 2, and fathers’ autonomy support at Time 1 predicted mothers’ autonomy support at Time 2. Reciprocal partner effects were also observed for controlling behaviors. These reciprocal relations were not statistically different across mothers and fathers. Conclusions. These results provide support for interparental contributions regarding autonomy supportive and controlling parenting behaviors. Mothers and fathers should thus be aware that their parenting behaviors can be influenced by each other, including both positive and negative parenting behaviors.  相似文献   

School–LEA Partnerships: recipe for success or chimera?     

Nigel?BennettEmail author  Lesley?Anderson 《Journal of Educational Change》2005,6(1):29-50

  相似文献   

Exploring French adolescents’ and adults’ comprehension of the greenhouse effect     

Sören Frappart  Mylène Moine  Saïd Jmel  Olga Megalakaki 《Environmental Education Research》2018,24(3):378-405

The aim of the present study was to gain an insight into French young people’s conceptual development regarding the greenhouse effect. Because this effect cannot be directly manipulated, we can assume that its conceptualization is mainly shaped through the sharing of information. Eighty French students from Grade Seven through to adulthood responded to statements in a questionnaire on the greenhouse effect’s causes, consequences and solutions. Unlike in previous studies, participants were asked to justify their choices, as some of the statements were quite complex. Results showed that performances improved with grade, mainly between Grade Nine and adulthood, although participants continued to have a weaker grasp of the causes of the greenhouse effect than of its consequences and solutions. Participants’ justifications also showed that they misunderstood some of the statements.  相似文献   

COVID-19 causes unprecedented educational disruption: Is there a road towards a new normal?     

d’Orville  Hans 《Prospects》2020,49(1-2):11-15

PROSPECTS - COVID-19 confronts the education system with a new and massive crisis. What should a “new normal” look like for future generations? How can countries use the innovativeness...  相似文献   

Research on mathematics teachers as partners in task design     

Keith?JonesEmail author  Birgit?PepinEmail author 《Journal of Mathematics Teacher Education》2016,19(2-3):105-121

Mathematical tasks and tools, including tasks in the form of digital tools, are key resources in mathematics teaching and in mathematics teacher education. Even so, the ‘design’ of mathematical tasks is perceived in different ways: sometimes seen as something distinct from the teaching and learning process, and sometimes as integral to it. Whilst task design has often been carried out by designers or mathematicians (perhaps as textbook authors), the focus for this review article is research that has involved mathematics teachers as partners in the design of tasks. The article provides a state-of-the-art review of relevant literature and is presented under three headings that consider, in turn, the role of mathematical ‘tasks’; the nature of ‘task design’; and the notion of ‘partnerships for task design’ in mathematics education. Subsequently, we present current research that is providing new insights into tasks, task design, and task design partnership. Based on this, we argue that ‘task design’ needs to pay particular attention to what to design, which tools are necessary or beneficial, and under what conditions; digital tools and task resources offer particular affordances that traditional resources cannot provide; and not only do teachers benefit from being partners in task design (in terms of their professional learning) but without their involvement some aspects of task design would most likely be neglected.  相似文献   

魏晋南北朝时期的<诗经>审视     

佘斯大  陆理原 《华中师范大学学报(人文社会科学版)》2003,42(4):107-110,133

魏晋南北朝时期是《诗经》研究史上一个成果繁夥的时期，不仅在经学方面有所进展，更为重要的是在文学方面的审视已进入了一个自觉阶段，特别注重其文学上的抒情特点．而不再过分地强调秦汉时的“诗言志”，从而揭开《诗经》研究的新的一页。本文是从经学家、文学批评家以及其他三个方面人群的审视角度进行论述的。  相似文献   

Mental Models of Text and Film: a multidimensional scaling analysis     

Jack A. Rowell  Peter d. Moss 《教育心理学》1986,6(4):321-333

Abstract Following a brief review of research using multidimensional scaling as a measure of literary perception, it is proposed that the technique provides one possible route to an illumination of Bransford & Johnson's (1973) idea that when people understand a text they create a model within which events described in the text might reasonably occur. Two hypotheses are proposed and tested. First, that models are constructed, in memory, of the inter‐relationships and cross‐relationships of character attributions made in accordance with those themes understood in reading a piece of work of novel length. Secondly, that similar models are constructed from viewing a feature length film. Orwell's (1945) Animal Farm, the book and the film (Halas & Bachelor, 1955), were selected as content because of their known distinctive structures. Results support both hypotheses. They also support the earlier work of Bisanz (Bisanz, La Porte, Vesonder & Voss, 1978) concerning the validity of multidimensional scaling for representing mental organisations of the thematic structure of short stories, extending their results to the reading and viewing, respectively, of a novel length book and film. Two related issues concerning the possible effects of medium of communication on modelling and the educational implications of modelling are discussed.  相似文献