The Importance of Language Strategy in Simple Arithmetic     

Edith Mägiste 《教育心理学》1982,2(2):159-166

Students who seemingly are about equally adept at two languages differ considerably in their language strategy in mental arithmetic. The present findings suggest that language strategy has an important effect on simple arithmetical performance, affecting the mean reaction time of responses, the frequency of errors, and the experience of difficulty. Bilinguals who retrospectively reported a single language strategy during task performance showed a clear tendency for faster response times, fewer errors, and less perceived difficulty than bilinguals who used their two languages simultaneously or interchangeably. The degree of interference that occurs seems to depend on individual strategies and can be held to a minimum if the domains of use are clearly defined.

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Socioscientific issues via controversy mapping: bringing actor-network theory into the science classroom with digital technology     

Mark Elam  Anne Solli  Åsa Mäkitalo 《Discourse: Studies in the Cultural Politics of Education》2019,40(1):61-77

ABSTRACT

What are the current challenges and opportunities for bringing actor-network theory (ANT) into issues-based science education? This article discusses experiences gained from introducing an educational version of ANT deploying digital technology into an upper secondary school science class. This teaching innovation, called controversy mapping, has been pioneered in different contexts of higher education before being adapted to school education. Experimenting with controversy mapping in a Swedish science class raised both conceptual and practical issues. These centre on: (1) how ANT-inspired controversy mapping redesigns the citizenship training enacted by institutionalized approaches to issues-based education as socioscientific issues (SSI); (2) how controversy mapping reconfigures the interdisciplinarity of issues-based science education; and (3) how controversy mapping displaces scientific literacy and knowledge of the nature of science as guiding concerns for teaching in favour of new preoccupations with digital literacy and digital tools and methods as contemporary infrastructures of free and open inquiry.  相似文献   

What do second-order judgments tell us about low-performing students’ metacognitive awareness?     

Eva S. Fritzsche  Marion Händel  Stephan Kröner 《Metacognition and Learning》2018,13(2):159-177

According to the unskilled and unaware effect (Kruger and Dunning 1999), low-performing students tend to overestimate their performance. Differentiating the assessment of metacognitive judgments into performance judgments (PJs) and second-order judgments (SOJs), PJs of low-performing students tend to be inflated, while their SOJs are usually lower than those of high-performing students (Händel and Fritzsche 2016; Miller and Geraci 2011). This suggests some level of awareness. The present study investigated whether low-performers’ lower SOJs actually indicate metacognitive awareness. We studied SOJs after adequate and inadequate PJs, and investigated whether low-performers’ lower SOJs are made by default or whether their lower SOJs differ in a similar magnitude compared to those of high-performers (indicating metacognitive awareness). We address this issue by disentangling student and item effects via generalized linear mixed models. Reanalyzing the data of Händel and Fritzsche (2016) from N?=?116 students, we found that SOJs depended on the students who provided the SOJ and on the items on which the SOJ was made. Overall, SOJs depended on the PJs and on the interaction of performance and PJs, but not on the performance itself. Separate analyses for students of different performance levels revealed that low-performing students showed less awareness, indicated by a non-significant interaction effect of performance and PJs. Thus, it takes mixed models to tell the whole story of low-performing students’ lower SOJs.  相似文献   

Work experience in relation to study pace and thesis grade: investigating the mediating role of student learning     

Tarja Tuononen  Anna Parpala  Markus Mattsson  Sari Lindblom-Ylänne 《Higher Education》2016,72(1):41-58

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Erben,Michael (ed.). 1998. Biography and Education: A Reader. London: Falmer Press.     

Antikainen  Ari 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,46(3-4):352-353

International Review of Education -  相似文献   

Editorial     

Ulrich Jäger 《Wiener klinische Wochenschrift Education》2007,2(2):57-57

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The effects of socio-scientific issue based inquiry learning on pupils’ representations of landscape     

Sirpa Kärkkäinen  Tuula Keinonen  Jari Kukkonen  Seija Juntunen  Ilkka Ratinen 《Environmental Education Research》2017,23(8):1072-1087

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Bias hypotheses under scrutiny: investigating the validity of student assessment of university teaching by means of external observer ratings     

Elisabeth Fischer  Martin Hänze 《Assessment & Evaluation in Higher Education》2019,44(5):772-786

To advance the discussion on the validity of student evaluations of university teaching, student ratings of two teaching dimensions – student involvement and rapport – were compared with corresponding observer ratings. Seven potential bias variables were tested with regard to their impact on the students’ teaching assessment: three teacher characteristics (first impression, enthusiasm, humour) and four student characteristics (prior interest, expected grades, study experience, class attendance). Bias was defined as an impediment of the students’ assessment of teaching on course level. By means of bivariate correlations with course averages and two-level latent moderated structural equations, data of 1,716 students in 80 courses were analysed. Results showed that all three teacher characteristics were genuinely connected to rapport, and even explained variance of the student-rated variable when controlling for observer-rated rapport. The assessment of student involvement was not modified by the teacher characteristics except for teacher enthusiasm, which affected the student evaluation when controlling for observed involvement and, moreover, moderated the relation between the observed and the student-rated variable. For the examined student characteristics, no biasing effects were found – neither on rapport nor on student involvement.  相似文献   

Exploring temporal sequences of regulatory phases and associated interactions in low- and high-challenge collaborative learning sessions     

Márta Sobocinski  Jonna Malmberg  Sanna Järvelä 《Metacognition and Learning》2017,12(2):275-294

Investigating the temporal order of regulatory processes can explain in more detail the mechanisms behind success or lack of success during collaborative learning. The aim of this study is to explore the differences between high- and low-challenge collaborative learning sessions. This is achieved through examining how the three phases of self-regulated learning occur in a collaborative setting and the types of interaction associated with these phases. The participants were teacher training students (N?=?44), who worked in groups on a complex task related to didactics of mathematics during 6 weeks. The participants were instructed to use an application that was designed to increase awareness of the cognitive, motivational and emotional challenges the group might face. Based on the application’s log files, the sessions were categorized into low- and high-challenge sessions. The video data from each session were coded based on the self-regulation phases and the types of interaction. The frequencies of the phases and the types of interaction were calculated for each session, and process discovery methods were applied using the heuristic miner algorithm. The results show no significant differences between the sessions in the frequency of phases. However, the process models of the two sessions were different: in the high-challenge sessions, the groups switched between the forethought and performance phases more. In conclusion, the regulation phases and types of interaction that contribute to successful collaboration differ in high- and low challenge sessions and support for regulated learning is needed especially at the middle of the learning process.  相似文献   

Piagetian controversies,cognitive competence,and assumptions about human communication     

Roger Säljö 《Educational Psychology Review》1991,3(2):117-126

This article is a comment on Ed Elbers' analysis of the debate between R. Gelman and R. Siegler on the development of fundamental counting competencies. An attempt is made to characterize some aspects of the theoretical positions of Gelman and Siegler. It is argued that the tendency to reduce human cognitive performance to an issue of either the application of preformed competencies of various kinds, or, alternatively, of the use of domain specific knowledge, hampers our understanding of cognitive growth and the mastery of intellectual tools. The alternative offered is that all human activity—including what takes place in the experiment — should be seen as socially and culturally situated, and that our focus should be on understanding the resources—mental as well as practical—that people draw on when solving problems.  相似文献