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991.
Developing technical expertise in secondary technical schools: The effect of 4C/ID learning environments 总被引:1,自引:0,他引:1
In this study, the effectiveness of learning environments, developed in line with the specifications of the four components
instructional design model (4C/ID model) and the additional effect of ICT for fostering the development of technical expertise
in traditional Ghanaian classrooms, was assessed. The study had a one-by-one-by-two pretest–posttest quasi-experimental design.
Three functionally equivalent classes of students from three similar (secondary technical) schools were randomly exposed to
three different treatments. The sample consisted of 129 students. The treatment groups consisted of one control group with
a regular method of teaching and two experimental groups: a 4C/ID learning environment with ICT; and a 4C/ID learning environment
without ICT. The content for the treatments was selected from the secondary technical education syllabus. Technical teachers
were trained to implement the interventions. After the pilot study, the materials were validated by experts and revised. Teachers
were retrained. The main study, consisting of six sessions, was conducted in regular classrooms in three schools. Results
indicated that a 4C/ID learning environment promotes the development of technical expertise in secondary technical education
better than teaching designed in line with a regular method of teaching. Moreover, results reveal no significant difference
in learning gains for the 4C/ID learning environment between the group with ICT and the group without ICT. In the final section,
the theoretical, research and practical implications of the results for the instructional design and technology community
as well as for educational practice, are discussed. 相似文献
992.
Although there is a common understanding of instructional sensitivity, it lacks a common operationalization. Various approaches have been proposed, some focusing on item responses, others on test scores. As approaches often do not produce consistent results, previous research has created the impression that approaches to instructional sensitivity are noticeably fragmented. To counter this impression, we present an item response theory–based framework that can help us to understand similarities and differences between existing approaches. Using empirical data for illustration, this article identifies three perspectives on instructional sensitivity: One perspective views instructional sensitivity as the capacity to detect differences in students' stages of learning across points of time. A second perspective treats instructional sensitivity as the capacity to detect differences between groups that have received different instruction. For a third perspective, the previous two are combined to consider differences between both time points and groups. We discuss linking sensitivity indices to measures of instruction. 相似文献
993.
As teachers' knowledge determines to a large extent how they respond to educational innovation, it is necessary for innovators
to take this knowledge into account when implementing educational changes. This study aimed at identifying patterns in the
content and the structure of science teachers' knowledge, at a point in time when they still had little experience in teaching
a new subject, that is, Public Understanding of Science. We investigated three domains of teacher knowledge: Teachers' pedagogical
content knowledge (PCK), subject-matter knowledge, and general pedagogical knowledge. A semi-structured interview and a questionnaire
were used. From the analysis of the data, two types of teacher knowledge emerged. One of the types was more integrated and
more extended in terms of PCK. Teachers who represented this type of knowledge had developed PCK that connected the various
programme domains of the new science subject. In both types, PCK was found to be consistent with general pedagogical knowledge.
In both types, however, subject-matter knowledge was similar, and not directly related to the other knowledge domains. Implications
for the implementation of the new subject are discussed. 相似文献
994.
995.
Monika L. Louws Jacobiene A. Meirink Klaas van Veen Jan H. van Driel 《Teachers and Teaching》2018,24(1):63-80
In the day-to-day workplace teachers direct their own learning, but little is known about what drives their decisions about what they would like to learn. These decisions are assumed to be influenced by teachers’ current professional concerns. Also, teachers in different professional life phases have different reasons for engaging in professional learning. In this study, we explored the professional concerns underlying teachers’ learning goals in order to understand variation in professional learning over a teacher’s career. In this qualitative study, we administered a semi-structured interview and a card sorting task to 15 secondary school teachers to elicit teachers’ learning goals and current professional concerns. By conceptually combining teachers’ learning goals with professional concerns in concern-goal pairs, we sought to understand the different reasons for teachers’ learning. These concern-goal pairs were characterized in three different types of reasons: continuous, growth and improvement, and work-management. The results showed that early career teachers have mainly growth and improvement concerns, whereas mid- and late-career teachers have both continuous and growth and improvement concerns. Work-management concerns differ for early- and late-career teachers. Results are further discussed in terms of professional life phase models and teachers’ developmental tasks throughout their career. 相似文献
996.
Assessment of Cognitive Load in Multimedia Learning with Dual-Task Methodology: Auditory Load and Modality Effects 总被引:2,自引:2,他引:2
Using cognitive load theory and cognitivetheory of multimedia learning as a framework,we conducted two within-subject experimentswith 10 participants each in order toinvestigate (1) if the audiovisual presentationof verbal and pictorial learning materialswould lead to a higher demand on phonologicalcognitive capacities than the visual-onlypresentation of the same material, and (2) ifadding seductive background music to anaudiovisual information presentation wouldincrease the phonological cognitive load. Weemployed the dual-task methodology in order toachieve a direct measurement of cognitive loadin the phonological system. In bothexperiments, the modality effect could beconfirmed in the patterns of secondary taskperformance and in the primary learning task. 相似文献
997.
Leda Kamenopoulou Jorun Buli-Holmberg Jan Siska 《International Journal of Inclusive Education》2016,20(7):743-755
In this article we explore the perspectives of a group of teaching professionals starting a post-graduate master's programme on inclusive and special education. Set in the current context of growing interest over the preparation of teachers for inclusive education worldwide, this exploration is part of research that looks more broadly at the impact of the programme on students. In this paper we set the context of the study and present results focusing on students’ pre-understanding of the concepts ‘inclusive’ and ‘special education’, as well as their reasons for choosing the programme and expected learning outcomes. Quantitative and qualitative data were collected with a questionnaire administered to students at the beginning of the programme. Findings reveal that students saw the programme as a factor contributing to their ability to implement inclusive education in practice. However, it emerged that they had somewhat different understandings of what ‘inclusive education’ actually means. Implications for providers of inclusive education programmes for teachers are discussed. 相似文献
998.
Nicole Taylor Jan Wright Gabrielle O’Flynn 《The Australian Educational Researcher》2016,43(3):361-376
A National Curriculum in Health and Physical Education (HPE) has recently been developed in Australia. This new curriculum reflects, among other educational priorities, both environmental sensitivities and a commitment to the enhancement of young people’s health and wellbeing. HPE is one of the key sites in the curriculum where a focused consideration of the relationship between the environment and health is possible. However, to date no research has considered the ways that HPE teachers might recognise and negotiate these spaces. The research described in this paper addresses this gap through an analysis of semi-structured interviews with generalist primary and specialist secondary HPE teachers, drawing on a ‘narrative ethnography’ approach derived from cultural geography. This analysis highlights the consequences of the absence of a knowledge tradition that explicitly links the fields of the environment and health in HPE. Participants who were able to conceptualise environmental health almost exclusively drew on dominant neoliberal and risk discourses. At the same time, teachers’ embodied histories and affective encounters with non-human nature helped them to rupture or challenge dominant assumptions about environmental health. We argue that corporeal knowledge developed through embodied experiences has the potential to assist teachers in formulating environmental health in ways that highlight how interactions with the environment might enhance health and wellbeing. 相似文献
999.
Lindy A. Wijsman Matthijs J. Warrens Nadira Saab Jan H. van Driel P. Michiel Westenberg 《European Journal of Psychology of Education - EJPE》2016,31(4):595-612
Student performance is related to motivation to learn. As motivation generally declines during lower secondary education, one might expect performance to decline as well during this period. Though, until now, it has been unclear whether this pattern exists. In the present study, we examined student performance during the early years of secondary education from a developmental perspective. Participants were 1544 Dutch secondary school students across three grades (grades 7 to 9). To investigate student performance trends, we analysed report card grades by using hierarchical linear modelling with two levels (level 1, time point; level 2, student). Potential moderators to be examined were (1) gender, (2) school type and (3) initial level. A linear decline in report card grades from grade 7 to 9 was found for boys and girls, in all school types, and regardless of initial level. Two variables moderated the steepness of the decline: school type and initial level. Gender and school type had a main effect on performance level. The same pattern was observed for the subset of ‘core subjects’—Dutch, English and mathematics. Motivational and cognitive factors that may explain the performance decline are discussed. 相似文献
1000.
The general concern of the present article is to contribute to an understanding of the contextual determination of cognitive activities. More specifically, the focus of the empirical research reported has been to study how pupils define and deal with cognitive tasks in situations that are recognised as pedagogical in character. Within the context of their everyday mathematics teaching, 206 twelve year old primary school pupils were given work sheets containing elementary arithmetic problems. The experimental treatment consisted of introducing (through headings and instructions) pedagogical definitions of problems that were in conflict with the nature of the problems themselves. The results indicate that the predefinitions of cognitive activities typical of educational contexts have a strong impact on the way problems are dealt with. Clear differences could be discerned between groups at different achievement levels in the extent to which the cues present in pedagogical contexts were used in defining the problem. A crucial aspect of what are conventionally conceived as differences in mathematical ability seems, judging from the present results, to have more to do with the capacity to decipher ambiguous communicative situations than with the mastery of a mathematical algorithm per se. 相似文献