Kahoot! Using a game-based approach to blended learning to support effective learning environments and student engagement in traditional lecture theatres     

Christine Elizabeth Holbrey 《Technology, Pedagogy and Education》2020,29(2):191-202

ABSTRACT

Traditional lecture theatre environments present significant challenges in higher education, in light of increasingly large and diverse student populations. This small-scale study explores how blended learning through the game-based platform Kahoot! can be used to enhance the learning experience offered to students in these spaces, from the perspective of 44 final-year primary education undergraduates. An action research approach was employed with data collected from pre- and post-lecture surveys. Findings suggest that the integration of synchronous online learning in lecture theatres presented no technical difficulties and that gaming was successful in enabling active participation and interactive learning. Students valued its competitive nature, the immediacy of feedback on their knowledge and structured opportunities for further discussion. Students reported improvements in engagement, concentration and retention, although results for the latter were more ambiguous and would benefit from further investigation.  相似文献   

What recent research on diagrams suggests about learning with rather than learning from visual representations in science     

Christine D. Tippett 《International Journal of Science Education》2016,38(5):725-746

The move from learning science from representations to learning science with representations has many potential and undocumented complexities. This thematic analysis partially explores the trends of representational uses in science instruction, examining 80 research studies on diagram use in science. These studies, published during 2000–2014, were located through searches of journal databases and books. Open coding of the studies identified 13 themes, 6 of which were identified in at least 10% of the studies: eliciting mental models, classroom-based research, multimedia principles, teaching and learning strategies, representational competence, and student agency. A shift in emphasis on learning with rather than learning from representations was evident across the three 5-year intervals considered, mirroring a pedagogical shift from science instruction as transmission of information to constructivist approaches in which learners actively negotiate understanding and construct knowledge. The themes and topics in recent research highlight areas of active interest and reveal gaps that may prove fruitful for further research, including classroom-based studies, the role of prior knowledge, and the use of eye-tracking. The results of the research included in this thematic review of the 2000–2014 literature suggest that both interpreting and constructing representations can lead to better understanding of science concepts.  相似文献   

Using interactive nonfiction narrative to enhance competence in the informed consent process with 3-year-old children     

Fiona Mayne  Christine Howitt  Léonie J. Rennie 《International Journal of Inclusive Education》2017,21(3):299-315

ABSTRACT

Ensuring young children’s competence to participate meaningfully in the informed consent process is a troublesome ethical issue. Evolving recognition of the influence of context and relationship, researcher perspective, and researcher responsibility to provide adequate support has advanced understanding of how this might be achieved. Here, we report the findings of the pilot trial of a new approach that used an ‘interactive nonfiction narrative’ to enhance young children’s capacity to provide meaningful informed consent. This innovative approach employs (re)telling strategies and technology (interactive) to convey factual information about the research (nonfiction) via a story (narrative) to promote participant understanding. Case studies of two 3-year-old boys and their mothers captured participants’ understanding of the informing and consent process. Data collection in the child’s home took place over 11 weeks and included conversations with children and semi-structured interviews with parents on three occasions, together with videos of children interacting with the informing story. We found that children understood many of the key concepts, including the research problem and how they could ‘help’ (participate). Children also understood that they could cease their participation, with one boy exercising his right to opt out towards the end of the study.  相似文献   

Games for the very young baby     

Christine Z. Cataldo 《Early Childhood Education Journal》1978,6(2):30-31

The very young infant who enters into any day care setting is more dependent on the caregiver than he or she ever will be again. The infant has not yet developed the physical and social skills with which older babies can manage to call attention to their needs. Caregivers (and parents) of young babies understand that there are several important sets of abilities an infant needs to develop before he or she evolves into the busy, sitting-up, smiling, babbling 6-month-old. The adults can, and should, provide assistance. A loving and attentive caregiver can both protect and enhance the infant's natural development by regularly engaging in the “interaction games” described here. They are designed to be fun, to combine gentle rhymes and song, and to be conducted in a cheerful, relaxed fashion. Don't “teach”—DO create a warm, friendly playtime. The best time for interaction games is when the baby and caregiver are both rested, attentive, and in good spirits. After you try it a few times, use your own judgment to determine if a particular game is successful or not. Just as you will have your favorites, different babies like different things too! Once baby and caregiver use the first games in each set, once they enjoy them and make them their own, they can go on to the next, more difficult activities. Christine Z. Cataldo coordinates research projects and teaches courses on infant education, parent programs, early intervention, and atypical young children. She consults with day care centers, nursery schools, and special programs for the very young.  相似文献   

Activity organization to enrich infant-toddler programs     

Christine Z. Cataldo 《Early Childhood Education Journal》1978,5(4):29-32

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The art of freedom in HE teacher development     

Christine Jarvis 《Teaching in Higher Education》2019,24(1):17-31

This paper considers the benefits of framing the education of Higher Education teachers as an art, and of facilitating a creative and artistic approach to teaching in Higher Education. It recognises the difficulties this poses in an international context in which Higher Education is increasingly presented as a commodity which must be standardised to provide guaranteed outcomes for students and governments. It presents the findings from a study of two cohorts of academic staff at a UK University who followed an arts-informed development programme and suggests that they and their students benefitted from the freedom to improvise and experiment. The study suggests that teachers appreciate the structure and discipline offered by the arts, as well as the opportunity to work with methods and materials outside their normal comfort zones.  相似文献   

How Tablets Are Utilized in the Classroom     

Christine Ditzler  Eunsook Hong  Neal Strudler 《Journal of Research on Technology in Education》2016,48(3):181-193

New technologies are a large part of the educational landscape in the 21st century. Emergent technologies are implemented in the classroom at an exponential rate. The newest technology to be added to the daily classroom is the tablet computer. Understanding students' and teachers' perceptions about the role of tablet computers is important as this can provide information for future development and implementation of table technologies in the classroom. To gather users' perceptions, observations of eight classrooms and interviews with 23 students and three teachers were performed in a middle school that implemented 1:1 iPad program, toward the end of the first-year implementation. Themes elicited from the interviews included like/dislike of the iPad, iPad as an educational tool, iPad for play, iPad as a distraction and responsibility, and favorite apps and projects. Although most participants did like having the iPads and considered them useful for education, there were a number of concerns, particularly with learning to use the tablet technology and distractions created by having the device. The apps used in the classroom were limited, with the majority having been productivity apps. The need for teacher training for effective classroom applications of mobile devices is discussed. (Keywords: 1:1 iPad program, instructional use of tablets, student perceptions, tablet technology, teacher perceptions)  相似文献   

Measuring Science Instructional Practice: A Survey Tool for the Age of NGSS     

Kathryn N. Hayes  Christine S. Lee  Rachelle DiStefano  Dawn O’Connor  Jeffery C. Seitz 《Journal of Science Teacher Education》2016,27(2):137-164

Ambitious efforts are taking place to implement a new vision for science education in the United States, in both Next Generation Science Standards (NGSS)-adopted states and those states creating their own, often related, standards. In-service and pre-service teacher educators are involved in supporting teacher shifts in practice toward the new standards. With these efforts, it will be important to document shifts in science instruction toward the goals of NGSS and broader science education reform. Survey instruments are often used to capture instructional practices; however, existing surveys primarily measure inquiry based on previous definitions and standards and with a few exceptions, disregard key instructional practices considered outside the scope of inquiry. A comprehensive survey and a clearly defined set of items do not exist. Moreover, items specific to the NGSS Science and Engineering practices have not yet been tested. To address this need, we developed and validated a Science Instructional Practices survey instrument that is appropriate for NGSS and other related science standards. Survey construction was based on a literature review establishing key areas of science instruction, followed by a systematic process for identifying and creating items. Instrument validity and reliability were then tested through a procedure that included cognitive interviews, expert review, exploratory and confirmatory factor analysis (using independent samples), and analysis of criterion validity. Based on these analyses, final subscales include: Instigating an Investigation, Data Collection and Analysis, Critique, Explanation and Argumentation, Modeling, Traditional Instruction, Prior Knowledge, Science Communication, and Discourse.  相似文献   

‘We want to be seen as partners,not vultures of the world:’ perspectives of Canadian stakeholders on migration of international students studying in health professions in Canada     

Elena Neiterman  Jelena Atanackovic  Christine Covell  Ivy Lynn Bourgeault 《Globalisation, Societies & Education》2018,16(4):395-408

ABSTRACT

According to UNESCO, the number of international students worldwide will reach 7 million by 2020. This pilot study examined the Canadian stakeholders’ perspectives on migration and integration of international students enrolled in health professions’ studies in Canada. Qualitative interviews with representatives of migration, education, and health sector communities revealed that international students are a desirable group of immigrants, but their ‘non-immigrant’ status creates a unique set of disadvantages for those intending to stay in Canada. In conclusion, we discuss the role of institutional policy in migration and professional integration of international students in Canada and globally.  相似文献   

Acquisition and transfer of control by an ambiguous cue     

Peter C. Holland  Christine E. Reeve 《Learning & behavior》1991,19(2):113-124

In three experiments, the specificity of action of occasion setters was examined, using a discretetrial leverpress procedure. Rats’ acquisition of anXA+, A?, XB?, B+ discrimination, in which a single feature cue (X) signaled the reinforcement of responding in the presence of one target cue (A) and the nonreinforcement of responding during another target (B), was no more difficult than acquisition ofXA+, A?, X?, B+ orX+, A?, XB?, B+ discriminations, in whichX signaled only one target-response-reinforcement contingency. In transfer tests,X did not modulate responding controlled by other cues that were untrained or consistently reinforced, either when the elements of the compounds were presented serially or when they were presented simultaneously in training and testing. However, after serial, but not after simultaneous, compound training ,X facilitated responding controlled by a cue that was trained and then extinguished. Implications for the nature of occasion setting and configurai learning are discussed.  相似文献