Does the accuracy matter? Accurate concept map feedback helps students improve the cohesion of their explanations     

Andreas Lachner  Iris Backfisch  Matthias Nückles 《Educational technology research and development : ETR & D》2018,66(5):1051-1067

Students are often challenged by the demand of writing cohesive explanatory texts. Prior research has shown that providing students with concept map feedback that visualizes explanatory cohesion deficits helped students generate more cohesive explanations. We conducted an experiment to investigate whether the accuracy of the provided information within the concept map feedback affected students’ improvements of cohesion. Accordingly, we varied the represented accuracy of information within such concept maps: Students either received accurate concept map feedback that depicted the real relations between concepts, as well as the authentic cohesion gaps in their explanations, or students received inaccurate concept map feedback, which depicted randomly drawn relations and random cohesion gaps. Additionally, in a baseline condition, students did not receive any feedback. We found that the students in the accurate feedback condition generated more cohesive explanations than the students in the no-feedback condition, whereas the students in the inaccurate feedback condition lay in-between. Evidently, providing feedback in general can be regarded as beneficial to enhance students’ writing. However, the accuracy of the provided feedback further impacts the effectiveness of computer-generated concept maps.  相似文献   

Characteristics of HCCI engine operation for additives,EGR, and intake charge temperature while using iso-octane as a fuel     

Qian Zuo-qin  Lü Xing-cai 《浙江大学学报(A卷英文版)》2006,7(2):252-258

This work investigates the effects of exhaust gas recirculation (EGR) and operation parameters including engine speed, equivalence ratio, coolant-out temperature, and intake charge temperature on the basic characteristics of a single-cylinder homogeneous charge compression ignition (HCCI) engine powered with reformulated iso-octane fuels. The running range of iso-octane HCCI engine can be expanded to lower temperature and more load by adding di-tertiary butyl peroxide (DTBP) in the fuel. The combustion timing advances with the increase of DTBP concentrations, coolant temperature and equivalence ratio. The effects of EGR on the combustion and emissions are remarkable when the EGR rate is higher than 25%, and the combustion phase is sharply postponed and the UHC and CO emissions deteriorate. The intake charge temperature has a moderate effect on combustion and emissions when it is lower than 35°C; but the combustion timing advances, the combustion duration shortens, and sometimes it leads to knock combustion when the intake charge temperature increases to above 35°C.  相似文献   

Using PIAAC data to learn more about the literacy practices of adults     

Barbara Nienkemper  Anke Grotlüschen 《International Journal of Lifelong Education》2019,38(4):393-405

ABSTRACT

The present article connects a secondary analysis of quantitative data from the Programme for the International Assessment of Adult Competencies (PIAAC) with the theoretical approach of ‘literacy practices’ and related research results from the so-called New Literacy Studies (NLS) tradition, which follows a cultural practices paradigm.

According to the literacy as social practice approach, the analysis of adults’ literacy and numeracy practices could provide relevant policy information about how to address target groups in adult literacy and basic education. Thus, a Latent Class Analysis was carried out with the German PIAAC dataset in order to differentiate the adult population by their uses of literacy, numeracy and ICT.

As a result of this procedure, three subgroups of adults can be distinguished by the frequency in which they use selected skill-related activities. Surprisingly, an adult’s individual literacy level does not clearly predict group membership. A further interesting result is that participants in one of the groups seem to compensate for the few chances they have to use their skills at work by using them more often in their everyday life. Both results contribute to the need to draw a more differentiated picture of adults with lower literacy skills.  相似文献   

Schulformen als differenzielle Lernmilieus
Institutionelle und kompositionelle Effekte auf die Leistungsentwicklung im Fach Franz?sisch     

Marko Neumann  Inge Schnyder  Ulrich Trautwein  Alois Niggli  Oliver Lüdtke  Rico Cathomas 《Zeitschrift für Erziehungswissenschaft》2007,10(3):399-420

Auf der Basis von zwei repr?sentativen Schülerstichproben der Schweizer Kantone Wallis (N = 926) und Fribourg (N = 778), die w?hrend der 8. Jahrgangsstufe im Fach Franz?sisch als Fremdsprache unterrichtet wurden, geht der vorliegende Beitrag der Frage nach, ob Schülerinnen und Schüler je nach besuchtem Bildungsgang unterschiedliche Fortschritte in der Entwicklung ihrer Fachleistungen machen. Von besonderem Interesse ist dabei, ob und in welchem Ausma? die Zusammensetzung der Schülerschaft (Kompositions-effekte) und m?glicherweise auch institutionell differierende didaktische und curriculare Angebote zwischen den Bildungsg?ngen (Institutionseffekte) als lernmilieupr?gende Faktoren von Bedeutung für die Entwicklung der Fachleistungen sind. In Mehrebenenanalysen zeigten sich auch nach Kontrolle der individuellen Eingangsvoraussetzungen (einschlie?lich des Vorwissens) bedeutsame Unterschiede in den Lernzuw?chsen an den verschiedenen Bildungsg?ngen. Die weiteren Analysen lassen darauf schlie?en, dass sowohl von kompositionellen als auch institutionellen Effekten auf die Leistungsentwicklung auszugehen ist.  相似文献   

Identifying national cultures of mathematics education: Analysis of cognitive demands and differential item functioning in TIMSS     

Eckhard Klieme  Jürgen Baumert 《European Journal of Psychology of Education - EJPE》2001,16(3):385-402

Large-scale assessments of student competencies address rather broad constructs and use parsimonious, unidimensional measurement models. Differential item functioning (DIF) in certain subpopulations usually has been interpreted as error or bias. Recent work in educational measurement, however, assumes that DIF reflects the multidimensionality that is inherent in broad competency constructs and leads to differential achievement profiles. Thus, DIF parameters can be used to identify the relative strengths and weaknesses of certain student subpopulations. The present paper explores profiles of mathematical competencies in upper secondary students from six countries (Austria, France, Germany, Sweden, Switzerland, the US). DIF analyses are combined with analyses of the cognitive demands of test items based on psychological conceptualisations of mathematical problem solving. Experts judged the cognitive demands of TIMSS test items, and these demand ratings were correlated with DIF parameters. We expected that cultural framings and instructional traditions would lead to specific aspects of mathematical problem solving being fostered in classroom instruction, which should be reflected in differential item functioning in international comparative assessments. Results for the TIMSS mathematics test were in line with expectations about cultural and instructional traditions in mathematics education of the six countries.  相似文献   

Students' understandings of logical implication     

Celia Hoyles  Dietmar Küchemann 《Educational Studies in Mathematics》2002,51(3):193-223

We report results from an analysis of responses to a written question in which high-attaining students in English schools, who formed part of a longitudinal nation-wide survey on proof conceptions, were asked to assess the equivalence of two statements about elementary number theory, one a logical implication and the other its converse, to evaluate the truth of the statements and to justify their conclusions. We present an overview of responses at the end of Year 8 (age 13 years) and an analysis of the approaches taken, and follow this with an analysis of the data collected from students who answered the question again in Year 9 (age 14 years) in order to distinguish learning trajectories. From these analyses, we distinguished three strategies, empirical, focussed-empirical and focussed-deductive, that represent shifts in attention from an inductive to a deductive approach. We noted some progress from Year 8 to Year 9 in the use of the focussed strategies but this was modest at best. The most marked progress was in recognition of the logical necessity of a conclusion of an implication when the antecedent was assumed to be true. Finally we present some theoretical categories to capture different types of meanings students assign to logical implication and the rationale underpinning these meanings. The categories distinguish responses where a statement of logical implication is (or is not)interpreted as equivalent to its converse, where the antecedent and consequent are (or are not) seen as interchangeable, and where conclusions are (or are not)influenced by specific data. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Human Self-Assessment in Multiple-Choice Testing   总被引：1，自引：0，他引：1  

Peter Hassmén  Darwin P. Hunt 《Journal of Educational Measurement》1994,31(2):149-160

Research indicates that the multiple-choice format in itself often seems to favor males over females. The present study utilizes a method that enables test takers to assess the correctness of their answers. Applying this self-assessment method may not only make the multiple-choice tests less biased but also provide a more comprehensive measurement of usable knowledge-that is, the kind of knowledge about which a person is sufficiently sure so that he or she will use the knowledge to make decisions and take actions. The performance of male and female undergraduates on a conventional multiple-choice test was compared with their performance on a multiple-choice self-assessment test. Results show that the difference between test scores of males and those of females was reduced when subjects were allowed to make self-assessments. This may be explained in terms of the alleged difference in cognitive style between the genders.  相似文献   

Assessing Pre-Service Science Teachers’ Scientific Reasoning Competencies     

Krell  Moritz  Redman  Christine  Mathesius  Sabrina  Krüger  Dirk  van Driel  Jan 《Research in Science Education》2020,50(6):2305-2329

Research in Science Education - Scientific reasoning competencies are highlighted in science education policy papers and standard documents in various countries around the world and pre-service...  相似文献   

Die Familie als informeller Bildungsort     

Peter Büchner  Katrin Wahl 《Zeitschrift für Erziehungswissenschaft》2005,8(3):356-373

Zusammenfassung Der Frage nach den Steigerungsm?glichkeiten der (informellen) „Grundbildung“ und der F?rderung von Basiskompetenzen wird aus bildungsbiographischer Perspektive nachgegangen, indem die familiale Bildungswirklichkeit in ihrem Wechselverh?ltnis zur schulischen Bildungswirklichkeit anhand eines Fallbeispiels dargestellt wird. Am Beispiel der Vermittlung und Aneignung von information literacy wird gezeigt, dass es unumg?nglich ist, in der schulischen Bildungswirklichkeit von einer Kulturrelativit?t und Kulturgebundenheit von information literacy als wichtigem Element von informeller Bildung auszugehen, die an unterschiedlichen Bildungsorten erworben wird und eine entsprechende Vernetzung der Bildungsorte voraussetzt. Um Bildungsarmut zu verhindern und m?glichst für alle Menschen die Voraussetzungen für die Gestaltung eines eigenen Lebenslaufs und die Entwicklung einer verst?ndigen kulturellen Teilhabe- und sozialen Anschlussf?higkeit zu schaffen, muss sich, so die These, die Institution Schule mehr für informelle Bildung und die p?dagogische Bearbeitung von kultureller Differenz sowie den Umgang mit Heterogenit?t ?ffnen, damit der oft diskriminierende Umgang mit kultureller und sozialer Differenz in der Schule nicht in eine fürsorgliche (p?dagogische) Belagerung und Entmündigung der Schüler durch die Schule umschl?gt. Dabei ist es wichtig, die informellen Bildungsleistungen der Familie anzuerkennen und weiter zu entwickeln und in Verbindung mit der verst?rkten F?rderung von Erziehungspartnerschaften zwischen Eltern und p?dagogischen Fachkr?ften darauf hinzuarbeiten, die Grundbildung und den Erwerb von notwendigen Basiskompetenzen zu st?rken und das schulische Abwertungsdilemma von au?erschulisch erworbenen informellen Bildungsgehalten „f?rderdidaktisch“ zu bearbeiten.   相似文献   

The coordination of skill supply and demand in the market model of skill formation: testing the assumptions for the case of Chile     

Oscar Valiente  Adrián Zancajo  Judith Jacovkis 《International Journal of Lifelong Education》2020,39(1):90-103

ABSTRACT

The importance of skill formation for young people and the challenges of youth unemployment and underemployment are at the forefront of global development agendas. However, there is still an open debate about the most adequate policy frameworks to tackle these societal challenges and, particularly, about the role that the state and the market should play in the coordination of skills supply and demand. Taking Chile as a case study, the paper analyses how the market model of skill formation is re-contextualised by practitioners and other stakeholders at the local level. Through a realist evaluation approach, the paper tests to what extent the underlying theoretical assumptions of the market model hold up when confronted with the reality of the contexts in which young people, education providers and employers make decisions. The case of Chile is particularly interesting for the comparative literature because of its extreme neoliberal orientation and the centrality of the market in the allocation of resources and opportunities among different social groups. The findings show the limitations of the market for coordinating the supply and demand of skills and its negative consequences on the educational and work prospects of young people, especially the most disadvantaged..  相似文献