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The effect of two instructional variables,manipulation of objects and guidance, inlearning to use the logical connective,conditional, was investigated. Instructions for72 first- and second year social sciencestudents were varied in the computer-basedlearning environment Tarski's World, designedfor teaching first-order logic (Barwise &Etchemendy, 1992). Guidance, which wasoperationalised by giving the learners problemsthat guided them to all different types ofbasic problem situations that could be derivedfrom the conditional by stimulating them tomanipulate or to imagine to manipulate thegeometrical objects, significantly influencedthe scores from pre- to post test.Manipulation, which was operationalised bygiving the learners a visual representation inwhich (concrete) geometrical objects could bemanipulated, yielded significant results frompost- to retention test. The results supportthe authors' view that guidance in combinationwith the possibility to manipulate objects in adomain, support the acquisition of knowledgeand skills in that domain. Guidance leads tothe students seeing all situations that arerelevant for the development of new knowledge,which has a positive effect directly afterinstruction. The possibility to manipulateleads to the students playing around in such away that they (systematically) experience theresults of their actions by the feedback given,having an effect after two weeks ofnon-instruction. 相似文献
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Reconsidering group cognition: From conceptual confusion to a boundary area between cognitive and socio-cultural perspectives? 总被引：1，自引：0，他引：1
Sanne Akkerman Piet Van den Bossche Wilfried Admiraal Wim Gijselaers Mien Segers Robert-Jan Simons Paul Kirschner 《Educational Research Review》2007,2(1):39-63
Various strands of research in educational, social and organizational psychology focus on structures of collectively created meaning that emerge in and coordinate activities of groups. Despite expanding, this field still lacks conceptual clarity, enhanced by the multitude of terms used, such as common ground, shared understanding, collective mind, team mental models, and distributed cognition.We conducted a review of the conceptual frameworks being used in empirical studies, focusing on the premises of the conceptualizations. Therefore, we connected these conceptualizations to either cognitive or socio-cultural perspectives on the social nature of cognition. Some studies are identified as representing initial ways of boundary crossing between these perspectives. To conclude, we explore ways for boundary crossing and cross-fertilization in future research. 相似文献
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Slot Esther Akkerman Sanne Wubbels Theo 《European Journal of Psychology of Education - EJPE》2019,34(1):25-43
This study examined daily experiences of interest in and across the social contexts of family and in- and out-of-school peers. Forty-two Dutch adolescents, aged 13–15 years, provided us with 2 weeks of experience sampling data on their engagement in interesting topics and activities throughout their daily lives. Findings show that adolescent daily life included a diverse range of parallel interests. School-related interests made up a substantial part of adolescents’ daily lives, challenging the idea of mere disengagement of secondary school students in academics. Findings also show that some interests are strongly bound to a specific context, while others appear across family and peer contexts. This indicates how multiple contexts can simultaneously feed interests, something that calls for further across-context research of interest development.
相似文献55.
Rovers Sanne F. E. Clarebout Geraldine Savelberg Hans H. C. M. de Bruin Anique B. H. van Merriënboer Jeroen J. G. 《Metacognition and Learning》2019,14(1):1-19
Metacognition and Learning - Although self-regulated learning (SRL) is becoming increasingly important in modern educational contexts, disagreements exist regarding its measurement. One... 相似文献
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Most educational research has focused on understanding learning and development within a particular area of expertise or practice. Yet, people increasingly move between different institutionalized practices such as school, work and family life, but also interact with people from different professions, disciplines and cultures. In this introduction, we discuss how learning can be shaped by movements across boundaries. We describe how boundaries can be crossed by people, objects and interactions and how this can lead to learning in different ways. We explain how the various contributions of the special issue are complementary by studying various forms of learning. As such, the special issue offers an integrative discussion and empirical ground for a learning theory that moves beyond single and singular domains. 相似文献
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A dialogical approach to conceptualizing teacher identity 总被引：4，自引：0，他引：4
In recent attempts to address the notion of teacher identity, scholars have stressed how identity is dynamically evolving, intrinsically related to others, and consists of multiple identities. Though these postmodern characterizations represent radically new perceptions of identity, they are not extensively discussed in relation to previous assumptions on singularity or sameness of teacher identity. The emerging theory of dialogical self in psychology offers a more elaborate approach to teacher identity, conceived of as both unitary and multiple, both continuous and discontinuous, and both individual and social. Based on this approach, teacher identity is re-defined and implications for research are identified. 相似文献
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Do people differ in their propensity to form habits? The current study related individual differences in habitual performance on the slips-of-action task to habit formation in real life. To this end, we developed a novel key-cover procedure that controls for the amount of repetition and motivation within a naturalistic setting. Participants received a key cover for the key to their home, which after several weeks was switched with a key cover that was previously attached to a dummy key. Participants recorded effort, time, attention, and mistakes in the key-selection process. Results were in line with established properties of habits, as attention decreased in the learning phase, yet effort, time, and mistakes increased after the key-cover switch. Performance on the slips-of-action task correlated negatively with changes in attention in the real-life key-cover task. This negative correlation may reflect that flexible behavioral adjustment requires more attention in people with a relatively weak goal-directed system. 相似文献
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This study aims to understand the recurrent challenges of professional development school (PDS) partnerships experienced by many countries. It does so by conceptualizing PDS partnerships as endeavors to cross institutionally and epistemologically developed boundaries between teacher education, schooling, and academic research. After introducing what we call a multilevel boundary crossing approach, we look at the startup years of one academic PDS partnership, scrutinizing the successive learning mechanisms that were evoked at the institutional, interpersonal, and intrapersonal levels. The case study narrative illustrates the multilevel nature of boundary crossing and reveals different learning mechanisms in different phases and at different levels. For example, whereas coordination initially occurred at all levels, transformation occurred in later years mainly at the intrapersonal level. The study sheds specific light on the intrapersonal level by showing the significant and challenging role of various brokers in establishing both horizontal and vertical connections across and within the organizations involved. Despite being important leaders of the partnerships’ activities, we observed how brokers prevented others from becoming more involved. We propose that partnerships should carefully consider the sort of learning processes they aspire to and can realistically expect at different levels and moments in time and accordingly consider how they want to position the various actors. 相似文献
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Joris Hoeboer Sanne De Vries Michiel Krijger-Hombergen René Wormhoudt Annelies Drent Kay Krabben 《Journal of sports sciences》2016,34(21):2095-2105
The purpose of this study was to examine the feasibility and validity of an Athletic Skills Track (AST) to assess fundamental movement skills among 6- to 12-year-old children in a physical education setting. Four hundred sixty-three Dutch children (211 girls, 252 boys) completed three tests: the Körperkoordinationstest für Kinder (KTK) and two Athletic Skills Tracks (AST-1, AST-2). The validity of AST-1 and AST-2 was examined by correlating the time (s) needed to complete the tracks and the KTK Motor Quotient (MQ).
Overall, there was a low correlation between AST-1 and the KTK MQ (r = –0.474 (P < 0.01)) and a moderate correlation between AST-2 and the KTK MQ (r = –0.502 (P < 0.01)). When split up by age group the associations were much higher and ranged between r = –0.469 and r = –0.767), with the exception of the low correlation coefficient of the AST-2 in 7-year-olds. The results indicate that fundamental movement skills of 6- to 12-year-old children can be assessed with a quick, convenient and low-cost motor competence test in a physical education setting, i.e., an Athletic Skills Track. Future studies should further assess the reliability, discriminative ability and validity of age-specific versions of the AST. 相似文献