The effect of expertise-based training on the quality of digital stories created to teach mathematics to young children     

Hatice Sancar-Tokmak  Lutfi Incikabi 《Educational Media International》2013,50(4):325-340

This study investigated the effect of expertise-based training (XBT) on the quality of digital stories created by early childhood education (ECE) pre-service teachers. The participants of the study were 69 pre-service teachers from the ECE Department. The study was experimental, utilizing a static-group pre-test/post-test design, supported with qualitative data. Data were collected through analysis and evaluation of digital stories, open-ended questionnaire, and journals. During analysis, an independent t-test was conducted and open coding analysis was applied. The results showed that the XBT group teachers earned significantly higher scores on their digital stories than the traditional group. Moreover, the XBT group focused more on the details of digital story creation, such as emphasizing the purpose of the story during each component; choosing an appropriate tone of voice; using pictures, including characters as Pepe, Kayo, and The Smurfs; and defining key words then applying pictures accordingly.  相似文献   

Developing holistic practice through reflection,action and theorising   总被引：1，自引：1，他引：0  

Terry Locke  David Riley 《Educational Action Research》2013,21(4):489-504

This article outlines how I, as a primary teacher engaging with a self-study action research process, have come to a deeper understanding of my practice. It explains how I have also come to an understanding of why I work in the way I do; of how this understanding influences my work, and the significance of this new understanding. My work as a teacher frequently includes doing collaborative digital projects with my class. As I engaged in research on my practice, I initially experienced difficulties problematising this work. I struggled to achieve clarity not only with engaging in critical thinking but also with articulating my educational values. I found Mellor’s idea about ‘the struggle’ helpful as he explains how ‘the struggle’ is at the heart of the research process. My new understanding around these collaborative projects emerged in terms of holistic practice; clarifying my ontological values and learning to think critically. I am now generating an educational theory from my practice as I see my work as a process for developing spiritual and holistic approaches to learning and teaching. I conclude by outlining what I perceive to be the significance of my work and its potential implications for education.  相似文献   

无线通信系统中纠错编码的实验开发     

刘星成  梁楚龙 《高等理科教育》2013,(2):112-116

针对无线通信课程中纠错编码部分在教学中存在的问题,探讨用Microsoft Visual C++6.0编程软件进行辅助实验教学。低密度奇偶校验码(LDPC)由于其较好的纠错性能而得到学术界的广泛关注。本文通过开发LDPC码的交织技术在抗击衰落信道中的实验,编写其中的相关程序并仿真,使学生更深入地理解纠错编码原理。这样,通过实验教学方式调动学生的学习积极性,提高学生的实验动手能力,从而提高了教学质量和教学效果。  相似文献   

新形势下嵌入式系统应用开发人才培养模式探索     

王兆滨  马义德  张红娟  汤书森  绽琨 《高等理科教育》2013,(4):99-102

文章在多年嵌入式系统课程教学的基础上,结合最新的嵌入式教学成果,对嵌入式系统应用开发人才培养的方式与方法进行了探索。嵌入式系统开发人才培养应以课堂教学为基础,通过构建课内实验与课程设计模式,以培养学生基本的动手实践技能。通过加强学生课外动手实践训练并辅以各种竞赛和科研历练,使学生在动手实践能力和工程实践素养方面均有很大的提高。  相似文献   

RLC串联谐振电路实验方法的研究与探索     

赵琳  魏洪兵  曾怡达 《实验技术与管理》2013,30(6):70-73

RLC串联谐振电路实验是"电路分析"课程中的常规实验。从传统实验电路出发,读取大量实测数据并绘制频率特性曲线。由于实际电感箱存在内阻等原因,实验结果偏离理论值较大,造成学生实验结果与理论学习脱节,为此,引入Multisim软件。采用交流分析和参数扫描分析的方法对电路进行仿真,仿真结果与理论分析完全一致,弥补和克服了传统实验存在的问题,加深了学生对理论知识的消化吸收,明显改善了教学效果。  相似文献   

在有机化学实验中基于5个模块进行PBL教学的实践     

毛近隆  张萍  胡晶红 《实验技术与管理》2013,30(6):107-109

在PBL实验教学中,通过选择有适当难度的合成实验,让学生置身于复杂的、有意义的实验环境中,提高学生主动提出问题、分析问题和解决问题的能力,将教学过程设计成5个学习模块,实现对学生的综合能力的培养。PBL实验教学对于提升学生的学习能力,以及提高教师的教学水平,都能产生积极的影响。  相似文献   

高校实验技术队伍建设机制研究     

孟昭霞 《实验技术与管理》2013,30(6)

分析了高校实验技术队伍人员结构、知识结构不合理,缺乏活力和创造力等问题,阐述了解决这些问题的紧迫性。从机制建设角度阐述构建一支结构合理、具有高度凝聚力和积极创造力的高素质、高质量的实验技术队伍是当前实验室建设中的重要任务。机制建设包括团队建设机制、制度与约束机制、绩效考评机制、激励机制和岗位培训机制。  相似文献   

Three-Level Models for Indirect Effects in School- and Class-Randomized Experiments in Education     

Keenan A. Pituch  Daniel L. Murphy  Richard L. Tate 《Journal of Experimental Education》2013,81(1):60-95

Due to the clustered nature of field data, multi-level modeling has become commonly used to analyze data arising from educational field experiments. While recent methodological literature has focused on multi-level mediation analysis, relatively little attention has been devoted to mediation analysis when three levels (e.g., student, class, school) are present in a study setting. This article presents analysis models that can be used to test indirect effects in experimental designs having three levels where random assignment is at the third (school) or second (class) level and where the indirect effect may be random. In the presentation, simulated datasets are used to illustrate model specification and results interpretation for hypothetical three-level educational experiments involving mediation and moderation of treatment effects.  相似文献   

Bias Corrections for Standardized Effect Size Estimates Used With Single-Subject Experimental Designs     

Maaike Ugille  Mariola Moeyaert  S. Natasha Beretvas  John M. Ferron  Wim Van den Noortgate 《Journal of Experimental Education》2013,81(3):358-374

A multilevel meta-analysis can combine the results of several single-subject experimental design studies. However, the estimated effects are biased if the effect sizes are standardized and the number of measurement occasions is small. In this study, the authors investigated 4 approaches to correct for this bias. First, the standardized effect sizes are adjusted using Hedges’ small sample bias correction. Next, the within-subject standard deviation is estimated by a 2-level model per study or by using a regression model with the subjects identified using dummy predictor variables. The effect sizes are corrected using an iterative raw data parametric bootstrap procedure. The results indicate that the first and last approach succeed in reducing the bias of the fixed effects estimates. Given the difference in complexity, we recommend the first approach.  相似文献   

Effects of Autonomy-Supportive Teaching on Student Learning and Motivation     

Erin Marie Furtak  Mareike Kunter 《Journal of Experimental Education》2013,81(3):284-316

Although autonomy-supportive teaching has been linked with increased student performance, this contention has not yet been explored in an experimental study. This article presents a small, pre/post control group experimental study evaluating the effect of procedural and cognitive autonomy-supportive teaching on student learning and motivation during a 7th-grade reform-based science lesson on motion. In a 2 × 2 factorial design, the 4 treatment conditions featured high and low levels of procedural and cognitive autonomy support. As hypothesized, there was no effect of procedural autonomy support. However, to the authors’ surprise—and in contrast with their hypotheses—students in the low cognitive autonomy-supportive conditions learned significantly more, perceived significantly more choice, and rated instruction as more positive than did students in the high cognitive autonomy-supportive conditions. Results are framed in the context of achieving reform in science teaching.  相似文献