布卢姆认知目标新分类指导下的数学教学设计——以“数系的扩充与复数的概念”教学设计为例     

李昌官 《数学教育学报》2012,(3):67-71

布卢姆认知目标新分类能有效地引领教师从知识与认知过程两个维度确定教学目标、设计教学过程,帮助教师教给学生结构更好、层次更高、价值更大的知识,它对提高数学教学的品质与效率具有重要的指导作用.  相似文献   

羊肚菌分子分类及人工培养研究现状     

才晓玲  何伟  安福全  于龙凤 《大理师专学报》2013,(4):44-47

对羊肚菌的分子分类研究及人工培养等方面进行了综述,旨在为羊肚菌的深入开发利用提供一定的方向和依据。  相似文献   

The Intellectual Demands of the Intended Primary Science Curriculum in Korea and Singapore: An analysis based on revised Bloom's taxonomy     

Yew-Jin Lee  Mijung Kim  Hye-Gyoung Yoon 《International Journal of Science Education》2013,35(13):2193-2213

While there has been a remarkable worldwide convergence in the emphases of primary science curricula over the last four decades, the cognitive and knowledge demands that they make on learners have not been well-researched. Without knowing what these intellectual or epistemic requirements are when learning science in school, issues concerning curricular alignment and access to abstract disciplinary knowledge are also likely to occur. To highlight the value of such forms of analyses, we examine the intended primary science curricula from Korea and Singapore using revised Bloom's taxonomy, as well as describe some of their general features for teaching. The results contribute insights into the complexities of the science curriculum among two similar yet different educational systems that have performed well in international science achievement tests at primary levels.  相似文献   

The Community of Inquiry framework meets the SOLO taxonomy: a process‐product model of online learning     

Peter Shea  Mary Gozza‐Cohen  Sedef Uzuner  Ruchi Mehta  Anna Valentinova Valtcheva  Suzanne Hayes 《Educational Media International》2013,50(2):101-113

This paper presents both a conceptual and empirical investigation of teaching and learning in online courses. Employing both the Community of Inquiry framework (CoI) and the Structure of Observed Learning Outcomes (SOLO) taxonomy, two complete online courses were examined for the quality of both collaborative learning processes and learning outcomes. The study examines evidence beyond learner reported satisfaction and learning, instead measuring both learning inputs and outcomes. Analysis of input includes quantitative content analysis of discussions using the CoI framework. Analysis of outcomes looks at both the quality of student learning artifacts such as case studies using the SOLO taxonomy as well as instructor‐assigned grades of specific related assignments. Results suggest that understanding of online instructional effort, processes, and learning outcomes can be improved through this more comprehensive, conceptually driven approach.  相似文献   

Debate-Proof Grades: Experiences and Challenges of Using a Grading Rubric in a Social Welfare Policy Course     

Christson A. Adedoyin 《Journal of Teaching in Social Work》2013,33(2):196-208

This article discusses the experiences and challenges of a graduate teaching assistant in using a grading rubric in a social welfare policy course. Using a grading rubric as a debate-proof strategy against the grade entitlement of students is expatiated. In addition, the benefits of using grading rubrics to achieve CSWE/EPAS competency expectations in social work are explored.  相似文献   

Facilitating metacognitive talk: a research and learning tool     

Kate Wall  Steve Higgins 《International Journal of Research & Method in Education》2013,36(1):39-53

This paper describes a research tool which aims to gather data about pupils' views of learning and teaching, with a particular focus on their thinking about their learning (metacognition). The approach has proved to be an adaptable and effective technique to examine different learning contexts from the pupils' perspective, while also acting as an aid to reflective dialogue between pupils and teachers as part of the teaching and learning process. A range of templates have been created as psychological or semiotic tools. They form the basis of a mediated interview by providing an image of the learning environment or activity on which the research is focused. The image then becomes the stimulus for a three‐way interaction between the researcher (or the teacher), the pupil and the template. This paper provides examples from a number of research projects where the technique has been used to gather data in classrooms.  相似文献   

Oral anatomy laboratory examinations in a physical therapy program     

Philip A. Fabrizio 《Anatomical sciences education》2013,6(4):271-276

The process of creating and administering traditional tagged anatomy laboratory examinations is time consuming for instructors and limits laboratory access for students. Depending on class size and the number of class, sections, creating, administering, and breaking down a tagged laboratory examination may involve one to two eight‐hour days. During the time that a tagged examination is being created, student productivity may be reduced as the anatomy laboratory is inaccessible to students. Further, the type of questions that can be asked in a tagged laboratory examination may limit student assessment to lower level cognitive abilities and may limit the instructors' ability to assess the students' understanding of anatomical and clinical concepts. Anatomy is a foundational science in the Physical Therapy curriculum and a thorough understanding of anatomy is necessary to progress through the subsequent clinical courses. Physical therapy curricula have evolved to reflect the changing role of physical therapists to primary caregivers by introducing a greater scope of clinical courses earlier in the curriculum. Physical therapy students must have a thorough understanding of clinical anatomy early in the education process. However, traditional anatomy examination methods may not be reflective of the clinical thought processes required of physical therapy students. Traditional laboratory examination methods also reduce student productivity by limiting access during examination set‐up and breakdown. To provide a greater complexity of questions and reduced overall laboratory time required for examinations, the Physical Therapy Program at Mercer University has introduced oral laboratory examinations for the gross anatomy course series. Anat Sci Educ 6: 271–276. © 2012 American Association of Anatomists.  相似文献   

学习概率中认知的发展   总被引：10，自引：1，他引：10  

李俊 《数学教育学报》2002,11(4):1-5

SOLO模型致命伤简单到复杂有5个基本思维作用方式：感觉运动方式、表象方式、具体符号方式、形式方式和超形式方式，按SOLO分类法，学生对不可能事件，可能事件和必然事件的区分，对机会值的解释等问题的回答可分为5个水平，研究表明：在2个没有学过概率的6年级和8年级中，学生对概率的理解水平几乎没有变化，学生对概率的认识不能随年龄而自然增长、因此，学校概率教育对加深学生理解概率本质有着更为重要的作用。  相似文献   

Climbing Bloom's taxonomy pyramid: Lessons from a graduate histology course          下载免费PDF全文

Nikki B. Zaidi  Charles Hwang  Sara Scott  Stefanie Stallard  Joel Purkiss  Michael Hortsch 《Anatomical sciences education》2017,10(5):456-464

Bloom's taxonomy was adopted to create a subject‐specific scoring tool for histology multiple‐choice questions (MCQs). This Bloom's Taxonomy Histology Tool (BTHT) was used to analyze teacher‐ and student‐generated quiz and examination questions from a graduate level histology course. Multiple‐choice questions using histological images were generally assigned a higher BTHT level than simple text questions. The type of microscopy technique (light or electron microscopy) used for these image‐based questions did not result in any significant differences in their Bloom's taxonomy scores. The BTHT levels for teacher‐generated MCQs correlated positively with higher discrimination indices and inversely with the percent of students answering these questions correctly (difficulty index), suggesting that higher‐level Bloom's taxonomy questions differentiate well between higher‐ and lower‐performing students. When examining BTHT scores for MCQs that were written by students in a Multiple‐Choice Item Development Assignment (MCIDA) there was no significant correlation between these scores and the students' ability to answer teacher‐generated MCQs. This suggests that the ability to answer histology MCQs relies on a different skill set than the aptitude to construct higher‐level Bloom's taxonomy questions. However, students significantly improved their average BTHT scores from the midterm to the final MCIDA task, which indicates that practice, experience and feedback increased their MCQ writing proficiency. Anat Sci Educ 10: 456–464. © 2017 American Association of Anatomists.  相似文献   

The significance of context for the emergence and implementation of research evidence: the case of collaborative problem-solving     

Mutlu Cukurova  Rose Luckin  Ed Baines 《牛津教育评论》2018,44(3):322-337

One of the fundamental purposes of educational research is to provide evidence to facilitate effective practice. However, the evidence itself does not have much value for practitioners unless key information about the context from which the evidence was generated is also provided. In this paper, we use the word ‘context’ to refer to factors that are relevant for learning, including the interactions that learners experience with multiple people, artefacts, and environments. Unfortunately, in many educational research studies, either these factors do not get the required attention or information about them is presented in an incoherent structure. The resultant lack of information leads to two significant drawbacks. First, it creates confusion among practitioners who want to apply research evidence in their practice. Second, it leads to research studies that on the face of it are similar, but that in reality have resulted from evidence that has been collected in significantly different contexts being included under the same categories in reviews, meta-reviews, and best-evidence syntheses. In this paper, we draw on the concept of ‘relatability’ of evidence and present taxonomy for collaborative problem-solving (CPS) that can be used to provide the valuable information against which research evidence can be indexed. By addressing the need for more detailed information about the contextual factors from which the evidence is generated to bridge the gap between research and practice in CPS research, we aim to exemplify the approach that is needed in educational research more generally.  相似文献