排序方式： 共有23条查询结果，搜索用时 171 毫秒
1.
Jun Oshima Ritsuko Oshima Isao Murayama Shigenori Inagaki Makiko Takenaka Hayashi Nakayama 《International Journal of Science Education》2013,35(10):1199-1221
This paper reports design experiments on two Japanese elementary science lesson units in a sixth‐grade classroom supported by computer support for collaborative learning (CSCL) technology as a collaborative reflection tool. We took different approaches in the experiments depending on their instructional goals. In the unit ‘air and how things burn’, we designed the unit where groups of students engaged in building theories on ‘how a candle stops burning in a closed jar’. In the unit ‘characteristics of various solutions’, groups of students collaboratively constructed a pH scale as knowledge artefact. In both studies, the CSCL technology was implemented mainly for facilitating collaboration between groups. Results showed that: (1) students were more likely to engage in symmetric communication (i.e. between groups as well as within groups) in the second unit, and (2) they were also more idea‐centred and more frequently shared their ideas in the second unit. The results were discussed from the perspectives of the scientific practices students engaged in and task structure. 相似文献
2.
Kikumi K. Tatsuoka Robert L. Linn Maurice M. Tatsuoka Kentaro Yamamoto 《Journal of Educational Measurement》1988,25(4):301-319
The present study investigates the degree to which item "bias" techniques can lead to interpretable results when groups are defined in terms of specified differences in the cognitive processes involved in students' problem-solving strategies. A large group of junior high school students who took a test on subtraction of fractions was divided into two subgroups judged by the rule-space model to be using different problem-solving strategies. It was confirmed by use of Mantel-Haenszel (MH) statistics that these subgroups showed different performances on items with different underlying cognitive tasks. We note that, in our case, we are far from faulting items that show differential item functioning (D1F) between two groups defined in terms of different solution strategies. Indeed, they are "desirable" items, as explained in the discussion section 相似文献
3.
Maurice L Phipps Aya Hayashi April Lewandowski Allison H Padgett 《Journal of Adventure Education & Outdoor Learning》2013,13(1):51-65
Abstract This article describes the use of two linked instruments, the Instructor Effectiveness Check Sheet (IEC) and Instructor Effectiveness Questionnaire (IEQ). The use of an evaluation instrument during a course can enable improvements to be made — even with experienced instructors. Detail can be taken from the IEC and IEQ to find obvious and not so obvious needed changes and attention to individuals in the group. The article gives an example where the instruments were used to teach instructors about different pedagogical constructs, describes further research using the instruments at the Nantahala Outdoor Center, USA, and describes a case study on a wilderness education group that illustrated improvement in effective teaching. 相似文献
4.
Matthias von Davier Kentaro Yamamoto Hyo Jeong Shin Henry Chen Lale Khorramdel Jon Weeks 《Assessment in Education: Principles, Policy & Practice》2019,26(4):466-488
ABSTRACTBased on concerns about the item response theory (IRT) linking approach used in the Programme for International Student Assessment (PISA) until 2012 as well as the desire to include new, more complex, interactive items with the introduction of computer-based assessments, alternative IRT linking methods were implemented in the 2015 PISA round. The new linking method represents a concurrent calibration using all available data, enabling us to find item parameters that maximize fit across all groups and allowing us to investigate measurement invariance across groups. Apart from the Rasch model that historically has been used in PISA operational analyses, we compared our method against more general IRT models that can incorporate item-by-country interactions. The results suggest that our proposed method holds promise not only to provide a strong linkage across countries and cycles but also to serve as a tool for investigating measurement invariance. 相似文献
5.
应用两阶段二分式虚拟市场评价法消除环境价值货币评估的偏差 总被引：7，自引：2，他引：7
虚拟市场评价法（CVM）是目前环境经济价值货币评估中最为广泛应用的方法。经过几十年的发展，经济理论基础已日趋完善，但受可能发生的偏差的影响较大，其准确性受到一些学者的质疑。当前国际上最为推崇的两阶段二分式选择法可以最大限度地减少偏差。本文讨论了虚拟市场评价法以及两阶段二分式选择法的原理，推演了应用两阶段二分式选择法计算支付意愿金额（WTP）的数学模型，并应用京津风沙源治理工程环境价值评价案例，详细说明如何应用两阶段二分式虚拟市场评价模型设计调查问卷，并据此估算支付意愿金额。 相似文献
6.
Charles Haynes Ed.D. Pamela Hook Ph.D. Paul Macaruso Ph.D. Etsuko Muta M.Ed. Yoichi Hayashi M.A. Junko Kato M.D. Tokuko Sasaki M.Ed. 《Annals of dyslexia》2000,50(1):213-238
This study compared U.S. and Japanese grade school teachers’ perceptions of the strengths and weaknesses of children in their
classrooms identified as fitting commonly used criteria for a learning disability. U.S. teachers identified 4.0 percent of
their children as meeting the criteria and Japanese teachers identified 1.5 percent. The teachers then rated these children’s
abilities in the areas of listening, speaking, reading/writing, reasoning, mathematics, social, and study skills. Overall,
U.S. and Japanese teachers’ rating patterns were similar on 70 percent of the skills. In most areas where significant differences
were found—listening, speaking, reading/writing and study skills—U.S. teachers rated higher percentages of their children
as “weaker” than Japanese teachers. A noteworthy exception was the area of social skills where Japanese children received
higher percentages of “weak” ratings. U.S. and Japanese teachers also differed in their perceptions of causative factors leading
to their children’s learning difficulties. We discuss the findings in terms of U.S.-Japanese differences in writing systems
and cultural expectations. 相似文献
7.
Christoph Knig Lale Khorramdel Kentaro Yamamoto Andreas Frey 《Educational Measurement》2021,40(1):17-27
Large‐scale assessments such as the Programme for International Student Assessment (PISA) have field trials where new survey features are tested for utility in the main survey. Because of resource constraints, there is a trade‐off between how much of the sample can be used to test new survey features and how much can be used for the initial item response theory (IRT) scaling. Utilizing real assessment data of the PISA 2015 Science assessment, this article demonstrates that using fixed item parameter calibration (FIPC) in the field trial yields stable item parameter estimates in the initial IRT scaling for samples as small as n = 250 per country. Moreover, the results indicate that for the recovery of the county‐specific latent trait distributions, the estimates of the trend items (i.e., the information introduced into the calibration) are crucial. Thus, concerning the country‐level sample size of n = 1,950 currently used in the PISA field trial, FIPC is useful for increasing the number of survey features that can be examined during the field trial without the need to increase the total sample size. This enables international large‐scale assessments such as PISA to keep up with state‐of‐the‐art developments regarding assessment frameworks, psychometric models, and delivery platform capabilities. 相似文献
8.
The qualitative characterization of individual performance that is central to modem psychological theory is not adequately modeled by traditional psychometric theory that assumes, among other things, unidimensionality. In the present study, data are presented that are more adequately modeled by HYBRID, a model that incorporates both latent trait and latent class components. The latent classes were defined by a cognitive analysis of the understanding that individuals have for a circumscribed domain. In addition to providing a better statistical fit, the analysis also improves the amount of diagnostic information available for a given individual. 相似文献
9.
Nílson Kunioshi Judy Noguchi Kazuko Tojo Hiroko Hayashi 《European Journal of Engineering Education》2016,41(3):293-303
As English-medium instruction (EMI) spreads around the world, university teachers and students who are non-native speakers of English (NNS) need to put much effort into the delivery or reception of content. Construction of scientific meaning in the process of learning is already complex when instruction is delivered in the first language of the teachers and students, and may become even more challenging in a second language, because science education depends greatly on language. In order to identify important pedagogical functions that teachers use to deliver content and to present different ways to realise each function, a corpus of lectures related to science and engineering courses was created and analysed. NNS teachers and students in science and engineering involved in EMI higher education can obtain insights for delivering and listening to lectures from the Online Corpus of Academic Lectures (OnCAL). 相似文献
10.
Scientific inquiry, for the most part, can be described as parochial. Not only are there clear demarcations between broad disciplinary categories (i.e., anatomy, physiology, psychology), but subspecialties are common within disciplines. Modern technology has made possible a trend toward greater and greater specialization. In fact, there are now areas of scientific investigation that did not exist a few years ago. This increasing specialization and its concomitant reductionism is not without its pitfalls and problems. There is a tendency to move away from the basic evolutionary concept of living organisms as organized systems functioning and adapting within an ecosystem. The laboratory scientist often ignores the inherent organization of living systems in favor of an intense pursuit of his or her particular chosen bit of the biological puzzle. However, there are still disciplines that not only subscribe to the notion of living organisms as organized systems but have made a valiant attempt to bring this concept under laboratory scrutiny. Often, in order to identify these endeavors, a technique is used to combine two or three words into one. Thus, we have several flourishing disciplines described as psychoneuroimmunology, psychoneuroendocrinology, neurochemistry, physiosociology, and so on. For the investigator who attempts a more integrated approach to the broad biological and psychological universe, the demands are heavy. He or she is faced with the need to maintain credibility in several disciplines, each of which is advancing at an accelerated pace. However, we feel that the value of an integrated approach that crosses traditional disciplinary lines will be illustrated in a small way by this article and, we hope, by the series of articles presented in this symposium section of Child Development. 相似文献