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Frank Shushok Jr., T. Laine Scales, Rishi Sriram, and Vera Kidd share some initial thoughts about responses to their Campus Residential Experience Survey. Do you recognize your institution? 相似文献
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Cognitive authorities in health education classrooms: A nexus analysis on group-based learning tasks
Socio-technical changes have transformed information practices and challenged conceptions of cognitive authorities, referring to information sources that are deemed credible and legitimate and influence people's thinking. Cognitive authorities in group-based knowledge-construction projects in health education lessons were explored in this study. Nexus analysis was used to analyze participant interviews and video-observed social actions in three secondary school health-education classrooms (Grades 8–9) in Finland. The findings show how group-based projects employing multiple information sources offer opportunities for the distribution and co-construction of cognitive authorities. However, explicit negotiations on the authority of sources were rare. Cognitive authorities appeared as contextual and situational but also guided by broader discourses circulating in the scene of action. By embedding information literacy instruction throughout the curriculum, information professionals and teachers can support young learners to recognize relevant authorities in different spheres of knowledge and to become competent users of health information. 相似文献
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Clark A. Chinn Susan A. Yoon Huma Hussain-Abidi Kyle Hunkar Noora F. Noushad Amanda M. Cottone Thomas Richman 《European Journal of Education》2023,58(3):407-421
An important goal of science education is promoting scientific literacy—the competence to interact with science as laypeople to solve problems and make decisions in their personal and community lives. This is made more challenging in an age of increasing science denialism. In this article, we discuss how to design learning environments for science education that can help students attain scientific literacy. We argue that science curricula should encompass lessons with two distinguishable foci. One focus engages students in understanding the reliability of science. The second focus engages students as laypeople interacting with science in the public sphere. We discuss these two curricular foci, presenting examples from our own work on designing and implementing instruction with the first focus. 相似文献
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We report a multidimensional test that examines middle grades teachers’ understanding of fraction arithmetic, especially multiplication and division. The test is based on four attributes identified through an analysis of the extensive mathematics education research literature on teachers’ and students’ reasoning in this content area. We administered the test to a national sample of 990 in‐service middle grades teachers and analyzed the item responses using the log‐linear cognitive diagnosis model. We report the diagnostic quality of the test at the item level, mastery classifications for teachers, and attribute relationships. Our results demonstrate that, when a test is grounded in research on cognition and is designed to be multidimensional from the onset, it is possible to use diagnostic classification models to detect distinct patterns of attribute mastery. 相似文献
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Renny S. N. Lindberg Teemu H. Laine Lassi Haaranen 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1979-1995
An increasing number of countries have recently included programming education in their curricula. Similarly, utilizing programming concepts in gameplay has become popular in the videogame industry. Although many games have been developed for learning to program, their variety and their correspondence to national curricula remain an uncharted territory. Consequently, this paper has three objectives. Firstly, an investigation on the guidelines on programming education in K-12 in seven countries was performed by collecting curricula and other relevant data official from governmental and non-profit educational websites. Secondly, a review of existing acquirable games that utilize programming topics in their gameplay was conducted by searching popular game stores. Lastly, we compared the curricula and made suggestions as to which age group the identified games would be suitable. The results of this study can be useful to educators and curriculum designers who wish to gamify programming education. 相似文献
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Nonmanut Pongsakdi Eero Laakkonen Teija Laine Koen Veermans Minna M. Hannula-Sormunen Erno Lehtinen 《Scandinavian Journal of Educational Research》2019,63(2):179-197
A Word Problem Enrichment programme (WPE) has been found to increase student word problem solving performance when facing non-routine and application problems. However, it is unknown if the WPE has an impact on student beliefs about word problem solving and how the WPE works for students with different motivation in learning mathematics. This study investigated the impact of the WPE on student beliefs about word problem solving by using Latent Profile Analysis and Structural Equation Modelling to analyse relations among the different cognitive, motivation, and belief factors. A total of 170 fourth- and sixth-grade students from elementary schools participated. Results showed that the effects of WPE are various depending on students’ initial motivation level. The impacts of the WPE on student beliefs were found only in students with a low initial motivation level, while its impacts on student problem-solving performance were found only in students with a high initial motivation level. 相似文献