Mining Effective Learning Behaviors in a Web-Based Inquiry Science Environment     

Chen  Chih-Ming  Wang  Wen-Fang 《Journal of Science Education and Technology》2020,29(4):519-535

Analyzing learners’ learning behaviors helps teachers understand how learning behaviors of learners influence learning performance. To determine which learning behaviors influence learners’ science-based inquiry learning performance, this work develops an xAPI (Experience Application Programming Interface)-based learning record store module embedded in a Collaborative Web-based Inquiry Science Environment (CWISE) to record detailed data about students’ learning processes. This work discusses whether the significant correlation and cause-effect relationship among science inquiry competence, learning time, and learning performance exist, and examines whether remarkable shifts and differences in the learning behaviors of learners with different learning performances and inquiry competences exist by using sequential pattern mining and lag sequential analysis. The results demonstrate that inquire ability, total learning time in the designed inquiry learning course, and learning time in an inquiry buoyancy simulation experiment are positively correlated with learning performance and can predict learning performance, and the learning time in the inquiry buoyancy simulation experiment appears to be the most significant predictor. The results of lag sequential analyses indicate that learners with high learning performance and high inquiry competence re-adjust hypotheses after performing an inquiry buoyancy simulation experiment, while learners with low learning performance and low inquiry competence lack this critical inquiry learning behavior. This study presents a systematic analysis method to insight the effective learning behaviors in a web-based inquiry learning environment based on mining students’ learning processes, thus providing potential benefits in guiding learners to adjust their learning behaviors and strategies.

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关于构建中国特色中小学数学教育质量监测体系的思考     

朱文芳 《课程.教材.教法》2010,(3)

我国现有中小学数学教育质量评价体系,在评价中小学数学教育的质量时,无法全面地说明数学教育质量的整体状况,以及课程、学校、数学教师等因素对数学教育质量的影响程度。国家成立教育部基础教育质量监测中心,说明我国已开始从国家层面上对基础教育质量进行监测。因此,构建具有中国特色的数学教育质量监测体系已经成为推进我国教育改革与发展的一项重要工作,其监测内容要全面地反映学生数学学习的状况,监测方法要客观地收集学生数学学习的信息,监测体系要科学地评价学生的数学学习质量。  相似文献