场独立——场依存认知风格指导下的少数民族学生英语阅读教学

本文通过对场独立——场依存两种认知风格的讨论,结合少数民族学生的英语阅读教学,分析了场独立和场依存型学生的学习行为的差异性及这两种认知风格与少数民族学生英语阅读教学的关系和指导作用。     

Cognitive styles,dynamic geometry and measurement performance

This paper reports the outcomes of an empirical study undertaken to investigate the effect of students’ cognitive styles on achievement in measurement tasks in a dynamic geometry learning environment, and to explore the ability of dynamic geometry learning in accommodating different cognitive styles and enhancing students’ learning. A total of 49 6th grade students were tested using the VICS and the extended CSA-WA tests (Peterson, Verbal imagery cognitive styles and extended cognitive style analysis-wholistic analytic test—Administration guide. New Zealand: Peterson, 2005) for cognitive styles. The same students were also administered a pre-test and a post-test involving 20 measurement tasks. All students were taught a unit in measurement (area of triangles and parallelograms) with the use of dynamic geometry, after a pre-test. As expected, the dynamic geometry software seems to accommodate different cognitive styles and enhances students’ learning. However, contrary to expectations, verbalisers and wholist/verbalisers gained more in their measurement achievement in the environment of dynamic geometry than students who had a tendency towards other cognitive styles. The results are discussed in terms of the nature of the measurement tasks administered to the students.     

Improving primary students’ collaborative problem solving competency in project-based science learning with productive failure instructional design in a seamless learning environment

The paper reports on an empirical study adopting a mixed research method, aiming at improving primary students’ collaborative problem solving competency in project-based learning with productive failure (PF) instructional design in a seamless learning environment. Two Grade Six classes participated in a project-based learning of “Plant Adaptations”. In Class 1 with 27 students, the project-based learning was conducted with PF instructional design; in Class 2 with 26 students, the project-based learning was conducted without PF instructional design. The learning activities spanned across farm, class, home and online spaces supported by mobile devices. Data collection includes various students’ created artifacts in groups in the inquiry process, student reflections, student focus group interviews and pre- and post-domain tests. Both qualitative and quantitative data analysis methods were employed. The research findings show that compared to Class 2, the students in Class 1 gained deeper understanding of conceptual knowledge and produced better group artifacts in collaborative problem-solving quality than those in Class 2; and the students in Class 1 were more positive in facing the challenges in their project-based learning process, and developed a sense of ownership of their learning. The findings imply that PF instructional design is conducive to developing primary students’ collaborative solving competency in science learning in a seamless learning environment.     

Piagetian cognitive functioning in students with learning disabilities

This study investigated the cognitive abilities as measured by the Inventory of Piaget's Developmental Tasks (IPDT) (Furth, 1970) of male and female fourth and fifth graders with learning disabilities. In addition, their cognitive abilities were compared to their reading and mathematics achievement, as measured by the Peabody Individual Achievement Test (PIAT) (Dunn & Markwardt, 1970). A two-way analysis of covariance revealed a significant mean difference in cognitive ability between students with learning disabilities and nondisabled students. No significant differences existed in performance between males and females. Multiple regression showed that a linear combination of reading and mathematics achievement yielded a significant positive correlation to cognitive ability.     

Unravelling the influence of cognitive style on Chinese students’ classroom behaviours: the mediating effects of the structure-oriented/depth-oriented learning approach

This study was designed to investigate how cognitive style affects Chinese students’ learning behaviours in the classroom. A concept labelled as the structure-oriented vs. depth-oriented learning approach was constructed, and its mediating effects in the link between cognitive style and learning behaviour were proposed and examined in this study. Three measures assessing cognitive style, learning approach and learning behaviour in the classroom were administered to 332 undergraduates recruited from two large public universities in China. The results of data analyses revealed that Chinese students tended to be more holistic in cognitive style, and holistic style significantly predicted learning behaviour. It was also found that the structure-oriented learning approach significantly mediated the association between holistic style and learning behaviour. The findings were, in general, supportive of the major assumption of this study that cognitive style plays a role in explaining the behavioural traits presented by Chinese students in the classroom.     

场独立和场依赖认知风格对大学生听力理解能力的影响

Witkin认知风格理论中通过镶嵌图形测试将学习者认知风格分为场独立性和场依赖性两种,场独立风格的学习者对外界或背景依赖程度小,场依赖风格的学习者对外界或背景的依赖程度大。场独立和场依赖认知风格对学习者的二语习得能力具有不同影响,听力理解能力同样受到不同认知风格的影响,学习者认清自身认知风格并在教师指导下有针对性地进行策略训练将有效提高听力理解水平。     

Evaluating students’ perceptions and attitudes toward computer-mediated project-based learning environment: A case study

This research investigated 68 secondary school students’ perceptions of their computer-mediated project-based learning environment and their attitudes towards Project Work (PW) using two instruments—Project Work Classroom Learning Environment Questionnaire (PWCLEQ) and Project Work Related Attitudes Instrument (PWRAI). In this project-based learning environment, students experienced a face-to-face classroom setting and e-learning by using a synchronous computer-mediated communication (CMC) tool called ‘iCollaborate’ for online communication and project collaboration with peers from other countries. The PWCLEQ and PWRAI instruments were used to evaluate the computer-mediated project-based learning environment using students’ perceptions of the learning environment and to further investigate how their perceptions might affect their attitudes towards PW lessons. Students perceived the computer-mediated project-based learning environment favourably but they preferred to experience more Material Environment and more Open-Endedness and Social Presence. Simple correlation analysis revealed that all environment dimensions were significantly and positively related to the students’ attitudes towards PW, while multiple regression analysis indicated that two scales, Instructor Support and Social Presence, were the strongest predictors of attitudes towards PW lessons.     

Cognitive style and the effects of two instructional treatments on the acquisition and transfer of the ability to control variables: A longitudinal study

Long-term retention effects of two methods of instruction used one year earlier to teach field-dependent (FD) and field-independent (FI) sixth-grade students to control variables and to transfer this ability to novel tasks were investigated. The study also examined whether or not uninstructed seventh-grade students had acquired this ability on their own. Results indicated that Treatment I produced better retention over time for both FD and FI students than did Treatment II. Treatment II was more effective for FI students than for FD students. Significant main effects for treatment and cognitive style were found on each controlling variables task when the abilities of instructed and uninstructed seventh-grade students were compared. Field-dependent students who had received Treatment I significantly outperformed FD students who had received Treatment II and FD students who had received no instruction on how to control variables. Field-dependent students who had received Treatment II performed about as well as their counterparts who had received no instruction. Field-independent students who had received Treatment I significantly outperformed FI students who had received Treatment II on two of three measures and FI students who had received no instruction on all measures. Field-independent student who had received Treatment II significantly outperformed FI students who had received no instruction on two of three measures.     

场独立与场依存型认知风格差异对大学英语教学的启示

学习者具有不同的认知风格,认知风格直接参与并操纵语言学习的基本过程,并对学习者的学习方式和学习效果产生影响。场独立和场依存型认知风格是二语习得中最常见的认知风格,对学生的学习心理及学习习惯都会产生很大影响。本文对场独立与场依存型认知风格的英语学习者加以剖析,并指出就大学英语教学而言,教师如能在教学中了解学习者在认知风格上的差异性,并运用相应的教学策略引导学习者的认知风格,将极大地提高大学英语教学效果。     

Spiral and Project-Based Learning with Peer Assessment in a Computer Science Project Management Course

Different learning methods such as project-based learning, spiral learning and peer assessment have been implemented in science disciplines with different outcomes. This paper presents a proposal for a project management course in the context of a computer science degree. Our proposal combines three well-known methods: project-based learning, spiral learning and peer assessment. Namely, the course is articulated during a semester through the structured (progressive and incremental) development of a sequence of four projects, whose duration, scope and difficulty of management increase as the student gains theoretical and instrumental knowledge related to planning, monitoring and controlling projects. Moreover, the proposal is complemented using peer assessment. The proposal has already been implemented and validated for the last 3 years in two different universities. In the first year, project-based learning and spiral learning methods were combined. Such a combination was also employed in the other 2 years; but additionally, students had the opportunity to assess projects developed by university partners and by students of the other university. A total of 154 students have participated in the study. We obtain a gain in the quality of the subsequently projects derived from the spiral project-based learning. Moreover, this gain is significantly bigger when peer assessment is introduced. In addition, high-performance students take advantage of peer assessment from the first moment, whereas the improvement in poor-performance students is delayed.     

Matching/mismatching revisited: an empirical study of learning and teaching styles

This paper presents results of a research project that explored the relationship between matching and mismatching instructional presentation style (breadth-first and depth-first) with students' cognitive style (field-dependence/-independence) in a computer-based learning environment. 73 postgraduate students were asked to create Web pages using HTML, using instructional materials that were either matched or mismatched with their cognitive styles. Significant differences in performance on a multiple choice test of conceptual knowledge were found for students learning in matched and mismatched conditions. Performance in matched conditions was significantly superior to that in mismatched conditions. However, significant effects were found for gender, matching mainly affecting male students. Performance on a practical test of Web page creation was not linked to matching or mismatching, but was linked to an interaction between gender and instructional presentation style. The findings provide support for the notion that matching and mismatching can have significant effects on learning outcomes. The paper concludes with suggestions for further research.     

心理学专业大学生的认知方式与共情能力研究——以高等医学类院校为例

采用EFT(镶嵌图形测验)和《大学生共情能力问卷》作为测量工具,探讨医类院校应用心理学专业大学生的认知方式与共情能力及其两者之间的关系。研究结果表明:独生子女的场独立性、共情自我识别显著高于非独生子女,中医心理专业学生的反向理解、负向应对高于医大学生,大三学生的他人情绪识别、一致性理解及总的共情能力高于大二学生;场独立者的他人情绪识别、一致性理解和正向应对及总的共情能力显著高于场依存者;认知方式与共情能力之间存在显著正相关,认知方式对共情能力具有显著的预测作用。     

研究生线上与线下学习时间投入变化及影响因素分析——基于大规模的线上教与学调查数据

学习时间投入是衡量研究生学习状态与表现的重要指标之一。基于30所高校14 286名研究生的调查数据,通过配对样本T检验、单因素方差分析以及层级回归模型,围绕研究生线上与线下学习时间投入变化展开分析。结果发现,从线下学习转向线上学习的过程中,研究生在学习上的时间投入出现大幅度下降,且不同背景的研究生在线下学习时间投入、线上学习时间投入和时间投入变化上呈现出多种特征。此外,研究生线上与线下学习时间投入变化是学习环境、学生的认知反应以及学习能力共同作用的结果,而环境因素中网络环境对研究生线上与线下学习时间投入变化的作用受学生的认知反应以及学习能力的影响。因此,有必要根据不同群体学习时间投入特征采取针对性措施、创设良好的线上学习环境、加强学生对突发事件的认知引导、提升学生的自主学习能力。     

Performance on Middle School Geometry Problems With Geometry Clues Matched to Three Different Cognitive Styles

ABSTRACT— This study investigated the relationship between 3 ability‐based cognitive styles (verbal deductive, spatial imagery, and object imagery) and performance on geometry problems that provided different types of clues. The purpose was to determine whether students with a specific cognitive style outperformed other students, when the geometry problems provided clues compatible with their cognitive style. Students were identified as having a particular cognitive style when they scored equal to or above the median on the measure assessing this ability. A geometry test was developed in which each problem could be solved on the basis of verbal reasoning clues (matching verbal deductive cognitive style), mental rotation clues (matching spatial imagery cognitive style), or shape memory clues (matching object imagery cognitive style). Straightforward cognitive style–clue‐compatibility relationships were not supported. Instead, for the geometry problems with either mental rotation or shape memory clues, students with a combination of both verbal and spatial cognitive styles tended to do the best. For the problems with verbal reasoning clues, students with either a verbal or a spatial cognitive style did well, with each cognitive style contributing separately to success. Thus, both spatial imagery and verbal deductive cognitive styles were important for solving geometry problems, whereas object imagery was not. For girls, a spatial imagery cognitive style was advantageous for geometry problem solving, regardless of type of clues provided.     

Examining the relationship between holistic/analytic style and classroom learning behaviors of high school students

The purpose of this study was to investigate whether and how high school students’ cognitive tendencies in holistic/analytic style relate to their active or passive behavioral patterns observed in the classroom. It was speculated that academic intrinsic motivation might play the role as a moderator and learning approach (the structure-oriented approach versus the depth-oriented approach) might function as a mediator in the effects of holistic/analytic style on classroom learning behaviors. A sample of 1065 high school students in China were assessed in classroom learning behavior, holistic/analytic style, learning approach, and academic intrinsic motivation via the use of relevant measures. Results indicated that holistic style and analytic style were significant predictors of classroom learning behavior. The study also revealed significant moderation effects of intrinsic motivation and significant mediation effects of learning approach. Academic intrinsic motivation and learning approach were proven to be two relevant variables in unraveling the influence of holistic/analytic style on students’ behavioral performances in the classroom.     

Science Learning Outcomes in Alignment with Learning Environment Preferences

This study investigated students’ learning environment preferences and compared the relative effectiveness of instructional approaches on students’ learning outcomes in achievement and attitude among 10th grade earth science classes in Taiwan. Data collection instruments include the Earth Science Classroom Learning Environment Inventory and Earth Science Learning Outcomes Inventory. The results showed that most students preferred learning in a classroom environment where student-centered and teacher-centered instructional approaches coexisted over a teacher-centered learning environment. A multivariate analysis of covariance also revealed that the STBIM students’ cognitive achievement and attitude toward earth science were enhanced when the learning environment was congruent with their learning environment preference.     

A context-aware ubiquitous learning approach for providing instant learning support in personal computer assembly activities

Personal computer assembly courses have been recognized as being essential in helping students understand computer structure as well as the functionality of each computer component. In this study, a context-aware ubiquitous learning approach is proposed for providing instant assistance to individual students in the learning activity of a computer-assembly course. In addition to comparing the learning achievements and learning satisfaction of the students who learned with context-aware ubiquitous learning and conventional technology-enhanced instruction, the computer-assembling performance, cognitive load, learning perceptions, as well as the learning attitudes of the students are also discussed. It was found that those students utilizing context-aware ubiquitous learning achieved better effects than those with conventional technology-enhanced learning. Moreover, with context-aware ubiquitous learning, the field-independent students presented higher acceptance of cognitive load, and more positive learning experience, learning perceptions, learning satisfaction, and learning attitudes than the field-dependent students.     

任务强度差异支架对学生游戏化学习动机和沉浸感的影响

教育游戏的研究者发现,教育游戏中添加教学策略或学习支架能够帮助学生建立游戏和学科知识之间的联系,可以有效发挥游戏的教育价值,提高学生的学习效果和学习体验。本研究在梳理学习支架理论的基础上,针对"The Tiny Bang Story"游戏设计了两种不同强度的任务支架,以研究强度不同的任务支架对不同认知风格学生的学习动机和沉浸感的影响。研究发现:任务强度不同的学习支架对不同认知风格学生的学习动机和沉浸感的影响存在显著差异;场依存型学生的学习动机和沉浸感会随任务支架强度的增加而提升;场独立型学生的学习动机随任务支架强度的增加没有显著性变化,反而沉浸感会随任务支架强度的增加呈现先升后降的正三角趋势。     

认知方式的实验研究——学生FDI认知方式与课堂教学模式之间的关系研究

将教育心理学中有关FDI认知方式的研究用于教学实验,指导教师进行教学设计,需要进一步进行教学模式和学生认知方式的适配性研究。初步的教学实验结果表明,在本研究的范围内,实验探究模式、问题解决模式更适合于场独立性的学生;自学指导模式更适合于场依存性学生。     

Cognitive Tutors: Lessons Learned

This article reviews the 10-year history of tutor development based on the advanced computer tutoring theory (J. R. Anderson, 1983, 1993). We developed production system models in ACT of how students solved problems in LISP, geometry, and algebra. Computer tutors were developed around these cognitive models. Construction of these tutors was guided by a set of eight principles loosely based on the ACT theory. Early evaluations of these tutors usually, but not always, showed significant achievement gains. Best case evaluations showed that students could achieve at least the same level of proficiency as conventional instruction in one third of the time. Empirical studies showed that students were learning skills in production-rule units and that the best tutorial interaction style was one in which the tutor provides immediate feedback, consisting of short and directed error messages. The tutors appear to work better if they present themselves to students as nonhuman tools to assist learning rather than as emulations of human tutors. Students working with these tutors display transfer to other environments to the degree that they can map the tutor environment into the test environment. These experiences have coalesced into a new system for developing and deploying tutors. This system involves selecting a problem-solving interface, constructing a curriculum under the guidance of a domain expert, designing a cognitive model for solving problems in that environment, building instruction around the productions in that model, and deploying the tutor in the classroom. New tutors are being built in this system to achieve the National Council of Teachers of Mathematics (NCTM) standards for high-school mathematics in an urban setting.