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Nancy Digdon Michael Pressley Joel R. Levin 《Educational technology research and development : ETR & D》1985,33(2):139-145
Preschool children heard two ten-sentence stories. Each sentence was accompanied by two pictures (one of the subject and one
of the object of the sentence), by a picture of the sentence’s subject, by a picture of the sentence’s object, or by no pictures.
After presentation of the stories, the children answered questions requiring recall of the sentence objects. Only the two-picture
illustration variation produced significantly beffer learning relative to no-picture control performance. This finding held
both when children were instructed to make mental images representing the prose and when they simply listened to the text.
The results are relevant both to theories of children’s imagery and to practical issues about how to illustrate children’s
texts.
This research was supported by a grant to the second author from the Natural Sciences and Engineering Research Council of
Canada. 相似文献
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粟珍 《广西教育学院学报》2002,(3):21-24
在知识经济时代,一个人要想获得较好的发展,就必须学会创造性学习。本文主要阐明了知识经济条件下的创造性学习的主要特征,论述了开展创造性学习应采取的措施。 相似文献
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This integrative literature review synthesizes the concepts and process of organizational knowledge creation with theories of individual learning. The knowledge conversion concept (Nonaka & Takeuchi, 1995; Nonaka, Toyama, & Byosière, 2001) is used as the basis of the organizational knowledge creation process, while major learning theories relevant to working adult learners are newly synthesized into four types of individual learning processes: adaptive, generative, transformative, and reflective. The results suggest an integrative conceptual flow map of individual and organizational learning facilitated by culture and management system enablers. Implications for using this conceptual framework for practicing performance technology solutions are also discussed. 相似文献
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The North Carolina State University Biotechnology Program offers laboratory-intensive courses to both undergraduate and graduate students. In "Manipulation and Expression of Recombinant DNA," students are separated into undergraduate and graduate sections for the laboratory, but not the lecture, component. Evidence has shown that students prefer pairing with someone of the same academic level. However, retention of main ideas in peer learning environments has been shown to be greater when partners have dissimilar abilities. Therefore, we tested the hypothesis that there will be enhanced student learning when lab partners are of different academic levels. We found that learning outcomes were met by both levels of student, regardless of pairing. Average undergraduate grades on every assessment method increased when undergraduates were paired with graduate students. Many of the average graduate student grades also increased modestly when graduate students were paired with undergraduates. Attitudes toward working with partners dramatically shifted toward favoring working with students of different academic levels. This work suggests that offering dual-level courses in which different-level partnerships are created does not inhibit learning by students of different academic levels. This format is useful for institutions that wish to offer "boutique" courses in which student enrollment may be low, but specialized equipment and faculty expertise are needed. 相似文献
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Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations 总被引:1,自引:0,他引:1
Learning with multiple representations is usually employed in order to foster understanding. However, it also imposes high
demands on the learners and often does not lead to the expected results, especially because the learners do not integrate
the different representations. Thus, it is necessary to support the learners’ self-explanation activity, which concerns the
integration and understanding of multiple representations. In the present experiment, we employed multi-representational worked-out
examples and tested the effects of two types of self-explanation prompts as help procedures for integrating and understanding
multiple representations. The participants (N = 62) learned about probability theory under three conditions: (a) open self-explanation prompts, (b) self-explanation prompts
in an assistance-giving-assistance-withholding procedure (assisting self-explanation prompts), or (c) no prompts (control
group). Both types of self-explanation prompts fostered procedural knowledge. This effect was mediated by self-explanations
directed to domain principles. Conceptual knowledge was particularly fostered by assisting self-explanation prompts which
was mediated by self-explanations on the rationale of a principle. Thus, for enhancing high-quality self-explanations and
both procedural knowledge and conceptual understanding, we conclude that assisting self-explanation prompts should be provided.
We call this the assisting self-explanation prompt effect which refers to the elicitation of high-quality self-explanations and the acquisition of deep understanding. 相似文献
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Shang Li-xia 《佳木斯教育学院学报》2015,(4)
随着科技的发展,死的知识很容易获得,处理这些知识的能力变得至关重要,本文着重阐述在高职高等数学的教学过程中,如何实施得以提高其学习兴趣,并最终提高学生处理知识的能力。 相似文献
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Gina M. FrancoKrista R. Muis Panayiota KendeouJohn Ranellucci Lavanya SampasivamXihui Wang 《Learning and Instruction》2012,22(1):62-77
The purpose of this study was to investigate the role of epistemic beliefs and knowledge representations in cognitive and metacognitive processing when learning about physics concepts through text. Specifically, we manipulated the representation of physics concepts in texts about Newtonian mechanics and explored how these texts interacted with individuals’ epistemic beliefs to facilitate or constrain learning. Results revealed that when individuals’ epistemic beliefs were consistent with the knowledge representations in their assigned texts, they performed better on various measures of learning (use of processing strategies, text recall, and changes in misconceptions) than when their epistemic beliefs were inconsistent with the knowledge representations. These results have implications for how researchers conceptualize epistemic beliefs and support contemporary views regarding the context sensitivity of individuals’ epistemic beliefs. 相似文献
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Martine A. H. Braaksma Huub van den Bergh Gert Rijlaarsdam Michel Couzijn 《European Journal of Psychology of Education - EJPE》2001,16(1):33-48
On repeated occasions, observational learning has proved itself to be an effective instruction method. Experimental studies have shown to be effective for complex tasks such as reading and writing for both teachers and students as models. The problem when interpreting the results of such research is that, in observation tasks, several mental activities play a simultaneous role. In this study we therefore set out to identify the effective elements of observation tasks. We focused on two elements of the observation tasks, both aimed at stimulating monitoring activities: evaluation of the model’s performance and elaboration on this evaluation. We have also distinguished between elaboration on the observed products (the models’ written answers), and elaboration on the observed processes (the models’ verbalisations of their mental activities). The data were subjected to a LISREL analysis. First of all, it was observed that subjects who performed “evaluation” and “productelaboration” better, and “process-elaboration” more often in one lesson, also performed these activities better or more often in the subsequent lesson. Next, we observed an effect of aptitude on the learning activities: pre skill scores influence “evaluation” and “product-elaboration”. The most important finding is that “evaluation” and “product-elaboration” contribute positively to argumentative writing skills. It is discussed that these findings confirm the importance of the monitoring, evaluative and reflective activities when learning complex tasks as writing. 相似文献
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Ruth Fielding‐Barnsley Corresponding author Nola Purdie 《Asia-Pacific Journal of Teacher Education》2005,33(1):65-76
The aim of the current research was to examine pre‐service, general and special education teachers' attitudes to and knowledge of metalinguistics (awareness of language structure) in the process of learning to read. Effective teachers of reading, writing, and spelling need to understand the relationship between speech and print because these basic language processes are often deficient in cases of reading failure. Teachers also need to be knowledgeable in this area to benefit from psychologist and specialist reports. Using a questionnaire adapted from the Teacher attitudes about early reading and spelling survey and the Survey of linguistic knowledge, 93 pre‐service teachers; 209 general teachers and 38 special education teachers were surveyed. Results indicate a positive attitude to but poor knowledge of metalinguistics in the process of learning to read. Special education teachers performed significantly higher than both other groups on aspects of attitude and knowledge. 相似文献
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This paper describes an intervention in which pre-service teachers developed their TPACK through multiple data sources. Teachers’ self-reports of their TPACK knowledge were triangulated with performance-based assessment of their instructional practices and artifacts to give a better understanding and nature of pre-service teachers’ TPACK development. Although self reported measures did not correlate with pre-service teachers’ actual increased knowledge of technology integration, this study enhances better understanding of the pre-service teachers’ TPACK development through the multiple assessment measures. The learning outcome measures provide specific information and concrete representation of what pre-service teachers can actually do with technology in their TPACK development. The findings suggested multiple concerns about self-reported measures that are discussed in the framework of the TPACK instrument. 相似文献
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The purpose of this research was to understand how preservice elementary teacher experiences within the context of reflective science teacher education influence the development of professional knowledge. We conducted a case analysis to investigate one preservice teacher's beliefs about science teaching and learning, identify the tensions with which she grappled in learning to teach elementary science, understand the frames from which she identified problems of practice, and discern how her experiences played a role in framing and reframing problems of practice. The teacher, Barbara, encountered tensions in thinking about science teaching and learning as a result of inconsistencies between her vision of science teaching and her practice. Confronting these tensions between ideals and realities prompted Barbara to rethink the connections between her classroom actions and students' learning and create new perspectives for viewing her practice. Through reframing, she was able to consider and begin implementing alternative practices more resonant with her beliefs. Barbara's case illustrates the value of understanding prospective teachers' beliefs, their experiences, and the relationship between beliefs and classroom actions. Furthermore, the findings underscore the significance of offering reflective experience as professionals early in the careers of prospective teachers. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 121–139, 1999 相似文献
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The introduction of problem-based learning into K-12 science classrooms faces the challenge of achieving the dual goal of learning science content and developing problem-solving skills. To overcome this content-process tension in science classrooms, we employed the knowledge-creation approach as a boundary object between the two seemingly contradicting activities: learning of science content and developing problem-solving skills. As part of a design research, we studied a group of Grade 9 students who were solving a problem related to the Law of Conservation of Energy. Through the lens of the activity theory, we found that students’ understanding of the intended science knowledge deepened as they made sense of the disciplinary-content knowledge in the context of the problem and concurrently, the students successfully developed solutions for the problem. This study shows that developing problem-solving competencies and content learning need not be disparate activities. On the contrary, we can harness the interdependency of these two activities to achieve dual goals in learning. 相似文献
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Collaborative learning and the construction of common knowledge 总被引:1,自引:0,他引:1
In collaborative learning, students not only have to acquire knowledge, they also have to learn to regulate the process of acquiring knowledge. In the traditional classroom, the function of regulation rests with the teacher. In the collaborative classroom, however, the responsibility for learning has in part been handed over to the students. We examine how students, who work as members of a community of learners, construct shared understanding. in particular, we want to explore what interactive and discursive tools students use in their collaboration. We present observations made during a series of innovative mathematics lessons in an 8th grade classroom at a Dutch primary school in which children (between 11 and 13 years of age) worked as “researchers” who were encouraged to formulate questions for exploration and to collaborate in answering them. Both in small group discussions and in discussions involving the whole class, students worked on the construction of arguments and the creation of shared knowledge. The construction and diffusion of knowledge occurred in “cycles of argumentation” to which many children contributed and in which ideas were repeated and elaborated upon. Because, in students’ collaboration, learning is made dependent on proposing and critically discussing arguments, the character of knowledge, acquired under these circumstances, is different from knowledge acquired in a more traditional classroom setting. 相似文献