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1.
浅谈PBL中问题的设置 总被引:20,自引:0,他引:20
基于问题的学习是建构主义理论指导下的以学生为中心的一种教学模式。在该模式中,问题是PBL能否成功实施的关键。本文论述了PBL中问题开发的程序和步骤。 相似文献
2.
《教育实用测度》2013,26(3):233-241
Tests of educational achievement typically present items in the multiple-choice format. Some achievement test items may be so "saturated with aptitude" (Willingham, 1980) as to be insensitive to skills acquired through education. Multiple-choice tests are ill-suited for assessing productive thinking and problem-solving skills, skills that often constitute important objectives of education. Viewed as incentives for learning, multiple-choice tests may impede student progress toward these objectives. There is need for accelerated research to develop alternatives to multiple-choice achievement tests, with content selected to match the specified educational objectives. 相似文献
3.
《Australian Journal of Learning Difficulties》2013,18(3):22-23
Abstract Students with learning difficulties are a relatively common occurrence in the regular classroom, therefore it is important for teachers working in this type of setting to be aware of the unique needs of these students. By examining some of the issues for a Year 11 student with learning difficulties through a life narrative format, it is hoped that teachers will be more aware of the every day challenges a student with learning difficulties confronts. For the purpose of the life narrative, a sociological perspective has been taken in order to look at the changes and main themes which the student has identified throughout his educational history. 相似文献
4.
David Saldaña 《European Journal of Psychology of Education - EJPE》2004,19(4):349-364
Metacognition is an important construct for the understanding of mental retardation and the design of educational treatment for this population. However, assessment procedures used for the testing of metacognition do not seem appropriate for these subjects. This article presents an interactive assessment procedure that uses a game-like task. Results show that this format adequately reflects low levels of self-regulation in persons with mental retardation and, more important, individual differences among these individuals in a manner not possible with more static approaches. Adaptive behaviour and learning of metacognition in a cognitive enrichment programme are used as external criteria, with significant correlations between these and interactive assessment scores. Implications for educational practice and assessment of metacognition are discussed. 相似文献
5.
When using educational video games, particularly drill-and-practice video games, there are several ways of providing an answer to a quiz. The majority of paper-based options can be classified as being either multiple-choice or constructed-response. Therefore, in the process of creating an educational drill-and-practice video game, one fundamental question to be answered is which is the most appropriate response format? This paper answers this question, proposing a hybrid format that we call fine-grained multiple-choice, where the player constructs their response one element at a time, with each element chosen from a pre-defined set. A comparative study was conducted with second grade students. When comparing the impact of an educational drill-and-practice video game that uses multiple-choice with one that uses fine-grained multiple-choice, we observe that the fine-grained multiple-choice game achieved better results. However, the multiple-choice game was substantially more successful at capturing the students' interest and motivation. Considering the widespread use of the multiple-choice format in game-based learning activities, as well as in interactive activities, this research suggests rethinking what the most suitable answer format might be for each area of the curriculum and for the different types of games. 相似文献
6.
Are four heads better than one? A comparison of cooperative and traditional teaching formats in an introductory biology course 总被引:1,自引:0,他引:1
The objective of this experiment was to compare the impact of a cooperative learning format with a traditional lecture-oriented format in the teaching of introductory biology. Differences were found in favor of the cooperative learning format in measures of student satisfaction, the ability to find information on one's own, the acquisition of factual knowledge, and the ability to work with others. The results of this study affirm the viability of using a cooperative learning approach over a traditional lecture format.Judith E. Miller is Director of Educational Development and Professor of Biology and Biotechnology at WPI, Worcester, Massachusetts. She received the Ph.D. in Microbiology from Case Western Reserve University and the B.S. in Biological Sciences from Cornell University. Her special interests include the restructuring of technical courses to include cooperative learning and educational productivity. James E. Groccia is the Director of the Program for Excellence in Teaching at the University of Missouri, Columbia. He received the Ed.D. in Educational and Counseling Psychology from the University of Tennessee, Knoxville, the M.S.Ed. in Social Science Education from Hofstra University, and the B.A. in Psychology from Hartwick College. 相似文献
7.
Richard W. Hartel 《Journal of Food Science Education》2006,5(4):65-69
ABSTRACT: The current IFT Education Standards used to evaluate Food Science programs for IFT approval have been in place now for 5 years. Most Food Science programs in the United States (as well as some in Mexico and Canada) have been reviewed according to these standards. The transition to instruction based on assessment of student learning outcomes, in accord with these Education Standards, is well under way.
In the first round of reviews, the Committee on Higher Education (CoHE) focused mostly on the Core Competency grid, also making sure programs were writing learning outcomes and instituting meaningful assessment programs. In the 2nd round of reviews, there will be more focus on assessment of learning outcomes. CoHE would like to see that programs (administration, faculty, and students) have embraced the transition to assessment of learning outcomes and are making significant progress in aligning the curriculum with this educational format. As in the past, CoHE offers assistance to any program that would like help in making this transition.
Finally, the next revision of the IFT Education Standards is due out in 2011 (10 year cycle) and it is already time to think about what this might entail. Some thoughts and suggestions for future directions are provided. 相似文献
In the first round of reviews, the Committee on Higher Education (CoHE) focused mostly on the Core Competency grid, also making sure programs were writing learning outcomes and instituting meaningful assessment programs. In the 2nd round of reviews, there will be more focus on assessment of learning outcomes. CoHE would like to see that programs (administration, faculty, and students) have embraced the transition to assessment of learning outcomes and are making significant progress in aligning the curriculum with this educational format. As in the past, CoHE offers assistance to any program that would like help in making this transition.
Finally, the next revision of the IFT Education Standards is due out in 2011 (10 year cycle) and it is already time to think about what this might entail. Some thoughts and suggestions for future directions are provided. 相似文献
8.
ABSTRACTThis article is based on an extensive study of teaching-learning processes in special educational settings organised for children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). There is a general assumption that children’s learning will be supported through placement in a special class with few students and one or more teachers present. The issues explored concern what educational practices unfold in these settings, i.e. what are the children learning, and how do they participate in the activities? The empirical study is based on video-recorded classroom interaction in eight ADHD-classes during a period of seven years, in total about 200 h. The results show that the interactional format dominating is characterised by one teacher instructing one child at a time. These situations usually seem to follow the well-known Initiative-Response-Feedback (I-R-F) structure. The contributions from the children are generally minimal, and there is no indication that the student’s role in such dyads is more active. Thus, there is little evidence that children’s learning will improve and that they become more focussed and assume a more participatory role in the interactional formats offered in special classes. Also, it is not obvious how experiences of this kind will prepare children for a return to regular classroom or develop towards becoming active citizens. 相似文献
9.
Stephen W. Draper 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(2):285-293
One technology for education whose adoption is currently expanding rapidly in UK higher education is that of electronic voting systems (EVS). As with all educational technology, whether learning benefits are achieved depends not on the technology but on whether an improved teaching method is introduced with it. EVS inherently relies on the multiple-choice question (MCQ) format, which many feel is associated with the lowest kind of learning of disconnected facts. This paper, however, discusses several ways in which teaching with MCQs, and so with EVS, has transcended this apparent disadvantage, has based itself on deep learning in the sense of focusing on learning relationships between items rather than on recalling disconnected true–false items, and so has achieved substantial learning advantages. Six possible learning designs based on MCQs are discussed, and a new function for (e-)assessment is identified, namely catalytic assessment, where the purpose of test questions is to trigger subsequent deep learning without direct teaching input. 相似文献
10.
Christian Stöhr Natalia Stathakarou Franziska Mueller Sokratis Nifakos Cormac McGrath 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):166-176
Despite the emergence of massive open online courses (MOOCs) and the field of MOOC research, we have a limited understanding of the specific needs of different learner groups and how MOOCs can successfully address those needs. Video lectures and demonstrations are a central learning component of MOOCs. This paper contributes to the research community by examining the use of MOOC videos for two groups of learners. In particular, we explore whether there is an observable difference between specialists' and non-specialists' video-watching activity. We analyse data collected from three MOOCs on the edX platform. Our findings indicate that while age and educational background impacts the level of video activity, there is no significant difference between specialists and non-specialists. We conclude that the MOOC format may be suited to non-specialist groups, allowing them to self-direct their learning and utilise videos as educational resources. 相似文献
11.
《Teaching and Teacher Education》2006,22(4):478-502
This article uses a global model to analyse empirically how the personal and professional development of educators (personal mastery) facilitates the creation of a series of basic shared values (shared vision) and of team learning by the members of the educational centre, these inter-related strategic factors favouring, in turn, educational organizational learning and subsequent improvement in organizational performance. Likewise, verification is made of different learning barriers that hinder the acquisition, dissemination and sharing of knowledge by blocking shared vision and team learning. Using a national survey in educational centres in Spain, we found that these hypotheses are verified and that organizational learning plays a key role in the generation of organizational performance. 相似文献
12.
Learning from split-attention materials: Effects of teaching physical and mental learning strategies
Learners learn more from spatially separated text and pictures after they have been instructed to physically integrate these sources than without such an instruction. We investigated whether instructing learners to mentally integrate textual and pictorial information would yield similar results. Eighty-seven participants studied a picture with accompanying text about an electrical circuit. Text and picture were presented as spatially separated sources or in an integrated format. In the separated format, participants were instructed to use (1) a mental learning strategy, (2) a physical learning strategy, or (3) no learning strategy. Participants in the separated condition using a mental learning strategy and the integrated condition obtained higher recall and comprehension (but not causal inference) performance than participants in the separate conditions with the physical- or no learning strategy. This indicates that instructing learners to mentally integrate spatially separated text and pictures when studying split-attention material can be an effective learning strategy. 相似文献
13.
网络教学是建立在计算机辅助教学(CAI)和以广播电视为媒体的第二代远程教育基础之上,利用计算机技术和现代通信技术发展起来的一种现代教学模式。与传统课堂教学相比,从学习的适用对象、教育内容的表现形式、课程的组织安排和学习者的学习方式来看,网络教学都具有不可比拟的优越性。将网络教学引进高校是提高其课程教学水平的有效手段。其中,网络课程的设计开发是关键。本文基于建构主义理论,就高校网络课程的设计与开发提出了自己的认识。 相似文献
14.
The effectiveness and efficiency of individual versus collaborative learning was investigated as a function of instructional format among 140 high school students in the domain of biology. The instructional format either emphasized worked examples, which needed to be studied or the equivalent problems, which needed to be solved. Because problem solving imposes a higher cognitive load for novices than does studying worked examples it was hypothesized that learning by solving problems would lead to better learning outcomes (effectiveness) and be more efficient for collaborative learners, whereas learning by studying worked examples would lead to better learning outcomes and be more efficient for individual learners. The results supported these crossover interaction hypothesis. Consequences of the findings for the design of individual and collaborative learning environments are discussed. 相似文献
15.
Within the framework of cognitive learning theories, instructional design manipulations have primarily been investigated under
tightly controlled laboratory conditions. We carried out two experiments, where the first experiment was conducted in a restricted
system-paced setting and is therefore in line with the majority of empirical studies in the learning sciences. However, the
second experiment was done in an ecologically more valid classroom setting, with students working at their own pace with the
instructional material embedded in a professional hypermedia learning environment. Both dealt with the same topic in the domain
of biological education, namely the structure and functioning of the enzyme ATP-Synthase. In both experiments, the educational
value of three- versus two-dimensional animations as well as of visual cues was investigated in a 2 × 2 factorial design.
Students’ understanding was facilitated by the presence of a 3D-representation format under tightly controlled conditions
only. Regarding the ecologically more valid classroom setting, the 2D format tended to foster understanding more efficiently
than the 3D format. The implementation of visual cues enhanced the amount students remembered in both experiments. Our results
indicate that the results of tightly controlled laboratory conditions may not be easily generalized to naturalistic classroom
settings. 相似文献
16.
William Winn 《Educational Psychology Review》2002,14(3):331-351
Educational technology research has passed through a number of stages, focusing, in turn, on the content to be learned, the format of instructional messages, and the interaction between computers and students. The field is now concerned with the study of learning in complete, complex, and interactive learning environments. These environments allow both the simulation of experiences that students might have in the real world and also the creation of compelling experiences that cannot normally be experienced directly. Learning environments also often allow students to communicate their own ideas with the use of a variety of symbol systems. These environments are also frequently inhabited by more than one person, making learning within them a social activity where learning is distributed among both people and artifacts. Finally, these learning environments are complex. Studying how they contribute to learning therefore requires research methods other than controlled experiments. This paper reviews research on learning environments to give both an historical perspective on educational technology research and a selective view of the current state of the discipline. It concludes by identifying implications for both practice and future research. 相似文献
17.
Learning Environments,Family Contexts,Educational Aspirations and Attainment: A Moderation-Mediation Model Extended 总被引:1,自引:0,他引:1
In this extension of a previous study (Marjoribanks, 1999), a moderation-mediation model was constructed to examine relationships
among learning environments, adolescents' educational aspirations and the educational attainment of young adults from different
family contexts. Data were collected as part of a longitudinal survey of Australian youth (4382 females, 3940 males). The
findings from the two investigations indicated that when distal family contexts were defined conjointly by family social status
and parents' aspirations: (1) distal family contexts, academic performance and learning environments combined to have large
associations with adolescents' educational aspirations; (2) distal family contexts, adolescents' learning environments and
educational aspirations combined to have large associations with young adults' educational attainment; and (3) there were
family-context differences in the linear and curvilinear nature of the relations among measures of individual characteristics,
learning environments and educational outcomes, and these also varied between females and males in those family contexts.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
18.
Assessment of the effectiveness of the studio format in introductory undergraduate biology
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Kansas State University converted its introductory biology course, previously taught as an audio-tutorial (A-T), to a studio format in 1997. We share with others information about the process involved and present assessment data for the studio format course that address 1) student exam performance in A-T and studio; 2) student course grades in A-T and studio; 3) student and instructor perceptions and attitudes for A-T and studio; 4) student performance in subsequent biology courses for A-T and studio; and 5) gains in student learning for the studio course and other traditional lecture/lab courses. Collectively, these measures demonstrate that the studio format is as effective as or more effective (for some measures) than the A-T approach and traditional approaches in providing an effective learning environment. We discuss the issues involved in comparing course formats. 相似文献
19.
Sreenivasulu Reddy Mogali Jerome I. Rotgans Lucy Rosby Michael Alan Ferenczi Naomi Low Beer 《Anatomical sciences education》2020,13(5):581-590
Anatomical knowledge is commonly assessed by practical examinations that are often administered in summative format. The format of anatomy practical examination was changed at the Lee Kong Chian School of Medicine in Singapore from summative (graded; must pass) to formative (ungraded; no pass/fail) in academic year (AY) 2017–2018. Both assessment formats were undertaken online, but the formative mode used a team-based learning activity comprising individual and team assessments. This gave an unique opportunity to investigate: (1) the impact of two different online assessment formats on student performance in practical examination; (2) the impact of new formative practical examination on students’ performance in summative examinations; and (3) students’ opinions of these two practical examination formats. The class of 2021 perceptions was obtained as they experienced both formats. A retrospective cohort study was also conducted to analyze the Year 2 students’ performance in anatomy practical and year-end summative examinations of cohorts AY 2015–2016, AY 2016–2017 (summative format), and AY 2017–2018 (formative format). There were no significant differences in students’ performance between two practical examination formats. The cohort who experienced the formative format, performed significantly better in summative examinations (mean ± SD: 82.32 ± 10.22%) compared with the cohort who experienced the summative format (73.77 ± 11.09%) (P < 0.001). Students highlighted positive features of the formative practical examination, including team reinforcement of learning, instant feedback, and enhanced learning. These findings indicate that students continue to study for anatomy practical examination without the need for external drivers. The team-based learning style practical examination enhances students’ performance in summative examinations. 相似文献
20.
In order better to support children’s learning experiences, art museums have begun to establish interactive art exhibitions designed for family visitors. However, as more of these interactive exhibitions are established, some museum professionals are raising concerns about whether these exhibitions actually facilitate young visitors’ learning or impede them from engaging further with the art objects exhibited. Using the Family Room (FR) of the J. Paul Getty Museum in Los Angles as a case study, this research examines the educational principles considered and the challenges encountered when conceptualising and implementing its interactive exhibition. My research shows that the FR project team emphasised three educational principles to be integrated into the exhibition design: (1) interactive learning, (2) family as a learning unit, and (3) enhance the learning of basic artistic elements. The FR’s overarching educational objective is to encourage transfer of learning between the FR to the Getty traditional art galleries. My research concludes with three suggestions to be considered in future practices of art museum education (1) the limits and potentials of interactives, (2) the interactive exhibition design and scaffolding, and (3) transfer of learning between galleries. 相似文献