How do students process complex formative feedback in question-answering tasks? A think-aloud study

Metacognition and Learning - The goal of this study was to examine how students process formative feedback that included corrective and elaborative information in online question-answering tasks....     

Understanding Students' Experiments—What kind of support do they need in inquiry tasks?

Inquiry learning is a widely recognized method for fostering inquiry competence in science education. Nevertheless, there is discussion about how to best support students while working on inquiry tasks (in this case: experiments on causal relationships). To identify the kind of support students need in order to design experiments in upper grades, an empirical study consisting of two parts was conducted. The first part, a quantitative test (N?=?96), tested students' competences in designing an experiment. It was found that students need scaffolding in basic aspects of designing (like dependent and independent variables), to reach higher levels, since only about thirty percent reach levels II or III out of three levels. On more reflective aspects (like confounding variables, test times and repetitions), only a maximum of twenty-five percent reached level I or higher; therefore, even more support is needed on these aspects. The second part of the study was a qualitative video-analysis of students' discussions, designs and implementations of an experiment. It was found that support is needed on procedural knowledge and understanding. Possible implications for inquiry support are discussed.     

What do they do?

Four friends live in a small town. Their names are:Cook, Miller, Smith and Garter.They have different jobs. One is a policeman; one is a worker;one is a farmer; one is a doctor.One day Cook's son breaks(摔断) his leg, and Cook takes him to the doctor. The doctor's sister is Smith's wife. The farmer isn't married (结婚). He has a lot of chicks. Miller often buys eggs from Garter. The policeman's house is near Smith's, so he sees Smith every day.     

What do consultants do,anyway?

This article describes some of the different roles or functions a consultant may fill, and discusses some of their implications for both clients and consultants. The focus is on the differences between consultants as generalists vs. specialist, and between consultants as advisors to others vs. direct providers of products or services.     

do,to do还是doing?

do,to do和doing是中学英语中十分重要且使用极其广泛的语法项目,也是中考中重要的考点。其运用正确与否常常难以把握。对于初学者来说,更是模糊不清。本文仅就其使用及其相互之间的对比问题作如下归纳,以供参考。     

Whatdo psychologists do?

A few issues earlier (Resonance, November, 1997) I had written an article titled ‘Is Psychology a Science?’ In it, I described some aspects of psychological research that I felt were related to the question of what constitutes scientific enquiry. In this article, I’d like to give you a feel for the kinds of questions psychologists ask, and how they attempt to answer them. I’ve chosen the broad area ofcognitive psychology- the study of how people acquire, organise, remember and use knowledge to guide their behaviour.     

What do you think?

For many people in the U.K. owning a car is as essential as owning a house. Indeed many households now have at least two cars. Add to this the fact that most haulage in the U.K. is carried on the roads and you can begin to imagine the volume of traffic and the problems which this causes, not only in the big cities but     

What can you do?

ComPlete the boxes!What can they do?Rob1 .Can Pigs月y? N。,th即can,t!2 .Can bi川s月y?3.Can kangaroos(袋鼠)jump?4.Canerocodiles(鳄鱼)e!imbtre5.Can Penguins(企鹅)danee?6 .Can elePhante run?7 .Can dogs Swim?…蓄然:Vx;KeV…矿’芍巍__然______蒸___~_{Sally…浑动村e canP扭yfootb日Ilb口t heC日力货S留勿i,衬eCan…)lS力eC口n,,.娶金f;峪四汉沼黔~~~恤~闪针X︸ 一V︸ ︸婚8 .Can hiPPos swim under water?9.Can tortoises(乌龟)run fast?10.Can seals(海豹)walk?夔恕,吵叶----一--一一------------一一_-一_一…     

How do apes ape?

In the wake of telling critiques of the foundations on which earlier conclusions were based, the last 15 years have witnessed a renaissance in the study of social learning in apes. As a result, we are able to review 31 experimental studies from this period in which social learning in chimpanzees, gorillas, and orangutans has been investigated. The principal question framed at the beginning of this era, Do apes ape? has been answered in the affirmative, at least in certain conditions. The more interesting question now is, thus, How do apes ape? Answering this question has engendered richer taxonomies of the range of social-learning processes at work and new methodologies to uncover them. Together, these studies suggest that apes ape by employing a portfolio of alternative social-learning processes in flexibly adaptive ways, in conjunction with nonsocial learning. We conclude by sketching the kind of decision tree that appears to underlie the deployment of these alternatives.     

How did I do?

A rookie police officer was out for his first ride in a cruiser with an experienced partner. A call came in telling them to     

What do you like?

请从下面的图画中找出各人喜爱的物品:(1)A:What do you like,Ben?B:I like strawberries.(2)A:Which do you like,a toy car or a toy bus?B:I like a toy bus.(3)A:I'd like to draw a tree.B:All right,Lin Tao.(4)Helen likes dress,but Lily likes skirt.(5)A:I like red flowers.And you,Kate?B:Me too.What do you like?!山东@白冰…     

“How do you do?”&“How are you?”

一、意义的区别: “How are you?”为问句,意为“你好吗”,而“How do you do?”形式上是问句,实际上为问候语,意为“你好”。二、使用场合的区别: “How are you?”用以询问对方的身体健康状况,多用于朋友或熟人之间:“How do you do?”则用于两个人初次见面时的相互问候。     

How do wings generate lift?

A cambered surface that is moving forward in a fluid generates lift. To explain this interesting fact in terms of simpler models, some preparatory concepts were discussed in the first part of this article. We also agreed on what is an acceptable explanation. Then some popular models were discussed. Some quantitative theories will be discussed in this concluding part. Finally we will tie up all these ideas together and connect them to the rigorous momentum theorem.     

Methodology-21: what do we do in the afterward?

This paper asks “after what” and situates qualitative research in the present moment in the midst of various “deaths” and “returns.” With a focus on fleshing out post-qualitative research, it first sketches efforts to discipline qualitative research via standards and rubrics as a part of neoliberal govenmentality and then elaborates what post-qualitative might mean via four exemplars. The first is from Sweden, a focus on relational entangled data analysis in the feminist classroom; the next two exemplars are collaborative studies from Australia at the intersection of Western and Aboriginal knowledge systems; the final exemplar is from Egypt, a feminist post-colonial study of the women’s mosque movement. The paper concludes with a call to “imagine forward” out of troubling a narrow scientificity and enacting an “after” of neoliberalism.     

What do you like best?

英语课上,山羊老师提了一个问题:What do you like best?请跳跳鼠回答,跳跳鼠的肚子正咕咕叫,于是张口就说出了答案,没想到同学们哈哈大笑。想知道跳跳鼠的答案吗?那就快来走走跳跳棋吧,每走一步都会得到一个字母,把这些字母组合起来就会得到答案啦!     

Which city do you like?

I am Maria.I am from Mexico.I like New York better than other cities.It’s a busy place, and there are many people on the streets.Supermarkets are open for twenty-four hours every day. You can always find some places to eat. I am Dimitri.I am from Greece.Los Angeles (洛杉矶) is better for me! The life is more relaxed (轻松的) than the life in New York.The weather there is better too.I can go to the beach and enjoy the sun,because the weather is warm.I like the sunshine and the palm trees(棕榈树) best in Los Angeles.