The Use of Textbooks as a Tool During Collaborative Physics Learning

The study examined how features of student interaction, and the way an individual student contributes to that interaction (his or her participation), relates to the improvement of conceptual understanding within the domain of physics. The study also investigated how textbooks are used during collaborative work and how that use affects the quality of student interaction and outcomes. The participants were 56 students aged 15 or 16. The students worked in dyads on a concept-mapping task that functioned as an introduction for a new course about electricity. A condition in which the students were provided with 2 textbooks was compared with a condition without the availability of textbooks. The use of textbooks had a negative influence on the amount of elaboration and coconstruction in the student interaction. Individual learning outcomes were positively related to the amount of collaborative elaboration in the student interaction.     

共生的学习生态:社区学习共同体的本质属性

社区学习共同体的学习到底是怎样发生的?本文采取质性研究方法,深入英语角,观察并参与学习活动,了解成员们的观点和感受。三个月的跟踪研究发现:这里的学习引领人遵循一种大雁法则;成员的学习行为遵循海狸法则;学习内容则以当下生成为主;所有的学习则始终是在一个开放和自由的学习环境进行。由此,形成了社区学习共同体有机共生的学习生态。     

Designing a Web-Based Science Learning Environment for Model-Based Collaborative Inquiry

The paper traces a research process in the design and development of a science learning environment called WiMVT (web-based inquirer with modeling and visualization technology). The WiMVT system is designed to help secondary school students build a sophisticated understanding of scientific conceptions, and the science inquiry process, as well as develop critical learning skills through model-based collaborative inquiry approach. It is intended to support collaborative inquiry, real-time social interaction, progressive modeling, and to provide multiple sources of scaffolding for students. We first discuss the theoretical underpinnings for synthesizing the WiMVT design framework, introduce the components and features of the system, and describe the proposed work flow of WiMVT instruction. We also elucidate our research approach that supports the development of the system. Finally, the findings of a pilot study are briefly presented to demonstrate of the potential for learning efficacy of the WiMVT implementation in science learning. Implications are drawn on how to improve the existing system, refine teaching strategies and provide feedback to researchers, designers and teachers. This pilot study informs designers like us on how to narrow the gap between the learning environment’s intended design and its actual usage in the classroom.     

与学习进阶相适宜的科学探究课程方案述评

美国的科学探究课程IQWST提供了把科学探究学习进阶理论转化到教学实践的有效方式。其开发理念为:依据学习进阶框架确定课程目标,以"驱动问题"为线索设计、组织课程内容,强调科学知识和科学实践能力共同进阶。这启发我们在落实以"核心素养"为目标的课程改革中要注重知识的部分与整体的联系,课程中合理设置科学实践活动,做好科学探究课程与传统课程的结合。     

Using Films as a Learning Tool

<正>Most people would agree that watching movies is one of their favorite free-time activities. We often think of movies as fun entertainment, but have you ever considered that movies can also be used to help us     

Inquiry Resources Collection as a Boundary Object Supporting Meaningful Collaboration in a Wiki-Based Scientist-Teacher Community

Different interpretations of scientific inquiry exist between the two different communities of scientists and science teachers. Thus, in order to achieve a successful partnership between science teachers and scientists in establishing effective communities of practice, the framework for instructional practice in teacher professional development needs to be carefully designed. To respond to this challenge, we developed the Inquiry Resources Collection (IRC), which offers a wiki-based inquiry resource collection developed by scientists to support novice science teachers?? inquiry lesson design. The collaborative managing and sharing of knowledge in a professional development program via a wiki environment is the key to developing a practical resource for novice teachers teaching scientific inquiry. Based on our reflection of data gathered during 4?years of our project, we invoked the ideas of boundary objects and reflective apprenticeship between scientists and teachers to design the IRC.     

The Computer as a Learning Tool

No abstract available for this article.     

Meaningful Learning through Art: Nature Photography,Haiku Writing,Mobile Technologies and Social Media as a Path to Oneself

The article describes a workshop that combines nature photography and haiku poems writing with the use of smartphones in an outdoor educational setting. The workshop's purpose is to enhance the experience of being close to nature by observation and introspection. The participants use photography and haiku‐writing as means of visual and textual self‐expression. While wandering in nature, they take pictures and then write haiku poems inspired by them. Later they upload their photos to a WhatsApp forum created for the workshop. At this stage, they can write new haikus, inspired by the pictures taken by other participants, and upload them too. By the end of the day, the participants have a joint artistic product that contains all photos and haikus created at the workshop. The photographs that were chosen as samples for this article are analysed with interpretive tools based on semantic theory and Barthes’ methodology, and take into consideration the Photovoice method's principles. The poems were analysed considering their content and artistic measures and in comparison, with haiku writing's principles, and then compared to the photographs’ visual content. The analysis shows that observing nature through the camera's eye and writing poems while close to nature can generate self‐expression and introspection. The use of mobile technology in the workshop does not intrude on the experience of being in nature; on the contrary, it is used to get the participants closer to it and to each other. The workshop described here contributes to the experience of meaningful learning through art.     

The Collaborative Team as a Training and Therapeutic Tool

Within the field of systemic family therapy, the collaborative team is emerging as a powerful training approach as well as a valuable therapeutic tool. This article presents the collaborative team as a method of counselor supervision and training. Issues around the developing team process and potential pitfalls are elaborated. Finally, examples, which serve to integrate discussion of training and clinical applications, are presented.     

基于专题学习网站的开发实施协作探究式教学的思路

目前我国的专题学习网站普遍存在着关注多,成果少;开发多,使用少;参与者中教研人员多,学生少的情况。由此,一种“网站开发”与“教学开展”相结合,学生“协作”与“探究”相结合的教学模式应运而生。文章不仅对这种教学模式进行了ISM分析,得出了其解析结构的模型,还对其教学组织形式进行了较为详细的阐述。     

协作学习2.0:基于Web2.0的协作学习新范式

文章在分析Web2.0的特征及协作学习概念的基础上,提出了协作学习2.0的概念与特点,给出了协作学习2.0的架构,在探讨了协作学习2.0的理论基础上,重点解析了协作学习2.0架构的元素,并具体说明了协作学习2.0的应用过程,为Web2.0时代的协作学习提供了一种新范式。     

信息技术工具和平台在研究性学习中的应用

结合研究性学习的过程,探讨信息技术工具和平台在研究性学习中的五种应用类型:问题情境的展示工具;探究问题的辅助解决工具;研究过程的协作交流工具;研究过程的管理工具和研究成果的展示工具。     

以探究活动为中心的"活动链"式资源开发研究

本文主要论述了一种网络专题资源的新型组织形式--"活动链"式网络资源的开发."活动链"式网络资源是以提高学习者的探究能力为目标,以一系列的探究活动为线索,将相关的专题学习资源、认知工具和探究支架进行有机整合的资源组织形式.文章首先探讨了该类资源的特点和开发的理论基础,然后阐述了该网络资源的开发流程,最后具体介绍了一个相关案例的开发和使用结果.     

Comparative Learning Performance and Mental Involvement in Collaborative Inquiry Learning: Three Modalities of Using Virtual Lever Manipulative

Journal of Science Education and Technology - In scientific inquiry learning, manipulatives have been widely utilized as learning resources. Studies have explored the advantages of virtual...     

面向工程项目的机械CAD研究性学习的实践

提出了一种面向工程项目的机械CAD研究性学习方法。按工程项目的要求,以产品开发过程为线索,使用给出的CAD工具,开展项目设计形式的研究性学习实践。学生确定研究题目,制订一个项目管理计划,按计划进行研究、探索、求解,最后通过技术报告、总结、演示文稿等表达交流自己完成的作品。实现了全面提升学生的机械CAD能力和机械设计综合素质的培养目标。     

The Power of Inquiry as a Way of Learning

Since the publication of The Boyer Commission Report (1998), inquiry-guided learning, has acquired a certain cachet and is often suggested as a universal answer for various teaching and learning ills, particularly in research universities. However, while the report focused on inquiry-guided learning, it defined the term only generally or chiefly by anecdote. Twelve years later confusion still exists about what inquiry-guided learning really is and how to do it, whether in a single course or across the curriculum. This article offers a review of representative literature on inquiry-guided learning as well as guidelines for classroom and curriculum practice to address this confusion and to offer clarity.