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1.
Students’ Learning with the Connected Chemistry (CC1) Curriculum: Navigating the Complexities of the Particulate World 总被引:4,自引:3,他引:1
The focus of this study is students’ learning with a Connected Chemistry unit, CC1 (denotes Connected Chemistry, chapter 1),
a computer-based environment for learning the topics of gas laws and kinetic molecular theory in chemistry (Levy and Wilensky
2009). An investigation was conducted into high-school students’ learning with Connected Chemistry, based on a conceptual framework
that highlights several forms of access to understanding the system (submicro, macro, mathematical, experiential) and bidirectional
transitions among these forms, anchored at the common and experienced level, the macro-level. Results show a strong effect
size for embedded assessment and a medium effect size regarding pre-post-test questionnaires. Stronger effects are seen for
understanding the submicroscopic level and bridging between it and the macroscopic level. More than half the students succeeded
in constructing the equations describing the gas laws. Significant shifts were found in students’ epistemologies of models:
understanding models as representations rather than replicas of reality and as providing multiple perspectives. Students’
learning is discussed with respect to the conceptual framework and the benefits of assessment of learning using a fine-tuned
profile and further directions for research are proposed.
Electronic supplementary material The online version of this article (doi:) contains supplementary material, which is available to authorized users.
相似文献
Sharona T. LevyEmail: |
2.
This exploratory study examines the learning beliefs of high and low achieving, low-income Mexican-American students. Semi-structured
interviews were conducted with 11 ninth grade students. The qualitative analysis shows that students’ perceptions of their
teachers’ expectations of a “good” student or a “not so good” student did not differ along achievement lines. However, the
students’ perceptions about what it means to be a good student differentiated the low-achievers from the high-achievers. This
study’s findings may be used to inform educators about Mexican-American students’ orientation towards school and learning,
in hopes for creating more equitable educational settings where all students achieve to their fullest potential.
相似文献
Soung BaeEmail: |
3.
Igal Galili 《Science & Education》2009,18(1):1-23
This paper considers thought experiment as a special scientific tool that mediates between theory and experiment by mental
simulation. To clarify the meaning of thought experiment, as required in teaching science, we followed the relevant episodes
throughout the history of science paying attention to the epistemological status of the performed activity. A definition of
thought experiment is suggested and its meaning is analyzed using two-dimensional conceptual variation. This method allows one to represent
thought experiment in comparison with the congenerous conceptual constructs also defined. A similar approach is used to classify
the uses of thought experiments, mainly for the purpose of science curriculum.
Igal Galili is professor of science education at the Hebrew University of Jerusalem, Israel. Educated in physics, he turned to the area of physics education where his research addresses students’ knowledge of physics and its structure, the nature of physics concepts to be taught, physics knowledge structure and the ways of its representation in teaching. This orientation implies addressing the history and philosophy of science, both by teachers and students, as providing conceptual framework of the meaningful and cultural knowledge of the subject. Within this effort, a special framework of discipline-culture was developed and suggested for teaching science. The same framework was used to explain students’ conceptual change, the structure of science curriculum, as well as of scientific revolutions. 相似文献
Igal GaliliEmail: |
Igal Galili is professor of science education at the Hebrew University of Jerusalem, Israel. Educated in physics, he turned to the area of physics education where his research addresses students’ knowledge of physics and its structure, the nature of physics concepts to be taught, physics knowledge structure and the ways of its representation in teaching. This orientation implies addressing the history and philosophy of science, both by teachers and students, as providing conceptual framework of the meaningful and cultural knowledge of the subject. Within this effort, a special framework of discipline-culture was developed and suggested for teaching science. The same framework was used to explain students’ conceptual change, the structure of science curriculum, as well as of scientific revolutions. 相似文献
4.
In this rejoinder to Ann Kindfield and Grady Venville’s comments on our article “Reconsidering conceptual change from a socio-cultural
perspective: Analyzing students’ meaning making in genetics in collaborative learning activities,” we elaborate on some of
the critical issues they raise. Their comments make apparent some of the crucial differences between a socio-cultural and
a socio-cognitive approach towards conceptual change. We have selected some issues that are addressed, either implicitly or
explicitly, in their comments. The main issues discussed are talk and interaction as data, the significance of context in
interaction studies, the feasibility of generic claims in small-scale interaction studies, and the difference between studying
students’ understanding of science concepts as opposed to studying the construction of meaning.
相似文献
Anniken FurbergEmail: |
5.
The purpose of this study is to identify school factors that affect students’ achievements at the secondary and tertiary levels
of education. The analysis included data of 9,894 students who studied in Auckland regional secondary schools in 2004. The
results indicate that, although student demographic characteristics are associated with students’ pathways and achievements,
schools’ demographic composition did not affect student outcomes. It was found, however, that schools’ organisational factors
do have an effect. At the university level, none of the schools’ characteristics was related to students’ achievements at
the higher end of the achievement scale (GPA ≥ 4). However, students from private or state-integrated schools were found to
be more likely to achieve low GPA (<2) than students who came from state schools. In conclusion, it is suggested that interventions
targeting at-risk populations based on demographic factors should focus on individuals or groups rather than on institutions;
while school-based interventions should identify the schools by their structure and function rather than by their demographic
characteristics.
相似文献
Boaz ShulrufEmail: Email: |
6.
Elisa L. Park 《Higher Education》2009,57(6):741-755
The purpose of this study is to understand the dynamics of Korean students’ international mobility to study abroad by using
the 2-D Model. The first D, the driving force factor, explains how and what components of the dissatisfaction with domestic higher education perceived by Korean students drives
students’ outward mobility to seek foreign higher education. The second D, the directional factor, describes the factors that influence the choice of destination country for students’ outward mobility, and is explained
by the comparison of Korean students’ perceptions on the images of universities in the U.S., China, the U.K., and Australia
and their expectations for higher education in each country (categorized as ‘academic’–‘environmental’). Two questionnaire
surveys were conducted to analyze the two D factors and the research findings were integrated into suggestions for each country’s
higher education institutions that can be incorporated into their recruitment strategies for international students.
相似文献
Elisa L. ParkEmail: |
7.
8.
Tara E. Higgins Michele W. Spitulnik 《Journal of Science Education and Technology》2008,17(5):511-521
Professional development is critical in supporting teachers’ use of technological tools in classrooms. This review of empirical
research synthesizes the effective elements of professional development programs that support science teachers in learning
about technology integration. Studies are examined that explore how professional development supports technology use within
inquiry-based and traditional science instruction. Implications for future research are discussed in four areas: understanding
and building on teachers’ beliefs about science and technology; supporting teacher learning by supporting teachers’ examination
of students’ work; using technology to support teacher communities and social networks; and sustaining teachers’ learning
beyond formal professional development programs.
相似文献
Tara E. HigginsEmail: |
9.
Peter Riley Bahr 《Research in higher education》2009,50(7):691-714
Variables that address student enrollment patterns (e.g., persistence, enrollment inconsistency, completed credit hours, course
credit load, course completion rate, procrastination) constitute a longstanding fixture of analytical strategies in educational
research, particularly research that focuses on explaining variation in academic outcomes. However, nearly all measures of
enrollment patterns are handicapped by untested assumptions about a more fundamental measure, namely students’ rate of progress.
In this paper, I first explain how a variety of widely used measures of enrollment patterns are inextricably linked to students’
rate of progress. I then describe a method of modeling mathematically students’ rate of progress that employs hierarchical
(multilevel) discrete-time event history analysis of repeated events. I conclude with an empirical example of the application
of this method in which I test several hypotheses concerning students’ rate of progress through the remedial math sequence
toward the outcome of college-level math competency. In addition to the utility of the method that is proposed here, the issues
discussed in this paper have important practical implications for institutional research, particularly with respect to the
use of the various measures of enrollment patterns to explain variation in students’ attainment.
相似文献
Peter Riley BahrEmail: |
10.
Recent studies of elementary teachers’ knowledge about reading have been built on the premise that teachers need thorough
knowledge about language and reading processes, but these studies have provided only limited evidence that teachers’ performance
on tests of such knowledge contributes to their students’ reading achievement. The present study was designed to examine the
contribution of first- through third-grade teachers’ knowledge about early reading to their students’ improvement on tests
of word analysis and reading comprehension, controlling for socio-demographic characteristics of students, their prior reading
achievement, and teachers’ educational attainment, professional experiences, and socio-demographic characteristics. Preliminary
analyses indicated that the test of teachers’ knowledge had adequate psychometric characteristics. However, performance on
this measure of teachers’ knowledge did not significantly explain students’ improvement on the two reading subtests. The complexity
of the factors that influence teachers’ knowledge acquisition and the context in which the study was carried out offer possible
explanations for these results. In addition, teachers’ content knowledge about reading might not be closely associated with
the practices they use in reading instruction, and therefore might not be significantly related to their students’ improvement
in reading over a year.
相似文献
Joanne F. CarlisleEmail: |
11.
In the learning sciences, students’ understanding of scientific concepts has often been approached in terms of conceptual change. These studies are grounded in a cognitive or a socio-cognitive approach to students’ understanding and imply a focus on the
individuals’ mental representations of scientific concepts and ideas. We approach students’ conceptual change from a socio-cultural
perspective as they make new meaning in genetics. Adhering to a socio-cultural perspective, we emphasize the discursive and
interactional aspects of human learning and understanding. This perspective implies that the focus is on students’ meaning
making processes in collaborative learning activities. In the study, we conduct an analysis of a group of students’ who interact
while working to solve problems in genetics. In our analyses we emphasize four analytical aspects of the students’ meaning
making: (a) the students’ use of resources in problematizing, (b) teacher interventions, (c) changes in interactional accomplishments,
and (d) the institutional aspect of meaning making. Our findings suggest that students’ meaning making surrounding genetics
concepts relates not only to an epistemic concern but also to an interactional and an institutional concern.
Anniken Furberg is a PhD student in education at InterMedia, the University of Oslo. After earning a master’s degree in education at the University of Oslo (1998) she spent four years working as a researcher at Telenor R&I. She still has her position in Telenor R&I but performs her PhD work on a daily basis at InterMedia, the University of Oslo. Her research interests include the socio-cultural approach to collaborative learning, socio-scientific issues, computer-supported learning, and analyses of students’ and teachers’ classroom talk. Hans Christian Arnseth is an associate professor/research director at the Network for IT-Research and Competence in Education, University of Oslo. In 2004 he earned his PhD in education at the University of Oslo. He currently works with initializing and coordinating national and international research programs related to ICT in education. His research explores computer-supported collaborative learning, computer gaming and learning, and analyses of students’ classroom interaction. 相似文献
Anniken FurbergEmail: |
Anniken Furberg is a PhD student in education at InterMedia, the University of Oslo. After earning a master’s degree in education at the University of Oslo (1998) she spent four years working as a researcher at Telenor R&I. She still has her position in Telenor R&I but performs her PhD work on a daily basis at InterMedia, the University of Oslo. Her research interests include the socio-cultural approach to collaborative learning, socio-scientific issues, computer-supported learning, and analyses of students’ and teachers’ classroom talk. Hans Christian Arnseth is an associate professor/research director at the Network for IT-Research and Competence in Education, University of Oslo. In 2004 he earned his PhD in education at the University of Oslo. He currently works with initializing and coordinating national and international research programs related to ICT in education. His research explores computer-supported collaborative learning, computer gaming and learning, and analyses of students’ classroom interaction. 相似文献
12.
Louie F. Rodríguez 《The Urban Review》2008,40(5):436-453
In today’s reform context, much attention is placed on policies and outcomes and far less emphasis on understanding the social
and cultural processes in schools. Using case-study methodology, I examine relationships between low-income, urban high school
students of color, and the school adults with whom they interact. Using grounded theory, students’ experiences are analyzed
and interpreted through the lens of recognition. Recognition is used as both a theoretical and empirical concept to illuminate
students’ experiences and voices, especially since the construct is largely absent in the U.S. education discourse. Students
revealed that being known by adults, talking with adults, engaging with adults personally, and experiencing encouraging adults
were all critical elements of recognition. I suggest that student–adult relationships, via the practice of recognition in
urban schools, needs to be interrogated, deliberate, and political so that the transformative purpose of education can be
realized.
相似文献
Louie F. RodríguezEmail: |
13.
Okhee Lee Karen Adamson Jaime Maerten-Rivera Scott Lewis Constance Thornton Kathryn LeRoy 《Journal of Science Teacher Education》2008,19(1):41-67
Our 5-year professional development intervention is designed to promote elementary teachers’ knowledge, beliefs, and practices
in teaching science, along with English language and mathematics for English Language Learning (ELL) students in urban schools.
In this study, we used an end-of-year questionnaire as a primary data source to seek teachers’ perspectives on our intervention
during the first year of implementation. Teachers believed that the intervention, including curriculum materials and teacher
workshops, effectively promoted students’ science learning, along with English language development and mathematics learning.
Teachers highlighted strengths and areas needing improvement in the intervention. Teachers’ perspectives have been incorporated
into our on-going intervention efforts and offer insights into features of effective professional development initiatives
in improving science achievement for all students.
相似文献
Scott LewisEmail: |
14.
Most institutions of higher education allow students to drop or add courses in the first 2–3 weeks of each term (D&A). Arguing
that course cancellation is not merely an administrative issue involving enrollment trends but represents complex decision
making processes taken by students, this study investigated antecedents and correlates of course cancellation during a D&A
period in 109 elective courses. Student ratings of the teachers (SRT) and characteristics of the syllabi distributed in the
first class session were investigated as predictors of course cancellation. Rates of cancellation were significantly predicted
from SRT and from syllabus workload difficulty—lower quality teachers (SRT-based) and more difficult courses (syllabus-based)
being cancelled more frequently. Analysis of a sub-sample of truly elective, high-priority courses revealed that these correlations
were intensified in teacher-centered lecture courses, but nullified in student-centered seminar courses, in which students
write independent research papers. The importance of students’ course selection and course cancellation as decision making
processes, the methodology based on institutional data rather than students’ self-reports, and the unique effects of course
difficulty on students’ decisions were discussed.
相似文献
Elisha BabadEmail: |
15.
Mark G. Storz 《The Urban Review》2008,40(3):247-267
In interviews with over 250 urban young adolescents, many students make it clear that they are acutely aware of the educational
inequities that exist in their schools and that these inequities are having a negative impact on their education. Student
voice is used to highlight urban middle school students’ perspectives on the quality of their education particularly in terms
of curricular issues, teacher quality, and lack of resources.
相似文献
Mark G. StorzEmail: |
16.
Even though female students now make up more than half of all higher education students in many countries, the distribution
of women across fields of study is still very uneven. This study examines the gendered nature of recruitment and dropout in
higher education. Our results show that students who made gender traditional choices more often had an early preference for
the study programme they enrolled in. Moreover, female students reported more often than male students that they had been
encouraged by their parents and friends. However, unlike what we expected, there are no differences between students in gender
traditional and non-traditional programmes with regard to encouragement from parents and students’ confidence that they had
made the right choice. While male students’ dropout is unrelated to the gender composition of educational programmes, women
drop out of female-dominated programmes to a lesser extent.
相似文献
Jens-Christian SmebyEmail: |
17.
18.
Conceptual change: a discussion of theoretical, methodological and practical challenges for science education 总被引:2,自引:0,他引:2
Conceptual change views of teaching and learning processes in science, and also in various other content domains, have played
a significant role in research on teaching and learning as well as in instructional design since the late 1970s. An important
issue is whether conceptual change can provide a powerful framework for improving instructional practice in such a way that
students’ levels of scientific literacy are significantly increased. In this article, the first section provides an overview
on the development of conceptual change perspectives. In sections two to six, we examine the different ways that researchers
have facilitated the collection of data and empirically evaluated learning as conceptual change based on these different theoretical
perspectives. In section seven, we identify key issues of conceptual change with a deliberate emphasis on their contribution
to improve instructional practice and conclude the article by posing challenges at theoretical, methodological and practical
levels. We contend that conceptual change perspectives still have the potential to significantly improve instructional practice.
However, it becomes also evident that actual practice is far from what conceptual change perspectives propose and that change
of this practice will be a rather difficult and long-lasting process.
相似文献
Reinders DuitEmail: |
19.
Daphne Pan Gary S. H. Tan Kiruthika Ragupathi Krishna Booluck Rita Roop Yuen K. Ip 《Research in higher education》2009,50(1):73-100
Considerable work has been done on student evaluation of teaching/teachers, but reservations remain about its use for summative
purposes. Student ratings are not universally accepted as being reliable, nor can they provide really meaningful information.
Qualitative comments can provide a better understanding but they tend not to be user-friendly from lack of structure and connectedness.
This study attempts to devise a method for ‘quantifying’ students’ comments to increase their usefulness in complementing/confirming
ratings. The quantified results enable the profile construction of what students regard as an effective/ineffective teacher,
and enable identification of strengths and weaknesses. Our findings counter some commonly held assumptions, including those
which held that high ratings are dependent on small class size and ‘dumbing down’ of courses and the consequent expectation
of high grades. The findings also indicate that students value teaching quality more than teacher characteristics, suggesting
their ability to make valid judgments about teaching effectiveness.
相似文献
Daphne PanEmail: |
20.
Ikseon Choi Kyunghwa Lee 《Educational technology research and development : ETR & D》2009,57(1):99-129
This design-based research study is aimed at two goals: (1) developing a feasible case-based instructional model that could
enhance college students’ ill-structured problem solving abilities, while (2) implementing the model to improve teacher education
students’ real-world problem solving abilities to deal with dilemmas faced by practicing teachers in elementary classrooms.
To achieve these goals, an online case-based learning environment for classroom management problem solving (CBL-CMPS) was
developed based on Jonassen’s (in: Reigeluth (ed.) Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, 1999) constructivist learning environment model and the general process of ill-structured problem solving (1997). Two successive
studies, in which the effectiveness of the CBL-CMPS was tested while the CBL-CMPS was revised, showed that the individual
components of the CBL-CMPS promoted ill-structured problem solving abilities respectively, and that the CBL-CMPS as a whole
learning environment was effective to a degree for the transfer of learning in ill-structured problem solving. The potential,
challenge, and implications of the CBL-CMPS are discussed.
相似文献
Ikseon ChoiEmail: |