Learning Relative Motion Concepts in Immersive and Non-immersive Virtual Environments

The focus of the current study is to understand which unique features of an immersive virtual reality environment have the potential to improve learning relative motion concepts. Thirty-seven undergraduate students learned relative motion concepts using computer simulation either in immersive virtual environment (IVE) or non-immersive desktop virtual environment (DVE) conditions. Our results show that after the simulation activities, both IVE and DVE groups exhibited a significant shift toward a scientific understanding in their conceptual models and epistemological beliefs about the nature of relative motion, and also a significant improvement on relative motion problem-solving tests. In addition, we analyzed students’ performance on one-dimensional and two-dimensional questions in the relative motion problem-solving test separately and found that after training in the simulation, the IVE group performed significantly better than the DVE group on solving two-dimensional relative motion problems. We suggest that egocentric encoding of the scene in IVE (where the learner constitutes a part of a scene they are immersed in), as compared to allocentric encoding on a computer screen in DVE (where the learner is looking at the scene from “outside”), is more beneficial than DVE for studying more complex (two-dimensional) relative motion problems. Overall, our findings suggest that such aspects of virtual realities as immersivity, first-hand experience, and the possibility of changing different frames of reference can facilitate understanding abstract scientific phenomena and help in displacing intuitive misconceptions with more accurate mental models.     

Student Strategies for Learning Computer Programming: Implications for Pedagogy in Informatics

In the context of the debate about the extent to which secondary school Informatics curricula should include specifically vocational content, this paper explores the possibility that in Informatics teaching, there is value in adopting pedagogical approaches, rather than curriculum content, based on practice in industry and business settings. This paper reports research findings that raise questions about the widely held assumption that students will gain their programming knowledge and skills predominantly from classroom activities undertaken at the instigation of the Informatics teacher. Investigation of sources of students' information about programming skills and knowledge indicates that such an assumption is not well founded, and leads to the suggestion that innovative approaches to pedagogy in this area should be explored.Two studies, each a part of a larger project, are reported here. The first showed that a group of Grade 5 students, skilled programmers in the MicroWorlds multimedia programming environment, sought and acquired programming skills and techniques from a wide variety of sources, many of which were not classroom based. The second reports a formalisation of this model of student initiated seeking among a range of resource people for immediately needed expert advice. This was observed in a deliberately constructionist learning environment in an after-school Computer Clubhouse where students are supported by mentors with different specialist areas of expertise as well as by a teacher.The importance of these issues for Informatics teaching, assessment, course design and evaluation, and for the preparation of Informatics teachers is considered, and the need for further research in this area is outlined.     

Language Learning Strategies in Foreign Language Learning and Teaching

This paper aims at emphasizing the importance of language learning strategies in foreign language learning andteaching. It summarizes the background of language learningstrategies, defines the concept of a language learning strategy,and outlines the taxonomy of language learning strategiesproposed by several researchers. It also takes into account the     

语言学习策略与外语教学

语言学习策略在外语教学中具有重要作用，探讨教师在策略教学中的作用，分析我国外语教学中学习策略方面存在的问题并进行改进策略研究，能提高外语教学效果，培养学生的交际能力。     

Critical Review of Language Learning Strategies in EFL Development

This article is a critical review of the development of language learning strategies(LLS) in EFL. It reviews the theoretical framework of language learning strategies and empirical research. Based on the review,it critically discusses the implications and limitations of the framework and research behind the construction of the theory.     

语言学习观与学习策略的选择

探讨不同的语言学习观如何影响学习者学习策略的选择，强调外语学习者应树立正确的语言学习观以及培养适合、有效的学习策略的重要性。     

师范生教育学课程学习策略调查研究

对412名师范生教育学课程学习策略基本情况的调查结果表明:(1)师范生在学习教育学课程时所运用的策略由多到少依次是资源管理策略、表层认知策略、深层认知策略和元认知策略;(2)师范生学习教育学课程所用学习策略在性别、学制、专业性质、家庭住址、父母职业等背景变量上均未达到显著差异水平.男女学生在表层认知策略上有显著差异(t＝-2.277,p＜0.05),父母职业在师范生元认知策略上存在显著差异(F＝2.501,p＜0.05).     

语言学习策略与交际教学法

语言学习策略和交际教学法是近30年来应用语言学中的两个热门研究领域。语言学习策略与交际教学法在外语教学中有密切的关系。综述了优秀语言学习的六个方面的共同点和他们所使用的六类学习策略,讨论了交际教学法的四项主要原则,探索了如何运用语言学习策略来提高学生的语言交际能力,提出了运用语言学习策略和交际教学法原则对我国外语教学的启示。     

外语学习策略训练的原则及其效果的测量

外语学习策略研究迄今已有30年,时至今日,人们对于学习策略的重要性基本上已没有争议,但无论国内还是国外进行的各种规模不一的策略培训中,研究者对策略训练过程中所应遵循的原则却没有给予足够的重视,而对于测量策略培训效果的方法也多为准实验法,但这种方法存在一些漏洞和疑问。在研究策略对于外语学习所产生的效用问题上,需要一种更加科学,更加精确的测量方法。     

学习策略与外语教学

学习策略研究是二语习得研究中的一个重要课题。研究表明：在二语学习中,有效的学习策略能够使学习者的语言学习取得更好的效果,对学习者进行学习策略培训是提高学习者学习效果的有效途径。本文从学习策略的定义、特征及分类入手,探讨了如何在外语教学中渗透学习策略的训练。     

如何在标准化语言测试中发展有效学习策略

标准化测试不仅能评估出考生的学习水平和能力,还能对教学起到积极的辅助作用。因此,测试的标准化,以及测试对于教学的反拨作用倍受重视。然而,考生们能够从测试中学到什么并怎么学却往往被忽视。本文通过收集研究测试学文献中的相关理论,从而论证了语言学习者可以通过标准化测试进行有效的语言学习,试析学习者在测试的不同阶段采取的学习策略,并结合这些分析给出了一些具体的可操作性建议。     

学习策略与外语教学

本文分析了新教学大纲的要求、中学教师对新大纲的的反响,指出学习策略的培养和使用受社会文化、教育背景、学生的个性、学习风格、年龄、性别以及教师的教学观念和教学方法等因素的影响.外语学习策略应该包括情感策略、管理与评价策略、认知策略和交际策略等.     

外语学习认知层次发展与大学生英语学习策略

学习策略是指学习者在外语学习过程中对其认为有效的学习方法的选择和使用,且受外语认知层次的潜意识制约。学习策略研究不仅有助于解释外语学习者认知层次的个体差异,而且对外语教学及理论建构不无有益。介绍外语学习认知层次概况并分析其可能的认知趋向,对大学英语词汇学习策略和阅读策略的选择展开讨论,分析其正负效应。据此,对目前大学英语教学提出了几点建议。     

对我国近十年外语学习策略研究的调查和展望

本文通过对近十年发表于国内期刊上的外语学习策略文献的研究,回顾和总结了我国外语学习策略研究的主要成果,指出目前该领域研究中存在的不足,并展望今后研究发展的趋势。     

Gender Microaggressions and Learning Environments: The Role of Physical Space in Teaching Pedagogy and Communication

Career and technical education (CTE) programs account for a large proportion of student enrollments in community colleges each year. While women tend to dominate CTE enrollments overall, they remain concentrated in historically feminized fields contrary to nontraditional occupations in which less than 25% of workers are females. Drawing on the emerging research on microaggressions and classroom learning environments, this classroom observation research project of more than 80 hours of observations with supplemental student interviews sought to further an understanding of why women are underrepresented in specific CTE fields. The findings of this study indicated two distinct aspects of the classroom environment that helped stew a culture of gender microaggressions: the instructor pedagogy and communication style, and the impact of physical space. Physical structure, instructor pedagogy, and communication create an environment that often emphasizes and perpetuates social norms connecting men and masculinity to CTE and science, technology, engineering, and math education (STEM), which historically have been male-dominated environments. Results from this study extend the research on microaggressions and learning environments and fill a significant gap on gender and CTE.     

Language Learning Strategies and Strategic Teaching in the Foreign Language Classroom

The results of a great deal of research have suggested that language learning strategies can be taught and that instructing learning strategies and integrating them into regular instruction can greatly facilitate the learning of a second/foreign language.The aim of this article is to draw the readers’ attention to strategic teaching that should be introduced in the foreign language classroom in order to meet the demands of contemporary language education. In particular, it points to the necessity that teachers should change their attitudes towards the roles they play in the classroom to become truly responsible for their learning.     

Language Learning Strategies and Strategic Teaching in the Foreign Language Classroom

The results of a great deal of research have suggested that language learning strategies can be taught and that instructing learning strategies and integrating them into regular instruction can greatly...     

词汇学习策略在语言学习中的解析与运用

文章首先对学习策略的定义和分类及其在词汇学习方面的广泛应用作了一些概括,并且就其中五种常用的词汇学习策略进行了阐述和分析。文章指出,教师在课堂教学实践中应注重培养学生运用策略习得词汇的能力,这样就能帮助解决学习者在词汇学习方面的一大难题．