应用掌上电脑支持科学探究及学生的认知发展

文章提倡应用掌上电脑(Handheld Computers)作为认知工具(Cognitive Tools)来支持中小学生的科学探究(Inquiry)活动及认知发展。文章首先对计算机认知工具的内涵及相关界定进行了分析;探讨了掌上电脑在中小学生科学探究中的应用价值;并就计算机认知工具支持中小学生科学探究活动的国际和国内相关研究做了回顾;然后结合案例对国内外基于掌上电脑的科学探究及学生认知发展研究特点做了分析,为国内相关研究提供借鉴。     

Evaluation of a Handheld Data Collection Interface for Science Learning

Despite a rise in the use of handheld computers in classrooms, meaningful learning with personal digital assistant (PDA) technology remains poorly studied. We report results from an evaluation of customized handheld data collection software, the BioKIDS Sequence, which was used during an 8-week biodiversity curriculum unit by 5th and 6th grade students in southeastern Michigan. We provide new information on design decisions and usability of our customized software; discuss learner use and preferences; and report rates of data accuracy. Most students were able to enter simple animal observations using an icon-driven, largely linear interface. The interface helped expand the types of data students were aware of, and allowed them to view and review their entries and flag them as uncertain, factors important in supporting accurate data collection. Other BioKIDS research indicates students were subsequently able to see simple patterns in their data to guide the formulation of future hypotheses, questions, or conclusions. The BioKIDS Sequence and PDA technology therefore represent a meaningful use of technology to support scientific reasoning.     

Handheld,Wireless Computers

Abstract

Reports show that handheld, wireless computers, once used by business professionals to keep track of appointments, contacts, e-mail, and the Internet, have found their way into classrooms and schools across the United States. However, there has not been much systematic research to investigate the effects of these new technology tools on student attitude and learning outcomes, nor has there been much research evidencing that handheld, wireless computers can improve student engagement in the learning process. The purpose of this paper is to use the literature on principles of learning and instruction to develop an action-instructional model for utilization of handheld computers in the classroom. It will explain how such a model was used to integrate handheld, wireless computers in the design and development of classroom instruction and what the evaluation results are. The paper also provides some insights on what was learned from this experiment.     

Uncovering the Potential: The Role of Technologies on Science Learning of Middle School Students

There is, no doubt, untapped potential in using technological tools to enhance the understanding of science concepts. This study examines the potential by observing 7th and 8th grade middle school students’ (n = 23) use of portable data collection devices in a nine-week elective class, Exploring Technologies. Students’ use of the data collection devices and subsequent interactions were traced through audiocassette and videocassette recordings, field notes, and student artifacts. The culminating activity for the course was a scientific investigation that required students to use the technologies to answer student-selected research questions. To illustrate the use of technology as a mediatory tool, an inquiry investigation of three student groups is described. In examining the three groups of middle school students the researchers encountered specific evidence of technology maximizing students’ science learning. The students were able to use the portable data collection devices in their investigations as they discussed scientific ideas related to temperature and heat. The study’s findings indicated that the three student groups were able to use the tools to conduct scientific inquiry and engage in scientific discourse. Further research on instructional approaches that allow students to develop expertise by using technology as tools to construct knowledge about complex phenomena is encouraged.     

Evaluation of Handheld Computers for Direct Systematic Classroom Observation

Through this study the authors evaluate outcomes associated with the use of handheld computers by interventionists in improving the efficiency of direct systematic classroom observation. Information from observations is used by interventionists for treatment planning and evaluation. In this study, interventionists were trained to use personal digital assistants with classroom observational software for use with students who displayed low levels of academic engagement. Results indicated that the personal digital assistants and observational software were perceived as user-friendly, increased computer self-efficacy, and facilitated treatment planning and evaluation. Discussion focuses on implications for use of handheld computers and mobile devices by interventionists.     

Testing a student generated hypothesis using student data

We describe an activity that allows students to experience the full process of a statistical investigation, from generating the research question, to collecting data and testing a hypothesis. Implementation of the activity is described both with and without use of clickers, handheld remotes that allow instant data collection.     

Optimizing educational video through comparative trials in clinical environments

Although video is increasingly used in public health education, studies generally do not implement randomized trials of multiple video segments in clinical environments. Therefore, the specific configurations of educational videos that will have the greatest impact on outcome measures ranging from increased knowledge of important public health issues, to acceptance of a voluntary HIV test, remain largely unknown. Interventions can be developed to run on affordable handheld computers, including inexpensive tablets or netbooks that each patient can use individually, and to integrate video delivery with automated data collection. These video interventions can then be used not only to educate patients who otherwise might not be reached, but to examine how content can be optimized for greater effectiveness as measured by cognitive and behavioral outcomes. This approach may prove especially valuable in high volume urban facilities, such as hospital emergency departments, that provide points of contact for lower income, lower literacy, and high-risk populations who may not otherwise interact with healthcare providers or researchers. This article describes the development and evaluation of an intervention that educates emergency department patients about HIV prevention and testing while comparatively examining a set of videos, each based upon competing educational theories. The computer-based video intervention and methodology are both highly replicable and can be applied to subject areas and settings far beyond HIV or the emergency department.     

利用“按键精灵”收集科研资料的一种方法——以河东古书院研究为例

资料收集是科研工作的基础。当科研人员使用计算机在网络上搜索资料时,会碰到重复登录网站、重复设置搜索条件、定期登录特定网站等机械劳动。收集资料可以利用自动化辅助软件编制脚本,让计算机进行模拟操作,将科研人员从重复劳动中解脱出来,开展更高效的研究工作。     

Addressing the messiness of data analysis: Praxis,readiness and tips from doctoral research

Despite the fluid and nonlinear nature of data analysis, specifically in qualitative research, published work in comparative education has rarely discussed the messy aspects of data analysis. This Forum addresses the complexity of the analysis stage faced by three doctoral researchers in terms of: considering data analysis when selecting data collection tools; messiness of data analysis deriving from fieldwork and data collection; integrating different data sources; practising reflexivity during data analysis; and ethical issues arising from data analysis. The Forum aims not only to offer suggestions and tips to deal with data analysis but also to encourage more open discussions on this topic within the research community.     

Haw,Kaye & Hadfield,Mark (2011) Video in social science research Routledge (New York & London) isbn 978‐0‐415‐46786‐5 196 pp £21.99http://www.routledge.com/books/details/9780415467865/

The book focuses on the use of video in social science research, integrating a range of perspectives on the topic including research design, data collection and analysis. The book aims at postgraduates (including, in particular, doctoral students) as well as academics and researchers. If the content of this book is likely to be relevant to you, I recommend you buy a copy for your own use. Michael Thomas     

A review of research on student teachers' professional identity

This article presents a review of 29 empirical studies to identify the main foci of research on student teachers' identity, the methodologies used and their major findings. The reviewed studies were found to investigate four broad factors: the contribution of: (1) reflective activities, (2) learning communities, (3) context and (4) (prior) experiences. Reflective practices and interviews were found to be mainly used by researchers as data collection tools and the findings were mainly reported to be changes in components of student teachers' identity, including their cognitive knowledge, sense of agency and voice. Questions raised in this review and suggestions for further research are discussed.     

Comperacy assessment of postgraduate students' readiness for higher education

Many postgraduate students cannot cope with the demands of higher education. In South Africa one in every six students never graduates. Poor preparation for higher education includes students' meager computer and information literacy skills. While computer literacy refers to understanding the use of computers, McMillan (1996) promotes the term comperacy that focuses on the ability to confidently use a variety of electronic tools in specific contexts. The researchers developed a comperacy instrument consisting of a self-rating and an objective practical component to assess incoming postgraduate students' comperacy. Statistical analyses revealed good internal consistency for all scales. Only 36% of the students tested satisfactory for basic comperacy. The analysis indicated bimodal data—students either have comperacy or not. The self-ratings were not accurate indicators of comperacy as students rated their comperacy lower or higher than their practical comperacy reflected. Practically significant correlations indicated that students' electronic file management abilities were a good predictor of general comperacy. The researchers propose a framework for comperacy development of postgraduate students.     

Probeware and Handhelds in Elementary and Middle School Science

This paper reports a test on the feasibility and educational value of probeware and associated instructional materials in middle school science education. We addressed feasibility through consideration of costs, teacher professional development, and instructional design. In order to test our approach, we developed 2 middle school science curriculum units, 6 low-cost probes that interface between handheld Palm computers, and CCLabBook software for the Palms that presents the curriculum, interfaces with the probes for data collection and visualization, and supports guided exploration. The materials were tested by 30 teachers in the first year, and in a follow-up study by 8 of those teachers the second year. We found that teachers were able to conduct the investigations successfully in their classrooms, and that student learning was enhanced through the use of the probes and handhelds. Specifically, students experienced the physical correlation between phenomenon and modeling, which helped them to develop understanding and to confront misconceptions.     

Narratives and activity theory as reflective tools in action research

Narratives and activity theory are useful as socially constructed data collection tools that allow a researcher access to the social, cultural and historical meanings that research participants place on events in their lives. This case study shows how these tools were used to promote reflection within a cultural–historical activity theoretically shaped research project on multi-professional collaborative practice. The tools are shown to individually and jointly aid insight, understanding and action. The participants generated data through narratives and analysed the data with an activity theoretical framework. These were then interpreted as cultural historical artefacts by the researcher. The socially constructed paradigm within which they are situated, their participative use, and their creation of insight, understanding and action make them ideal as action research tools.     

CILT2000: Ubiquitous Computing—Spanning the Digital Divide

This paper discusses the role of ubiquitous and handheld computers in education. CILT contributions in this area are summarized, the Ubiquitous Computing sessions at the CILT2000 Conference are described, and future directions are highlighted. It is posited that handheld computers have the potential to reduce the digital divide, while also providing for a wide array of learning activities that can benefit all students.     

Activity Theory and Qualitative Research in Digital Domains

Understanding the interactions between people, computer-mediated communication, and online life requires that researchers appropriate a set of methodological tools that would be best suited for capturing and analyzing the phenomenon. However, these tools are not limited to relevant technological forms of data collections and analysis programs; it also includes relevant theoretical frameworks for researchers to use when studying these interactions. In this article, the author proposes activity theory as an underused, but powerful, conceptual tool for qualitative researchers to use when studying digital life. The author first provides a synopsis of activity theory, explains why it fits well with both digital studies and qualitative research, and applies activity theory to understanding an online community. This article is meant to be a starting point for qualitative researchers interested in finding a new conceptual framework to holistically study the nexus of people, technology, and community online.     

Conducting evaluation research with children exposed to violence: How technological innovations in methodologies and data collection may enhance the process

Research and program evaluation processes that engage children and youth are becoming much more common due to influences from children’s rights and the acknowledgement that children have the capacity to contribute to research, both as participants and co-researchers (Roberts, 2017). Recent technological advances in the form of tablet and internet-based applications have provided researchers with additional methodological tools to better capture the voices and experiences of children and their caregivers (Livingstone & Blum-Ross, 2017). However, little has been written on the ways in which these new technological advances can improve research experiences for children who have been exposed to intimate partner and family violence, as well as other forms of traumatic experiences. This paper provides a review of current literature and a case study example of how one children’s mental health agency has implemented tablet-based data collection procedures.     

Photovoice as a research method for higher education research

ABSTRACT

Higher education (HE) research often draws on a range of qualitative research approaches. However, some methods developed in other fields are underutilised in HE research, even though they could be of great use for answering particular kinds of research questions, or for involving students more actively in the research process. In this article, we draw on a study that piloted different methodological approaches to explore students’ conceptions of good teaching and effective learning at university. The participants in our study included 33 high achieving international, Māori, Pacific Island, and (other) local students enrolled in Humanities subjects. Our study used photovoice as a visual data collection approach in conjunction with more traditional methods of data collection: open-ended focus group questions and critical incident technique. In this article, we review the photovoice literature, which is mostly from outside HE. Then, we describe our study, discussing the students’ responses to photovoice, and the different kinds of data it elicited. We note that, while most students expressed appreciation of the photovoice approach, some also found it restrictive and challenging in some respects. We conclude, photovoice offers a useful methodological addition to HE research, while noting, as with all data collection approaches, researchers need to be mindful of its limitations.