Students’ likes and dislikes regarding student-activating and lecture-based educational settings: Consequences for students’ perceptions of the learning environment, student learning and performance

This paper aims to investigate students’ likes and dislikes of the teaching that they have experienced and its effects on students’ perceptions of the learning environment, student learning and academic performance. The study compares a lecture-based setting to a student-activating learning/teaching environment, considering both instructional and assessment practices. Data (N=578) were collected using the Course Experience Questionnaire (Ramsden, 1991) and by means of a standardised test. While lecture-taught students’ evaluations of the experienced teaching were generally focused and positive, students’ perceptions of the activating methods varied widely and both extremely positive and negative opinions were present. Also the consequences of these (dis)likes in instruction for student learning become clear. Moreover, a significant positive linear effect of students’ (dis)likes in instruction on students’ perceptions of the learning environment (except for appropriate assessment), their learning and their performance was found. This way, the results pinpoint the central role of teaching methods for students’ learning and caution against detrimental consequences of students’ negative appraisal of the teaching methods that they experience. A matching strategy between a student’s teaching tastes and the teacher’s instructional interventions provides the best educational prospects.     

Senior High School Student Biology Learning in Interactive Teaching

This paper reports Grade 12 students’ biology learning during interactive teaching classes in 2001 in Taiwan. The researcher as teacher, working within an interpretive framework, set out to improve her senior high school student biology teaching and learning. An intervention based on a social constructivist view of learning was designed, implemented and evaluated. The findings of this study indicate that intervention students’ cognitive development was facilitated, their reasoning and social abilities were enhanced, and they enjoyed the lessons more. Their first term examination outcomes were comparable with those in the traditional teaching classes. This study, therefore, provides an example for how interactive teaching, based on a social constructivist view of learning, can be effectively used for teaching and learning biology in the senior high school in Taiwan.     

Audrey's acquisition of fractions: A case study into the learning of formal mathematics

National standards for teaching mathematics in primary schools in the Netherlands leave little room for formal fractions. However,a newly developed programme in fractions aims at learning formal fractions. The starting point in the development of this curriculum is the students’ acquisition of `numeracy infractions’. In this case study we describe the growth in reasoning ability with fractions of one student in this newly developed programme of 30 lessons during one whole school year. In the study we found indications that the programme and its teaching stimulated the progress of an average performer in mathematics. Moreover we found arguments as to what extent formal operations with fractions suits as an educational goal. This revised version was published online in July 2006 with corrections to the Cover Date.     

Scaffolding cognitive and metacognitive strategy instruction in regular class lessons

The quality of teachers’ knowledge about how people learn influences students’ learning outcomes. Similarly, the quality of students’ knowledge about how they learn influences their engagement in self-regulated learning and consequently, their learning achievement. There is a gap between research findings that support these two premises and teaching–learning practices in classrooms. In this paper we describe attempts to reduce this gap. In Study 1 we surveyed early adolescent students’ cognitive and metacognitive strategy use and demonstrated that students’ cognitive and metacognitive strategy knowledge has substantial room for improvement. In Studies 2 and 3 we collaborated with teachers to embed explicit cognitive and metacognitive strategy instruction, using learning protocols, into regular class lessons. Studies 2 and 3 showed that the learning protocols slipped readily into teachers’ typical lesson designs, scaffolded teachers’ delivery of strategy instruction, and scaffolded some students’ acquisition of strategy knowledge, although progress was sometimes slow. Recommendations are presented for supporting teachers and students to engage with cognitive and metacognitive strategy instruction.     

University students’ and teachers’ conceptions of teaching and learning in the biosciences

In this study we compare university teachers’ and first-year students’ conceptions of teaching and learning at the Faculty of Environmental and Biological Sciences. The conceptions were analysed using data from open-ended questionnaires. The results showed that at the beginning of studies the gap between teachers’ and students’ conceptions of teaching and learning is substantial. This finding has important implications for the educational process. In order to enhance successful studying from the beginning of students’ university careers, it is important for teachers to become aware of the differences between students’ and teachers’ conceptions of learning.     

Promotion of self-regulated learning in classrooms: investigating frequency, quality, and consequences for student performance

An implication of the current research on self-regulation is to implement the promotion of self-regulated learning in schools. Teachers can promote self-regulated learning either directly by teaching learning strategies or indirectly by arranging a learning environment that enables students to practise self-regulation. This study investigates teachers’ direct and indirect promotion of self-regulated learning and its relation to the development of students’ performance. Twenty German mathematics teachers with their overall 538 students (grade 9) were videotaped for a three-lesson unit on the Pythagorean Theorem. Students’ mathematics performance was tested several times before and after the observed lessons. A low-inferent coding system was applied to assess the teachers’ implicit or explicit instruction of cognitive strategies (e.g., organisation), metacognitive strategies (e.g., planning), and motivational strategies (e.g., resource management). High-inferent ratings were used to assess features of the learning environment that foster self-regulation. Results reveal that a great amount of strategy teaching takes place in an implicit way, whereas explicit strategy teaching and supportive learning environment are rare. The instruction of organisation strategies and some features of the learning environment (constructivism, transfer) relate positively to students’ performance development. In contrast to implicit strategy instruction, explicit strategy instruction was associated with a gain in performance. These results reveal a discrepancy between the usefulness of explicit strategy instruction and its rare occurrence in classrooms.     

The meaning of mathematics instruction in multilingual classrooms: analyzing the importance of responsibility for learning

In the multilingual mathematics classroom, the assignment for teachers to scaffold students by means of instruction and guidance in order to facilitate language progress and learning for all is often emphasized. In Sweden, where mathematics education is characterized by a low level of teacher responsibility for students’ performance, this responsibility is in part passed on to students. However, research investigating the complexity of relations between mathematics teaching and learning in multilingual classrooms, as well as effect studies of mathematics teaching, often take the existence of teachers’ responsibility for offering specific content activities for granted. This study investigates the relations between different aspects of responsibility in mathematics teaching and students’ performance in the multilingual mathematics classroom. The relationship between different group compositions and how the responsibility is expressed is also investigated. Multilevel structural equation models using TIMSS 2003 data identified a substantial positive influence on mathematics achievement of teachers taking responsibility for students’ learning processes by organizing and offering a learning environment where the teacher actively and openly supports the students in their mathematics learning, and where the students also are active and learn mathematics themselves. A correlation was also revealed between group composition, in terms of students’ social and linguistic background, and how mathematics teaching was performed. This relationship indicates pedagogical segregation in Swedish mathematics education by teachers taking less responsibility for students’ learning processes in classes with a high proportion of students born abroad or a high proportion of students with low socio-economic status.     

Students’ Involvement in Authentic Modelling Practices as Contexts in Chemistry Education

In science education students should come to understand the nature and significance of models. A promising strategy to achieve this goal is using authentic modelling practices as contexts for meaningful learning of models and modelling. An authentic practice is defined as professionals working with common motives and purposes, pertaining to a similar type of procedure and applying relevant knowledge on the modelling issue they work on. In this study we evaluate whether the use of authentic practices initiates adequate students’ involvement. This was done by investigating students’ interests, ownership, familiarity and complexity. In addition, we evaluated students’ expressed modelling procedures in response to the modelling issues. We designed learning tasks which were enacted by a focus group of students. Three primary data sources were used to collect data. Firstly, a group discussion was organised in which students’ reflected on both authentic practices. Secondly, students filled in written questionnaires containing items on affective and cognitive aspects. Thirdly, the realised modelling procedures by students were analysed. The results show that students’ involvement was successfully initiated, evidenced by motivated students, willingness to continue and the completeness and quality of the realised modelling procedures. The design of the learning tasks proved to be successful in realising this involvement. The results obtained in this study support the strategy of using authentic modelling practices as contexts for meaningful learning of models and modelling.     

Concept image revisited

Concept image and concept definition is an important construct in mathematics education. Its use, however, has been limited to cognitive studies. This article revisits concept image in the context of research on undergraduate students’ understanding of the derivative which regards the context of learning as paramount. The literature, mainly on concept image and concept definition, is considered before outlining the research study, the calculus courses and results which inform considerations of concept image. Section 6 addresses three themes: students’ developing concept images of the derivative; the relationship between teaching and students’ developing concept images; students’ developing concept images and their departmental affiliation. The conclusion states that studies of undergraduates’ concept images should not ignore their departmental affiliations. Electronic supplementary material The online version of this article (doi:) contains supplementary material, which is available to authorized users.     

Why do learning goals (not) work: a reexamination of the hypothesized effectiveness of learning goals based on students’ behaviour and cognitive processes

Explicitly informing students about learning goals has been argued to foster intentional learning. This study tested three theoretical hypotheses regarding the facilitating effects of learning goals by investigating 72 students’ actual reading behaviour and cognitive processes (i.e., the use of learning goals). Participants studied a text presented on 15 separate computer screens with/without learning goals. In line with the three hypotheses, the analyses focused on three aspects: students’ interpretations of the learning goals, information selection processes and monitoring behaviour. Results indicated variability among students in their perceptions of the learning goals in terms of goal consistency and specificity. Students in the learning goal condition recorded more goal-relevant information in their notes. However, only few students deliberately used learning goals to monitor their goal-directed activities while studying the text. Analysis of students’ reading behaviour and cognitive processes suggests that the absence of significant performance differences between the conditions can be explained by referring to students’ actual use of learning goals.     

Student learning experience as indicator of teaching quality

The purpose of the study was to develop an improved teaching evaluation questionnaire based on students’ learning experiences and selected teacher characteristics identified as indicators of teaching quality. Teaching evaluation questionnaires are commonly designed either based on agreed indicators of teaching excellence, students’ suggestions of characteristics of excellence, or dimensions identified from interviews conducted with excellent teachers. In this study, however, students’ evaluation of their own learning experiences in learner centered classes and a hypothesized framework derived from the literature were used to develop the items for the questionnaire. Students attended to courses designed in a learner centered paradigm and evaluated their learning experiences. Based on the hypothesized framework and students’ reflections of their experiences, items were designed and validated at various levels. Exploratory factor analysis resulted in a 24-item Student Evaluation of Learning and Teaching Questionnaire (SELTQ) that comprises four factors: assessment and feedback; course organization and presentation; student self evaluation; and students’ level of engagement. As opposed to the questionnaire widely used in higher education institutions in Ethiopia that focuses on the evaluation of selected teacher characteristics, the new measure enables students to evaluate teaching in terms of their own learning progress.     

Levels of students’ “conception” of fractions

In this paper, we examine sixth grade students’ degree of conceptualization of fractions. A specially developed test aimed to measure students’ understanding of fractions along the three stages proposed by Sfard (1991) was administered to 321 sixth grade students. The Rasch model was applied to specify the reliability of the test across the sample and cluster analysis to locate groups by facility level. The analysis revealed six such levels. The characteristics of each level were specified according to Sfard’s framework and the results of the fraction test. Based on our findings, we draw implications for the learning and teaching of fractions and provide suggestions for future research.     

Definition of historical models of gene function and their relation to students’ understanding of genetics

Models are often used when teaching science. In this paper historical models and students’ ideas about genetics are compared. The historical development of the scientific idea of the gene and its function is described and categorized into five historical models of gene function. Differences and similarities between these historical models are made explicit. Internal and external consistency problems between the models are identified and discussed. From the consistency analysis seven epistemological features are identified. The features vary in such ways between the historical models that it is claimed that learning difficulties might be the consequence if these features are not explicitly addressed when teaching genetics. Students’ understanding of genetics, as described in science education literature, is then examined. The comparison shows extensive parallelism between students’ alternative understanding of genetics and the epistemological features, i.e., the claim is strengthened. It is also argued that, when teaching gene function, the outlined historical models could be useful in a combined nature of science and history of science approach. Our findings also raise the question what to teach in relation to preferred learning outcomes in genetics.     

Elementary Teachers’ Teaching for Conceptual Understanding: Learning From Action Research

This study reports teachers’ learning through action research on students’ conceptual understanding. The study examined (a) the teachers’ views about science teaching and learning, (b) the teachers’ learning about their teaching practices and (c) the conditions that supported the teachers’ learning through action research. A total of 14 elementary in-service teachers’ course discussion, self-video reflection, action research reports, and learning reflection were analyzed. Findings revealed that (a) the teachers in this study commonly espoused the importance of probing and utilizing students’ preconceptions in science teaching, but they demonstrated various levels of epistemological understanding of student learning and teaching, (b) the teachers experienced the action research as a means to evaluate science teaching methods and changing their teaching practices, and (c) the teachers identified sharing goals, problems, and solutions as an essential supporting condition for their learning through action research. Implications for professional development and further research are discussed.     

“Accepting Emotional Complexity”: A Socio-Constructivist Perspective on the Role of Emotions in the Mathematics Classroom

A socio-constructivist account of learning and emotions stresses the situatedness of every learning activity and points to the close interactions between cognitive, conative and affective factors in students’ learning and problem solving. Emotions are perceived as being constituted by the dynamic interplay of cognitive, physiological, and motivational processes in a specific context. Understanding the role of emotions in the mathematics classroom then implies understanding the nature of these situated processes and the way they relate to students’ problem-solving behaviour. We will present data from a multiple-case study of 16 students out of 4 different junior high classes that aimed to investigate students’ emotional processes when solving a mathematical problem in their classrooms. After identifying the different emotions and analyzing their relations to motivational and cognitive processes, the relation with students’ mathematics-related beliefs will be examined. We will specifically use Frank’s case to illustrate how the use of a thoughtful combination of a variety of different research instruments enabled us to gather insightful data on the role of emotions in mathematical problem solving.     

Effects of cooperative versus individualistic learning on cognitive, affective, metacognitive and social processes in students

The purpose of the study was to investigate the effects of individual versus cooperative learning on different components of students’ functioning. As a theoretical framework to analyse these processes we used CAMS model (Dansereau, 1986; O’Donnell & Dansereau, 1992), which includes four levels of students’ functioning: cognitive (C), affective (A), metacognitive (M) and social (S). 373 fifth grade students (170 in experimental group and 203 in control group) from nine different primary schools participated in the research. In the experimental group cooperative learning was introduced for one in four lessons in two subjects: mathematics and Slovene language. The control group received the traditional way of teaching. Statistical analysis showed strong positive effects of cooperative learning on achievement in both subjects. No other variable showed differential change.     

College students’ homework and academic achievement: The mediating role of self-regulatory beliefs

The influence of homework experiences on students’ academic grades was studied with 223 college students. Students’ self-efficacy for learning and perceived responsibility beliefs were included as mediating variables in this research. The students’ homework influenced their achievement indirectly via these two self-regulatory beliefs as well as directly. Self-efficacy for learning, although moderately correlated with perceptions of responsibility, predicted course grades more strongly than the latter variable. No gender differences were found for any of the variables, a finding that extends prior research based on high school girls. Educational implications about the importance of students’ homework completion and its relationship to college students’ development of self-regulation and positive self-efficacy beliefs is discussed from a social cognitive perspective.     

Students’ opinions on blended learning and its implementation in terms of their learning styles

The purpose of this article is to examine students’ views on the blended learning method and its use in relation to the students’ individual learning style. The study was conducted with 31 senior students. Web based media together with face to face classroom settings were used in the blended learning framework. A scale of Students’ Views on Blended Learning and its implementation, Kolb’s Learning Style Inventory, Pre-Information Form and open ended questions were used to gather data. The majority of the students’ fell into assimilators, accommodators and convergers learning styles. Results revealed that students’ views on blended learning method and its use are quite positive.     

Science Learning Outcomes in Alignment with Learning Environment Preferences

This study investigated students’ learning environment preferences and compared the relative effectiveness of instructional approaches on students’ learning outcomes in achievement and attitude among 10th grade earth science classes in Taiwan. Data collection instruments include the Earth Science Classroom Learning Environment Inventory and Earth Science Learning Outcomes Inventory. The results showed that most students preferred learning in a classroom environment where student-centered and teacher-centered instructional approaches coexisted over a teacher-centered learning environment. A multivariate analysis of covariance also revealed that the STBIM students’ cognitive achievement and attitude toward earth science were enhanced when the learning environment was congruent with their learning environment preference.