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1.
Linlin Luo Kenneth A. Kiewra Abraham E. Flanigan Markeya S. Peteranetz 《Instructional Science》2018,46(6):947-971
There has been a shift in college classrooms from students recording lecture notes using a longhand pencil-paper medium to using laptops. The present study investigated whether note-taking medium (laptop, longhand) influenced note taking and achievement when notes were recorded but not reviewed (note taking’s process function) and when notes were recorded and reviewed (note taking’s product function). One unique aspect of the study was determining how laptop and longhand note taking influence the recording of lecture images in notes and image-related achievement. Note-taking results showed that laptop note takers recorded more notes (idea units and words) and more verbatim lecture strings than did longhand note takers who, in turn, recorded more visual notes (signals and images) than did laptop note takers. Achievement results showed that when taking laptop notes, the process function of note taking was more beneficial than the product function of note taking (i.e., better image-related learning and similar text-related learning). When taking longhand notes, the product function of note taking was more beneficial than the process function of note taking (i.e., better text-related learning and similar image-related learning). Achievement findings suggest that the optimal note-taking medium depends on the nature of the lecture and whether notes are reviewed. 相似文献
2.
Instructional effectiveness of higher-order questions: The devil is in the detail of students’ use of questions 总被引:1,自引:0,他引:1
Research has repeatedly established that the theoretical benefits of various scaffolds do not match their actual impact on
learning. It has been argued that the instructional effectiveness of scaffolds largely depends on very detailed aspects of
the learning activities associated with the scaffolds within specific environments. From this perspective and, in order to
predict and control learning outcomes in the context of specific instances of scaffolds, there is a need for a detailed cognitive
analysis of learning activities (e.g. analyses of students’ scaffold use). Accordingly, the current study investigated how
students actually use adjunct questions while studying a text and how the quantity and quality of usage determine students’
learning outcomes (performance). Forty-two university students in two conditions were required to study a short science text
for 15 min. Results revealed that the quality of students’ use of instructional devices accounted for their final performance. 相似文献
3.
This study examined contextual and personal factors related to the use of cognitive strategies by undergraduates. Specifically,
students’ goal orientations (intrinsic or extrinsic) and perceptions of the classroom environment (i.e., task or performance
structured) were evaluated as predictors of student use of deep or surface level cognitive strategies. Results confirmed earlier
work, which indicated intrinsic goal orientation was related to use of deep cognitive strategies and extrinsic goal orientation
was related to use of rehearsal. There was no interaction between intrinsic and extrinsic goal orientations on use of either
cognitive strategy. In addition, students’ perceptions of classroom environment were significantly correlated with students’
goal orientations. In particular, task structure of classrooms was significantly positively correlated with use of both types
of cognitive strategies. Thus, student goal orientation, perception of classroom structure, and use of cognitive strategies
appear interdependent, with intrinsic goal orientation moderating the effect of perceived classroom structure on the use of
deep cognitive strategies. Results of this study suggest the need for university instructors to be more aware of the roles
of both personal and contextual factors affecting student motivation and learning. 相似文献
4.
This article is about note taking, but it is not an exhaustive review of note-taking literature. Instead, it portrays the application of note-taking research to an unusual and important area of practice—the law. I was hired to serve as an expert witness on note taking in a legal case that hinged, in part, on the completeness and accuracy of handwritten meeting notes. Based on my own research and that of others, I rendered three opinions about handwritten notes: (a) They omit most of what is said, (b) they omit details, context, and essential qualifiers, and (c) they contain inaccuracies or vague statements. This article tells the story of how I came to investigate note taking, become an expert witness, and render those three opinions. It concludes with a call to investigate note taking in non-academic settings such as meetings and to uncover ways to boost and improve note-taking methods. 相似文献
5.
This study examined the unique and joint contributions of engineering students’ classroom and out-of-class experiences on
the development of two sets of skills central to students’ successful performance as engineers: analytical and group skills.
Although the study focuses on engineering, the conceptual underpinnings and criterion measures are relevant to studies of
teaching and learning in other fields. Multiple regression analyses using data from 4198 graduating engineering students on
39 campuses nationwide indicate that, after controlling an array of students’ precollege characteristics, both students’ classroom and out-of-class experiences make statistically significant and independent contributions to student
learning in both skill areas.
An earlier version of this paper was presented at the meeting of the Association for Institutional Research, June 2005, San
Diego, CA.
This study was supported by a grant from the Accrediting Board of Engineering and Technology (ABET, Inc.). The opinions expressed
here do not necessarily reflect the opinions or policies of ABET, and no official endorsement should be inferred. 相似文献
6.
Focusing on academic institutions in higher education as the research context, this study examined the relations of key factors
affecting students’ supportive behavioral intentions toward the university (e.g., giving gifts as alumni, continuing education,
and giving referrals regarding the university). Based on the literature from various disciplines, this study proposed four
factors are critical influencing such intentions: (1) students’ communication behavior with the university, (2) perceived
quality of educational experience, (3) evaluations of the relationship with the university, and (4) university reputation.
The data in this study were collected using a survey of current undergraduate students (N = 336) who were attending a private university in Seoul during Fall 2005. Structural equation modeling (SEM) was used to
analyze the proposed model. Regarding overall results, the proposed model can be retained as a valid model based on data-model
fits: Eight hypotheses were supported in this study, but not the effect of students’ educational experience on university
reputation. The findings suggest that to foster students’ supportive behavior, universities need to cultivate a good relationship
with their students and to obtain favorable reputation held by students, while ensuring active communication behavior of students
and the quality of students’ educational experience.
相似文献
Minjung SungEmail: |
7.
《The Journal of educational research》2012,105(4):278-289
ABSTRACTThe authors investigated the effects of a 5-week note-taking skills instructional program on note-taking and reading comprehension performance of elementary students. The participants included 349 fourth-grade students from 2 elementary schools in Taiwan. The Note-Taking Instruction group received approximately 40 min of note-taking skills instruction per week for 5 weeks in contrast to the free note-taking group and the free-recall writing group who did not receive any instruction. A note-taking evaluation task and a comprehension test were used to evaluate the effectiveness of the instruction on students’ performance in note taking and reading comprehension, respectively. The study yielded 2 findings: first, teaching students a note-taking strategy significantly improved their performance in note taking and reading comprehension, and second, poor readers showed the greatest gains in note-taking skills with instruction. 相似文献
8.
Students’ preparedness for higher education is seen as one of the main factors affecting first-year attrition or study success.
In this paper we report on a cross-national study in which students’ preparedness for university was measured before students commenced their study at a university in New Zealand or in the Netherlands. This cross-national project provided
a unique opportunity to compare students’ perceptions of readiness for university where students are prepared for higher education
in quite different secondary school systems. Departing from a transition framework, and comparing the results in both countries
using logistic regression techniques to investigate which aspects of readiness could predict perceived preparedness, we discovered
similarities in as well as differences between students’ perceived readiness for university study. It could be argued that
differences are caused by the different educational systems at secondary level. However, overall we can conclude that, in
spite of differences between the educational systems in the two countries, many differences were not remarkable or very significant.
This has clear implications for how we view the relative importance of secondary school preparation and tertiary induction.
We can expect greater benefit from implementing first-year pedagogical practices in universities that would assist students
to develop their academic skills, than from demanding that high schools prepare students better. 相似文献
9.
?se Hansson 《Educational Studies in Mathematics》2012,81(1):103-125
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. 相似文献
10.
Most studies indicate primary students’ attitudes towards and interest in science decline as they progress into the secondary
years. Longitudinal qualitative research exploring this phenomenon is rare as is research which focuses on the students’ voice
as they cross the interface. In this study multiple qualitative data sources, supported by a ‘science interest’ composite
scale, followed 20 students over 2 years. In contrast to baseline data on their peers these students, in general, maintained
their interest in science. Apart from identifying the teacher’s pedagogical approach and classroom environment as two key
issues in understanding these students’ journeys, the importance of listening to and heeding the students’ voice may be an
even more critical concern in addressing the decline in students’ attitudes and interest in science. 相似文献
11.
Learning no longer takes place as effectively as it did before in most current Korean classrooms. Many teachers have voiced
concerns about a notably reduced level of students’ interest in and enthusiasm for learning school materials, lack of students’
attention to their lectures, and lack of students’ involvement in classroom activities. This negative change, which has been
observed since around 1997, is often referred to as “school collapse” in Korea, meaning classroom breakdown. The paper investigates
the factors that have lead to the phenomenon of the school collapse, introduces the 7th National Curriculum as one of the new reform approaches of the Korean government, and makes some suggestions to ensure more
autonomy and diversity in classrooms to promote effective teaching and learning. 相似文献
12.
Barry J. Fraser Jill M. Aldridge F. S. Gerard Adolphe 《Research in Science Education》2010,40(4):551-571
This article reports a cross-national study of classroom environments in Australia and Indonesia. A modified version of the
What Is Happening In this Class? (WIHIC) questionnaire was used simultaneously in these two countries to: 1) crossvalidate
the modified WIHIC; 2) investigate differences between countries and sexes in perceptions of classroom environment; and 3)
investigate associations between students’ attitudes to science and their perceptions of classroom environment. The sample
consisted of 1,161 students (594 students from 18 classes in Indonesia and 567 students from 18 classes in Australia). Principal
components factor analysis with varimax rotation supported the validity of a revised structure for the WIHIC. Two-way MANOVA
revealed some differences between countries and between sexes in students’ perceptions of their classroom environments. Simple
correlation and multiple regression analyses revealed generally positive associations between the classroom environment and
student attitudes to science in both countries. 相似文献
13.
周金华 《吉林广播电视大学学报》2011,(8):140-142
本文是对英语专业本科阶段口译笔记教学方法的一次探索。首先讨论了口译笔记的必要性和传统的口译笔记教学方法,然后结合作者的教学实践提出了笔记模仿教学法,并借用心理学家班杜拉的模仿学习理论,为笔记模仿在口译笔记教学中的应用提供了理论依据。同时,通过实验设计,检验笔记模仿在教学中的适用性和有效性。实验结果证明笔记模仿教学法是一种切实有效的训练方法,收到了明显的教学效果。 相似文献
14.
Investigation of university students’ self-acceptance and learned resourcefulness: a longitudinal study 总被引:1,自引:0,他引:1
Self-acceptance and learned resourcefulness of university students are important concepts in coping with the environmental
and developmental stressors and in the development of healthy personality. In this study, university students’ self acceptance
and learned resourcefulness levels were investigated longitudinally. 198 university students’ self acceptance and learned
resourcefulness scores were collected by Self Acceptance Scale and Rosenbaum’s Self-Control Scale in their first and eighth
semesters. The findings revealed that in general, the students’ self-acceptance level increased significantly in the 4-year
period. With respect to gender, the self-acceptance level of female students was found to increase during their university
education, while no significant difference was observed in that of male students. Moreover, there was no change in the level
of their learned resourcefulness in the 4-year period in terms of gender. As a result, it is understood that university life
includes significant experiences for students’ self-acceptance, especially for female students, and that university life does
not cause any significant increase in the level of learned resourcefulness. Therefore, there is a great need for programs
that will increase the resourcefulness levels of university students during their university lives. 相似文献
15.
David Robotham 《Higher Education》2008,56(6):735-746
This article has two primary aims. Firstly, it provides a critical review of previous studies into student stress and identifies
several important issues that, as yet, have not been explored. There has been no consideration of the effect of students maturing
during their studies on the stress that they experience and how they cope with that stress. Secondly, the article highlights
limitations in the past and present literature base, where there has been a concentration on a quantitative approach, and
focus on a narrow range of subject groups. There is also a need to undertake longitudinal research to investigate individuals’
stress experiences during the period they study at university. Overall the key assertion here is that thus far research into
student stress has not offered a complete account and explanation of students’ stress experiences. 相似文献
16.
Esther Ntuli Jared Keengwe Lydia Kyei-Blankson 《Early Childhood Education Journal》2009,37(2):121-126
The use of electronic portfolios is increasingly becoming popular in teacher education programs. The electronic portfolio
allows learners to express their work and take ownership over their own ability to plan and assess and reflect upon their
learning during a specific period of time. While many teacher education programs have adopted electronic portfolios in order
to meet accreditation requirements, others use electronic portfolios to develop and improve on students’ technology skills—train
students on how to better use technology in instruction and student assessment. Irrespective of the reasons for adoption,
there is the need to assess students’ perceptions of electronic portfolios, and especially to explore the benefits and challenges
students face in using electronic portfolios in their course work. Using a qualitative research design, the current study
explored teacher candidates’ attitudes toward electronic portfolios and the differences that electronic portfolios bring to
their profession. Such a study is necessary to help administrators identify students’ needs to ensure that they are gaining
the maximum benefits from the use of electronic portfolios in their programs of study. 相似文献
17.
Maria Andrée 《Cultural Studies of Science Education》2012,7(2):425-438
Previous research on science education has described various factors influencing students’ participation and produced categorizations
of students based on e.g. cultural background. In this article it is argued, theoretically and empirically, that an understanding
of students’ participation in science education needs to begin with an analysis of what activity students are engaged in.
The aim is to explore how altering conditions of classroom work may open up opportunities for students mainly participating
in an activity of education or schooling to engage in an activity of science learning. Activity is conceptualized in a Cultural-Historical
Activity Theory perspective as object-oriented and transformative. Drawing on an ethnographic study in a Swedish compulsory
school, a critical incident of the participation in science education of a 7th grade girl called Helena is analyzed. The results
show that altered conditions of classroom practice may produce new possibilities for student participation, and point to the
impossibility of determining students as ‘different kinds of students’ based on a priori categories e.g. sex, ethnicity, socio-economic
background. 相似文献
18.
Anastasiya A. Lipnevich Jeffrey K. Smith 《Educational Assessment, Evaluation and Accountability》2009,21(4):347-367
The current study examined students’ perceptions of the effects of different forms of instructional feedback on their performance,
motivation, and emotion. Forty-nine students attending an eastern US university participated in focus group discussions. The
groups explored students’ reactions to grades, praise, and computer versus instructor provided feedback, as well as students’
views of the ideal feedback. Students named detailed comments as the most important and useful form of feedback. Grades were
deemed to be unnecessary if the goal of an activity was to learn. Students proposed that low grades elicit negative affect
and damage the students’ sense of self-efficacy, and high grades decrease motivation and lessen students’ perceived need to
improve. Praise was reported to positively affect emotion, but not to be directly conducive to learning. 相似文献
19.
A method for uncovering students’ thinking about thinking, specifically their meta-strategic knowledge, is explored within
the context of an ongoing, multi-year intervention designed to promote the development of students’ thinking dispositions.
The development of a concept-map instrument that classroom teachers can use and an analytic framework for interpreting students’
responses is presented. In a preliminary study, the concept map instrument is piloted to evaluate changes in students’ conceptions
of thinking after a year’s participation in classrooms where their teachers actively sought to make thinking more visible
by noticing and naming the thinking observed as well as introducing and using thinking routines (Ritchhart and Perkins. Educational
Leadership, 65(5), 57–61 2008). Concept maps from 239 students from grades 3 through 11 were analyzed. Results suggest that students’ conceptions of thinking
do improve with age but also can be substantially developed through a classroom culture where thinking is modeled and rich
opportunities for thinking are present. The concept map instrument itself proved to be a robust instrument for uncovering
students’ thinking about thinking. 相似文献
20.
Valarie L. Akerson Theresa A. Cullen Deborah L. Hanson 《Journal of Science Teacher Education》2010,21(6):723-745
This study explored the nature of science (NOS) assessments K-4 classroom teachers developed for measuring students’ understandings
of NOS elements. We used the Views of Nature of Science Questionnaire-Form VNOS-D2 (Views of Nature of Science Elementary
School Version 2) and interviews to verify that teachers’ conceptions of NOS were sufficient to enable them to teach and assess
NOS. We collected copies of teachers’ action research designs, lesson plans, and assessment tools, conducted classroom observations
and made field notes of their science instruction and assessments. We videotaped conversations at monthly workshops to note
discussion surrounding teaching and assessing NOS in K-4 classrooms. We found that experienced teachers designed a variety
of strategies for assessing NOS conceptions that differed by grade level. 相似文献