Correction to: Balancing the Environment: Computational Models as Interactive Participants in a STEM Classroom

Journal of Science Education and Technology - The original version of this article unfortunately contained a mistake. The citation and bibliographic information of this reference is missing in the...     

交互式大学英语课堂教学模式研究

交互式课堂教学模式在母语及二语习得中发挥着巨大的作用,能够提高学生的语言综合运用能力,促进学生的全面发展。提倡交互式教学模式符合教学改革趋势的要求,应当在大学英语课堂教学中实践和推广。     

Robotic Construction Kits as Computational Manipulatives for Learning in the STEM Disciplines

This article presents a systematic review of research related to the use of robotics construction kits (RCKs) in P–12 learning in the STEM disciplines for typically developing children. The purpose of this review is to configure primarily qualitative and mixed methods findings from studies meeting our selection and quality criterion to answer the review question: How do robotic construction kits function as computational manipulatives in P–12 STEM education? Our synthesis of the literature has resulted in four key insights that are new to the field. First, RCKs have a unique double application: They may be used for direct instruction in robotics (first-order uses) or as analogical tools for learning in other domains (second-order uses). Second, RCKs make possible additional routes to learning through the provision of immediate feedback and the dual modes of representation unique to RCKs. Third, RCKs support a computational thinking learning progression beginning with a lower anchor of sequencing and finishing with a high anchor of systems thinking. And fourth, RCKs support evolving problem-solving abilities along a continuum, ranging from trial and error to heuristic methods associated with robotics study. Furthermore, our synthesis provides insight into the second-order (analogical) uses of RCKs as computational manipulatives in the disciplines of physics and biology. Implications for practice and directions for future research are discussed. (Keywords: computational manipulatives, constructionism, computational thinking, problem solving, robotics, STEM)     

一对一数字化互动反馈智能课堂学习环境研究

为了实现课堂教学中及时全面的互动反馈,灵活开展各种模式的学习和评价分析管理,该文以互动反馈系统为基础,结合电子书包、一对一数字化学习、云桌面、知识库、基于大数据的学习分析、虚拟课堂等数字化学习相关技术进行改进后,构建了一种一对一数字化互动反馈智能课堂学习环境。形成的知识库,可进行基于大数据的学习分析、个性化学习资源推荐、启发式联想搜索知识、主观题的自动评分等。该文提出了一种主观题交叉评分的方法,并给出了主要流程方案,实现了复杂主观题也能进行互动并可当堂反馈。     

A Balancing Act: Developing a Discourse Community in a Mathematics Classroom

This article examines the pedagogical tensions involved in trying to usestudents' ideas as the basis for class discussion while also ensuring thatdiscussion is productive mathematically. The data for this study of theteaching of one middle-school teacher come from observations andvideotapes of instruction across a school year as well as interviews with theparticipating teacher. Specifically, the article describes the teacher'sattempts to support a student-centered process of mathematicaldiscourse and, at the same time, facilitate discussions of significantmathematical content. This tension in teaching was not easily resolved;throughout the school year the teacher shifted his emphasis betweenmaintaining the process and the content of the classroom discourse.Nevertheless, at times, the teacher balanced these competing goals by usinga ``filtering approach' to classroom discourse. First multiple ideas aresolicited from students to facilitate the process of student-centeredmathematical discourse. Students are encouraged to elaborate theirthinking, and to compare and evaluate their ideas with those that havealready been suggested. Then, to bring the content to the fore, the teacherfilters the ideas, focusing students' attention on a subset of themathematical ideas that have been raised. Finally, the teacher encouragesstudent-centered discourse about these ideas, thus maintaining a balancebetween process and content.     

Classroom Environment: a literature review

The literature on classroom environment from 1980 onwards is reviewed. Special reference is made to elementary settings and to students with behavioral deficits. Structure and organization, cognitive processes, student characteristics and teacher characteristics are all seen as being capable of modification. It is concluded that the achievement of a match between students’ preferences and instructional settings is a necessary condition for maximizing their cognitive, social and affective outcomes.     

外语互动课堂中教师的中介作用探析

课堂教学是教师与学生、学生与学生在互动式的教学环境中合作建构知识的过程,教师作为主要的互动主体,在这种合作建构知识的过程中起着非常重要的中介作用。外语互动课堂中,教师的中介作用主要表现在以下四个方面:教师作为中介者与学生进行互动;教师作为中介者促进学生之间的互动;教师作为中介者设计互动任务;教师作为中介者创设互动环境。     

Findings from a Pre-kindergarten Classroom: Making the Case for STEM in Early Childhood Education

Science, technology, engineering, and mathematics (STEM) in early childhood education is an area currently given little attention in the literature, which is unfortunate since young children are natural scientists and engineers. Here, we outline our mixed-methods design-based research investigation of a pre-kindergarten (Pre-K) classroom where two early childhood educators are incorporating STEM activities. We used a protocol consisting of a list of potential characteristics of effective and appropriate STEM curriculum for young children to structure our classroom observations. We also used semi-structured interviews, focus groups, and a questionnaire to collect data from multiple stakeholders (teachers, students, and parents), to examine how STEM activities were incorporated in Pre-K, to explore students’ engagement with STEM concepts, and to investigate parents’ opinions about STEM in general and STEM as experienced by their children. Our findings provide support for the inclusion of STEM-based learning experiences for young children.     

英语课堂教学中的"互动"教学

互动教学模式是指在教学过程中以教师为指导、以学生为主体,充分发挥师生双方的主观能动性,形成师生相互交流、相互讨论、相互观摩和相互促进的一种教学模式。它既要求学生在教师的组织下按教学计划的要求系统地学习,也要求教师根据学生的反馈信息灵活组织教学活动。互动教学对     

论纪录片叙事的参与者及交互模式

纪录片叙事并不是由编导者单方面完成的行为。纪录片叙事的参与者及其关系是一个复杂的系统。这个复杂系统处于一种动态的相互作用之中,从而形成纪录片叙事特定的交互模式和完整过程。     

The Classroom Observation Protocol for Undergraduate STEM (COPUS): A New Instrument to Characterize University STEM Classroom Practices

Instructors and the teaching practices they employ play a critical role in improving student learning in college science, technology, engineering, and mathematics (STEM) courses. Consequently, there is increasing interest in collecting information on the range and frequency of teaching practices at department-wide and institution-wide scales. To help facilitate this process, we present a new classroom observation protocol known as the Classroom Observation Protocol for Undergraduate STEM or COPUS. This protocol allows STEM faculty, after a short 1.5-hour training period, to reliably characterize how faculty and students are spending their time in the classroom. We present the protocol, discuss how it differs from existing classroom observation protocols, and describe the process by which it was developed and validated. We also discuss how the observation data can be used to guide individual and institutional change.     

互动性外语课堂中写作的面子观

教师与学习在互动性外语课堂中合作构建语篇,互动中写作与会话一样遵循相应的交际原则,如面子观与合作原则,作与读通过语篇相遇和互动,从而传情达意。外语教学或学习中以计算机为媒介的互动作为提高字写作能力的一种方法应受到关注。     

Integrating Cognitive Science and Technology Improves Learning in a STEM Classroom

The most effective educational interventions often face significant barriers to widespread implementation because they are highly specific, resource intense, and/or comprehensive. We argue for an alternative approach to improving education: leveraging technology and cognitive science to develop interventions that generalize, scale, and can be easily implemented within any curriculum. In a classroom experiment, we investigated whether three simple, but powerful principles from cognitive science could be combined to improve learning. Although implementation of these principles only required a few small changes to standard practice in a college engineering course, it significantly increased student performance on exams. Our findings highlight the potential for developing inexpensive, yet effective educational interventions that can be implemented worldwide.     

网络多元文化课堂的建构

当前已有不少研究分析跨国远程教学的文化差异或讨论如何提高不同学科面授课堂的教学效果,但从多元文化教育角度对不同文化的师生如何在实时网络环境合作以取得更好教学效果的研究却不多.本研究基于温州医学院和美国太平洋大学教学研究合作系列研究课题"跨太平洋网络实时互动课堂"(Trans-Pacific Interactive Classroom,以下简称TPIC项目)第三期,旨在以辨证建构主义观(Schunk,2004)和多元文化教育的五个重要方面(Banks,2002)为理据,探讨用"讲练交互式教学模式"建构多元文化网络实时互动课堂需要考虑的重要因素.本研究主要采用定性研究方法,数据来源包括中国研究者从美国课堂直接观察中美双方师生在整个教学过程中的表现,中国远程课堂师生给在美国课堂的中国研究者的电子邮件,美国课堂的中国研究者和美国师生就教学方法效果等的交流,中美学生在美国校园网BBS非实时互动学习平台上的发帖,以及美国TPIC项目负责人在2006年1月课程结束时到中国对学生学习效果的评估和部分调查结果.研究结果表明,能否成功地用"讲练交互式教学模式"进行网络实时多元文化教学取决于能否处理好中美学习者之间在原有文化和课程知识、教学风格、语言能力和学习认识观等方面的差异.     

走出大学英语课堂互动教学的误区

看似强调互动,实则突出教师的“教”;认为自己的互动教学是以学生为主体的,是大学英语课堂互动教学中的两个误区。要走出这两个误区,必须从改变传统观念,加大师资力量投入;缩小学生英语学习水平差异,促进学生共同进步;改革评分机制,关注学生个体等方面入手。     

C2STEM: a System for Synergistic Learning of Physics and Computational Thinking

Journal of Science Education and Technology - Synergistic learning combining computational thinking (CT) and STEM has proven to be an effective method for advancing learning and understanding in a...     

Nurturing Mathematical Promise in a Regular Elementary Classroom: Exploring the Role of the Teacher and Classroom Environment

This article presents findings from a case study of an in-classroom program based on ability grouping for Year 2 (ages 6–7) primary (elementary) children identified as high ability in mathematics. The study examined the role of classroom setting, classroom environment, and teacher’s approach in realizing and developing mathematical promise. The teacher’s approach was found to be fundamental to revealing and developing mathematical promise. However, a large regular classroom with a range of ability, along with some common beliefs that link mathematical prowess with competence in numerical calculations and that dominate the classroom environment, pose some major challenges for the teacher as well as obstacles and threats to the development of mathematical promise. The article illuminates these issues and suggests possible solutions.     

互动式"雨课堂"在成人教育教学中的实践探索

成人教育构建"雨课堂"教学模式既是建设成人教育品质课堂、促进成人品质学习的有效途径,也是全面推进课堂教学信息化、网络化、数字化的重要抓手,更是解决成人教育课堂互动性不强、学习积极性不高、面授到课率偏低等问题的应对策略.基于"雨课堂"的工具性和实际应用的便捷性,强化"雨课堂"模式全面应用于课堂一线,对提高成人教育面授到课率、优化教学过程、提高教学质量、助推品质学习具有积极的效应,同时对变革成人教育沿袭已久的传统形态、促进成人教育人才培养模式深度改革具有全面推广的价值性.