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1.
Informational text is an important resource for classroom teachers that places unique comprehension demands on young students.
Research on teaching expository text structure to young children shows that explicit instruction improves student comprehension.
This practical article addresses how to use “well-structured” expository trade book titles to teach text structure. A lesson
plan template and an extended example of an explicit lesson on order/sequence are provided. 相似文献
2.
Kelli R. Paquette Susan E. Fello Mary Renck Jalongo 《Early Childhood Education Journal》2007,35(1):65-73
Listening and reading comprehension can be assessed by analyzing children’s visual, verbal, and written representations of
their understandings. “Talking Drawings” (McConnell, S. (1993). Talking drawings: A strategy for assisting learners. Journal of Reading, 36(4), 260–269 is one strategy that enables children to combine their prior knowledge with the new information derived from
an expository text and “translate” those newly-acquired understandings into other symbol systems, including an oral discussion
with a partner, a more detailed drawing, and written labels for the drawing. The Talking Drawings strategy begins by inviting
children to create pre-learning drawings. These initial drawings are a way of taking inventory of a child’s current content
knowledge about a particular topic. After pre-learning drawings are created and shared, children listen to or read an expository
text (e.g., information book, passage from a textbook) on the same topic as their drawing. Pairs of students discuss the information
and either modify their pre-learning drawings to be more detailed or create completely new drawings that reflect the recently-acquired
information. Students are encouraged to label their drawings with words in a diagram or schematic fashion. By evaluating the
“before” and “after” artwork, educators can identify advances in students’ reading and listening comprehension of the terminology,
facts, and principles on a particular topic. 相似文献
3.
Kyle Greenwalt 《Interchange》2010,41(1):61-80
This study provides a critical and close reading of The Dreamkeepers (1994), by Gloria Ladson-Billings. The paper focuses primarily on the gendered nature of “being a teacher” and “being a student”
as revealed in the dreamkeeper text, while maintaining its engagement with race and culture as it is manifested in the United
States context. It considers the remarkable double-voicedness of the dreamkeeper text through a Derridean understanding of
dreams, memory, perception, and writing. The study concludes by inviting teachers and teacher educators to reflect upon their
personal teaching images via continual engagement with the social codes that structure pedagogical relationships. 相似文献
4.
Sylvia P. van Borkulo Wouter R. van Joolingen Elwin R. Savelsbergh Ton de Jong 《Journal of Science Education and Technology》2012,21(2):267-275
Computer modeling has been widely promoted as a means to attain higher order learning outcomes. Substantiating these benefits,
however, has been problematic due to a lack of proper assessment tools. In this study, we compared computer modeling with
expository instruction, using a tailored assessment designed to reveal the benefits of either mode of instruction. The assessment
addresses proficiency in declarative knowledge, application, construction, and evaluation. The subscales differentiate between
simple and complex structure. The learning task concerns the dynamics of global warming. We found that, for complex tasks,
the modeling group outperformed the expository group on declarative knowledge and on evaluating complex models and data. No
differences were found with regard to the application of knowledge or the creation of models. These results confirmed that
modeling and direct instruction lead to qualitatively different learning outcomes, and that these two modes of instruction
cannot be compared on a single “effectiveness measure”. 相似文献
5.
Leonore Ganschow 《Annals of dyslexia》1984,34(1):271-284
This paper examines spontaneous writing of a college student with a history of language learning problems. Writing samples,
collected from tests and papers in college courses, were analyzed for syntactic complexity, spelling, grammatical errors,
semantic errors, and organization. Metacognitive factors were analyzed by examining student’s responses to questions about
his perceptions about writing. Results showed: (a) the dyslexic student produced syntactically complex structures comparable
to nondyslexic writers; (b) the student averaged 9% spelling errors per essay and 17 grammatical errors per essay; (c) primary
semantic errors were inappropriate word choices, incorrect determiners, and overuse of “so” as a transition; (d) major problem
with organization involved difficulties with expanding an idea beyond “saying the same thing in a different way;” (e) metacognitive
strategies included difficulties with separating self from writing and recognizing ambiguity in writing. The paper then describes
six instructional strategies to assist in remediation of the student’s writing problems.
Paper presented at the Second Miami University Sentence Combining Conference, October, 1983. 相似文献
6.
Raquel Fidalgo Mark Torrance Jesús-Nicasio García 《Contemporary educational psychology》2008,33(4):672-693
We compared 56 eighth-grade students who 28 months previously had received instruction in strategies for planning and revising their writing, with 21 students of similar academic ability from the same school who had not experienced the intervention. Both groups wrote an expository essay whilst logging their writing activities and completed writing metaknowledge and self-efficacy questionnaires. Students who had received the intervention showed a greater tendency to pre-plan (but not to revise) their texts, produced better quality and more reader-focused writing, and were more likely to show an awareness of the importance of text structure. These findings suggest persistent benefits for strategy-focused writing instruction. 相似文献
7.
Françoise Armand 《European Journal of Psychology of Education - EJPE》2001,16(1):67-86
The objective of this study was to verify the effects of the interaction between text structures and prior knowledge on memory
and learning from expository texts. It examined the effects of two levels of prior knowledge and two types of mixed structures
on a post-reading questionnaire. A total of 119 French-speaking, sixth-grade subjects were selected on the basis of a multiple-choice
questionnaire. This questionnaire served to distinguish two groups, one possessing a high level of prior knowledge about the
topic covered in the text (HP group), and another having a low level of prior knowledge (LP group). The children’s reading
ability was evaluated by a cloze test that also served to eliminate children with reading comprehension difficulties from
the experimental groups. The subjects in each group were arbitrarily assigned to subgroups. One group read an experimental
passage, “The effects of acid rain on maple and pine”, which was organized in a collection inserted in cause/effect structure
(SI). The other group read the same information, but which was organized in a comparison inserted in cause/effect structure
(S2). The post-reading measure consisted of 24 questions that varied according to three criteria. The statistical analysis
revealed that the effects of text structure were dependent on the level of prior knowledge and on the type of questions and
confirmed that prior knowledge had a determining influence on knowledge acquisition. 相似文献
8.
Professor Wolff-Michael Roth Campbell J. McRobbie Keith B. Lucas 《Research in Science Education》1998,28(1):107-118
We analyse and explore, in the form of dialogues and metalogues questions about the dialogic nature of beliefs and students
belief talk about the nature of science and scientific knowledge. Following recent advances in discursive psychology, this
study focuses not on students' claims but on the discursive resources and dialogical practices that support the particular
claims they make. We argue that students' discourse is better understood as a textual bricolage that is sensitive to conversational
context, common sense, interpretive repertoires, and textual resources available in the conversational situation. Our text
is reflexive as it embodies the discursive construction of knowledge and undercuts any claims to authoritative knowledge.
The very conception of “belief” is itself an expression or construction from within the mundane idiom.... We learn to use
“belief” in conditions when the “objective facts” are unknown or problematic and we want to indicate the tenuous character
of our claim.... The notion of “real world” or “objective reality” is embedded in an extensive, pervasive language game which
includes as an intelligible move or possibility the use of the very concept of “belief” itself. (Pollner, 1987, p. 21) 相似文献
9.
A number of previous studies have addressed gender role-stereotyping in Caldecott Award-winning picturebooks. Building upon
the extensive scholarship examining representations of females in Caldecott books, this current study offers a critical investigation
of how gender is represented in Caldecott Medal-winning literature from 1938 to 2011 by exploring the ways in which “femininity”
and “masculinity,” biological sex, and gender are constructed in these texts. The investigators briefly address author and
illustrator gender and the representations of males and females as characters or images in pictures and text before departing
from previous scholarship to offer a rereading of books that feature “ungendered” leading characters, those that are not identified
in the text as being either “male” or “female” and are therefore open to the interpretation of individual readers. By resisting
cultural cues and normative constructions of gender and biological sex, these ungendered depictions extend the range of possible
ways in which readers may see themselves or those in their lives represented in Caldecott Medal-winning picturebooks. 相似文献
10.
The paper puts forward the argument that critical thinking (and its teaching) should be approached by taking into critical
account operations of authority that blunt the reflective disposition toward written texts. The empirical grounds of this
argument have been examined by means of a specific study. The study explored in a higher-education setting the extent to which
students’ critical thinking was influenced by the authority of textuality. Eighty-two undergraduates were randomly divided
into Group A and Group B. Two passages, extracted from internationally well-known cultural-textual sources, were compiled
into two sets of materials. Set A consisted of an anonymized passage drawn from a text of fascist ideology, and Set B consisted
of an anonymized passage drawn from a text of democratic theory. During the research session, students in Group A received
first Set A and then Set B, and Group B received first Set B followed by Set A. Both sets of materials instructed students
to read each passage, comment upon it, and explain in writing their thinking. The results indicated that students’ critical
thinking was influenced by the authority of textuality per se, that is, by the fact that the distributed excerpts enjoyed the aura of the printed, public, and published text. Also the
very fact that the excerpts were anonymized made the students’ relation to textual authority more direct and unmediated, as
it excluded the impact of the authority of the author on their critical approach. The findings support the basic argument
of the paper as described above and also demonstrate the need to cultivate in schools what the authors describe as the “aporetic”
dimension of critical thinking. 相似文献
11.
12.
Human vs. Computer Diagnosis of Students’ Natural Selection Knowledge: Testing the Efficacy of Text Analytic Software 总被引:2,自引:2,他引:0
Our study examines the efficacy of Computer Assisted Scoring (CAS) of open-response text relative to expert human scoring
within the complex domain of evolutionary biology. Specifically, we explored whether CAS can diagnose the explanatory elements
(or Key Concepts) that comprise undergraduate students’ explanatory models of natural selection with equal fidelity as expert
human scorers in a sample of >1,000 essays. We used SPSS Text Analysis 3.0 to perform our CAS and measure Kappa values (inter-rater
reliability) of KC detection (i.e., computer–human rating correspondence). Our first analysis indicated that the text analysis
functions (or extraction rules) developed and deployed in SPSSTA to extract individual Key Concepts (KCs) from three different
items differing in several surface features (e.g., taxon, trait, type of evolutionary change) produced “substantial” (Kappa
0.61–0.80) or “almost perfect” (0.81–1.00) agreement. The second analysis explored the measurement of human–computer correspondence
for KC diversity (the number of different accurate knowledge elements) in the combined sample of all 827 essays. Here we found
outstanding correspondence; extraction rules generated using one prompt type are broadly applicable to other evolutionary
scenarios (e.g., bacterial resistance, cheetah running speed, etc.). This result is encouraging, as it suggests that the development
of new item sets may not necessitate the development of new text analysis rules. Overall, our findings suggest that CAS tools
such as SPSS Text Analysis may compensate for some of the intrinsic limitations of currently used multiple-choice Concept
Inventories designed to measure student knowledge of natural selection. 相似文献
13.
Roger Johansson ?sa Wengelin Victoria Johansson Kenneth Holmqvist 《Reading and writing》2010,23(7):835-851
In this paper we explored text production differences in an expository text production task between writers who looked mainly
at the keyboard and writers who looked mainly at the monitor. Eye-tracking technology and keystroke-logging were combined
to systematically describe and define these two groups in respect of the complex interplay between text production and the
reading of one’s own emerging text. Findings showed that monitor gazers typed significantly faster and were more productive
writers. They also read their own text more, and they frequently read in parallel with writing. Analysis of fixation durations
suggests that more cognitive processing is in use during reading in parallel with writing than during reading in pauses. Keyboard
gazers used the left and right cursor keys significantly more. We suggest that this is because they revised their texts in
a much more serial mode than monitor gazers. Finally, analysis of the characteristics of the final texts showed no differences
between the groups. 相似文献
14.
15.
Dr. June Trop 《Journal of Science Teacher Education》1995,6(1):53-56
Conclusion The journal writing activity was an opportunity for Tom and his classmates to personalize a constructivist vision of teaching
and learning, a step Gallagher’s (1993) teachers identified as the beginning of their transition to a constructivist practice.
The efficacy of the journal writing activity may be attributed to its capacity to engage students in metacognitive thinking.
That is, the students had an opportunity to think about their ideas rather than merely with them (Kuhn, Amsel, & O’Loughlin,
1988). Indeed, various researchers have associated metacognition with cognitive development, meaningful learning, and conceptual
change (e.g., Champagne, Gunstone, & Klopfer, 1985; Kuhn et al., 1988; Pintrich, Marx, & Boyle, 1993).
Also, sharing journal entries fostered a sense of community, a support that seems to be essential for teacher change (Shaw
& Etchberger, 1993; Taylor, 1993). In fact, students reported the activity to be a “great way to get to know others” and “a
way of reducing isolation” because” certainly, a whole class of teachers is better than just one.”
Although the purpose of the activity was to promote constructivist pedagogy, it accomplished so much more. It stimulated imaginative
questions such as What is the purpose of teaching physics? When is it to review many areas? When is it to understand how physics
works in some special instances?
In addition, journal writing “was an excellent way to bring about closure.” “It was relaxing … kind of like cool down exercises
after a heavy aerobic workout.” 相似文献
16.
Summary impressions In some ways, this report shows progress in audio-visual education. The work is being headed up by more widespread adoption
of central coordination, more classroom teachers are prepared to use audio-visual materials in their classes, and there is
more wide-spread use of the materials.
On the other hand, there are some urgent needs that become so evident from these data. “More time” is the need, “more central
coordination” is the need, “more adapted classrooms” is the need, and separately and behind all these is the need for “better
support.”
This article is a digest of a report given at the DAVI national convention in Los Angeles in April. The address was entitled
“A First Look at Findings of the NEA Survey of the Status of Audio-Visual Education in City and County School Systems.” Victor
Hornbostel is assistant director of the Research Division of the National Education Association and supervisor of the survey
which is reported. 相似文献
17.
John A. Clarke 《Research in Science Education》1973,3(1):119-141
Summary and Conclusion What has been reported here is an objective, pre-trial formative evaluation of the core of an ASEP unit designed to show its
potential in terms of themes and structure, a revision on the basis cognitive-field learning theory of those sections of the
core shown by the analysis to be possibly deficient, and an ongoing field-trial of the original and revised cores.
The field-trial results, though only tentative, have demonstrated the use of the Carss (1973) content analysis technique as
it may be applied to formative curriculum evaluation since it supplies “... the diagnostic analysis which is at the heart
of formative evaluation” (Baumgart; 1972:9). The technique produces, prior to field-trials, usable information with respect
to the potential inherant in the text, showing for example where structure is poor or where there is irrelevant or too much
information. The technique also allows feedback from field-trials to be used more constructively since general statements
or questions, hitherto of little use in giving writers directions for revision, can be linked to themes, the content and distribution
of which are available.
The use of this technique for the analysis of the manifest content of communication-written or verbal—seems unlimited. The
analysis of the teacher and pupils verbal communications in parallel with the textual analysis, and the analysis of “expert”
ideas on “what is science?” to obtain the “essence” of science are but two. The technique itself needs further refinement
and this refinement and possible uses offer an interesting challenge for future research. 相似文献
18.
19.
Bruce T. Moran 《Science & Education》2006,15(2-4):173-187
Andreas Libavius’ (c. 1555–1616) three part collection of letters, the Rerum chymicarum epistolica forma ... liber (1595–1599) is a particularly important text in fashioning the subject of chemistry as a demonstrative science and as a didactic
discipline. Where Libavius’ Alchemia, which some have claimed to be the first textbook of chemistry, had mostly a humanist agenda, the Rerum chymicarum ... liber more directly sought to wrest the subject of “chemistry” away from Paracelsian adepts, and established the methodological
basis for a specific form of knowledge suitable to the university. Making use of Aristotle’s Posterior analytics Libavius created a “floor-plan” for chemistry that integrated practical experience with natural philosophy, and could thus,
he claimed, penetrate more deeply into the structure of nature than other academic disciplines. 相似文献
20.
Charles R. Morrison Joel R. Levin 《Educational technology research and development : ETR & D》1987,35(2):67-74
Eighth-grade students silently read passages that described dichotomized attributes of nine North American minerals. One-fourth
of the students were given instruction in the use of mnemonic techniques, and were provided with “keywords” and mnemonic illustrations
of the passage content; one-fourth were provided with keywords and given instructions for creating internal mnemonic images
of the passage content; one-fourth were given instructions for creating their own keywords and internal mnemonic images; and
the remaining fourth were given motivational instructions and told to use their “own best method” of studying while reading
the passages. Mnemonic instruction, when accompanied by experimenter-provided keywords and mnemonic illustrations, produced
superior recall of the mineral attributes in comparison to the other three conditions on both immediate and eight-day delayed
performance tests. Implications of the findings are discussed with regard to the amount of external support necessary for
effective use of mnemonic techniques by students reading expository prose passages. 相似文献