Expert and novice solutions of genetic pedigree problems

This study compared the problem-solving performance of university genetics professors and genetics students, and therefore fits the expert versus novice paradigm. The subjects solved three genetic pedigree problems. Data were gathered using standard think-aloud protocol procedures. Although the experts did not differ from the novices in terms of the number of correct solutions obtained, there were significant differences favoring the experts in terms of the completeness and conclusiveness of the solutions. The experts identified more critical cues in the pedigrees which were used to generate and test hypotheses, they tested more hypotheses by assigning genotypes to individuals in the pedigrees, and were more rigorous than the novices in the falsification of alternative hypotheses. The experts varied their problem-solving strategy to suit the particular conditions of problems involving rare or common traits. Novices did nor recognize the need to make such modifications to their strategies.     

Expert versus novice users: Power rules in virtual space

This study sought knowledge of the decision-making used by learners when interacting with multi-media environments. Mounting evidence on related thinking processes appeared to expose a gap in the prior knowledge, vocabularies and values used when entering cyberspace. We were curious to know about the decision making judgements made by learners and any associated rules or strategies they had developed to interact with new and emerging information technology environments. How decisions are undertaken are considered major issues for educational institutions at local, national and global levels with ramifications for civic and community life. In a sample drawn from a senior high school and university we investigated students’ responses to different questions including: What ways of knowing are used by learners? What codes of behaviour apply? Are they age and gender related? The responses provide a rich and fascinating insight to the ways in which people are interacting with the new media environments. ‘Experts’ versus ‘novices’ appeared to provide the major distinction.     

Expert versus novice users: Power rules in virtual space

This study sought knowledge of the decision-making used by learners when interacting with multi-media environments. Mounting evidence on related thinking processes appeared to expose a gap in the prior knowledge, vocabularies and values used when entering cyberspace. We were curious to know about the decision making judgements made by learners and any associated rules or strategies they had developed to interact with new and emerging information technology environments. How decisions are undertaken are considered major issues for educational institutions at local, national and global levels with ramifications for civic and community life. In a sample drawn from a senior high school and university we investigated students’ responses to different questions including: What ways of knowing are used by learners? What codes of behaviour apply? Are they age and gender related? The responses provide a rich and fascinating insight to the ways in which people are interacting with the new media environments. ‘Experts’ versus ‘novices’ appeared to provide the major distinction.     

Schema-based instruction: Effects of experienced and novice teacher implementers on seventh grade students' proportional problem solving

This study examined the effects of a research-based intervention, schema-based instruction (SBI), implemented by experienced- (taught SBI in previous study; Jitendra et al., 2015) and novice-teacher implementers (taught SBI for the first time with professional development) on the mathematics outcomes of seventh-grade students. SBI is a multicomponent intervention that emphasizes the mathematical structure of problems through the use of schematic diagrams and incorporates problem solving and metacognitive strategy instruction. Results indicated that both experienced- and novice-teacher implementers delivered SBI with similar levels of fidelity; there was no SBI experience effect on the immediate and 10-week retention tests of proportional problem-solving, on a general measure of problem solving, or on the end of the year state mathematics achievement test. These results provide evidence that the effectiveness of SBI generalizes over time to different cohorts of teachers and that the impact of SBI on student mathematics outcomes is maintained over time without additional PD.     

The evolution of an approach for using analogies in teaching and learning science

An important contribution to effective teaching and learning can be made by teachers' understanding of the central topics in each subject area and knowing how to transform their content knowledge into knowledge for teaching. One aspect of this knowledge is the use of analogies which can effectively communicate concepts to students of particular backgrounds and prerequisite knowledge. Indeed, analogies are considered to be an important component in the repertoire of effective teachers. However, research about teachers' use of analogies in science lessons provides little guidance about the optimum approaches that may be taken by preservice teachers, novice teachers, experienced teachers or reluctant analogy users. This paper describes the evolution of an approach for using analogies in science teaching that addresses both findings from the research literature and recognises the needs of practising teachers. Specializations: learning and teaching science concepts, technology education.     

Student performance and attitudes using personalized mathematics instruction

This study investigated the effects of personalized instruction on the achievement and attitudes of Taiwanese students on two-step mathematics word problems. A total of 136 fourth-graders in a Taiwanese public school participated in the study. Subjects initially completed a Student Survey on which they chose their favorite foods, sports, stores, classmates, and other selections. The most popular items were then used to create personalized math word problems for the pretest, personalized instructional program, and posttest. Subjects were blocked by ability based on their pretest scores and were randomly assigned within ability levels to either a personalized or nonpersonalized version of the print-based instructional program. After finishing the program, subjects completed a student attitude survey and the posttest. A repeated-measures univariate analysis of variance revealed that subjects in the personalized treatment made significantly greater pretest-to-posttest gains than those in the nonpersonalized treatment. Subjects also performed significantly better on the personalized pretest and posttest problems than on the nonpersonalized problems. Personalized subjects and higher-ability students both had significantly more positive attitudes toward the instructional program than did their nonpersonalized and lower-ability counterparts. This research was conducted while he was a doctoral student at Arizona State University.     

BRIDGE: A model for comparing the costs of using distance instruction and classroom instruction

Abstract

A computerized cost‐simulation model designed to compare the cost of expanding a campus using distance instruction to that of classroom instruction is discussed. The rationale for the cost comparison is the working hypothesis that the benefits of distance instruction are at least as good as those of classroom instruction. Cost comparison examples from classroom, television/broadcast, and asynchronous network courses are discussed. The model also demonstrates the cost‐saving potential of sharing courses and programs among campuses.     

Orthographic analogies and phonological priming effects

Bowey, Vaughan and Hansen (1998) have demonstrated that once phonological priming effects have been taken in account, there is no orthographic analogy effect for words with common end patterns (e.g. beak–peak). Goswami (1999) has argued that the study on which this claim is based is methodically flawed. This paper attempted to verify Bowey et al.’s claim by using an improved clue‐word procedure with a group of beginning readers, whose phonological awareness and vocabulary was also assessed. The results indicated that while rime‐based analogies seem to be phonological rather than orthographic in nature, beginning readers are able to use an orthographic analogy strategy when reading words that have similar beginnings (e.g. beak–bean).     

运有多种教学模式优化课堂教学

根据化学教学内容和目标选择多种化学教学模式组合运用,有利于达到课堂教学的最优化.     

Collaborative and self-generated analogies in science education

It has long been recognised that analogies may be a useful tool in science education. At the same time, it has been found that there are challenges to using analogies in teaching. For example, students might not identify a suitable analogy, might not recognise how the taught target domain is similar to the source domain to which it is compared, or may fail to realise where the analogy breaks down. The present study offers a review of two trends which reflect the ambition to come to terms with such challenges: self-generated analogies, making use of students’ own analogies in teaching, and analogy generation in collaborative settings, such as in small-group work. Empirical studies show predominately positive results with regard to students’ enjoyment and learning gains, and point to opportunities for formative assessment. The specificities of language in conjunction with analogy and the role of analogies in authentic science classroom discourse are suggested as areas of study that deserve more attention going forward.     

多媒体课件授课率影响因素的实证分析

在高校评估中对多媒体课件授课率的评估需要评价课件的使用频率和教学效果。面对多媒体课件教学模式中出现的新问题,本文介绍了SPSS技术在实证分析中的使用方法,并结合管理案例给出了SPSS技术在影响多媒体课件授课率因素实证研究中的具体应用。     

Improving students’ proportional thinking using schema-based instruction

This study investigated the effectiveness of an instructional program (schema-based instruction, SBI) designed to teach 7th graders how to comprehend and solve proportion problems involving ratios/rates, scale drawings, and percents. The SBI program emphasized the underlying mathematical structure of problems via schematic diagrams, focused on a 4-step procedure to support and monitor problem solving, and addressed the flexible use of alternative solution strategies based on the problem situation. Blocking by teacher at three middle schools, the authors randomly assigned the 21 classrooms to one of two conditions: SBI and control. Classroom teachers provided the instruction. Results of multilevel modeling used to test for treatment effects after accounting for pretests and other characteristics (gender, ethnicity) revealed the direct effects of SBI on mathematical problem solving at posttest. However, the improved problem solving skills were not maintained a month later when SBI was no longer in effect nor did the skills transfer to solving problems in new domain-level content.     

Australian and Chinese teacher efficacy: similarities and differences in personal instruction,discipline, guidance efficacy and beliefs in external determinants

The present research examined and compared Australian and Chinese teachers’ personal efficacy in instruction, discipline, guidance and beliefs about external influences. Two staged studies were conducted with the participation of 316 Australian teachers (108, 208 in first and second stages, respectively) and 411 Hong Kong Chinese teachers (138, 273, respectively). Results of multiple-group confirmatory factor analyses indicated highly comparable factorial structures of teacher efficacy for the two groups, although personal guidance efficacy was more differentiated from personal instruction and discipline efficacy among Australian teachers. Evidence is provided for the need to incorporate cultural factors into future teacher efficacy research.     

Biology instruction using a generic framework of scientific reasoning and argumentation

We investigated biology instruction—using a generic framework of scientific reasoning and argumentation (SRA) with eight epistemic activities—on how to foster student learning in biological literacy which had not been clarified in previous studies. Our analysis of videotaped biology lessons and student achievement showed varying frequencies in using these activities and their effects on achievement. Those students taught with more epistemic activities had higher achievement. We believe that the SRA framework can be a worthwhile methodical tool for teaching biology to foster student learning. Therefore, we draw practically orientated implications for educational research, practitioners, teacher educators, and curriculum developers.     

化学教学运用PDCA工作法的尝试

结合"物质的量"的教学案例将企业质量管理的一个基本方法--PDCA工作法运用到化学教学过程中,以吸收PDCA工作法的有益理念,对化学教学进行教学质量全程控制,达到提高教学质量的目的.