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1.
Greet Peters Bert De Smedt Joke Torbeyns Pol Ghesquière Lieven Verschaffel 《Educational Studies in Mathematics》2012,79(3):335-349
Subtractions of the type M − S = ? can be solved by various strategies, including subtraction by addition. In this study, we investigated children’s use
of subtraction by addition by means of reaction time analyses. We presented 106 third to sixth graders with 32 large non-tie
single-digit problems in both subtraction (12 − 9 = .) and addition format (9 + . = 12). We examined the fit of three regression
models, which represented the consistent use of direct subtraction, of subtraction by addition and of flexibly switching between
both strategies based on the relative size of the subtrahend. Findings revealed that children did not switch flexibly between
the two strategies, as adults do, but that they rely on direct subtraction for problems presented in subtraction format and
on subtraction by addition for problems in addition format. We end with the major theoretical, methodological and educational
implications of these results. 相似文献
2.
Recently, many states passed laws requiring pre- and in-service teachers to receive professional development in dyslexia awareness. Even though misconceptions regarding dyslexia are widespread, there is a paucity of research on how to effectively remove misconceptions and replace them with accurate knowledge. The purpose of this study was to determine whether a researcher-created refutation text grounded in conceptual change theory could produce significant conceptual change in preservice teacher knowledge of dyslexia when compared with a control text about dyslexia (Dyslexia Basics, International Dyslexia Association; IDA, 2018). A sample of preservice teachers (n = 97) was randomly assigned to either the Dyslexia Basics text (n = 48) or the refutation text (n = 49). A one-way repeated ANOVA was used to identify if growth rates from pretest to posttest were differential across conditions. Results suggest that while both texts affect conceptions, the refutation text outperformed the Dyslexia Basics text (n = 97), η2 = 0.33. Effects were maintained at a delayed posttest (n = 75), η2 = 0.175. Interaction effects suggested that the amount of reading coursework did not moderate conceptual change. Implications for facilitating conceptual change of dyslexia will be discussed. 相似文献
3.
The present study focused on investigating the effectiveness of instruction via newly developed teaching materials based on
cooperative learning when compared to a traditional approach, on ninth grade students’ understanding of metallic bonding.
Fifty-seven ninth grade science students from two science classes in the same high school participated in this study. The
same teacher taught metallic bonding with cooperative learning to an experimental group (N = 28) and with a traditional teacher centred approach to a control group (N = 29). Students’ conceptual understanding of metallic bonding was measured using the Metallic Bonding Concept Test. The results
from the Student’s t test indicated that the mean score of the students in the experimental group was significantly higher in the experimental
group (78.60, SD = 8.62), than in the control group (54.33, SD = 9.11) after treatment. In the light of the results from the
concept test and individual interviews, the misconceptions related to metallic bonding were found less in the experimental
group than traditional. Five of these misconceptions were firstly identified in this study. The individual interviews which
were done with students from experimental group immediately after the instruction showed that students had positive perceptions
about their cooperative work experiences. 相似文献
4.
Tolga Gok 《International Journal of Science and Mathematics Education》2012,10(2):417-436
The purpose of this study is to assess students’ conceptual learning of electricity and magnetism and examine how these conceptions,
beliefs about physics, and quantitative problem-solving skills would change after peer instruction (PI). The Conceptual Survey
of Electricity and Magnetism (CSEM), Colorado Learning Attitudes about Science Survey (CLASS), multiple-choice test was administered
as a pre- and posttest with Solomon 4 group design to students (N = 138) enrolled on freshman level physics course. The number of chapter taught to the students was 14. Problem-solving
strategy steps were asked to students in the exam. The analyses of CSEM showed that the treatment group (g = 0.62) obtained significantly higher conceptual learning gain than the control group (g = 0.36). The conceptual understanding and problem-solving skills of the students on magnetism considerably enhanced when
PI was conducted (37% and 20%, respectively). CLASS results for 5 subscales (conceptual understanding, applied conceptual
understanding, problem solving general, problem solving confidence, and problem solving sophistication) supported the findings
of CSEM. 相似文献
5.
Bracha Kramarski 《Metacognition and Learning》2008,3(2):83-99
This study investigates algebraic reasoning and self-regulation skills among elementary school teachers who participated in
a professional development program either with IMPROVE metacognitive questioning (PD + Meta) or with no metacognitive guidance (PD). Sixty-four Israeli teachers participated in a 3-year program designed to enhance
mathematical knowledge. Results indicated that the PD + Meta teachers outperformed the PD teachers on various algebraic procedural
and real-life tasks regarding conceptual mathematical explanations. In addition, the PD + Meta group outperformed the PD group
in using self-monitoring and evaluation strategies in algebraic problem solving. We discuss educational and practical implications. 相似文献
6.
Terezinha Nunes Peter Bryant Deborah Evans Daniel Bell Rossana Barros 《Educational Studies in Mathematics》2012,79(3):371-388
The basis of this intervention study is a distinction between numerical calculus and relational calculus. The former refers
to numerical calculations and the latter to the analysis of the quantitative relations in mathematical problems. The inverse
relation between addition and subtraction is relevant to both kinds of calculus, but so far research on improving children’s
understanding and use of the principle of inversion through interventions has only been applied to the solving of a + b − b = ?
sums. The main aim of the intervention described in this article was to study the effects of teaching children about the explicit
use of inversion as part of the relational calculus needed to solve inverse addition and subtraction problems using a calculator.
The study showed that children taught about relational calculus differed significantly from those who were taught numerical
procedures, and also that effects of the intervention were stronger when children were taught about relational calculus with
mixtures of indirect and direct word problems than when these two types of problem were given to them in separate blocks. 相似文献
7.
Massimo Santinello Alessio Vieno Roberto De Vogli 《European Journal of Psychology of Education - EJPE》2011,26(2):235-246
The principal aim of the study is to examine the role of perceived teacher unfairness in predicting bullying behaviour. Data
were taken from the “Health Behaviour in School Aged Children” project, a cross-sectional survey investigating health behaviours
among early adolescents in selected European countries. Bullying behaviour (bully, victim, and bully/victim), perceived teacher
unfairness and others confounding factors were measured through a self-administered questionnaire filled out by a representative
sample of 4,386 (48.4% males) Italian students (11, 13, and 15 years old). Covariates included demographic characteristics,
socioeconomic status, school performance and other psychological factors. After adjusting for age and gender, teacher unfairness
showed a significant association with being a bully (OR = 1.59; CI = 1.40–1.80) and a bully or victim (OR = 1.47; CI = 1.21–1.78).
This relationship remained significant after additional adjustment for several potential confounding factors. Results show
that characteristics of the school setting such as teacher unfairness can be significant predictors of involvement in bullying
behaviour among early adolescents. 相似文献
8.
Is Pedagogical Content Knowledge (PCK) Necessary for Reformed Science Teaching?: Evidence from an Empirical Study 总被引:2,自引:0,他引:2
Soonhye Park Jeong-Yoon Jang Ying-Chih Chen Jinhong Jung 《Research in Science Education》2011,41(2):245-260
This study tested a hypothesis that focused on whether or not teachers’ pedagogical content knowledge (PCK) is a necessary
body of knowledge for reformed science teaching. This study utilized a quantitative research method to investigate the correlation
between a teacher’s PCK level as measured by the PCK rubric (Park et al. 2008) and the degree to which his/her classroom is reform-oriented as measured by RTOP (Sawada et al. 2002). Data included 33 instructional sessions of photosynthesis and heredity videotaped with 7 high school biology teachers.
Each session was given a score on both the PCK rubric and RTOP by two independent raters. Results indicate that PCK score
is significantly related to RTOP score in terms of both total score (r = .831, p < .01) and sub-component scores (ranging from r = .616 to .805, p < .01). Implications for science teacher education and future research are discussed. 相似文献
9.
Orthographic spelling is a major difficulty in German-speaking children with dyslexia. The aim of the present study was to
evaluate the effectiveness of an orthographic spelling training in spelling-disabled students (grade 5 and 6). In study 1,
ten children (treatment group) received 15 individually administered weekly intervention sessions (60 min each). A control
group (n = 4) did not receive any intervention. In study 2, orthographic spelling training was provided to a larger sample consisting
of a treatment group (n = 13) and a delayed treatment control group (n = 14). The main criterion of spelling improvement was analyzed using an integrated dataset from both studies. Repeated-measures
analysis of variance revealed that gains in spelling were significantly greater in the treatment group than in the control
group. Statistical analyses also showed significant improvements in reading (study 1) and in a measure of participants’ knowledge
of orthographic spelling rules (study 2). The findings indicate that an orthographic spelling training enhances reading and
spelling ability as well as orthographic knowledge in spelling-disabled children learning to spell a transparent language
like German. 相似文献
10.
This study was designed to compare the effects of Team Assisted Individualization (TAI) and Student Teams-Achievement Divisions
(STAD) on fourth grade students’ academic achievement in and attitudes towards mathematics. Seven classes of a school were
randomly selected for this experimental study. Two of these were given instruction through TAI; two through STAD, and the
remaining three were treated as a control group. For the purpose of the data analysis regarding academic achievement, the
3 X 1 covariance analysis was used to compare the groups. As a result of this comparison, both the TAI and STAD methods were
found to have positive effects (d = 1.003 for TAI and d = 0.40 for STAD) on students’ academic achievement in mathematics. The pairwise comparisons showed that the TAI method had
a more significant effect than the STAD method. The scores for the attitude towards mathematics were analyzed by using non-parametric
statistics. As a result of this analysis, no significant difference was observed regarding students’ attitudes towards mathematics. 相似文献
11.
A meta-analysis of morphological interventions: effects on literacy achievement of children with literacy difficulties 总被引:2,自引:0,他引:2
This study synthesizes 79 standardized mean-change differences between control and treatment groups from 17 independent studies,
investigating the effect of morphological interventions on literacy outcomes for students with literacy difficulties. Average
total sample size ranged from 15 to 261 from a wide range of grade levels. Overall, morphological instruction showed a significant
improvement on literacy achievement ([`(d)] \overline d = 0.33). Specifically, its effect was significant on several literacy outcomes such as phonological awareness ([`(d)] \overline d = 0.49), morphological awareness ([`(d)] \overline d = 0.40), vocabulary ([`(d)] \overline d = 0.40), reading comprehension ([`(d)] \overline d = 0.24), and spelling ([`(d)] \overline d = 0.20). Morphological instruction was particularly effective for children with reading, learning, or speech and language
disabilities, English language learners, and struggling readers, suggesting the possibility that morphological instruction
can remediate phonological processing challenges. Other moderators were also explored to explain differences in morphological
intervention effects. These findings suggest students with literacy difficulties would benefit from morphological instruction. 相似文献
12.
Kai-Lin Yang 《Educational Studies in Mathematics》2012,80(3):307-326
In this study, we explored the structural relationship between the students’ perceived use of cognitive and metacognitive reading strategies (CMRS) and their reading comprehension of geometry proof (RCGP), and we also examined the differences in students’ perceived use of reading strategies among the poor, moderate and good comprehenders. A sample of ninth graders (N = 533) completed a RCGP test and then the CMRS questionnaire. In the exploratory factor analysis with one subsample (n = 150), principal component analysis was used to extract factors of CMRS use for improving the CMRS instrument. Another subsample of students (n = 370) participated in the study on the confirmatory factor analysis with structural equation modelling method. Results revealed that the use of metacognitive reading strategies exerts an executive function over that of cognitive reading strategies, which directly influenced students’ RCGP. Our interesting findings were that good comprehenders tended to employ more metacognitive reading strategies for planning and monitoring comprehension and more cognitive reading strategies for elaborating proof compared with the moderate comprehenders, who in turn employed these strategies more often compared with the poor comprehenders. 相似文献
13.
Learners’ ability in dealing with socio-scientific issues has been highlighted in contemporary science education. This study
explored the effects of different on-line searching activities on high school students’ cognitive structure outcomes and informal
reasoning outcomes. By using a quasi-experimental research approach, thirty-three students were assigned to a “guided searching
task group”, while thirty-five students were assigned to an “unguided searching task group”. The treatments of this study
were two different on-line searching activities. All the participants were asked to search relevant information regarding
nuclear power usage on the Internet during the period of two classes (100 min). However, the students in the un-guided searching
task group were asked to search freely, while those in the guided searching task group were provided with a searching guideline.
The participants’ cognitive structures outcomes as well as their informal reasoning outcomes regarding nuclear power usage
were assessed before and after the conduct of on-line searching tasks. The results of ANCOVA revealed that the students in
the guided on-line searching task group significantly outperformed their counterparts in the extent (p < 0.01) and the richness of their cognitive structures (p < 0.01). Also, they significantly outperformed their counterparts in the usage of the two information processing strategies,
“comparing” (p < 0.05) and “inferring or explaining” (p < 0.05). Moreover, it was also found that the students in the guided on-line searching task group only outperformed their
counterparts in their supportive argument construction (p < 0.05). In other words, the guided searching tasks did help the students obtain better cognitive structure outcomes; however,
the increments on their cognitive structure outcomes may only help them to propose more supportive arguments, but their rebuttal
construction (an important indicator for their reasoning quality) was not particularly improved. 相似文献
14.
Mark J. Jordans Annalise S. Keen Hima Pradhan Wietse A. Tol 《International journal for the advancement of counseling》2007,29(1):57-68
The aims of this qualitative study were (1) to add to the understanding of the growing field of psychosocial counselling in
Nepal, and (2) gather concrete points for improvement of services. Semi-structured interviews were conducted with clients
(n = 34), para-professional counsellors (n = 26) and managers (n = 23) of organizations in which psychosocial counselling was taking place. The main findings were that stakeholders generally
presented a positive view of the significance and supportive function of psychosocial counselling, while providing useful
suggestions for improvement. Matters of ongoing training and supervision, confidentiality and integration of counselling within
mainstream care provision need to be addressed and potentially adapted. Implications for other non-Western countries with
little mental health resources are discussed. 相似文献
15.
Renato Donfrancesco Roberto Iozzino Barbara Caruso Laura Ferrante Daniele Mugnaini Alessandra Talamo Silvia Miano Andrea Dimitri Gabriele Masi 《Annals of dyslexia》2010,60(2):175-182
Different moderators/mediators of risk are involved in developmental dyslexia (DD), but data are inconsistent. We explored
the prevalence of season of birth and its association with gender and age of school entry in an Italian sample of dyslexic
children compared to an Italian normal control group. The clinical sample included 498 children (345 boys, mean age 10.3 ± 2.1 years)
with DD, the control sample 1,276 children (658 boys, mean age 10.8 ± 2.2 years) from four elementary schools from the same
urban area, and with the same socio-economic status level. A prevalence of birth in autumn was found among children with DD
compared to controls (34% versus 24%, p < 0.0001). Children with DD were more frequently males (p < 0.0001) and had a lower mean age of school entry (p < 0.0001). Regarding the distribution of ages, 11.4% of children with DD, but none of the subjects in the control group,
started school before 5.7 years. Therefore, greater risk of DD was related to age of school entry (OR = 2.72), gender (OR = 2.16),
and season of birth (OR = 1.21). Significant interactions between boys with DD born in autumn, and correct school of entry
(OR = 2.56) were joint predictors of higher risk of DD. The association between birth in autumn and DD may be explained by
the earlier age of school entry, which may be a critical element in the youngest children with DD or at risk to DD. Whether
Italian school policy is oriented to anticipate the school entry, a closer detection of early learning disorders and associated
risk factors (familial load, specific language disorders, and attention deficit hyperactivity disorder) should be warranted. 相似文献
16.
In the new science and technology junior-high-school curriculum in Israel, it is recommended that the cell topic be taught
“longitudinally in conjunction with other study contents”. This recommendation confers a change in teaching the cell topic
and provides an opportunity to form meaningful relationships between biological phenomena at the macro-level and their cellular
explanations. Here, we examine junior-high-school science and technology teachers’ pedagogical content knowledge (PCK) with
regard to the cell topic and the formation of macro-micro relations, ten years following the publication of the change in
the curriculum. Teachers in this study participated in three focus groups (n = 59) and one workshop (n = 12). In addition, six experienced teachers were interviewed in the course of this study. Specific tools were developed
to capture the teachers’ PCK. We found that the teachers had changed their way of teaching the cell topic only superficially:
they did not undergo any deep change. Despite the importance the teachers placed on teaching and learning the cell topic,
their concerns about their students’ comprehension difficulties reduced the time they devoted to teaching the topic in class.
The teachers were also found to have no PCK capacity to integrate biological phenomena at the macro-level with their cellular
explanations. In addition, a duality was identified among the teachers with regards to relating macro- and micro-levels in
biology and in chemistry. 相似文献
17.
The purpose of the study is to compare problem based learning (PBL) and lecture-based learning (LBL) in Hong Kong secondary
students’ science achievement. Secondary One students were divided into two groups: group A (n = 37), was taught two topics: “Human Reproduction” and “Density” through PBL; group B (n = 38) was taught the same topics by LBL. Multiple choice questions and short structured response items were used to assess
students’ academic performance. Pre and post tests were categorized into three domains: knowledge, comprehension and application
according to Bloom’s Taxonomy (Bloom 1956). The results of this study suggest first that PBL is at least as effective as LBL in gaining the knowledge required to achieve
the syllabus’ learning objectives; secondly, the PBL group shows a significant improvement in students’ comprehension and
application of knowledge over an extended time. Seemingly, PBL is favored for knowledge retention compared to a more conventional
teaching approach, by these early adolescent children in Hong Kong. An ongoing longitudinal study on students’ interactions
will further determine whether students taught through PBL develop improved learning in relation to high order skills, in
a local situation which still tends to focus on factual recall but where higher skills are being demanded by systemic reform. 相似文献
18.
Children (5 and 6 years old, n = 30) at familial risk of dyslexia received a home-based intervention that focused on phoneme awareness and letter knowledge
in the year prior to formal reading instruction. The children were compared to a no-training at-risk control group (n = 27), which was selected a year earlier. After training, we found a small effect on a composite score of phoneme awareness
(d = 0.29) and a large effect on receptive letter knowledge (d = 0.88). In first grade, however, this did not result in beneficial effects for the experimental group in word reading and
spelling. Results are compared to three former intervention studies in The Netherlands and comparable studies from Denmark
and Australia. 相似文献
19.
Learning Environments Research - In two experiments with German secondary school students (N1 = 43; N2 = 41), we aimed to analyze and optimize an effective learning... 相似文献
20.
Juan Antonio Moreno Murcia José Antonio Vera Lacárcel Fernando Del Villar Álvarez 《European Journal of Psychology of Education - EJPE》2010,25(1):37-47
The study focused on discovering the influence that an autonomous motor task learning programme had on the improvement of
perceived competence, intrinsic regulation, incremental belief and motivational orientations. The study was performed with
two groups of participants (n = 22 and n = 20) aged between 19 and 35 years. The instruments used were the incremental factor of the Conceptions of the Nature of
Athletic Ability Questionnaire (CNAAQ-2), the Goal Orientation in Exercise Scale (GOES), the intrinsic regulation factor of
the Behavioural Regulation in Exercise Questionnaire (BREQ-2), the perceived autonomy factor of the autonomy measurement scale
(EMA) and the perceived competence factor of the Motives for Physical Activity Measure Revised Scale (MPAM-R). The questionnaires
were handed out over 3 months in a weekly session with pre-test and post-test. The results showed that the use of an autonomy-based
teaching programme increased perceived competence, intrinsic motivation, incremental ability belief and task-involving motivational
orientation. 相似文献