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1.
This study examines middle school students’ learning and motivation as they engaged in a new media enriched problem-based
learning (PBL) environment for middle school science. Using a mixed-method design with both quantitative and qualitative data,
we investigated the effect of a new media environment on sixth graders’ science learning, their motivation, and the relationship
between students’ motivation and their science learning. The analysis of the results showed that: Students significantly increased
their science knowledge from pretest to posttest after using the PBL program, they were motivated and enjoyed the experience,
and a significant positive relationship was found between students’ motivation scores and their science knowledge posttest
scores. Findings were discussed within the research framework. 相似文献
2.
Cognitive and affective outcomes of a class visit to a participatory science museum were examined by comparing responses of 416 fifth and sixth graders randomly assigned to four conditions (control, exhibit only, lesson only, and exhibit followed by lesson) and two tests (verbal and visual). Students visiting a simple machines exhibit scored higher on a test of science content than the control group, but lower than the group attending a classroom lesson in the museum. The study did not demonstrate conclusively a cognitive advantage of having the exhibit experience prior to the lesson. Scores on the visual test were consistently higher than scores on the verbal test. Study findings indicate that the particular strength of the science museum exhibit lies in the affective domain. Students found the exhibit much more enjoyable, interesting, and motivational than a classroom lesson. Implications of the findings for science education are discussed. 相似文献
3.
This study compares the effects of two methods of teaching—teacher-centered and cooperative learning—on students’ science
achievement and use of social skills. The sample consists of 163 female elementary science students in 8 intact grade 5 classes
who were assigned to 2 instructional methods and were taught an identical science unit by 4 classroom teachers. The students’
science achievement was measured by a researcher-designed achievement test given to students as a pretest and a posttest.
Students’ social skills were determined by a researcher-designed survey administered as a pretest and posttest. Analysis of
the achievement test scores and the social skills survey responses revealed that cooperative learning strategies have significantly
( p > 0.05) more positive effects on both students’ achievement and social skills than teacher-centered strategies. These results
provide an evidential base to inform policy decisions and encourage and persuade teachers to implement cooperative learning
methods in Kuwaiti classrooms. 相似文献
4.
This study was a mixed quantitative–qualitative research to evaluate the efficacy of a designed student-centred instructional
(DSCI) program for teaching about acids and bases. The teaching innovation was designed based on constructivist, hands-on
inquiry and context-based approaches and implemented in seven 45-min lessons with a class of 36 grade 11 students (experimental
group) from a public senior high school in Indonesia. Another class of 38 students (comparison group) from the same school
was instructed using a traditional teacher-centred approach. Data were obtained using a (1) 12-item achievement test on acids
and bases that was administered to both groups as a pretest and a posttest, (2) self-evaluation 13-item questionnaire on students’
perceptions of their competence and confidence in carrying out the inquiry activities that was administered to the experimental
group and (3) 3-item open-ended questionnaire on students’ perceptions of the instructional process using the DSCI that was
administered to the experimental group. The results of the study showed that the teaching innovation was effective in improving
students’ understanding of acid–base concepts with significant difference between the two groups on the posttest mean scores.
Moreover, the effectiveness of the innovation was supported by an increase in students’ interest in learning science as indicated
by their (1) positive perceptions of their engagement and competence in doing inquiry activities, (2) positive perceptions
of the learning environment and (3) positive outcome expectations. The findings have implications for chemistry teaching in
any institution with similar achieving students as well as for the professional development of teachers. 相似文献
5.
This article reports on the influence of learning strategy instruction on student teachers’ physics achievement, attitude
towards physics, and achievement motivation. A pre-test/post-test quasi-experimental design with matching control group was
used in the study. Two groups of student teachers ( n = 75) who were enrolled in an introductory physics course participated in the study. In the experimental group, questioning,
summarizing, and graphic organizers were taught. The control group did not receive any presentation on strategy learning.
Data were collected via the pre- and post-administration of the Physics Course Achievement Test, the Scale of Attitudes towards
Physics, and the Achievement Motivation Scale. Univariate and multivariate analyses of variance on the data revealed no significant
differences in the attitude and achievement motivation between the strategy and control groups. However, the strategy group
students were observed to have a tendency of more positive attitude and motivation than the control group students. Results
also showed that explicit learning strategy instruction was more effective than traditional instruction in improving physics
achievement of the participating students. The implications of these results for physics education are discussed. 相似文献
6.
The purpose of this study is to examine the effect of creative drama-based instruction on seventh graders’ science achievements
in the ecology and matter cycles unit and their attitudes toward science. The study is an experimental study carried out in
one of the public elementary schools in Turkey during 2005–2006 schooling year. An ecological concept achievement test was
developed and administered to 45 students in two classes (as control and experimental group) of an elementary school before
and after the treatment. The experimental group received creative drama-based instruction and the control group received traditional
instruction. A guiding instruction material which contains six lesson plans in the subject was constructed for the teacher
to administer creative drama-based instruction. The topics of ecosystems and matter cycles were taught to the both of groups
for 3 weeks. A science attitude test was administered to both groups before and after the treatment. The results revealed
a statistically significant difference between the mean scores of the both groups with respect to achievement in the ecology
concepts and median of the attitudes toward science in favour of the experimental group after the treatment. 相似文献
7.
The issue of how to increase student motivation and achievement in science subjects is considered to be a major challenge in modern school systems. Lab-work learning environments in which students get direct (“hands-on”) experience with science content that is related to their everyday lives are posited to have positive effects on state/trait motivation and achievement, but there is a lack of sound empirical evidence to support this claim. In the present study, the effectiveness of a lab-work learning unit on the topic of “the chemistry of starch” was examined by applying a cluster randomized field study with three treatment conditions with lab-work elements and a control group. The first group was taught with lab-work elements in School only, the second group ( SCOL & school) was taught in a combined condition encompassing both a SCOL (Science Center Outreach Lab) visit and classroom learning, the third group was taught entirely outside the school environment ( SCOL only), and the fourth group was a wait-list control group, which was not exposed to a “starch” curriculum at the time of this study. Data from 1854 students were gathered in 67 ninth-grade classes on state motivation during the intervention and on trait motivation and achievement at pretest, posttest, and follow-up. Multilevel regression analyses revealed several differences between the lab-work conditions and the control group: Whereas the hands-on practical approach effectively enhanced state motivation with positive effects on joy, situational interest, situational competence, and reduced boredom in all three treatment conditions ( School only, SCOL & school, and SCOL only), there were differences in trait effects: learning at school ( School only and SCOL &school) increased achievement (posttest and follow-up), whereas the SCOL visit resulted in a small and spurious increase in trait motivation (reduced cost and increased competence beliefs only on the posttest). 相似文献
8.
The purpose of this study was to investigate and compare the impact of Internet Virtual Physics Laboratory (IVPL) instruction
with traditional laboratory instruction in physics academic achievement, performance of science process skills, and computer
attitudes of tenth grade students. One-hundred and fifty students from four classes at one private senior high school in Taoyuan
Country, Taiwan, R.O.C. were sampled. All four classes contained 75 students who were equally divided into an experimental
group and a control group. The pre-test results indicated that the students’ entry-level physics academic achievement, science
process skills, and computer attitudes were equal for both groups. On the post-test, the experimental group achieved significantly
higher mean scores in physics academic achievement and science process skills. There was no significant difference in computer
attitudes between the groups. We concluded that the IVPL had potential to help tenth graders improve their physics academic
achievement and science process skills. 相似文献
9.
The purpose of this study was to investigate the effect of orienting activities and type of practice on achievement, continuing
motivation, and student behaviors in a cooperative learning environment. Eighty graduate education majors were assigned to
cooperative groups and required to learn instructional design principles from three instructional television lessons. Each
lesson included specific orienting activities (advance organizers or objectives) and different types of practice (verbal information
or intellectual skills). Results indicated that subjects who worked in groups that received intellectual skills practice performed
better on the application portion of the posttest than those who received verbal information practice. Knowledge acquisition
and student behaviors were affected by a combination of type of practice and orienting activity. Groups that received intellectual
skills practice discussed more content, gave more help to their fellow group members, and exhibited less individual behavior
than groups that received verbal information practice. Groups given objectives discussed significantly more content than groups
given advance organizers.
The authors wish to thank Steven Ross and the reviewers of ETR&D for their helpful comments on an earlier draft of this paper. 相似文献
10.
This study investigated visitors’ and staff’s perceptions about the communication of science in a traditional natural history
museum. The research examined the science-related outcomes for adult visitors and explored visitors’ and staff’s ideas of
science and how it is portrayed at the museum. Data were collected by questionnaire and interview from 84 staff and 102 visitors.
Both groups held positive views about science, its importance and the need for everyone to understand it. Comparison of visitors’
pretest and posttest scores on the questionnaire revealed some significant changes, several suggesting a change to views about
science that were less “scientific.” Most visitors thought that their ideas about science had not changed as a result of their
visit, but they were positive about the museum as a place for learning science. Staff held more “scientific” views about the
nature of science than did visitors; they recognized the potential of the museum to educate people about science, but felt
it needed to be presented as more relevant and accessible, particularly in terms of science as a cultural practice. Neither
staff nor visitors perceived that the museum stimulated visitors to think critically about science. While acknowledging that
interpreting complex scientific knowledge into exhibits readily understood by lay visitors and displaying controversy are
difficult, these challenges must be addressed if visitors are to be encouraged to think about science and the social, cultural
and political contexts which shape it.
Léonie J. Rennie is professor of science and technology education and Dean, Graduate Studies at Curtin University of Technology in Australia.
Her research interests include adults' and children's learning in science and technology and the communication of science
in a range of out-of-school contexts. Currently, she is working on research projects relating to integrated curriculum in
science, mathematics and technology, and a statewide program to enhance scientific literacy in the community.
Gina F. Williams currently is a stay-at–home mother of two and pursuing a master’s degree in science communication from the Australian National
University. At the time of the research, she was working as a Research Associate with Léonie J. Rennie at Curtin University
of Technology in Australia. Gina was involved in a number of projects with a focus on the communication of science, in particular
research into the learning experiences of adults in free- choice learning environments. With a background in science, Gina
became interested in the issues involved in communicating science whilst working as an explainer at a science center. Her
research interests include the wider community’s engagement with science in their everyday lives, and the development of community-based
science projects. 相似文献
11.
AbstractA test of achievement motivation was administered to 260 sixth graders. One month later, students participated in a science reading lesson followed by a multiple-choice test based upon that lesson. Feedback regarding performance was provided according to a standardized procedure either immediately after the test, or with one, two or three day delays. Then a retention test was administered to each group three days alter feedback. Results demonstrated that students who received feedback with a delay of one day manifested greater retention than students who received immediate feedback. There were no significant differences among groups who were exposed to delays of one, two or three days. A positive relation between achievement motivation and retention was demonstrated. There was no interaction between achievement motivation and feedback schedules. 相似文献
12.
This research study aims to examine the effectiveness of a problem-based learning (PBL) on 9th grade students’ understanding
of intermolecular forces (dipole–dipole forces, London dispersion forces and hydrogen bonding). The student’s alternate conceptions
about intermolecular bonding and their beliefs about PBL were also measured. Seventy-eight 9th grade students were stratified
by cognitive levels and then randomly assigned to experimental (PBL, 40 students) and control (lecture-style teaching, 38
students) groups. Following a preparatory lesson where activation and remediation of existing knowledge occur, a pre-test
was given, and no significant difference was found between the two groups of students ( p > .05). After the instruction was completed, a post-test and also a questionnaire related to the quality of the problem,
the teacher’s role and group functioning were administered. Results from the post-test of both groups ( p < .05) and questionnaire showed that PBL is affective on students’ achievement, remedying formation of alternate conceptions
and also social skills. 相似文献
13.
The purpose of the current study was to determine the effect of teaching astronomy through augmented reality (AR) on the achievement and interest level of gifted students and their opinions about AR applications. The current study was conducted in line with the explanatory sequential mixed-methods design. The study group of the current research was comprised of 51 gifted students (26 in the control group and 25 in the experimental group) attending a Science and Arts Centre (B?LSEM). In the application process, the astronomy teaching activities supported with AR were used in the experimental group while the astronomy teaching activities suggested in the official science curriculum of the middle school 7th grade were used. The data of the study were collected by using an Astronomy Achievement Test and the Scale of Interest in Astronomy as a pretest and posttest and an AR Interview form administered only to the experimental group students at the end of the application. The statistical analyses of the quantitative data revealed that before the experimental application, the experimental and control groups were equal in terms of astronomy achievement and interest in astronomy. After the completion of the application, however, significant differences were found for both the experimental and control groups in favor of the posttest. Moreover, significant differences were also found in the posttest in favor of the experimental group in terms of both astronomy achievement and interest in astronomy. In other words, AR-supported astronomy teaching activities positively affected the experimental group students’ astronomy achievement and interest in astronomy. Furthermore, the experimental group students expressed many positive opinions about the AR applications within the categories of technical features and cognitive and affective features. The experimental group students wanted the use of AR applications in the teaching of other science subjects and other courses. 相似文献
14.
Starting from difficulties that students display when they deal with correlation analysis, an e-learning environment (‘Koralle’)
was developed. The design was inspired by principles of situated and example-based learning. In order to facilitate reflective
processes and thus enhance learning outcomes, reflection prompts were integrated into the learning environment. A total of
57 university students were randomly assigned to two experimental conditions: 28 students were prompted to give reasons for
their decisions while working within the learning environment (EG 1); and 29 students dealt with Koralle without being prompted
(EG 2). The control group consisted of 67 students who had already attended regular statistics lectures but had no access
to the e-learning environment. EG 1 scored significantly higher in the posttest than EG 2, and the effect was practically
relevant and sustainable. Reflection prompts did not influence time on task, task choices and motivational outcomes. Both
experimental groups clearly outperformed the control group. 相似文献
15.
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
16.
ABSTRACTThe purpose of this study was to investigate the effectiveness of the advance organiser model (AOM) on students’ academic achievement in learning work and energy. The design of the study was quasi-experimental pretest–posttest nonequivalent control groups. The total population of the study was 139 students of three sections in Endabaguna preparatory school in Tigray Region, Ethiopia. Two sections with equivalent means on the pretest were taken to participate in the study purposely and one section assigned as the experimental group and the other section assigned as the control group randomly. The experimental group was taught using the lesson plan based on the AOM, and the control group was taught using the lesson plan based on the conventional teaching method. Pretest and posttest were administered before and after the treatment, respectively. Independent sample t-test was used to analyse the data at the probability level of 0.05. The findings of the study showed that the AOM was more effective than the conventional teaching method with effect size of 0.49. This model was also effective to teach male and female students and objectives namely understanding and application. However, both methods were equally important to teach work and energy under the objective knowledge level. 相似文献
17.
The study investigated the effects of three types of evaluation on preservice teachers’ performance, knowledge and attitudes
related to writing lesson plans that incorporate technology. Subjects were randomly assigned to one of the three treatment
conditions: teacher-evaluation, self-evaluation or peer-evaluation. All groups completed three class periods of instruction
on writing lesson plans, then each subject submitted his/her draft lesson plan. The drafts were evaluated by assigned evaluators
(teacher, self or peer), who provided scores and written feedback on a 15-item rubric. Students then revised their lesson
plans into final form. All three treatment groups improved their lesson plans significantly from draft version to final version,
with the teacher-evaluation group showing significantly greater improvement and writing significantly better final lesson
plans than each of the other two groups. Teacher-evaluation and self-evaluation groups had significantly higher scores on
a knowledge-based posttest than the peer-evaluation group. Several suggestions are discussed for making further improvements
in the self-evaluation and peer-evaluation processes. 相似文献
18.
An instructional program based on expert-novice differences in experimental problem-solving performance was taught to grade 6 students ( N = 265). Classes of students were randomly assigned to conditions in a delayed treatment design. Performance was assessed with multiple-choice and open-ended measures of specific transfer. Between group comparisons using pretest scores as a covariate showed that treatment condition students consistently outperformed controls; similar results were revealed in the within group comparisons. The achievement of the early treatment group did not decline in tests administered one month after the posttest. 相似文献
19.
The objective of this paper is to compare the Jigsaw III technique (of cooperative learning) with the instructional teacher-centered
teaching method in six graders in terms of the effect of written expression on their academic success. The universe of the
study consists of 71 sixth-grade students studying during 2009–2010 academic term in a primary school in the province of Erzurum.
Two classes were randomly selected: one ( n = 35) of which was the control group where teacher-centered teaching method was applied, the other being experimental group
( n = 36) where the Jigsaw III technique was applied. In the study, one of the most common application, pretest/posttest with
control group experimental design, was chosen. The data regarding the academic success of the groups were collected by means
of the achievement test in Turkish course as pretest, posttest and retention test; the students’ opinions about the group
works were obtained through feedback form, group work opinionnaire, and data were analyzed through 11.5 SPSS program. The
results of the statistical analysis of teaching a written expression course showed that the experimental group did significantly
better than the control group in terms of academic success. In addition, it can be said that the students had positive impressions
on the Jigsaw III technique. 相似文献
20.
The purpose of this study was to investigate 8th graders with different learning styles their motivation outcomes after implementing
10 weeks (40 hours) inquiry-based teaching. Two hundreds and fifty four 8th graders were involved in experimental group, this
group of students experienced inquiry instruction. Two hundreds and thirty two 8th graders were involved in control group,
they were taught by traditional science teaching. Students' motivation toward science learning questionnaire (SMTSL) (Tuan,
Chin & Shieh, 2005) were implemented in both groups in the beginning and at the end of the study. Students in the experimental
group filled out learning preference questionnaire (Lumsdaine & Lumsdaine, 1995) in the beginning of the study. Forty students
which represent different learning styles were chosen from five experimental classes to conduct post-test interview. Paired
t-test, MANOVA, analytic inductive methods were used for analyzing both qualitative and quantitative data. Findings indicated
that after inquiry instruction students' motivation increased significantly ( p<.001) than students who enrolled in traditional teaching. Four different learning styles of students increased significantly
( p<.005) in SMTSL scales: self-efficacy, active learning strategies, science learning value, performance goal and achievement
goal. No significant difference was found among four learning styles of students' motivation after inquiry teaching. Interview
data supported that most of students with different learning styles were willing to participate in the inquiry learning activities,
while they hold different reasons for their engagement. Findings confirm inquiry-based science teaching can motivate students
with different learning styles in science learning.
An erratum to this article is available at . 相似文献
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