Researching teaching for understanding: the students’ perspective

Abstract

This paper explores high school students’ perspectives of their learning in ascience unit which was taught using a Children's Science approach. Through the use of a questionnaire and interviews, this research examines how the students understood and responded to the changed demands on their learning as a result of the change in teaching style. Although the students appeared to be actively involved, interested and self‐directed in their learning, they were not convinced that this was an appropriate way forthem to approach their learning in future. It appears as though the time and effort associated with accepting more responsibility for learning is not matched by the value received from doing so in schools.     

Investigating the impact of automated feedback on students’ scientific argumentation

ABSTRACT

This study investigates the role of automated scoring and feedback in supporting students’ construction of written scientific arguments while learning about factors that affect climate change in the classroom. The automated scoring and feedback technology was integrated into an online module. Students’ written scientific argumentation occurred when they responded to structured argumentation prompts. After submitting the open-ended responses, students received scores generated by a scoring engine and written feedback associated with the scores in real-time. Using the log data that recorded argumentation scores as well as argument submission and revisions activities, we answer three research questions. First, how students behaved after receiving the feedback; second, whether and how students’ revisions improved their argumentation scores; and third, did item difficulties shift with the availability of the automated feedback. Results showed that the majority of students (77%) made revisions after receiving the feedback, and students with higher initial scores were more likely to revise their responses. Students who revised had significantly higher final scores than those who did not, and each revision was associated with an average increase of 0.55 on the final scores. Analysis on item difficulty shifts showed that written scientific argumentation became easier after students used the automated feedback.     

Investigating the effect of an adaptive learning intervention on students’ learning

Educators agree on the benefits of adaptive learning, but evidence-based research remains limited as the field of adaptive learning is still evolving within higher education. In this study, we investigated the impact of an adaptive learning intervention to provide remedial instruction in biology, chemistry, math, and information literacy to first-year students (n = 128) entering a pharmacy professional degree program. Using a mixed methods design, we examined students’ learning in each of the four content areas, their experience using the adaptive system, and student characteristics as related to their choice of participating in the intervention. The findings showed the adaptive learning intervention helped address the knowledge gap for chemistry, but the same effect was not observed for the other three content areas. Math anxiety was the only student characteristic that showed a significant relationship with students’ participation. While the students reported an overall positive experience, the results also revealed time factor and several design flaws that could have contributed to the lack of more student success. The findings highlight the importance of design in adaptive learning.     

The effect of a conceptual change approach on understanding of students’ chemical equilibrium concepts

The purpose of this study was to compare the effects of a conceptual change approach over traditional instruction on tenth‐grade students’ conceptual achievement in understanding chemical equilibrium. The study was conducted in two classes of the same teacher with participation of a total of 44 tenth‐grade students. In this study, a pre‐test/post‐test control group semi‐experimental design pattern was used. During teaching the topic of chemical equilibrium concepts in the chemistry curriculum, a conceptual change approach was applied in the experimental group whereas traditional instruction was followed in the control group. Data were analysed with an independent samples t‐test, and an analysis of covariance using the pre‐test scores as the covariate. The results showed that the conceptual change approach was statistically more effective than traditional instruction in terms of students’ conceptual understanding. After the six‐week intervention, interviews were conducted with 18 selected students in the study. In the interviews a prevailing alternative conception was detected beside many alternative conceptions. When they were asked to compare equilibrium constants of two different reactions they mostly responded to mean that ‘the bigger the mol number of the products, the bigger the equilibrium constant’ without considering what proportions the reactants were transformed into products in a reaction. Also, in this study a two‐tier multiple choice test was developed related to chemical equilibrium to detect students’ concepts and alternative concepts.     

Impact of information entropy on teaching effectiveness

Information entropy refers to the process in which information is sent out from the information source, transmitted through information channel and acquired by information sink, while the teaching process is the one of transmitting teaching information from teachers and teaching material to students. How to improve teaching effectiveness is virtually how to increase the transmission of effective information in teaching.     

An exploration of undergraduate students’ views on the effectiveness of academic and pastoral support

Background: Academic and pastoral support is fundamental to the achievement of a high-quality student learning experience.

Aim: This study reports on full-time undergraduate students’ views on the effectiveness of academic and pastoral support in one higher education institution. The intent of the study was to explore how academic and pastoral support is provided and gain an appreciation of the value placed on each method of support used.

Method: 935 students from a range of subject disciplines responded to a Bristol-on-Line Survey questionnaire.

Findings: Analysis of quantitative data revealed that a wide range of support strategies are used and valued by students.

Conclusions: Of significance was the emphasis placed on peer support and the skills required by staff providing support. Implications for policy and practice to enhance the student learning experience are discussed.     

The effect of distributed practice on students’ conceptual understanding of statistics

In this study the effect of the reduced distribution of study activities on students’ conceptual understanding of statistics is investigated in a quasi-experiment. Conceptual understanding depends on coherent and error free knowledge structures. Students need time to construct such knowledge structures. A curriculum reform at our university resulted in statistics courses which were considerably shortened in time, thereby limiting students’ possibility to distribute study activities. Independent samples of students from before and after the reform were compared. To gauge conceptual understanding of statistics, students answered open ended questions in which they were asked to explain and relate important statistical concepts. It was shown that the reduction of distributed practice had a negative effect on students’ understanding. The finding that condensed courses make it more difficult for students to reach proper understanding of the subject matter is of interest for anyone who is engaged in reforming curricula or designing courses.     

The effects of explanation-driven inquiry on students’ conceptual understanding of redox

ABSTRACT

The study that is the subject of this paper tested the effects of EDI (explanation-driven inquiry) on students’ redox conceptual understanding and their misconceptions. Two classes of 119 10th grade high school students were involved. Two groups of students in the same school were chosen. One class that was taught by EDI teaching was set as the treatment group and another class that received conventional teaching was set as the control group. Students’ conceptual understanding was measured by a standardised instrument, and the students’ misconceptions were compared. The analysis of covariance showed that EDI teaching had significant effects on students’ redox conceptual understanding, and the results of the chi-square test demonstrated that students’ conceptual understanding level was improved by using EDI teaching. Also, after comparing the two groups of students’ misconceptions of redox, the results indicated that the students’ misconceptions changed toward deeper conceptual understanding in the treatment group that used EDI. Finally, some suggestions were made on how to implement EDI in the classroom.     

Effects of interactive teacher-generated drawings on students’ understanding of plate tectonics

Instructional Science - We investigate an interactive teacher-generated drawing strategy in which the teacher constructs a drawing with the help of the students. The students contribute their ideas...     

Grammar for writing? An investigation of the effects of contextualised grammar teaching on students’ writing

The role of grammar instruction in the teaching of writing is contested in most Anglophone countries, with several robust meta-analyses finding no evidence of any beneficial effect. However, existing research is limited in that it only considers isolated grammar instruction and offers no theorisation of an instructional relationship between grammar and writing. This study, drawing on a theorised understanding of grammar as a meaning-making resource for writing development, set out to investigate the impact of contextualised grammar instruction on students’ writing performance. The study adopted a mixed-methods approach, with a randomised controlled trial and a complementary qualitative study. The statistical analyses indicate a positive effect on writing performance for the intervention group (e = 0.21; p < 0.001); but the study also indicates that the intervention impact differentially on different sub-groups, benefiting able writers more than weaker writers. The study is significant in being the first to supply rigorous, theorised evidence for the potential benefits of teaching grammar to support development in writing.     

Assessing students’ understanding of models of biological processes: a revised framework

Models are very important tools when learning and communicating about science. Models used in secondary school biology education range from concrete scale models, such as a model of a skeleton, to abstract concept-process models, such as a visualisation of meiosis. Understanding these concept-process models requires a profound understanding of the concept of models and how they are used in biology. This study evaluates an existing framework for its use in assessing students’ understanding of biological concept-process models. Four additions were required to extend the applicability of the framework to concept-process models. We were also able to give an indication of students’ current level of understanding of these models, showing room for improvement in all aspects of understanding. Since concept-process models have a central place in many scientific disciplines, it is important that students have a deep understanding of the nature, application and limitations of these models. The current study contributes to assessing the way students reason with concept-process models. Knowing how to improve students’ view on the use of concept-process models in biology may lead to higher scientific literacy.     

Promoting students’ use of epistemic understanding in the evaluation of socioscientific issues through a practice-based approach

Instructional Science - The epistemic understanding of science has always been an important part of science education, and critical engagement with socioscientific issues (SSI) is a desirable...     

The effects of teaching notetaking strategies on elementary students’ science learning

The research examined effects of notetaking instruction on elementary-aged students’ abilities to recall science information and their notetaking behaviors. Classes of eight to nine years old third grade students were randomly assigned to three treatment conditions: strategic notetaking, partial strategic notetaking, and control, for four training sessions. The effects of the notetaking instruction were measured by their performances on a test about science information, a long-term free recall of the information, and the number of information units recalled with or without cues. Students’ prior science achievement was used to group students into two levels (high vs. low) and functioned as another independent variable in analysis. Results indicated significant treatment effect in favor of the strategy notetaking instruction groups on cued and non-cued recall of the information units. Students with higher prior achievement in science performed better on cued recall and long-term free recall of information. The results suggest that students as young as those in third grade classes can be instructed to develop notetaking ability that promotes their learning.     

A comparative study of the effects of a concept mapping enhanced laboratory experience on Turkish high school students’ understanding of acid-base chemistry

The research reported here consists of the introduction of an intervention based on a series of laboratory activities combined with concept mapping. The purpose of this intervention was to enhance student understanding of acid-base chemistry for tenth grade students’ from two classes in a Turkish high school. An additional aim was to enhance student attitude toward chemistry. In the research design, two cohorts of students were compared; those from the intervention group (N = 31) and a second group (N = 28) who were taught in a more traditional manner. Student understanding of acid-base chemistry was evaluated with a pretest/posttest research design using a purpose-designed instrument, the Concept Achievement Test (CAT) consisting of 25 items, 15 multiple choice and ten multiple choice with explanation. Alternative conceptions identified in the pretest were incorporated into the intervention, which thereby sought to move students toward views more in accord with scientific views for the concepts. Statistical tests indicate the instrument is reliable (with an alpha reliability of 0.81) and the analysis of the findings revealed statistically significant differences between the intervention and traditional groups with respect to conceptual understanding. Examination of student explanations and analyses of semi-structured interviews conducted with selected students suggest that the main influence was the laboratory activities. Analysis of the findings in the context of relevant literature that concept mapping in conjunction with laboratory activities is more enjoyable, helps student link concepts, and reduces their alternative conceptions.     

Holding the severed finger: Korean students’ understanding of historical significance

This study investigated students’ ideas about historical significance in Korea. Using qualitative, task-based interviews, I interviewed 28 secondary students who had taken Korean and world history courses. In response to various historical contexts, these Korean students relied primarily on a schematic narrative template consisting of ‘tragedy,’ ‘struggle,’ and ‘freedom and equality’ to judge historical significance. This schematic narrative template reflected the national identity which Korea established in the postcolonial context after independence in 1945. By applying this template to world history, moreover, students showed strong sympathy towards the oppressed, and this reflected their resistance to colonial and class hegemony. However, imposing this template resulted in significant omissions and distortions that might hinder the development of critical historical thinking. These findings suggest that a variety of cultural tools are necessary for Korean students to develop more complete and nuanced historical understanding.     

Instructor characteristics and students’ evaluation of teaching effectiveness: evidence from an Italian engineering school

This study examines the relationship between students’ evaluation of teaching effectiveness and the instructor's characteristics, based upon an original data set from an Italian university. Age and seniority (academic rank) are both found to affect negatively teaching evaluation, although the effect of rank depends heavily on the discipline. Profession-oriented disciplines are more poorly evaluated and exhibit stronger effects for rank; in the same disciplines, many courses are taught by non-faculty members, who are evaluated poorly. Gender is also found to be relevant, as it affects students’ evaluation of female instructors, although this result might be biased by the gender composition of classes. Past research outputs, as measured by an instructor's publication track record, has a positive impact on students’ evaluation of teaching effectiveness, although the rate of impact decreases with the amount of publications.     

Using the multimodal affordances of the interactive whiteboard to support students’ understanding of texts

The purpose of the study reported on here was to explore ways in which the interactive whiteboard (IWB) can support students’ understanding of texts. A Year 3 and a Year 4 primary school class in New South Wales, Australia, is the focus of the research. A qualitative case study was carried out using multimodal analysis focusing on the use of an e‐book displayed via the IWB. The results of the study indicate that the IWB can support students’ understanding of a narrative to prepare them to write a whole‐class response through providing increased access to a range of resources that are multimodal in nature. The way the interactive features of the IWB can facilitate access to multimodal resources to cater for student needs is also discussed.     

The impact of linguistic similarity on cross-cultural comparability of students’ perceptions of teaching quality

Educational Assessment, Evaluation and Accountability - Valid cross-country comparisons of student learning and pivotal factors contributing to it, such as teaching quality, offer the possibility...