Using Hypermedia for Learning Complex Concepts in Chemistry: A Qualitative Study on the Relationship Between Prior Knowledge, Beliefs, and Motivation

This paper reports the results of a qualitative study on the process of learning complex concepts in chemistry by four students as they worked with FLiPS (Flexible Learning in the Periodic System), a cognitive flexibility multi-media hypertext for learning about the periodic system of elements. A wide range of probes (think-alouds; navigation logs; observational notes, interviews; pre- and post-tests; epistemic beliefs survey; and background questionnaire) produced a rich data set for analysis. This data was analyzed to construct rich narrative case- and cross-case narratives of the participants' process of working and learning in this complex hypertext environment. This multi-level analysis offers insight both into the fine-grained process of use as well as the larger issues of the pedagogical significance of FLiPS. Our analysis reveals a complex relationship between epistemic beliefs, student motivation, prior knowledge, and process of learning from hypertext. We offer implications for future research, design and the application of pedagogical hypertexts. Requests for reprints should be sent to Punya Mishra, Learning, Technology, and Culture Program, Michigan State University, 509A Erickson Hall, East Lansing, MI 48824. E-mail: punya@msu.edu     

基于深度学习探讨小学数学问题教学

“解决问题”教学策略体现的其实就是解决问题时的思维方式。本文以人教版小学六年级数学为例,针对学生在学习过程中缺乏深刻的思考以及学生的主动学习参与率不足等现象,帮助学生从“愿想问题,会想问题”的角度出发,主要通过不同数学领域来体现“浅层学习”走向“深度学习”教学为重点,提出在“解决问题”教学中实现“深度学习”的学与教有效策略,目的是提高教师的教学效率和素质,提高学生的综合能力。     

Interactive learning through web-mediated peer review of student science reports

Two studies analyzed impacts of writing and receiving web-mediated peer reviews on revision of research reports by undergraduate science students. After conducting toxicology experiments, 77 students posted draft reports and exchanged double-blind reviews. The first study randomly assigned students to four groups representing full, partial, or no peer review. Students engaging in any aspect of peer review made more revisions than students confined to reviewing their own reports. In the second study, all students engaged in peer review, and the influence of writing versus receiving critiques was analyzed using linear regression. Both studies showed receiving reviews to be more significant than writing them in terms of triggering report revisions. Students valued the peer review experience and credited it with giving them insights about their work. Conclusions address implications for optimal design of online peer review systems and for further research into student learning gains.

Peer tutoring in conceptual design

A peer tutoring scheme has been introduced into the Department of Engineering at the University of Liverpool to help 2nd year undergraduate students tackle conceptual design problems. Conceptual design is an iterative process consisting of a series of generative and evaluative stages, which gradually converge on a preferred conceptual solution. Students are generally less comfortable with the task of generating, evaluating and presenting ideas and this leaves them less able to tackle a conceptual design project without the help and intervention of available teachers or experts. Formally, the students were taught through lectures, coursework and critique sessions. Peer tutors were trained to facilitate group sessions whereby the students were able to discuss ideas, evaluate new concepts, generate solutions and learn to communicate more effectively within a non-threatening environment. The students developed problem-solving skills, became more confident and took more responsibility for their own learning. The peer tutoring process also had a positive effect on the tutors, who felt they had become more responsible and employable, improved their communication and leadership skills and deepened their own understanding of design, as a result of the peer tutoring experience.     

How much is it going to cost me to complete a collection of football trading cards?

Trading cards for various sports and a range of other subjects such as architecture, animals, hobbies, and war have been in existence since the late nineteenth century and still enjoy great popularity. Two of the most prominent examples are baseball cards in the U.S. and football cards in Europe. Three strategies for collecting European football trading cards were investigated for two different groups: either a single collector or two collectors joining forces. An activity is proposed in which students use a simulation to compute the factor by which the number of trading cards bought exceeds the number to be collected. This enables them to estimate the expected costs of completing a collection of trading cards. The overall expected costs vary considerably, depending on the strategy used. Savings for a team of two collectors as opposed to a single collector are indicated.     

首要学习原理

在类比、建模、推理和论证中解决问题,这是通向有意义学习的强有力思维模式,此时学生有最大的认知参与度和创造性学习活动。聚焦问题的学习必然要求参与深层次的信息加工并得到更有意义的知识类型。为了增强学习者学会解决问题的能力,应该创设支持创造性思维的学习环境。     

Assessment Practices and Students Knowledge Profiles in a Problem-based Curriculum

Learning Environments Research - Since the mid-1980s, many new terms have enriched the assessment literature, such as performance assessment, authentic assessment, direct assessment and...     

A model to predict educators’ attitudes towards technology and thus technology adoption

Abstract

“Technology”, the buzz word for the last ten to fifteen years in South Africa. Technology availability is quite often mistaken for technology adoption and use. Technology has been made available to almost all tertiary institutions and at least some public schools. However, in most tertiary institutions many professors still refuse to use technology to enhance their lectures and many educators in schools have not yet “come on board” in a manner of speaking. The South African government has indicated its intention to ensure that every school has access to a wide choice of diverse, high quality communication services that will benefit all learners and local communities (DOE 2004). It is important that the Department of Basic Education recognizes that regardless of the amount of technology and its sophistication, technology will not be used unless educators have the skills, knowledge and attitudes necessary to infuse it into the curriculum. The aim of this paper is to determine educators’ attitudes towards technology and thus technology adoption in teaching and learning. In doing so, this study attempted to determine what educators’ attitudes/perceptions (used synonymously) are towards constructs (e.g. relative advantage, perceived behavioural control, complexity) extracted from the different information systems (IS) technology adoption models. Thereafter, regression analysis was used to determine the best predictor of educators’ attitudes and thus technology adoption. The findings of this study suggest that overall the educators perceptions are somewhat positive across most IS constructs with the notable exception of Perceived Behavioural Control and Facilitating Conditions where the mean are below 3.5. The analysis suggests that the independent variables explaining the greatest amount of variance in computer attitudes are in order of predicative value: extrinsic motivation, perceived usefulness, complexity, perceived behavioural control and relative advantage. The results point to the importance of educators’ vision of technology itself, their experiences with it, their perceptions towards computer attributes and the conditions that surround its introduction into schools in shaping their attitudes towards technology and its subsequent diffusion into their educational practice.     

大学教学同行评价:优势、困境与出路

将大学教学同行评价视为一种场域,它具有自身运行逻辑与特点。作为从科学场域中分化出来的子场域,大学教学同行评价承袭了科学场域的惯习,在评价的民主性、专业性和公正性三个方面具有天然的独特优势;但作为一种新生的场域,在发展中又面临场域自主性弱、惯习潜沉、资本不足等方面的困境。走出困境的路径是进行制度构建以提升场域自主性、倡导教师文化以促进惯习更迭、动员资本以增加场域活力。     

论问题解决与教学促进

大多数教育工作者都认为问题解决很重要,但是他们对什么是问题解决持有不同观点,在怎样教给学生问题解决的本领上也没有达成一致意见。各种不同观点主要集中于将问题解决视为教育目标、教育方法以及技能训练之间的差异问题上。其一,目标型问题解决不应只限于良构问题解决,而应该延伸到现实问题解决;其二,对初学者来说,方法型问题解决有其明显的局限性,给予这些学习者足够帮助,对于培养他们的问题解决能力具有重要作用;其三,技能型问题解决不应被看作是只在培养专长过程的初期才会出现,而应被视为在系统1模式与系统2模式中平行发展的一个过程。总结以上观点,综合学习设计模式完全可以用来促进此三种类型的问题解决,并其本回答了问题解决最好应该怎样教的问题。     

基于"问题解决"模式的生物学MCAI教学设计

基于"问题解决"模式下的多媒体辅助教学(MCAI)取代传统的生物学教学,能更好地表达新课程理念的要求,也更能适用时代的发展.本文着重论述了生物学"问题解决"模式下的MCAI教学设计.