An Exploratory Study of Situated Conceptions of Learning and Learning Environments

This paper describes a study designed to test whether situated conceptions of learning can be measured using questionnaires, and the relations between these aspects of students’ awareness, their awareness of other environmental variables, and their learning outcomes. A situated conception of learning is one that is evoked and adopted by students in response to their perceptions of their learning tasks in a particular context. It may reflect the aims they have for their studies, once they have started that study and experienced that study environment. The results from this small-scale, limited-context study showed that when students perceived the learning environment as being more supportive of learning, they were more likely to describe a situated conception of learning that was more closely aligned with those promoted by the University. They also had higher scores on the deep approach to learning scale, lower scores on the surface approach scale, and expected to leave university with a higher degree classification. These associations, which suggest that situated conceptions, like prior experience of learning, may be a crucial indicator of learning approach and outcomes of learning, are sufficiently large to warrant more rigorous investigations.     

Undergraduate Students’ Conceptions of Mathematics: An International Study

In this paper, we report on an international study of undergraduate mathematics students’ conceptions of mathematics. Almost 1,200 students in five countries completed a short survey including three open-ended questions asking about their views of mathematics and its role in their future studies and planned professions. Responses were analysed starting from a previously-developed phenomenographic framework (Reid et al., 2003) which required only minor modification. Students’ conceptions of mathematics ranged from the narrowest view as a focus on calculations with numbers, through a notion of mathematics as a focus on models or abstract structures, to the broadest view of mathematics as an approach to life and a way of thinking. Broader conceptions of mathematics were more likely to be found in later-year students (p<0.001) and there were significant differences between universities (p<0.001). The information obtained from the study not only confirms previous research, but also provides a basis for future development of a monitoring questionnaire.     

数学学习困难学生数学技能干预效果的元分析

探索干预对提升数学学习困难学生数学学业表现的有效性及其调节因素.通过系统检索文献获得纳入符合标准的30篇文献,应用CMA2.0软件进行元分析,并检验被试特征、干预方案、干预目标、干预方法的调节效应.随机效应模型表明数学干预对数困生数学表现的合并效应量Hedges'g为0.438(p＜0.001),对数困生干预效果呈中等...     

Determinants of Learning Outcome for Students at High School in Norway: A Constructivist Approach

A vital part of student learning is the construction of mental structures encompassing categories believed to affect learning outcome. In this study we investigate this research question through the lenses of a constructivist approach. As the first study on our research question at high school in Norway, our empirical findings make up the main contribution of this study. The data were analyzed by a grounded theory methodology. The results identify 6 dimensions of determinants of learning outcome. The dimensions: student activity, work processes and motivation to learn are manifest of the latent dimension process of learning, while the second latent dimension learning content is manifested in the 3 dimensions: correction, information from teacher and putting into context.     

学习观念与学习方法失谐

学生的学习观念与学习方法一旦产生矛盾,便导致失谐。失谐会使学生学习成绩不理想,这一现象最容易发生在大学新生中。研究失谐现象及产生失谐的原因有助于寻求克服学生失谐发生的策略,从而提高学生的学习成绩。     

语言学习观与学习策略的选择

探讨不同的语言学习观如何影响学习者学习策略的选择，强调外语学习者应树立正确的语言学习观以及培养适合、有效的学习策略的重要性。     

反思法院制度：意旨、对象与路径

作为研究对象的法院应当是肩负着以第三者身份与地位来解决纠纷的根本职责．并具有“合法性”的社会公共权威组织。研究路径之一是以现代化理论作为分析框架，在扬弃现有传统研究方法的基础上，注重“理想类型”、功能主义等研究方法。     

Teachers' Conceptions of Proof in the Context of Secondary School Mathematics

Current reform efforts in the United States arecalling for substantial changes in the natureand role of proof in secondary schoolmathematics – changes designed to provideall students with rich opportunities andexperiences with proof throughout theentire secondary school mathematicscurriculum. This study examined 17 experiencedsecondary school mathematics teachers'conceptions of proof from their perspectives asteachers of school mathematics. The resultssuggest that implementing ``proof for all' maybe difficult for teachers; teachers viewedproof as appropriate for the mathematicseducation of a minority of students. Theresults further suggest that teachers tended toview proof in a pedagogically limited way,namely, as a topic of study rather than as atool for communicating and studyingmathematics. Implications for mathematicsteacher education are discussed in light ofthese findings.     

A Hypermedia Environment to Explore and Negotiate Students' Conceptions: Animation of the Solution Process of Table Salt

This article describes the characteristics and values of hypermedia for learning chemistry. It reports how a hypermedia environment was used to explore a group of 11th grade chemistry students' conceptions of table salt dissolving in water. It then presents how the hypermedia was used by students to negotiate meaning for two conceptualizations about the process of dissolving table salt in water: (a) the transformation of solid to liquid, and (b) the chemical combination of solute and solvent. This article traces the nature of students' conceptions for the solution process of table salt. The findings of this study indicate that a hypermedia environment can be used to explore, negotiate, and assess students' conceptions of the submicroscopic aspects of solution chemistry. Further, this article discusses the successes and difficulties pertaining to the learning of solution chemistry in a hypermedia environment, and presents an account of an improved version for future study.     

儒家学习观与数学学习

我国数学教学背后有着优秀的文化传统,这一传统的主导主流——儒家思想在教育方面有许多瑰宝.儒家关于学习的论述既有一定的理论性,又有方法论的意义,深刻影响着我国学子的数学学习.努力使这一传统中的宝贵经验得以继承和发扬,对搞好当今的数学课程改革有着重要意义.     

Enhancing Eighth Grade Students' Learning of Buoyancy: The Interaction of Teachers' Instructional Approach and Students' Learning Preference Styles

This study investigates the potential of enhancing students' learning of difficult science concepts by exploring the interaction between teachers' four different instructional approaches and students' four different learning preference styles. Students' immediate performance and their retention for learning of buoyancy concepts serve to examine the effects, using the concept of “buoyancy,” which has been classified as a difficult concept because it is at a higher hierarchical level and involves the understanding of both matter and process. Results indicate that students' post-test scores were significantly affected by both the types of instruction and students' learning preference styles; while students' retention test scores were significantly affected by the types of instructions. Moreover, this study does not support that matching teaching style with students' learning preference would make students' learning more effective. Nevertheless, because procedural learning preference styles (QB-learning preference) students performed better on the retention test than other learning preference styles students, it indicates the possibility that procedural learners are more efficient than others for learning such higher hierarchical and difficult concepts, regardless of the types of instruction students receive.     

六年级学生数学学习能力调查--学数学必须懂数学

学数学、懂数学和提高学生的数学能力和创造性是目前数学教育界所倡导的.有关中国六年级学生的数学理解水平和数学能力的研究结果显示,学生们计算能力明显高于他们的数学概念理解和在实际生活中的应用.在数学教学中,强调解题熟练能力固然重要,然而懂得数学及数学能力的培养,却对学生的终生教育受益.教育工作者必须要意识到我们在教学中学生理解数学和在实际生活中应用的弱点,然后把改善这个弱点作为重点贯穿到教学之中去.研究提倡对教学大纲以及教材上的改革.     

高师学生高等数学学习兴趣的调查分析及对策研究

通过对目前高师学校学生高等数学学习效果的调查,可弄清学生学习高等数学的基本状况,分析出造成高等数学学习困难的主要原因,并提出学生如何提高学习高等数学的效果的几点建议。     

Teaching using the Web: Conceptions and approaches from a phenomenographic perspective

Research undertaken in 2000–2001 in one modernScottish university shows that most currentuniversity teachers' conceptions of andapproaches to using the Web for learning andteaching are far removed from the concept of`networked learning'. The argument is made thatuniversity teachers' preferred approaches toteaching and learning are informed by theirconceptions of teaching and learning. Ifapproaches to using the Web are to move closerto definitions of networked learning, teachers'conceptions need to develop from instructivist,information transmission mode toconstructivist, learning facilitation mode. Therole of experience and contextual factors arediscussed in achieving the development ofconceptions and networked learning.     

专家型数学教师数学教育观及影响因素探究——一个个案研究

采用半结构式访谈和问卷调查深入探讨了1位专家型数学教师的数学观,数学学习观和数学教学观及其相关影响因素。本研究发现该专家型数学教师主要认为:(1)数学是培养学生思维和数学能力的载体,是源于生活和用于生活的,是学生学习、考试的一个科目;(2)学习数学需一定天赋,学生自主参与、归纳总结是数学学习最佳的方式,数学思维和分析解决问题的能力是学生数学学习的主要部分和应达到的水平之一;(3)数学教学的目标在于培养学生的数学思维、分析解决问题的能力,成功的数学教学应注重学生的参与和课后落实。中国传统文化、数学教育传统、新课程理念以及教师的工作环境等都对其观念系统有一定的影响。     

Design and Development of a Computer Learning Environment on the Basis of Students' Initial Conceptions and Learning Difficulties About Chemical Equilibrium

This paper describes the design and development of an interactive learning environment inspired from the constructivist view of learning and aiming at helping students improve their conceptions about chemical equilibrium. The design of the software was based on data that emerged from research we undertook with 175 Greek students (aged 17–18), in order to detect their conceptions and learning difficulties about chemical equilibrium. The students' answers to a written questionnaire showed that they had inadequate representations of systems of substances at chemical equilibrium related to the empirical and the atomic level, manifested serious difficulties in conceiving the initial situation of a system at chemical equilibrium and the equilibrium shift, made overextended use of the Le Chatelier principle and applied intuitive personal rules instead of the equilibrium constant law. The aim of this computer application is to help students to create and/or improve their own representations about substances at chemical equilibrium in the empirical, atomic and symbolic level, to establish appropriate links among thes multiple representations, and to construct appropriate conceptions about the Le Chatelier principle and the equilibrium constant law. The software contains simulations and visualizations of experiments representing systems at chemical equilibrium, simulations of chemical reactions related to the atomic level, symbolic representations and dynamic graphs, and a step-by-step derivation of the equilibrium constant law.     

论大学生学习方式改革的必要性及其途径

在高等教育不断深化教学改革的过程中,学习方式的改革以及学习能力的提高应受到关注,从充分发挥学生主体作用的角度出发,阐述了大学生学习方式改革的必要性及其途径。