Effectiveness of Computer-Based Chemistry Instruction in Enhancing the Learning of Content and Variable Control Under Guided Versus Unguided Conditions

Computerized learning environments offer several possibilities that can be used to improve the teaching of content along with the process. Research indicates that students benefit from additional guidance, particularly when computer-based instruction requires active construction of knowledge. This study examines the relative effectiveness of guided versus unguided computer-based instruction with respect to regular instruction in improving content knowledge and process skills among students with low and high chemistry achievement levels. The results indicate that the effectiveness of computer-based instruction increases when learning is supported by teacher-directed guidance. Computer-based instruction (with or without guidance) was observed to be more effective than regular instruction in improving process skills particularly for students with high chemistry achievement. However, although the students who received regular or guided computer-based instruction showed significant gains in content knowledge, students under unguided condition failed to construct the expected content knowledge.     

Comparison of Hypermedia Learning and Traditional Instruction on Knowledge Acquisition and Retention

Abstract

A comparison was made of hypermedia learning environments and traditional instruction in terms of contribution to declarative, procedural, and conditional knowledge acquisition and retention in a specific subject area through a pretest-posttest control-group design. Thirty-nine 9th-grade biology students were assigned to experimental (hypermedia learning environment) and control (traditional instruction) groups through a matched-pair technique. Both groups were given pre-, post-, and retention tests. Posttest results indicated no significant difference between control and experimental groups in acquisition of declarative, conditional, and procedural knowledge. However, retention test results showed that the experimental group retained all three types of knowledge significantly better than did the control group.     

信息技术与中学物理教学整合的实践

信息技术与中学物理教学整合,改变了传统的学习方式和教学方式,利用信息术营造一种新型的教学环境.信息技术与中学物理教学整合,有利于创设物理情境,激发学生探索热情;在构建物理模型中培养学生创新思维能力;同时可增大课堂容量,培养学生信息处理能力.     

The Impact of Internet Virtual Physics Laboratory Instruction on the Achievement in Physics, Science Process Skills and Computer Attitudes of 10th-Grade Students

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.     

An Investigation of Effectiveness of Conceptual Change Text-oriented Instruction on Students' Understanding of Solution Concepts

This study investigated the effect of conceptual change text-oriented instruction over traditional instruction on students' understanding of solution concepts (e.g., dissolving, solubility, factors affecting solubility, concentrations of solutions, types of solutions, physical properties of solutions) and their attitudes towards chemistry. The sample of this study consisted of 87 undergraduate students from two classes enrolled in an introductory chemistry course. One of the classes was assigned randomly to the control group, and the other class were assigned randomly to the experimental group. During teaching the topic of solution concepts in the chemistry curriculum, a conceptual change text-oriented instruction was applied in the experimental group whereas traditional instruction was followed in the control group. The results showed that the students in the experimental group performed better with respect to solution concepts. In addition, it has been found that there was no significant difference between the attitudes of students in the experimental and control groups towards chemistry.     

房地产专业课程网络教学方法与实践

本根据房地产专业课程教学特点,分析了网络技术对房地产专业课程教学影响,并提出了房地产专业课程网络教学改革的目的,原则,在实践基础上构建了房地产专业教学网站和网络教学方法。     

The Effect of Hints and Model Answers in a Student-Controlled Problem-Solving Program for Secondary Physics Education

Many students experience difficulties in solving applied physics problems. Most programs that want students to improve problem-solving skills are concerned with the development of content knowledge. Physhint is an example of a student-controlled computer program that supports students in developing their strategic knowledge in combination with support at the level of content knowledge. The program allows students to ask for hints related to the episodes involved in solving a problem. The main question to be answered in this article is whether the program succeeds in improving strategic knowledge by allowing for more effective practice time for the student (practice effect) and/or by focusing on the systematic use of the available help (systematic hint-use effect). Analysis of qualitative data from an experimental study conducted previously show that both the expected effectiveness of practice and the systematic use of episode-related hints account for the enhanced problem-solving skills of students.     

信息技术环境下的中学理科班级课堂教学模式及教学策略

从现代教育理论、心理学原理出发,根据中学理科的教学特点、中学生的心理特征,及多媒体技术和网络技术的发展,着重论述以加涅信息加工理论为依据的中学理科班级课堂教学模式及教学策略,为信息技术与中学理科课程整合寻求一条切实可行、效果较佳的途径。     

目标设置理论对学生学习动机激发的启示

目标设置理论是近年来研究最多、影响最大的一种激励理论,在管理学领域得到了广泛应用,该理论作为一种激励理论也可引入教育领域用来激发学生动机和指导学生的学习。目标设置在对学习动机激发方面有着前提指导的作用,教师与学生在对学习绩效目标的设置上各担负着不同的重要责任。     

Effectiveness of a Computer-Mediated Simulations Program in School Biology on Pupils' Learning Outcomes in Cell Theory

Biology knowledge and understanding is important not only for the conversion of the loftiest dreams into reality for a better life of individuals but also for preparing secondary pupils for such fields as agriculture, medicine, biotechnology, and genetic engineering. But a recent study has revealed that many aspects of school science (biology included) pose problems of understanding for pupils, simply because of the teaching methods used and the lack of adequate instructional resources. Nevertheless, a program was designed to incorporate the use of computer technology innovation called the computer-mediated simulations (CMS) program to enhance pupils' learning outcomes in school biology. The study was carried out in a real biology classroom setting. It involved comparisons between the treatment and control groups. A Solomon-Three Group quasi-experimental design was employed to involve three secondary schools situated along Njoro-Mau Narok and Elburgon-Molo roads in Nakuru district that were purposively sampled on the basis of easy accessibility and the availability of IBM compatible computers. A total of 102 pupils enrolled in three intact classes were exposed to the same content on cell division for a period of 3 weeks. Three dependent measures—the Biology Achievement Test (BAT), the Biology Classroom Environment Questionnaire (BCEQ), and the Pupil Attitude Questionnaire (PAQ)—were used to assess the effectiveness of the program on the pupils' academic achievement in cell theory, their perception of the classroom environment, and attitudes towards the biology course on cell theory. The findings of the study affirmed the impact of the CMS program on the pupils' learning outcomes in that the mean gains of the participants in the treatment groups were significantly higher than that of their counterparts in the regular program. Also, the results indicated that the mean differences between the experimental group and the true control group were statistically significant in favor of the treatment group. The findings also showed no relationship between the participants' gender and their learning outcomes. The study concludes that the use of the CMS program to augment conventional biology teaching has major implications for secondary biology instruction in this area.     

小学数学学习困难学生加减应用题的补救教学

本研究采用小样本ABC实验设计 ,以 4名数学学习困难学生为被试评估了加减应用题补救教学的效果。本研究主要对数学学习困难学生进行了两个方面的训练 :(1)图式训练 ;(2 )一般解题策略训练。得到了以下结论 :(1)补救教学对学生加减应用题解题能力具有一定的促进作用 ;(2 )补救教学对学生的应用题解题行为产生了延时效果 ;(3)针对不同的学生 ,图式训练和解题策略训练存在不同的矫治效果。     

Comparing the Impacts of a Problem-Based Computer-Assisted Instruction and the Direct-Interactive Teaching Method on Student Science Achievement

This study explored the effects of a Problem-Based Computer-Assisted Instruction (PBCAI) on students' earth science achievement in Taiwan. One hundred and fifty-nine 10th grade students enrolled in four sections of a mandatory earth science course participated in this pretest–posttest control-group experiment. During a 2-week period, the experimental group students (n = 84) received the PBCAI while the comparison group students (n = 75) received a Direct-Interactive Teaching Method (DITM) accompanying with regular computer-internet usage. An analysis of covariance on the Earth Science Achievement Test posttest scores with students' IQ and pretest scores as the covariates suggested that (a) the PBCAI was more effective in promoting students' achievement than was the DITM (F = 4.91, p < .028), and that (b) students in the experimental group had significantly higher achievement scores than did students in the comparison group, especially on the knowledge (F = 7.74, p < .017) and comprehension (F = 5.73, p < .017) test items, but not on the application (F = .07, p > .017) test items.     

认知弹性理论指导下的中小学教师培训教学

认知弹性理论是一种关于结构不良的知识的习得与迁移的学习理论,对指导中小学教师培训教学具有较强的适用性。基于认知弹性理论,中小学教师培训教学宜采取如下教学设计策略:1.注重概念的多视角表征,实施概念的多维分析设计;2.运用概念的案例教学,实施概念与案例的交叉设计;3.创设真实的学习情境,实施学习任务的教学情境设计;4.运用认知弹性超文本,实施教学内容的立体网状结构设计。     

University Mathematics and Science Faculty Modeling Their Understanding of Reform Based Instruction in a Teacher Preparation Program: Voices of Faculty and Teacher Candidates

This study was conducted in a reform-based mathematics and science teacher education program in the USA, the Maryland Collaborative for Teacher Preparation(MCTP). The goal of the undergraduate program was to prepare upper elementary/middle level specialists in mathematics and science. One significant aspect of the MCTP was the expectation that the program's professors (in mathematics and science) would model a new vision of effective pedagogy based on reform-based recommendations. We determined, in general, that the program's mathematics and science content professors accepted the dual role of modeling effective instruction at the same time they were delivering content. However, this dual responsibility raised in their minds an ‘issue of appropriate balance’ between content and pedagogical foci in their courses. Previously, the professors' had not questioned a focus heavily tilted toward content coverage. We also determined that the program's teacher candidates believed that the mathematics and science professors modeled effective instruction. One of the primary reasons that the teacher candidates believed that their professors were modeling effective instruction was that the focus in the courses was primarily on conceptual understanding, not memorization. A major implication was that the professors' modeling of reform-based instruction prompted the teacher candidates to develop a new vision of mathematics and science teaching shaped by their professors' example.     

大学英语网络教学评估模式的实证研究——以安徽科技学院为例

本文以分析大学英语网络教学评估模式的现状为基础,以安徽科技学院为例,探讨该校网络教学评估模式的特点及其存在的问题。研究者对该校的大学英语网络教学模式和评估模式进行了分析,并在研究的基础上提出了完善大学英语网络教学评估模式的对策与建议。     

Science Teachers' Knowledge about Teaching Models and Modelling in the Context of a New Syllabus on Public Understanding of Science

As teachers' knowledge determines to a large extent how they respond to educational innovation, it is necessary for innovators to take this knowledge into account when implementing educational changes. This study aimed at identifying patterns in the content and the structure of science teachers' knowledge, at a point in time when they still had little experience in teaching a new subject, that is, Public Understanding of Science. We investigated three domains of teacher knowledge: Teachers' pedagogical content knowledge (PCK), subject-matter knowledge, and general pedagogical knowledge. A semi-structured interview and a questionnaire were used. From the analysis of the data, two types of teacher knowledge emerged. One of the types was more integrated and more extended in terms of PCK. Teachers who represented this type of knowledge had developed PCK that connected the various programme domains of the new science subject. In both types, PCK was found to be consistent with general pedagogical knowledge. In both types, however, subject-matter knowledge was similar, and not directly related to the other knowledge domains. Implications for the implementation of the new subject are discussed.     

混合教学对学生学习成效的影响——基于国内外106篇实证研究的元分析

线上线下融合的混合教学成为推动教育变革及促进教育内涵式发展的重要方式。然而,混合教学对学生学习成效的实证研究结果存在较大差异,因而有必要探究混合教学的有效性及影响因素。本研究采用循证研究的元分析方法,对2000年1月~2021年9月的106篇国内外实验和准实验研究进行量化分析,系统检验混合教学的有效性。研究发现:1)纳入研究的样本总效应量为0.669(n=142),表明混合教学对学生学习成效具有中等偏上的促进作用,其中尤以学习动机和情感态度的提升最显著;2)就不同学段、实验周期以及实验人数而言,混合教学对初中生和高中生的学习促进作用最大,1~3个月的教学周期效果最好,而实验人数在51~100人之间的效果最佳;3)就在线学习比例、混合顺序和交互类型而言,50%的混合教学对学生学习的促进作用最大,同步和同步+异步的形式对学生学习的促进作用最明显;4)就教学方法和学习方式而言,基于任务的学习、角色扮演法、探究教学法以及案例教学法具有较大的效应作用,小组学习对学生学习促进最大。文章最后提出了有效开展混合教学的对策和建议。     

语篇分析理论视角下的高中英语读写教学示例与反思

一场读写课比赛的观摩和反思启示我们：探索语篇分析在高中英语读写课教学设计中的具体应用,可以以语篇分析理论为依据来概述语料,以英语阅读教学PWP三段教学模式为设计思路,从问题设计、阅读模式两个方面对教学进行再设计。     

Constructing a Pragmatic Science of Learning and Instruction with Functional Contextualism

Constructivism has been embraced by many in the field of instructional design and technology (IDT), but its advocates have struggled to move beyond theory to practice or to empirically demonstrate the effectiveness of their approach. As an alternative to constructivism, a new perspective emerging in psychology, known as functional contextualism, is presented. Like constructivism, functional contextualism also rejects objectivist epistemology, but provides a much more coherent philosophical basis on which to build an empirical science of learning and instruction. The philosophical worldview known as contextualism is reviewed to outline the similarities and differences between constructivism and functional contextualism, and the key characteristics of functional contextualism and the science it supports, behavior analysis, are described. Implications of functional contextualism for research and practice in IDT are then explored. Eric Fox [eric.fox@wmich.edu] is an assistant professor in the Department of Psychology at Western Michigan University. This article was written while he was a doctoral student in the Learning & Instructional Technology program at Arizona State University.     

创新高校反腐倡廉教育工作探析

教育是惩治和预防腐败体系中的一个重要组成部分,发挥着正本清源、治标治本的决定性作用.在新形势下,要充分认识高校反腐倡廉教育工作的重要意义,并积极创新高校反腐倡廉教育的新途径、新机制,开创高校反腐倡廉教育工作的新局面.