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1.
Woei Hung 《Educational technology research and development : ETR & D》2011,59(4):529-552
The success of an intervention depends not only upon its theoretical soundness, but also on proper implementation that reflects
the guidelines derived from its theoretical conception. Debates surrounding the effectiveness of problem-based learning (PBL)
have focused on its theoretical conception and students’ learning outcomes, but implementation is seemingly absent from the
picture. This paper attempts to describe what research evidence is needed to fill in this missing information and provide
a clearer picture of PBL. The author examines current PBL implementation practices and identifies potentially confounding
variables that may play a role in inconsistent or conflicting research results in PBL. For example, various models of PBL
have been developed and implemented to afford the specific instructional needs of the institution or learner population. These
PBL models are in fact quite different in terms of the nature of problem solving and the degrees of self-directed learning,
which theoretically, should result in different types of learning outcomes. Without distinguishing the models used, the results
of comparative PBL research could have been confounded. Furthermore, human factors are another set of confounding variables
that could influence the students’ learning processes and consequently affect PBL implementations and research results. To
remedy these problems and reach PBL’s full potential, as well as obtain a more accurate picture of PBL as an instructional
method and its effects on students’ learning, some fundamental changes are needed. 相似文献
2.
Jos A. R. Arts Wim H. Gijselaers Mien S. R. Segers 《European Journal of Psychology of Education - EJPE》2006,21(1):71-90
Instructional designs, embedding learning in meaningful contexts such as problem-based learning (PBL) are increasingly used
for fostering expertise to prepare students for the demands of the future workplace. However, cognitive outcomes of these
curricula in terms of expertise outcomes are not always conclusive. Based on the instructional implications resulted from
research in the field of expertise development in general and in PBL curricula more specifically, we constructed and implemented
a refined PBL design. With this redesign, we aimed for a more advanced level of (a) knowledge acquisition and use, (b) reasoning
directionality, (c) diagnostic and problem solving accuracy.
The aim of the present research was to compare the outcomes of a ‘traditional’ and a ‘refined’ PBL learning environment. For
that purpose we measured the effects of the redesign on the students’ expertise profile. An experiment was conducted in a
second year course on International Marketing. In the study 75 students participated. Using a multidimensional coding scheme,
constructed on the basis of results of expertise research, we analysed students’ problem-solving performance. The results
of this analysis indicate hat the experimental students outperformed the control students in various aspects of expertise
when analyzing the problem: The experimental group demonstrated a more extensive use of domain-specific concepts and inferences,
more inductive reasoning, and both diagnoses and solutions of higher quality. 相似文献
3.
Yi-Chun Hong Ikseon Choi 《Educational technology research and development : ETR & D》2011,59(5):687-710
Design tasks are omnipresent in our everyday lives. Previous research shows that reflective thinking is one of the critical
factors in solving design problems. Related research has attempted to capture designers’ reflective thinking process. Yet
a close inspection of designers’ reflective thinking taking place during their design process demands further effort. To understand
designer’s reflective practice and to find better ways to promote novices’ reflective thinking in solving real-world design
problems, a comprehensive model was developed. This model identified three dimensions to guide the understanding of designers’
reflective thinking during a design process: (1) the timing of reflection, indicating the points in the process where reflective
thinking occurs, (2) the objects of reflection, showing the different types of objects that designers may reflect upon, and
(3) the levels of reflection, referring to the different levels of designers’ reflection. This model provides for meaningful
aspects of reflective thinking to be situated in a design process, which can guide educators and instructional designers in
developing appropriate learning environments for facilitating novice and practicing designers’ reflective thinking. Moreover,
the model can serve as a stepping stone for further research. 相似文献
4.
Meilan Zhang Joyce Parker Jan Eberhardt Susan Passalacqua 《Journal of Science Education and Technology》2011,20(5):468-481
Problem-Based Learning (PBL), an instructional approach originated in medical education, has gained increasing attention in
K-12 science education because of its emphasis on self-directed learning and real-world problem-solving. Yet few studies have
examined how PBL can be adapted for kindergarten. In this study, we examined how a veteran kindergarten teacher, who was experienced
with PBL in her own learning, adapted PBL to teach students earth materials, a topic emphasized in the new state curriculum
standards but students had difficulty understanding. The pre-post tests showed that students improved their content understanding.
Analysis of the classroom discourse showed that PBL and the teacher’s facilitation strategies provided opportunities for students
to develop their questioning skills. In conclusion, we discuss the implications of this study for using PBL in kindergarten
classrooms. 相似文献
5.
David H. Jonassen 《Educational technology research and development : ETR & D》2011,59(1):159-175
The purpose of this paper is to familiarize instructional designers and researchers with a useful design and research paradigm
known as “Ask Systems.” Ask Systems are interrogative interfaces to information and learning environments that model conversations
with a skilled, reflective practitioner (Sch?n, The reflective practitioner, 1983) or teacher. By selecting questions to answer, users access information or scaffolds that help them to solve a problem, perform
a task, or comprehend domain knowledge. Ask Systems are potentially effective for designing interactive learning systems because
question asking is one of the most fundamental skills in learning that affects comprehension and problem solving (Graesser
et al., in: Britton and Graesser (eds.) Models of understanding text, 1996b; Graesser et al., Journal of Artificial Intelligence in Education, 3:235–241, 1992). By selecting questions to answer, students may also learn how to generate their own meaningful questions, because the quality
of student-generated questions is strong predictor of domain knowledge and problem solving (Graesser and Olde, Journal of
Educational Psychology, 95(3):524–536, 2003). Ask Systems are demonstrated that represent a variety of learning and task structures, including frequently asked questions,
problem solving, metacognition, causal understanding, and multiple perspectives. Although empirical research on Ask Systems
is very limited, they appear to represent a potentially effective paradigm for designing instruction and conducting research
in a variety of learning environments. 相似文献
6.
This study examines the conditional and interaction effects of each of four dimensions of the epistemological beliefs of college
students regarding the ability to learn, the speed of learning, the structure of knowledge, and the stability of knowledge
on four measures of the cognitive components (elaboration, rehearsal, organization, metacognition) and four measures of the
behavioral components (effort regulation, management of time and study environment, peer learning, help seeking) of self-regulated
learning strategies. Students with more sophisticated beliefs about the nature of knowledge and learning were more likely
than their peers to use educationally productive cognitive and behavioral strategies in their learning. Beliefs about one’s
ability to learn had the most significant and substantial effects, and the structure of knowledge had the second most significant
and substantial effects on students’ use of self-regulated cognitive and behavioral learning strategies. Although a student’s
belief about the stability of knowledge by itself had a statistically significant effect on only one learning strategy, this
belief served as moderator for six of the 11 statistically significant interaction effects of epistemological beliefs on the
use of cognitive and behavioral learning strategies. Implications of these findings for theory, research, policy and practice
are examined. 相似文献
7.
Meaningful discussion that facilitates reflective thinking can be initiated when learners raise thoughtful questions or provide
critical feedback; however, generating effective questions requires a certain level of domain knowledge and metacognitive
skills of the question-askers. We propose a peer-questioning scaffolding framework intended to facilitate metacognition and
learning through scaffolding effective peer-questioning in online discussion. This framework assumes that novice students
who lack domain and metacognitive knowledge can be scaffolded to generate meaningful interactions at an early stage of learning
and the resulting peer-generated adaptive questions can facilitate learners’ metacognition. Thus, this study investigated
the effects of providing online scaffolding for generating adaptive questions to peers during online small group discussion.
A field experimental time-series control-group design was employed as a mixed model for the research design. Thirty-nine college
students from an online introductory class on turfgrass management participated in the study. The findings revealed that the
scaffolds were useful to increase the frequency of student questioning behavior during online discussion. For some students,
the online guidance reportedly served as “a starting point” to generate questions when they had difficulty asking questions.
However, the guidance did not improve the quality of questions and thus learning outcomes. The interview data indicated that
peer-generated adaptive questions served a critical role in facilitating learner’s reflection and knowledge reconstruction.
Further study should focus on the quality improvement of peer-generated questions while considering adaptive and dynamic forms
of scaffolding and intermediate factors such as prior knowledge, metacognition, task complexity, and scaffolding type. 相似文献
8.
Lisa-Angelique Yuen Lie Lim 《Instructional Science》2011,39(2):171-188
Problem-based learning (PBL) is a constructivist approach to learning which is believed to promote reflective thinking in
students. This study investigated how students in one particular institution developed in their reflective thinking habits—Habitual
Action, Understanding, Reflection, and Critical Reflection—as they went through the daily practice of PBL. A 16-item questionnaire
measuring the four levels of reflective thinking habits was administered to four cohorts of students: an incoming cohort,
first-years, second-years, and third-years. First-year students rated themselves higher on Reflection and Critical Reflection,
while third-years reported the highest levels of Habitual Action. Discriminatory and scatterplot analysis on the third year
cohort revealed that while a proportion of students (47%) reported higher levels of Habitual Action with lower levels of Reflection,
there was a small subgroup who also reported higher levels of both Habitual Action and Reflection. Overall, the results showed
that PBL does promote the development of reflective thinking, particularly for first-year students, but that this development
is not sustained consistently after that. This pointed to other possible factors that could hinder students’ development of
reflective thinking in PBL. 相似文献
9.
Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning 总被引:1,自引:0,他引:1
The purpose of this article is to review recent research on self-regulated learning and discuss the implications of this research
for science education. We draw on examples of self-regulated learning from the science education literature to summarise and
illustrate effective instructional methods and the development of metacognitive understanding (Gunstone; 1999a; Rickey & Stacy,
2000; White & Mitchell, 1994). We also focus on the crucial role that metacognition plays in self-regulation (Baird & White,
1996; Nichols, Tippins, & Wieseman, 1997; White, 1998).
We divide our discussion into two main parts. The first focuses on three components of self-regulated learning, including
cognition, metacognition, and motivation. We relate these aspects of self-regulation to current practices in science education.
The second section focuses on six general instructional strategies for improving self-regulation in the science classroom.
We focus on the use of inquiry based learning, the role of collaborative support, strategy and problem solving instruction,
the construction of mental models, the use of technology to support learning, and the role of personal beliefs such as self-efficacy
and epistemological world views. These instructional strategies are selected because they reflect extensive research agendas
over the last decade within the science education literature and are essential to metacognition and self-regulation (Butler
& Winne, 1995; Gunstone, 1999b). 相似文献
10.
Ian Mitchell 《Research in Science Education》2010,40(2):171-186
This paper distils 24 years of classroom research into promoting quality learning in science classrooms to develop an overall
framework for better understanding and describing both the learning and the teaching approaches that stimulate and support
it. For me, quality learning is characterised by adjectives such as informed, purposeful, reflective, intellectually active,
metacognitive and independent. Central to quality learning is the role of talk, and central to promoting talk which promotes
quality learning are certain teacher behaviours. I first focus on the ways that teachers behave in the classroom in order
to promote, react to and use student talk. These behaviours are summed up in a list of twelve principles for quality teaching.
Each of these principles requires, as well as appropriate teacher behaviours, the use of effective teaching procedures. I
then focus on four kinds of student talk that exemplify informed, purposeful, reflective and intellectually active thinking.
These variously involve students’ existing ideas and explanations; increasing student ownership of practical activities; constructive
challenges to the teacher (or text’s) idea, and lateral, reflective ‘thinking’ questions. 相似文献
11.
The purpose of the study is to compare problem based learning (PBL) and lecture-based learning (LBL) in Hong Kong secondary
students’ science achievement. Secondary One students were divided into two groups: group A (n = 37), was taught two topics: “Human Reproduction” and “Density” through PBL; group B (n = 38) was taught the same topics by LBL. Multiple choice questions and short structured response items were used to assess
students’ academic performance. Pre and post tests were categorized into three domains: knowledge, comprehension and application
according to Bloom’s Taxonomy (Bloom 1956). The results of this study suggest first that PBL is at least as effective as LBL in gaining the knowledge required to achieve
the syllabus’ learning objectives; secondly, the PBL group shows a significant improvement in students’ comprehension and
application of knowledge over an extended time. Seemingly, PBL is favored for knowledge retention compared to a more conventional
teaching approach, by these early adolescent children in Hong Kong. An ongoing longitudinal study on students’ interactions
will further determine whether students taught through PBL develop improved learning in relation to high order skills, in
a local situation which still tends to focus on factual recall but where higher skills are being demanded by systemic reform. 相似文献
12.
This paper discusses a qualitative study which examined students’ problem-solving, metacognition, and motivation in a learning
environment designed for teaching educational technology to pre-service teachers. The researchers converted a linear and didactic
learning environment into a new open learning environment by contextualizing domain-related concepts and skills and providing
ill-structured, collaborative problem-solving opportunities. The intervention called Learning Environments Approaching Professional
Situations (LEAPS) took into account issues surrounding motivation and situativity that are of particular interest to instructional
developers and design-based researchers. In this study, four classes were assigned as either traditional or LEAPS environments
from which four cases were selected for further examination. The results suggested that the LEAPS approach was beneficial
in supporting students’ problem-solving, motivation, and self-reflections, but only under specific conditions. The implications
for instructional design and motivation are discussed. 相似文献
13.
This paper presents a reflective account of a science teacher’s endeavours to use the referent of critical constructivism
to transform her pedagogical practices. The context of her action research was a Year 10 Bioethics unit taught at an independent
girls’ school in Perth, Western Australia. Students were provided with opportunities to engage in open and critical discourses;
many did, but a few were unwilling to participate in accordance with the teacher’s intentions. We illustrate the disruptive
influence of these “dissident” students and explore the reasons for their unwillingness to suspend their disbelief in a new
way of knowing (and of being) that involves a radical change in the role of language in the classroom. We conclude with recommendations
for epistemological pluralism and the careful use of critical discourse for re-negotiating teaching and learning roles and
creating conditions for open discourse to flourish. 相似文献
14.
Shiang-Kwei Wang Thomas C. Reeves 《Educational technology research and development : ETR & D》2007,55(2):169-192
Collaborating closely with a tenth-grade science teacher, we designed a Web-Based Learning Environment (Web-LE) to improve
the students’ motivation to learn science. Factors believed to enhance intrinsic motivation (challenge, control, curiosity,
and fantasy) were integrated into the instructional design of the Web-based learning tool. The Web-LE was implemented in the
teacher’s tenth-grade classroom as a three-day student-centered learning activity. Data collection methods included individual
student interviews, teacher interviews, motivation questionnaires, and observations. This study revealed multiple forms of
evidence that the Web-LE and the associated learning activity improved students’ motivation. This study illustrates the benefits
of educational researchers working closely with teachers using design-based research methods to successfully solve instructional
problems and identify reusable design principles. Design principles for the integration of intrinsic motivation factors into
the development of similar Web-LEs are presented as well as directions for future research. 相似文献
15.
Sue Bennett 《Educational technology research and development : ETR & D》2010,58(4):459-480
Case-based learning has long been used to bring students into contact with the complexity of real-world situations. Despite
this popularity and considerable history, research into how case analysis can support future problem-solving has been limited.
The study reported in this paper investigated learners’ understanding of multimedia instructional design and development derived
from the analysis of two richly detailed cases, and how this understanding then supported learners in their own design projects.
A qualitative case study approach was used to follow a class of Masters students engaged in a technology-supported, case-based
learning environment. Student work from case analysis, group project and reflective tasks was the key data source, complemented
by interviews with students and their instructor, observations of class meetings, and the collection of online discussion
list records and electronic resource files. The study found that the case analysis task raised learners’ awareness of design
approaches and project management strategies, and that discussion and reflection play critical roles in developing students’
understanding. The study also highlighted some limitations of the case approach, suggesting the need for strategies that support
learners’ thinking and reasoning. 相似文献
16.
In this paper, we critically analyze how the concept of negative knowledge contributes to the understanding of professionals’
expert practice and learning. Negative knowledge is experientially acquired knowledge about what is wrong and what is to be
avoided during performance in a given work situation. In terms of its theoretical foundation, the concept relates to constructivist
theorization and metacognition. Building on existing conceptions of negative knowledge, we systematically relate the concept
to research on expertise and learning from errors. The concept of negative knowledge augments existing theories of professional
knowledge by emphasizing knowing about what to avoid as part of experts’ effective actions. During routine actions, negative
knowledge enhances professionals’ certainty of how to proceed and increases the efficacy through the avoidance of impasses
and suboptimal problem-solving strategies. Quality and depth of reflective processes after actions are related to the development
of negative knowledge. The potential of negative knowledge for the investigation of professional learning is discussed through
reference to recent empirical work.
Re-submitted for publication in: Vocations and Learning: Studies in Vocational and Professional Education. 相似文献
17.
Brenda M. Capobianco 《Journal of Science Teacher Education》2007,18(2):271-295
This self-study examined the 1st-year science teacher educator's integration of instructional technology into a science methods
course and modeled the reflective practice of her own teaching. Elementary science methods students participated in a series
of inquiry-based activities that utilized various instructional technologies. Data sources included daily reflections, formative
assessments, concern-based surveys, and class assignments. Findings from this self-study revealed that the teacher educator's
own reflections and practical inquiry influenced and paralleled her students’ development of learning how to teach scientific
inquiry using instructional technology. Results suggest that inviting preservice teachers into reflective practice and modeling
for them the development of professional practical knowledge allow them to address the uncertainties in their own learning
about using technology for inquiry-based science teaching. 相似文献
18.
This paper reports on the development, self-critique and evolution of research methods for interpreting and understanding
students’ metacognition that were developed through the Metacognition and Reflective Inquiry (MRI) collaborative study. The
MRI collaborative was a multi-year, multi-case, research study that investigated the elusive nature and character of high
school students’ metacognition across formal and informal science learning contexts. The study’s research design comprised
a series of integrated, layered, interpretive case studies which were conducted in a hermeneutic fashion over a 3 year period.
The implementation of each case study provided an opportunity for the researchers to reflect critically on the research methods
used to elucidate metacognition and hence refine the individual and collective capacity, responsiveness and fruitfulness of
the methods used. This paper discusses the evolution of these methods and the lessons that the entire study provides for the
conceptualization of other qualitative-interpretivist studies. 相似文献
19.
Min Liu Lucas Horton Justin Olmanson Paul Toprac 《Educational technology research and development : ETR & D》2011,59(2):249-265
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
20.
This study aimed to provide an account of how learning takes place in problem-based learning (PBL), and to identify the relationships
between the learning-oriented activities of students with their learning outcomes. First, the verbal interactions and computer
resources studied by nine students for an entire PBL cycle were recorded. The relevant concepts articulated and studied individually
while working on the problem-at-hand were identified as units of analysis and counted to demonstrate the growth in concepts
acquired over the PBL cycle. We identified two distinct phases in the process—an initial concept articulation, and a later
concept repetition phase. To overcome the sample-size limitations of the first study, we analyzed the verbal interactions
of, and resources studied, by another 35 students in an entire PBL cycle using structural equation modeling. Results show
that students’ verbal contributions during the problem analysis phase strongly influenced their verbal contributions during
self-directed learning and reporting phases. Verbal contributions and individual study influenced similarly the contributions
during the reporting phase. Increased verbalizations of concepts during the reporting phase also led to higher achievement.
We found that collaborative learning is significant in the PBL process, and may be more important than individual study in
determining students’ achievement. 相似文献