增强教学效果拓展学习空间——增强现实技术在教育中的应用研究

“增强现实”因其独特的技术特点,近年来颇受关注,在教育领域也不例外。通过综述增强现实技术教育应用研究的基础,进而分析了其在教育中的应用价值和技术优势．着重从增强教学效果、拓展学习空间两个维度,对增强现实技术的教育应用展开了论述。     

Applications of Augmented Reality in Informal Science Learning Sites: a Review

The importance of increasing interest in the STEM disciplines has been noted in a number of recent national reports. While many previous studies have focused on such efforts inside of the formal classroom, comparatively few have looked closely at informal learning environments. We investigate the innovative use of technology in informal learning by reviewing research on the incorporation of augmented reality (AR) at exhibit-based informal science education (ISE) settings in the literature. We report on the common STEM-focused topics that are covered by current AR applications for ISE learning, as well as the different devices used to support these applications. Additionally, we report on the prevalence of positive learning outcomes and engagement factors commonly associated with the use AR applications in informal environments. This review aims to foster continued development and implementation of AR technology in exhibit-based ISE settings by informing the community of recent findings and promoting additional rigorous research for the future.     

Learning Styles and Training and Development in Work Settings: lessons from educational research

Abstract While human resource development (HRD) practioners are interested in learning style, there has been relatively little empirical research in work settings. This paper reviews the research on the interaction effect of learning style and the learning style orientation of the learning environment on learning outcomes, and discusses how the findings from educational research can inform training and development practice. The need for more research in work settings is discussed and the dearth of valid and reliable measures of cognitive (learning) style that can be easily administered to employees is considered as a factor which may have inhibited research The advantages and disadvantages of a number of measures that could be used in work settings are discussed.     

‘Snapped’: researching the sexual cultures of schools using visual methods

Visual methods are often marginalised in educational research and have not been employed to collect information about sexuality at school. This paper examines the viability and effectiveness of conducting research about the ‘sexual cultures’ of schools in New Zealand using photo‐diaries and photo‐elicitation. ‘Effectiveness’ is judged by what the visual methodologies literature purports are the benefits of these methods. These advantages include providing participants with greater autonomy over what and how data is collected. The paper argues it is feasible to employ visual methods to research sexuality in schools. Such methods offer participants alternative means of recounting their stories, can help illuminate an esoteric object of investigation like ‘sexual cultures’ and engage participants less likely to volunteer for sexuality research. The use of visual methods is not without challenges however. Securing ethics approval and school participation along with problems with camera retrieval and protecting participant agency were some difficulties encountered in the current study. For those wishing to pursue less conventional research methodologies in educational settings, this discussion highlights potential benefits and struggles.     

Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed

Because challenges are ubiquitous, resilience is essential for success in school and in life. In this article we review research demonstrating the impact of students’ mindsets on their resilience in the face of academic and social challenges. We show that students who believe (or are taught) that intellectual abilities are qualities that can be developed (as opposed to qualities that are fixed) tend to show higher achievement across challenging school transitions and greater course completion rates in challenging math courses. New research also shows that believing (or being taught) that social attributes can be developed can lower adolescents’ aggression and stress in response to peer victimization or exclusion, and result in enhanced school performance. We conclude by discussing why psychological interventions that change students’ mindsets are effective and what educators can do to foster these mindsets and create resilience in educational settings.     

PERSPECTIVES IN TEACHING GERONTOLOGY: MATCHING STRATEGIES WITH PURPOSE AND CONTEXT

Discerning the purpose of the educational experience aids facilitators in choosing appropriate strategies for teaching gerontology concepts. Using the curriculum positions of transmission, transaction, and transformation, this article explains the assumptions, advantages, and disadvantages of each position and gives examples from community and education-based learning settings. The curriculum positions of transmission (conveying facts), transaction (developing cognitive skills and abilities useful in problem-solving), and transformation (facilitating personal and social change), are sometimes combined to achieve educational objectives. Additional considerations in choosing teaching strategies include knowing the audience and their cultural, social, and developmental backgrounds, learning styles, reasons for participating, and prior knowledge of the subject. The educator's philosophy and professional orientation toward the educative process contribute to creating a trusting learning environment in which learners can meet objectives. Based on research and field tested in educational and community settings, the teaching strategies suggested in this article are applicable in multiple educational contexts.     

Educational Partnerships (book)

Latino children living in the United States are not faring well in an educational system that increasingly is turning to "high-stakes" exams to make important decisions in the lives of students. While some argue that these exams have the potential to equalize educational opportunity, we review information that challenges this view. In this article we cite the mismatch between Latino children's home and school settings as a primary factor diminishing their school performance. We also describe three distinct Latino cultural practices and values (respeto, familismo, and allocentrism) and contrast these with U.S. school practices and values. We then discuss some of the specific challenges posed by high stakes testing to the educational success of Latino students. Finally, we offer ideas for consulting psychologists to develop culturally sensitive educational strategies to address the academic needs of Latino children and the problems posed by the high stake movement.     

直面质性研究之“质”——基于教育质性研究的科学性评价与新思考

教育质性研究作为一种方法论有其显著的特点,属于人学的研究。但其研究中个人的倾向问题、资料的真实性、过程与方法是否系统严谨以及结论的推广价值问题等常常受到争议。故建议从人本性、可靠性、严谨性与推广度四个维度衍生八个标准去评价质性研究的科学性,而且对于质性研究面临的新挑战要保持警醒。     

Capturing the Complexity of Alternative Schools: Narratives of Latino Males in an Overlooked Educational Space

 This study discusses the needs and challenges associated with Latino males’ treatment in public schools. The primary concern is how nationally, only one in two Latino males graduate from U.S. high schools (Schott Foundation for Public Education in Black Lives Matter: The Schott 50 State Report on Public Education and Black Males, http://blackboysreport.org/, 2015). However, a growing body of research has emerged, heightening Latino males’ social and academic needs in traditional K-12 educational settings. In this paper, we highlight the need to focus on alternative school settings through the narratives of four Latino males enrolled in two alternative public schools. Our findings describe the nuances in alternative schooling experience for Latino males. It explores the school context's differences to (re)engage youth back into school and the various factors that shape their future aspirations. We discuss implications for research and practice to improve alternative schools' conditions to better serve Latino males in this overlooked sector in the educational pipeline.

     

Exploring ethical issues associated with using online surveys in educational research

Online surveys are increasingly used in educational research, yet little attention has focused on ethical issues associated with their use in educational settings. Here, we draw on the broader literature to discuss 5 key ethical issues in the context of educational survey research: dual teacher/researcher roles; informed consent; use of incentives; privacy, anonymity, and confidentiality; and data quality. We illustrate methods of addressing these issues with our experiences conducing online surveys in educational contexts. Moving beyond the procedural ethics approach commonly adopted in quantitative educational research, we recommend adopting a situated/process ethics approach to identify and respond to ethical issues that may arise during the conduct, analysis, and reporting of online survey research. The benefits of online surveying in comparison to traditional survey methods are highlighted, including the potential for online surveys to provide ethically defensible methods of conducting research that would not be feasible in offline education research settings.     

Developing alternative frameworks for exploring intercultural learning: a critique of Hofstede's cultural difference model

Hofstede's model of cultural difference has been used widely for exploring aspects of culture in educational settings. In this paper, we review Hofstede's model and explore some of its limitations, particularly in relation to the field of higher education. These limitations include an oversimplification of cultural differences, inconsistencies between his categories, lack of empirical evidence from educational settings and overall a model of culture as static (instead of dynamic). We argue that educationalists interested in the field of students’ experiences in internationally diverse settings ought to treat Hofstede's model more critically. Other models are recommended that take into account flexible notions of culture, based on research evidence from a range of educational settings, which can be critically and explicitly examined against different educational theories.     

行动研究:教师科研新方法

本文论述了中小学教师应如何使用行动研究的方法进行科研,并认为行动研究可以加速教育科研“产业化”。行动研究以合作的定性研究为主,实地研究和反思是行动研究的关键,日记是重要的环节。本文以笔者正在研究的一个课题为例对行动研究的方法作了详细的介绍。     

A comparison study of augmented reality versus interactive simulation technology to support student learning of a socio-scientific issue

We investigated the impact of an augmented reality (AR) versus interactive simulation (IS) activity incorporated in a computer learning environment to facilitate students' learning of a socio-scientific issue (SSI) on nuclear power plants and radiation pollution. We employed a quasi-experimental research design. Two classes (a total of 45 ninth-grade students) were randomly assigned to either the AR or IS treatments. We compared three outcome variables of the AR and IS groups: knowledge of and attitude towards the SSI, and perceptions of the AR or IS feature. We also examined the interplay among the three variables within each of the two groups. The results indicated no significant differences in knowledge and attitude, but a significant difference in the perceptions between the two groups. Moreover, different patterns of correlations among the variables were identified. The implication includes educational impact of emerging AR technologies to support affective aspects of student learning of SSIs.     

The use of generalizability theory to estimate data reliability in single‐subject observational research

Direct observation of behaviors is a data collection method customarily used in clinical and educational settings. Repeated measures and small samples are inherent characteristics of observational studies that pose challenges to the numerical estimation of reliability for observational data. In this article, we review some debates about the use of Generalizability Theory in estimating reliability of single‐subject observational data. We propose that it could be used but under a clearly stated set of conditions. The conceptualization of facets and object of measurement for a common design of observational research is elucidated under a different light. We provide two numerical examples to illustrate the ideas. Limitations of using Generalizability Theory to estimate reliability of observational data are discussed. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 433–439, 2007.     

Getting looped in to the web: characterizing learning processes and educational responses

Through profiling and matching processes, technology provides individuals with information that becomes redundant to their previous beliefs, attitudes and preferences. The emergence of informational redundancies encouraged by some technologies is likely to influence the way knowledge is constructed by individuals in these settings. In this paper, we present a theoretical basis, rooted in cognitivist and socio-constructivist educational psychology, to characterize such knowledge-construction processes in informal settings. Learning processes in these environments are defined as cumulative: on the individual level, the most likely form of learning is through accretion of knowledge into previous schemata; on the social level, these environments foster learning through cumulative talk. We highlight the challenges that this might pose to education systems and suggest possible educational responses.     

Challenges and Prospects of Virtual Reality and Augmented Reality Utilization among Primary School Teachers: A Developing Country Perspective

The concepts of virtualization for facilitating learning have become the focus of attention in several countries. Yet, the limited understanding of how technologies such as augmented reality (AR) and virtual reality (VR) can be used to improve the learning and teaching of science makes it difficult for educational policy makers to apply additional measures in order to ensure the availability of equipment and trained staff. A semi-structured interview was used to gather data from primary school teachers about the challenges and prospects of utilizing VR and AR technologies in teaching science subjects. A set of evidence and recommendations on AR and VR utilization for teaching science were provided based on an interview of 29 science teachers. It was determined that lack of competency, limited instructional design, lack of focused attention, lack of time, and limited environmental resources were common challenges in VR and AR utilization. In addition, we found that both technologies can be used to promote exploratory behavior and perceived usefulness and develop a positive attitude. Other findings related to these aspects were identified and described. The outcomes from this study can provide insights for administrators and policy makers to set priorities for using VR and AR in school practice to carry out various reflective and exploration tasks.     

AR游戏化学习环境下的学习行为投入影响因素研究

在全球基础教育教学方式不断重组改变的今天,教育游戏作为一种新兴的教学媒体,其寓教于乐的作用受到了相关领域专家、教师以及家长的广泛关注.游戏化学习或基于游戏的学习,尤其是使用移动应用程序和增强现实游戏,已经成为许多教育研究领域的主题.本文首先阐述了学习行为投入的概念和构成维度,并结合体验学习、动机—活动以及自我调节学习理...     

A holistic approach towards Information and Communication Technology (ICT) for addressing education challenges in Asia and the Pacific

Information and Communication Technology (ICT) offers opportunities for governments to address key education challenges of quality, equity, and efficiency. While governments and educational institutions in developed countries may have taken up these opportunities, many developing countries in Asia and the Pacific region have often missed them out. This may be due to countries’ socioeconomic settings, approaches towards design and implementation of the ICT in education plan, and investment on research and development of ICT in education. This paper explores the current challenges of education in Asia and the Pacific and explains how these challenges may be overcome by the strategic use of ICTs when a holistic approach towards ICT in education is adopted.