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This paper advocates for place-based education to guide research and design for mobile computers used in outdoor informal environments (e.g., backyards, nature centers and parks). By bringing together research on place-based education with research on location awareness, we developed three design guidelines to support learners to develop robust science-related understandings within local communities. The three empirically- derived design guidelines are: (1) Facilitate participation in disciplinary conversations and practices within personally-relevant places, (2) Amplifying observations to see the disciplinary-relevant aspects of a place, and (3) Extending experiences through exploring new perspectives, representations, conversations, or knowledge artifacts. Last, we link theory to practice by illustrating how the three guidelines were applied in one outdoor science learning project called Tree Investigators. 相似文献
13.
Amy Roth McDuffie Mary Q. Foote Catherine Bolson Erin E. Turner Julia M. Aguirre Tonya Gau Bartell Corey Drake Tonia Land 《Journal of Mathematics Teacher Education》2014,17(3):245-270
As part of a larger research project aimed at transforming preK-8 mathematics teacher preparation, the purpose of this study was to examine the extent to which prospective teachers notice children’s competencies related to children’s mathematical thinking, and children’s community, cultural, and linguistic funds of knowledge or what we refer to as children’s multiple mathematical knowledge bases. Teachers’ noticing supports students’ learning in deep and meaningful ways. Researchers designed and enacted a video analysis activity with prospective teachers in their mathematics methods course. The activity served as a decomposition of practice in order to support prospective teachers in engaging in an approximation of the practice of noticing. Our findings showed that prospective teachers evidenced noticing of mathematics teaching and learning as early as the mathematics methods course. We also found that the prompts and structure of the activity supported prospective teachers by increasing their depth of noticing and their foci in noticing, moving from attending primarily to teacher moves (and merely describing what they saw) to becoming aware of significant interactions (and interpreting effects of these interactions on learning). Implications for teacher educators interested in designing and enacting activities to support noticing are discussed. 相似文献
14.
A method to easily manufacture and assemble a polydimethylsiloxane (PDMS) based microfluidic device is described. The method uses low cost materials and re-usable laser cut polymethyl methacrylate (PMMA) parts. In addition, the thickness of PDMS layers can be controlled and both PDMS layer surfaces are flat, which allows for multi-layer PDMS structures to be assembled. The use of mechanical clamping to seal the structure allows for easy cleaning and re-use of the manufactured part as it can be taken apart at any time. In this way, selected layers can be re-used or replaced. The process described can be easily adopted and utilised without the need for any costly clean room facilities or equipment such as oxygen bonders, making it ideal for laboratories, universities, and classrooms exploring microfluidics applications. 相似文献
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Joost Meijer Miriam Fossen Cornelis M. van Putten Aryan van der Leij 《European Journal of Psychology of Education - EJPE》2006,21(4):385-400
The aim of the research described in this article was the development of an instrument to measure social emotional characteristics
and special educational and pedagogical needs of students in the last grade of primary education. Questionnaires were developed
for teachers as well as for students.
Exploratory factor analyses showed that the factors underlying the structure of the teacher questionnaire corresponded for
the larger part with the negative poles of four factors of the Big Five, i.e., conscientiousness, agreeableness, extraversion,
and emotional stability. A stepwise regression analysis was conducted to examine which factors contribute to the prediction
of type of secondary education. Intelligence was the most important predictor; lack of conscientiousness accounted for another
nine percent of the variance in level of secondary education. 相似文献
17.
Charlotte Larmuseau Jan Cornelis Luigi Lancieri Piet Desmet Fien Depaepe 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(5):1548-1562
To have insight into cognitive load (CL) during online complex problem solving, this study aimed at measuring CL through physiological data. This study experimentally manipulated intrinsic and extraneous load of exercises in the domain of statistics, resulting in four conditions: high complex with hints, low complex with hints, high complex without hints and low complex without hints. The study had a within-subject-design in which 67 students solved the exercises in a randomized order. Self-reported CL was combined with physiological data, namely, galvanic skin response (GSR), skin temperature (ST), heart rate (HR) and heart rate variability (HRV). Multiple imputation was used for handling missing data from resp. 16 and 19 students for GSR/ST and HR/HRV. First, differences between conditions in view of physiological data were examined. Second, we investigated how much variance of self-reported CL and task performance was explained by physiological data. Finally, we investigated which features can be used to assess (objective) CL. Results revealed no significant differences between the manipulated conditions in terms of physiological data. Nonetheless, HR and ST were significantly related to self-reported CL, whereas ST to task performance. Additionally, this study revealed the potential of ST and HR to assess high CL. 相似文献
18.
Alexander Minnaert Monique Boekaerts Cornelis de Brabander Marie-Christine Opdenakker 《Vocations and Learning》2011,4(3):175-190
To prepare students for effective workplace learning, it is necessary to have insight into the contextual characteristics
that affect students’ developing interest. Aiming at students to become selfregulated learners, teachers should act as mindful
coaches, encouraging their students to monitor the quality of collaborative group work. A field study was conducted within
the context of a Computer Supported Collaborative Learning (CSCL) project fostering self-regulated learning. Students and
teachers made use of an electronic instrument that assessed and visualised students’ experiences of the quality of group learning
over time. 137 vocational students in commerce and business administration participated in a 6 months project requiring to
work in small learning groups. A SEM model, based on self-determination theory, fitted the data quite well. Perceived autonomy,
competence, and social relatedness seemed to be good predictors of students’ situational interest. Qualitative interview data
revealed not only the added value of process-oriented reflection and within-group discussion, but also some shortcomings concerning
the effectiveness of (implementing) CSCL. 相似文献
19.
Ahmet Baytak Susan M. Land 《Educational technology research and development : ETR & D》2011,59(6):765-782
This study employed a case study design (Yin, Case study research, design and methods, 2009) to investigate the processes used by 5th graders to design and develop computer games within the context of their environmental
science unit, using the theoretical framework of constructionism. Ten fifth graders designed computer games using Scratch software. The results showed students were able to design functional games, following a learning-by-design process of planning,
designing, testing, and sharing. Observations revealed that game design led to opportunities for informal knowledge building
and sharing among students. This, in turn, encouraged students to test and improve their designs. The findings support the
conclusion that elementary students can develop programming concepts and create computer games when using graphical programming
software developed for their level of experience. Insights into the iterative process of learning-by-game design are presented. 相似文献
20.
The threshold concepts approach to student learning and curriculum design now informs an empirical research base comprising over 170 disciplinary and professional contexts. It draws extensively on the notion of troublesomeness in a ‘liminal’ space of learning. The latter is a transformative state in the process of learning in which there is a reformulation of the learner’s meaning frame and an accompanying shift in the learner’s ontology or subjectivity. Within the extensive literature on threshold concepts, however, the notion of liminal space has remained relatively ill-defined. This paper explores this spatial metaphor to help clarify the difficulties that some teachers observe in the classroom in regard to their students’ understanding. It employs a novel and distinctive approach drawn from semiotic theory to to provide some explanatory insight into learning within the liminal space and render it more open to analysis. The paper develops its argument through four distinct phases. Firstly it explores the spatial metaphor of liminality to gain further purchase on the nature of this transformative space. The second section introduces semiotic theory and indicates how this will be used through a series of graphical and visual devices to render the liminal space more open to analysis. The third section then employs semiotic analysis to nine dimensions of pedagogical content knowledge to gain further insight into what may characterise student conceptual difficulty within the liminal state. The fourth and concluding section emphasises the role of context in conceptual discrimination before advocating a transactional curriculum inquiry approach to future research in this field. 相似文献