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51.
Mona Lisa Dahms Jens Frederik Dalsgaard Nielsen 《European Journal of Engineering Education》2017,42(6):1196-1219
Problem-based learning (PBL) is one among several approaches to active learning. Being a teacher in a PBL environment can, however, be a challenge because of the need to support students’ learning within a broad ‘landscape of learning’. In this article we will analyse the landscape of learning by use of the study activity model (SAM) developed by the Danish University Colleges, with the aim of investigating to which extent this may lead to explication and clarification concerning the challenges faced by teachers in a PBL environment. In the case study, the SAM is applied to the first semester of an engineering programme at Aalborg University, a university setting where the PBL approach to teaching and learning is dominant. The results of the analysis are presented and discussed, and the conclusion is that the model, in spite of some shortcomings, is useful in clarifying the role of the teacher in a PBL environment. 相似文献
52.
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. 相似文献
53.
Joost Jansen in de Wal Lisette Hornstra Frans J. Prins Thea Peetsma Ineke van der Veen 《教育心理学》2016,36(7):1303-1322
This study’s aim was to examine the prevalence, development and domain specificity of fifth- and sixth-grade elementary school students’ achievement goal profiles. Achievement goals were measured for language and mathematics among 722 pupils at three points in time. These data were analysed through latent profile analysis and latent transition analysis. Results indicated that three similar goal profiles could be discerned at all measurement waves for both language and mathematics. Profiles were labelled ‘multiple goals’, ‘approach oriented’ and ‘moderate/indifferent’. In both mathematics and language, around 80% of the participants remained stable in their goal profiles across measurements. Students who transitioned between goal profiles mostly moved from less to more favourable profiles. Profile membership and transitions between profiles were found to be relatively domain general with 60% overlap between domains. The high level of stability over time and across domains suggests that students’ goal profiles represent relatively stable personal dispositions. 相似文献
54.
Pit-ten Cate Ineke M. Hörstermann Thomas Krolak-Schwerdt Sabine Gräsel Cornelia Böhmer Ines Glock Sabine 《European Journal of Psychology of Education - EJPE》2020,35(3):675-702
European Journal of Psychology of Education - Research has shown that teachers are able to adapt their processing strategy of student information to situational demands, whereby they flexibly use... 相似文献
55.
Katerina Bogomolova Ineke J.M. van der Ham Mary E.W. Dankbaar Walter W. van den Broek Steven E.R. Hovius Jos A. van der Hage Beerend P. Hierck 《Anatomical sciences education》2020,13(5):558-567
Monoscopically projected three-dimensional (3D) visualization technology may have significant disadvantages for students with lower visual-spatial abilities despite its overall effectiveness in teaching anatomy. Previous research suggests that stereopsis may facilitate a better comprehension of anatomical knowledge. This study evaluated the educational effectiveness of stereoscopic augmented reality (AR) visualization and the modifying effect of visual-spatial abilities on learning. In a double-center randomized controlled trial, first- and second-year (bio)medical undergraduates studied lower limb anatomy with stereoscopic 3D AR model (n = 20), monoscopic 3D desktop model (n = 20), or two-dimensional (2D) anatomical atlas (n = 18). Visual-spatial abilities were tested with Mental Rotation Test (MRT), Paper Folding Test (PFT), and Mechanical Reasoning (MR) Test. Anatomical knowledge was assessed by the validated 30-item paper posttest. The overall posttest scores in the stereoscopic 3D AR group (47.8%) were similar to those in the monoscopic 3D desktop group (38.5%; P = 0.240) and the 2D anatomical atlas group (50.9%; P = 1.00). When stratified by visual-spatial abilities test scores, students with lower MRT scores achieved higher posttest scores in the stereoscopic 3D AR group (49.2%) as compared to the monoscopic 3D desktop group (33.4%; P = 0.015) and similar to the scores in the 2D group (46.4%; P = 0.99). Participants with higher MRT scores performed equally well in all conditions. It is instrumental to consider an aptitude–treatment interaction caused by visual-spatial abilities when designing research into 3D learning. Further research is needed to identify contributing features and the most effective way of introducing this technology into current educational programs. 相似文献
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57.
Sylke Vandercruysse Mieke Vandewaetere Frederik Cornillie Geraldine Clarebout 《Educational technology research and development : ETR & D》2013,61(6):927-950
Although educational games have become quite popular in recent research, only a limited number of studies have focused on the effectiveness of these games. While numerous claims have been made about the effectiveness of games, the studies that examine educational effectiveness often contain flaws resulting in unclear conclusions. One possible solution for these shortcomings is to focus on separate game elements rather than on games as a whole. A second solution is to take into account students’ perceptions of instruction as they are likely to affect students’ interpretations and learning outcomes. This study investigated whether the addition of the gaming element ‘competition’ to a computer-based language learning environment is related to students’ motivation, perceptions and learning outcomes. Additionally, this study probed into the effect of instruction, i.e., the instruction of a gaming or learning environment, on students’ perceptions of the environment, their motivation and learning outcomes. 83 students participated in this study, all working in a game-based learning environment for learning business English conversation skills. The results demonstrate that competition is not significantly related to students’ learning gains and only partly related to students’ motivation. Moreover, the majority of students perceived the environment as a learning environment, even when they were instructed to be playing in a gaming environment. To conclude this paper, the practical and theoretical implications for the fields of instructional design and educational games research are discussed. 相似文献
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59.
Ineke M. Pit-ten Cate Sabine Krolak-Schwerdt Sabine Glock 《European Journal of Psychology of Education - EJPE》2016,31(2):225-243
Bias in teachers’ judgment formation and decision making has long been acknowledged. More specifically, studies have repeatedly demonstrated discrepancies between teacher ratings of minority and majority students with similar academic profiles. Studies have also demonstrated that increasing accountability reduced bias. Little is known, however, about the effect of accountability and bias on the accuracy of decisions. This study investigated the short- and long-term effect of accountability priming on the accuracy of transition decisions. It considered both the extent to which teacher decision accuracy differed for minority and majority students with similar academic profiles (accuracy bias) and differences in levels of confidence for accurate versus erroneous decisions (metacognitive judgment bias). In a longitudinal experimental design, we presented 38 primary school teachers with 9 student vignettes at 3 points in time (baseline, post priming, and 6-month follow-up), varying students’ ethnic background, and asked them to make a school tracking decision for each student. We measured decision accuracy as well as teachers’ level of confidence for each decision. Accuracy and confidence levels were combined to provide two indices of metacognitive judgment accuracy. Results confirmed the hypothesis that accuracy of decisions would improve as a result of increased level of accountability. More specifically, we found that teachers made more accurate decisions after priming, whereby ethnic background differences disappeared. In addition, teachers’ metacognitions varied, whereby after priming decision accuracy was better matched with teachers’ confidence levels. Although accuracy levels were still higher at follow-up than at pre-test, the ethnic bias recurred. This study shows that increased levels of accountability are associated with not only increased decision accuracy but also reduced metacognitive judgment bias, especially in regard to minority students. It also demonstrates accountability may be an effective way of reducing systematic errors in decision making. Findings are discussed in terms of theory and current changes in educational practice. 相似文献
60.
Maria Markova Ineke Pit-Ten Cate Sabine Krolak-Schwerdt Sabine Glock 《Journal of Experimental Education》2016,84(3):554-578
Drawing on social cognition frameworks, we experimentally examined preservice teachers' implicit attitudes toward students with special educational needs (SEN) from different ethnic backgrounds and preservice teachers' explicit attitudes toward inclusive education. Preservice teachers (N = 46) completed an evaluative priming task and questionnaires. Results showed indifferent implicit attitudes toward students with SEN with immigrant backgrounds and positive implicit attitudes toward those without immigrant backgrounds. Furthermore, participants reported a high motivation to act without prejudice toward minorities but held less favorable explicit attitudes toward inclusion of students with SEN, especially students with behavioral problems. Differential patterns of implicit and explicit evaluations could bias teachers' interactions with students. Findings are discussed with respect to implications for educational practice and research. 相似文献