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971.
This study examined children''s drawings to explain children''s conceptual understanding of plant structure and function. The study explored whether the children''s drawings accurately reflect their conceptual understanding about plants in a manner that can be interpreted by others. Drawing, survey, interview, and observational data were collected from 182 students in grades K and 1 in rural southeastern United States. Results demonstrated the children held a wide range of conceptions concerning plant structure and function. These young children held very simple ideas about plants with respect to both their structure and function. Consistent with the drawings, the interviews presented similar findings. 相似文献
972.
Kate Wall Steve Higgins Emma Glasner Ulfëbt Mahmout Jane Gormally 《The Australian Educational Researcher》2009,36(2):93-117
The Learning to Learn in Schools Phase 3 Evaluation was a four year project across England exploring the concept of Learning
to Learn in 33 primary and secondary schools. The project was funded through the UK based Campaign for Learning. One of the
key aims of the project was to ensure that the locus of control in terms of development remains with the schools, who decided
on the focus of innovation relevant to them under the umbrella heading of Learning to Learn. A team from the Research Centre
for Learning and Teaching at Newcastle University then supported and facilitated the teachers in the systematic evaluation
of their experiences. As a result we believe that this process supported meaningful professional development about teaching
and learning. This paper exemplifies this process through two professional enquiries into pupil talk in the classroom and
how it supported learning. The projects were carried out by teachers in two schools, one secondary (11–18 years) and one primary
(4–11 years). Both schools decided that encouraging pupil talk about learning best fit with their priorities and the project
aims of exploring Learning to Learn. The paper describes the different research methods and findings of the teachers’ research,
focusing on the decision making which occurred and how the process of the research has impacted on their professional development.
Conclusions are drawn about how the philosophy of Learning to Learn can be as easily applied to the process of professional
enquiry through action research and teachers’ learning, as to the more traditional domain of students’ learning and how this
might contribute to the development of a successful Learning to Learn school culture. 相似文献
973.
In spite of important differences in some of the resources immigrant parents have to invest in their children, and in immigrant selection rules and settlement policies, there are significant similarities in the relative positions of 4- and 5-year-old children of immigrants in Australia, Canada, the United Kingdom, and the United States. Children of immigrants underperform their counterparts with native-born parents in vocabulary tests, particularly if a language other than the official language is spoken at home, but are not generally disadvantaged in nonverbal cognitive domains, nor are there notable behavioral differences. These findings suggest that the cross-country differences in cognitive outcomes during the teen years documented in the existing literature are much less evident during the early years. 相似文献
974.
Computer‐aided learning (CAL) is an integral part of many medical courses. The neuroscience course at Oxford University for medical students includes CAL course of neuroanatomy. CAL is particularly suited to this since neuroanatomy requires much detailed three‐dimensional visualization, which can be presented on screen. The CAL course was evaluated using the concept of approach to learning. The aims of university teaching are congruent with the deep approach—seeking meaning and relating new information to previous knowledge—rather than to the surface approach of concentrating on rote learning of detail. Seven cohorts of medical students (N = 869) filled in approach to learning scale and a questionnaire investigating their engagement with the CAL course. The students' scores on CAL‐course‐based neuroanatomy assessment and later university examinations were obtained. Although the students reported less use of the deep approach for the neuroanatomy CAL course than for the rest of their neuroanatomy course (mean = 24.99 vs. 31.49, P < 0.001), deep approach for CAL was positively correlated with neuroanatomy assessment performance (r = 0.12, P < 0.001). Time spent on the CAL course, enjoyment of it, the amount of CAL videos watched and quizzes completed were each significantly positively related to deep approach. The relationship between deep approach and enjoyment was particularly notable (25.5% shared variance). Reported relationships between deep approach and academic performance support the desirability of deep approach in university students. It is proposed that enjoyment of the course and the deep approach could be increased by incorporation of more clinical material which is what the students liked most. Anat Sci Educ 10: 560–569. © 2017 American Association of Anatomists. 相似文献
975.
Pedagogical Dilemmas in the National Literacy Strategy: Primary teachers' perceptions,reflections and classroom behaviour 总被引:2,自引:3,他引:2
This paper argues that the National Literacy Strategy (NLS) offers contradictory pedagogical advice to teachers on 'interactive teaching'. It reports research on teachers' perceptions of and responses to this advice and focuses particularly on NLS demands for teaching which is 'well paced with a sense of urgency'. Evidence from case studies and systematic observations of classroom interaction is used to show that whilst teachers vary in their sensitivity to the dilemmas posed by NLS demands, their classroom discourse in the Literacy Hour is quantitatively and qualitatively different from pre-NLS discourse. It is suggested that opportunities for critical reflection on practice are needed to help teachers articulate and resolve the dilemmas created by the imposition of prescribed programmes on personal educational principles. 相似文献
976.
The assessment of internal control is a consideration in all financial statement audits, as stressed by the Statement on Auditing Standards (SAS) No. 78. According to this statement, “the auditor should obtain an understanding of internal control sufficient to plan the audit” ( Accounting Standards Board, 1995 , p. 1). Therefore, an accounting student will progress through the auditing course with the responsibility of learning how and why internal controls are assessed. Research in expert systems applied to auditing has shown that there is strong support for the constructive dialogue used in expert systems as a means of encouraging their use in decision making ( Eining, Jones, & Loebbecke, 1997 ). The purpose of this study is to provide the student or novice auditor with a method for developing a more comprehensive understanding of internal controls and the use of internal controls in audit planning. The results of the study reinforce previous findings that novices do better when an expert system applies analogies along with declarative explanations, and clarifies the length of time in which the use of active learning in a training system can provide an improvement to declarative knowledge, but procedural knowledge must be acquired over a longer time frame. 相似文献
977.
Peter Shea Suzanne Hayes Sedef Uzuner Smith Jason Vickers Temi Bidjerano Alexandra Pickett Mary Gozza-Cohen Jane Wilde Shoubang Jian 《The Internet and Higher Education》2012,15(2):89-95
This paper presents an empirical study grounded in the Community of Inquiry framework (Garrison, Anderson Archer, 2000) and employs quantitative content analysis of student discourse and other artifacts of learning in online courses in an effort to enhance and improve the framework and offer practical implications for online education. As a theoretical framework the purpose of the widely referenced CoI model is to describe, explain, and predict learning in online environments. The current study grows out of an ongoing research agenda to understand student and faculty experiences in emerging technology-mediated education systems and to make recommendations for theory and practice. The major question addressed here is whether the CoI model adequately explains effective learner behavior in fully online courses and to articulate a new conceptual element — learning presence. Results indicate that learning presence is evident in more complex learning activities that promote collaboration and is correlated with course grades. 相似文献
978.
Taught Master's students have been largely overlooked in research into learners' engagement with digital technologies. This article reports work to redress this imbalance, in which an extended email correspondence was conducted with 23 Master's students. Specifically, it investigates (1) the extent to which these students start their courses both functionally competent in the use of IT and digitally literate, and (2) the relationship between students' engagement with digital technologies and their experience of transition to postgraduate study in five areas: knowledge and skills, autonomy, ‘deeper’ learning, enculturation into an academic community, and self-concept. Findings suggest that students may initially be less functionally competent in IT than might be expected, but use these tools in an informed manner. Engagement with a wider range of digital technologies parallels their shift from novice to expert practice and their developing self-concept as researchers; however, non-digital means also remain important in mediating all aspects of transition. 相似文献
979.
Mehmet Aydeniz Kristen Baksa Jane Skinner 《Journal of Science Education and Technology》2011,20(4):403-421
The purpose of this study was to understand the impact of an apprenticeship program on high school students’ understanding
of the nature of scientific inquiry. Data related to seventeen students’ understanding of science and scientific inquiry were
collected through open-ended questionnaires. Findings suggest that although engagement in authentic scientific research helped
the participants to develop competency in experimentation methods it had limited impact on participants’ learning of the implicit
aspects of scientific inquiry and NOS. Discussion focuses on the importance of making the implicit assumptions of science
explicit to the students in such authentic scientific inquiry settings through structured curriculum. 相似文献
980.
Jane Piirto 《International journal of qualitative studies in education》2013,26(4):407-415
Qualitative research methodologies comprise distinct traditions, each of which is based on its own assumptions and discrete methods for collecting, analyzing and reporting data. This paper examines a distinctive approach to qualitative research that was employed in a recent study to open a gateway to understanding the impact of the shootings at Columbine High School. Using the Columbine study as a model, it analyzes and delineates a process for collecting data through modified oral history practices, displaying data through stories using a specialized form of poetic representation, and disclosing results through strategies adapted from educational criticism and connoisseurship. 相似文献