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71.
Lauren A. Barth-Cohen Michelle K. Smith Daniel K. Capps Justin D. Lewin Jonathan T. Shemwell MacKenzie R. Stetzer 《Journal of Science Education and Technology》2016,25(1):50-61
There is a growing interest in using classroom response systems or clickers in science classrooms at both the university and K-12 levels. Typically, when instructors use this technology, students are asked to answer and discuss clicker questions with their peers. The existing literature on using clickers at the K-12 level has largely focused on the efficacy of clicker implementation, with few studies investigating collaboration and discourse among students. To expand on this work, we investigated the question: Does clicker use promote productive peer discussion among middle school science students? Specifically, we collected data from middle school students in a physical science course. Students were asked to answer a clicker question individually, discuss the question with their peers, answer the same question again, and then subsequently answer a new matched-pair question individually. We audio recorded the peer conversations to characterize the nature of the student discourse. To analyze these conversations, we used a grounded analysis approach and drew on literature about collaborative knowledge co-construction. The analysis of the conversations revealed that middle school students talked about science content and collaboratively discussed ideas. Furthermore, the majority of conversations, both ones that positively and negatively impacted student performance, contained evidence of collaborative knowledge co-construction. 相似文献
72.
Golick Douglas A. Schlesselman Diana M. Ellis Marion D. Brooks David W. 《Journal of Science Education and Technology》2003,12(2):149-152
Bumble Boosters was a lottery grant funded cooperative project between the University of Nebraska – Lincoln Department of Entomology, the Lincoln Public Schools Science Focus Program, and the Lincoln Folsom Children's Zoo. The primary education goal of the project was to create a community of learners to conduct authentic research on bumble bees in Nebraska. Participants were actively engaged in collecting bumble bees and placing nesting domiciles. Internet technology was employed to facilitate networking between project participants. Systematic evaluation was conducted during and after the project. 相似文献
73.
Conclusion The most important finding from this study is that if one adheres to the guidelines from the literature on staff development
and educational change, teachers can and will change their teaching behaviors. It is very easy, however, to underestimate
the time and resources required to implement change in schools. Even a seemingly simple change such as increasing use of educational
computing, which teachers can implement in their individual classrooms without an overhaul of schools, is immensely complex
and difficult. Helping teachers and schools change requires a systematic effort, with intensive on-going support over a period
of three or more years. Science educators, school leaders, and the public must learn that school improvement is not an event
but a continual process of renewal and refinement.
This study demonstrates the importance of allocating resources to staff development and implementation along with those for
curriculum development. Fortunately, the National Science Foundation has recognized the importance of implementation in school
improvement by requiring that implementation be an integral part of all curriculum development projects it funds. As Hall
(1986) said, “It is not enough to build pretty boxes; what is important is to get the boxes used.”
This article is based on work supported by the National Science Foundation under Grant No. MDR-8470061. Any opionions, findings,
and conclusions or recommendations expressed in this publication are those of the authors and do not necessarily reflect the
views of the National Science Foundation. 相似文献
74.
75.
The present study examines the role of orthographic complexity on Italian children’s word reading. Two experiments are reported
in which elementary school children (3rd and 5th graders) read aloud words containing simple or contextual letter-sound conversion
rules. In Experiment 1, both groups of participants read words containing contextual rules more slowly and less accurately
than words containing simple, non-contextual rules. Experiment 2 showed that the effect of rule complexity held for low but
not high frequency words, on both reading speed and accuracy. No interactions with grade were found. This pattern is in line
with previous findings on the effects of rule contextuality on adult performance [Burani, C. Barca, L. & Ellis, A. W. (2006).
Psychonomic Bulletin & Review, 13, 346–352]. Despite the regularity of the Italian orthography, the presence of complex rules influences both reading speed
and accuracy of young readers. Moreover, the reading system of readers of a shallow orthography seems efficient from the first
years of reading instruction. 相似文献
76.
The effects of an intervention designed to enhance students' roles as control agents for strategic functioning were investigated. The goal was to increase the ability of students labeled learning disabled to generate new strategies or adapt existing task-specific strategies for meeting varying demands of the regular classroom. Measures were taken in three areas: (a) metacognitive knowledge related to generating or adapting strategies, (b) ability to generate problem-solving strategies for novel problems, and (c) the effects of the intervention on students' regular classroom grades and teachers' perceptions of the students' self-reliance and work quality. A multiple baseline across subjects design was used. The intervention resulted in dramatic increases in the subjects' verbal expression of metacognitive knowledge and ability to generate task-specific strategies. Students' regular class grades increased; for those students who did not spontaneously generalize use of the strategy to problems encountered in these classes, providing instruction to target specific classes resulted in improved grades. Teacher perceptions of students' self-reliance and work quality did not change, probably because baseline measures were already high in both areas. Implications for instruction and future research are discussed. 相似文献
78.
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80.
This article proposes a social action, mixed methods approach to verifying the efficacy of vocational guidance programs. Research strategies are discussed in the context of how the processes and purposes of efficacy research have been conceptualized and studied in vocational psychology. Examples of how to implement this approach in future efficacy research are provided. 相似文献