This case study describes the verbal and nonverbal social interaction of 11 youth with Autism Spectrum Disorders in a 3D Collaborative Virtual Learning Environment—iSocial. The youth were developing social competence through participation in a social competence intervention curriculum implemented online so as to provide access to high quality instruction for youth in small and rural communities. The data show the ability and variability of verbal and nonverbal reciprocal social interactions while online. In addition, the results of this case study revealed associations between pedagogical design features of the iSocial 3D CVLE, such as, goal-oriented, narrative embedded, game/role play enriched and peer-supported 3D CVLE activity design and higher frequencies and better quality of reciprocal social interaction. Therefore, these findings have potential to inform future design of 3D social learning spaces. 相似文献
European Journal of Psychology of Education - Good readers use various comprehension strategies to understand texts. However, many students lack knowledge on how to purposefully and effectively use... 相似文献
Several studies suggest that sports participation is beneficial for psychosocial health. There is, however, only a limited number of studies about the relationship of specific characteristics of sports participation with psychosocial health. The present study investigated associations between characteristics of sports participation and three aspects of psychosocial health, i.e. internalising problems, externalising problems and prosocial behaviour. The examined characteristics of sports participation pertained to individual versus team sports, indoor versus outdoor sports, involvement in competition or not, and contact sports versus non-contact sports. Cross-sectional data were collected from 1768 Dutch children aged 10–12 years who were member of a sports club. These children completed the Movement and Sports Monitor Questionnaire Youth aged 8–12 years (MSMQ) and the Strength and Difficulties Questionnaire (SDQ). Linear multilevel analyses and logistic generalised estimating equation were conducted. Children participating in team sports, outdoor sports, or competition showed fewer internalising problems than children engaged in individual sports, indoor sports, or only training. The associations with internalising problems were stronger for boys than for girls. Children participating in non-contact sports showed fewer externalising problems than children performing non-contact sports as well as contact sports. Children practising indoor sports or non-contact sports showed better prosocial behaviour than children doing outdoor or contact sports. In conclusion, the form of sports participation seemed to matter highly with respect to internalising problems, especially for boys, and, to a lesser extent, with respect to externalising problems and prosocial behaviour. This offers starting points for developing tailor-made sports programmes for children. 相似文献
Scaffolding is one of the critical features in a problem-based learning environment to address challenges associated with problem solving. While transfer of responsibility is considered as an ultimate goal in scaffolding that is adaptive and contingent, it is rarely studied and practiced. Thus, the purpose of this study was to inform a deeper understanding of one middle school teacher’s manner of soft scaffolding, which refers to just-in-time and contingent support, through teacher-student interaction to examine how transfer of responsibility was achieved. We investigated one middle school teacher’s forms of scaffolding during a problem of food systems and supply chains related multiple aspects of sustainability and social justice issues. Using conversation analysis, three discursive patterns in scaffolding emerged: (1) shifting patterns of turn-taking organization; (2) leaving room for the students to take responsibility by giving extended wait time; and (3) extending the discussion with different examples. The paper concludes with implications for PBL teachers and researchers.
This study examined how scaffolds and student achievement levels influence inquiry and performance in a problem-based learning
environment. The scaffolds were embedded within a hypermedia program that placed students at the center of a problem in which
they were trying to become the youngest person to fly around the world in a balloon. One-hundred and eleven seventh grade
students enrolled in a science and technology course worked in collaborative groups for a duration of 3 weeks to complete
a project that included designing a balloon and a travel plan. Student groups used one of three problem-based, hypermedia
programs: (1) a no scaffolding condition that did not provide access to scaffolds, (2) a scaffolding optional condition that
provided access to scaffolds, but gave students the choice of whether or not to use them, and (3) a scaffolding required condition
required students to complete all available scaffolds. Results revealed that students in the scaffolding optional and scaffolding
required conditions performed significantly better than students in the no scaffolding condition on one of the two components
of the group project. Results also showed that student achievement levels were significantly related to individual posttest
scores; higher-achieving students scored better on the posttest than lower-achieving students. In addition, analyses of group
notebooks confirmed qualitative differences between students in the various conditions. Specifically, those in the scaffolding
required condition produced more highly organized project notebooks containing a higher percentage of entries directly relevant
to the problem. These findings suggest that scaffolds may enhance inquiry and performance, especially when students are required
to access and use them. 相似文献
Ensuring postsecondary readiness is a goal of K‐12 education, but it is unclear whether high school students should get different messages about the required levels of academic preparation depending on their postsecondary trajectories. This study estimated readiness benchmark scores on a college admissions test predictive of earning good grades in majors associated with middle‐skills occupations at 2‐year postsecondary institutions. Results generally indicated similarity between those scores, the corresponding scores for students preparing for high‐skills jobs requiring a bachelor's degree, and established readiness benchmarks for the general college‐going population. Subsequent analyses revealed small variation between readiness benchmarks for different college majors. Overall, results suggest that high school graduates need a strong academic foundation regardless of the postsecondary path they choose. 相似文献
The Preparing Tomorrow’s Teachers to Use Technology (PT3) initiative has funded various efforts to improve and enhance the technology preparation of preservice teachers. At Arizona State University, these efforts have focused on providing preservice teachers with opportunities to develop, implement, and evaluate their own instructional activities that utilize technology effectively and appropriately in authentic situations, to give them the myriad of tools necessary to integrate technology into teaching and learning activities. This paper focuses on the integration of these efforts into the field-based elementary education program, and discusses our formative evaluation of the field-based technology integration model, through the following questions: What are the preliminary successes of the model with regard to student perceptions, attitudes, and integration of technology into instructional activities? and What components of the model require additions or modifications? 相似文献