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11.
Brian R. Belland Krista D. Glazewski Jennifer C. Richardson 《Instructional Science》2011,39(5):667-694
Students engaged in problem-based learning (PBL) units solve ill-structured problems in small groups, and then present arguments
in support of their solution. However, middle school students often struggle developing evidence-based arguments (Krajcik
et al., J Learn Sci 7:313–350, 1998). Using a mixed method design, the researchers examined the use of computer-based argumentation scaffolds, called the Connection Log, to help middle school students build evidence-based arguments. Specifically we investigated (a) the impact of computer-based
argumentation scaffolds on middle school students’ construction of evidence-based arguments during a PBL unit, and (b) scaffold
use among members of two small groups purposefully chosen for case studies. Data sources included a test of argument evaluation
ability, persuasive presentation rating scores, informal observations, videotaped class sessions, and retrospective interviews.
Findings included a significant simple main effect on argument evaluation ability among lower-achieving students, and use
of the scaffolds by the small groups to communicate and keep organized. 相似文献
12.
Heidi L. Schnackenberg Krista Luik Yael C. Nisan Colleen Servant 《Educational Research and Evaluation》2013,19(2-3):137-160
In 1996, The Ministry of Education of the Province of Quebec authorized a plan to support the integration of new information technologies and communications (NTIC) in its schools. An expenditure of $318 million dollars was announced for the purchase and upgrade of hardware and software. In response to this initiative, The Concordia University Centre for the Study of Learning and Performance (CSLP) approached the Quebec schoolboards, proposing partnerships between them and the Centre to facilitate the integration of these technologies into pedagogical practices. This article describes a needs assessment performed by the university in two Quebec elementary schools. The collected data revealed that teachers are currently using computers primarily for word processing and to prepare report cards. While they are somewhat dissatisfied with previous professional development, they are still highly interested in receiving training on how to better incorporate technology into their pedagogical practices. General recommendations and a workshop are outlined. 相似文献
13.
Despite the similarities that researchers note between the cognitive processes and knowledge involved in reading and writing, there are students who are much stronger readers than writers and those who are much stronger writers than readers. The addition of the writing section to the SAT provides an opportunity to examine whether certain groups of students are more likely to exhibit stronger performance in reading versus writing and the academic consequences of this discrepant performance. Results of this study, based on hierarchical linear models of student performance, showed that even after controlling for relevant student characteristics and prior academic performance, an SAT critical reading–writing discrepancy had a small effect on 1st-year grade point average as well as English course grades in college. Specifically, students who had relatively higher writing scores as compared to their critical reading scores earned higher grades in their 1st year of college as well as in their 1st-year English course(s). 相似文献
14.
15.
Marjaana Kangas Kaisa Kopisto Krista Löfman Laura Salo Leena Krokfors 《Journal of Adventure Education & Outdoor Learning》2017,17(1):82-91
ABSTRACTThis case study examined how the agency of a fifth-grade pupil appeared across different learning environments in the primary school context. In this study, agency is defined as the initiatives taken by an individual in interactive situations. The research question is: how does a pupil’s agency manifest and vary through taking initiatives across different learning environments within curriculum-based education? The empirical data consist of 50 video episodes including learning activities in a classroom, in a vegetable garden and on a nearby farm. The findings show that the pupil’s agency varied across learning environments, manifesting itself through complementing, supportive, constructive and challenging initiatives. When developing pedagogy that supports learning across formal and informal learning environments, it is essential to enable pupils to take different kinds of initiatives and to exercise their agency in versatile contexts. 相似文献
16.
Phrenologists believed that specific brain regions corresponded to certain character traits. In addition, the size of each
brain region was believed to determine the strength of the respective trait. Phrenology originated in Austria with Franz Josef
Gall and was popularized and commercialized in America at the end of the 19th century by Orson Squire Fowler. In this project,
we conducted a replication of Fowler’s phrenology in order to better understand the specificity of the manualized methodology,
the extent to which the methodology allowed for positive versus negative analyses, and the implications for the scientific
rejection and public acceptance of phrenology. The results of our replication revealed that the subjective judgments and biases
of the examiner strongly influence the results of phrenological analyses.
This project originated as a class assignment in the Spring of 2003 (Tweney, this issue). See Tweney (2004) for general information on historical replication.
Kelly Trevino received her M.A. and Ph.D. in Clinical Psychology from Bowling Green State University. Her research interests include confession and forgiveness, spiritual struggles, religious prejudice, and geropsychology. Kelly was previously published as Kelly M. McConnell. Krista K. Konrad is a post-doctoral fellow in the Eating Disorders Program at Duke University Medical Center in Durham, NC. She received her BA in Psychology from Lawrence University in Appleton, WI, her M.A. in Health Psychology from Appalachian State University in Boone, NC and her Ph.D. in Clinical Psychology from Bowling Green State University in Ohio. She recently completed a pre-doctoral internship in Medical Psychology at Duke University Medical Center. Her primary research interests are the prevention and treatment of eating and weight disorders. 相似文献
Kelly M. TrevinoEmail: |
Kelly Trevino received her M.A. and Ph.D. in Clinical Psychology from Bowling Green State University. Her research interests include confession and forgiveness, spiritual struggles, religious prejudice, and geropsychology. Kelly was previously published as Kelly M. McConnell. Krista K. Konrad is a post-doctoral fellow in the Eating Disorders Program at Duke University Medical Center in Durham, NC. She received her BA in Psychology from Lawrence University in Appleton, WI, her M.A. in Health Psychology from Appalachian State University in Boone, NC and her Ph.D. in Clinical Psychology from Bowling Green State University in Ohio. She recently completed a pre-doctoral internship in Medical Psychology at Duke University Medical Center. Her primary research interests are the prevention and treatment of eating and weight disorders. 相似文献
17.
This study investigated reciprocal relations between adolescents' physical aggression and their perceptions of peers' deviant behaviors and attitudes. Analyses were conducted on four waves of data from 2,290 adolescents (ages 10–16) from three urban middle schools. Autoregression models revealed reciprocal relations between peer factors (i.e., friends' problem behavior, peer pressure for fighting, friends' support for fighting) and adolescents' reporting of their aggressive behavior. Bidirectional relations were also found between peer pressure for fighting and adolescents' frequency of physical aggression based on teacher ratings. Findings were consistent across sex, grade, and time. Findings suggest that multiple dimensions of peers' behaviors uniquely play a role in the development of adolescents' aggression and have important implications for interventions to reduce problem behaviors. 相似文献
18.
Asmalina Saleh Chen Yuxin Cindy E. Hmelo-Silver Krista D. Glazewski Bradford W. Mott James C. Lester 《科学教学研究杂志》2020,57(9):1490-1518
Collaborative inquiry learning affords educators a context within which to support understanding of scientific practices, disciplinary core ideas, and crosscutting concepts. One approach to supporting collaborative science inquiry is through problem-based learning (PBL). However, there are two key challenges in scaffolding collaborative inquiry learning in technology rich environments. First, it is unclear how we might understand the impact of scaffolds that address multiple functions (e.g., to support inquiry and argumentation). Second, scaffolds take different forms, further complicating how to coordinate the forms and functions of scaffolds to support effective collaborative inquiry. To address these issues, we identify two functions that needed to be scaffolded, the PBL inquiry cycle and accountable talk. We then designed predefined hard scaffolds and just-in-time soft scaffolds that target the regulation of collaborative inquiry processes and accountable talk. Drawing on a mixed method approach, we examine how middle school students from a rural school engaged with Crystal Island: EcoJourneys for two weeks (N=45). Findings indicate that hard scaffolds targeting the PBL inquiry process and soft scaffolds that targeted accountable talk fostered engagement in these processes. Although the one-to-one mapping between form and function generated positive results, additional soft scaffolds were also needed for effective engagement in collaborative inquiry and that these soft scaffolds were often contingent on hard scaffolds. Our findings have implications for how we might design the form of scaffolds across multiple functions in game-based learning environments. 相似文献
19.
Imagery research with children has been primarily examined within a structured physical activity context. However, researchers have begun to investigate children’s imagery use in their active play (i.e., unstructured leisure-time physical activity). The objective of the present article was to develop a conceptual model of active play imagery—the active play imagery model. This objective was accomplished by applying the components of the revised applied model of deliberate imagery use (RAMDIU; Cumming and Williams, 2013) to the context of active play. The proposed model comprises the same seven components included in the RAMDIU (i.e., where and when, who, why, what and how, meaning, imagery ability, and outcomes). However, in contrast to the RAMDIU, the active play imagery model acknowledges that individual characteristics can directly influence one’s ability to image. The proposed model will provide a guiding framework for future research and applications of active play imagery. 相似文献
20.