The purpose of this study was to identify types and patterns of peer scaffolding that occur during inquiry-based learning (IBL) group activities. It employed a single instrumental case approach that integrated quantitative and qualitative analyses of data gathered from 21 students in a ninth grade biology course. A verbal analysis, a content analysis, and a social network analysis (SNA) were performed to identify patterns in group interactions and refine emergent themes. First, nine types of peer scaffolding were identified and found to serve the goals of direction maintenance, cognitive structuring, and simplification. Second, three different patterns related to the high, mixed, and low prior knowledge levels of each group were identified. The high prior knowledge group provided peer scaffolding that focused attention on considerations key to developing their arguments, and this scaffolding may have improved the group’s work. In the mixed prior knowledge group, the students with greater prior knowledge were likely to support those with less prior knowledge. Together, these findings indicate the way students are grouped may impact observable patterns in peer scaffolding. Identifying the difficulties that learners face and the assistance they seek could help instructional designers and teachers identify areas in which students need support during IBL group activities. This study informs educators and practitioners of effective strategies for designing and implementing peer scaffolding to assist inquiry activities in technology-enhanced classroom settings.
A potential undesirable effect of multistage testing is differential speededness, which happens if some of the test takers run out of time because they receive subtests with items that are more time intensive than others. This article shows how a probabilistic response-time model can be used for estimating differences in time intensities and speed between subtests and test takers and detecting differential speededness. An empirical data set for a multistage test in the computerized CPA Exam was used to demonstrate the procedures. Although the more difficult subtests appeared to have items that were more time intensive than the easier subtests, an analysis of the residual response times did not reveal any significant differential speededness because the time limit appeared to be appropriate. In a separate analysis, within each of the subtests, we found minor but consistent patterns of residual times that are believed to be due to a warm-up effect, that is, use of more time on the initial items than they actually need. 相似文献
The authors explore how 3D visualizations of historical sites can be used as pedagogical tools to support historical empathy. They provide three visualizations created by a team at Virginia Tech as examples. They discuss virtual environments and how the digital restoration process is applied. They also define historical empathy, explain why it is important, and discuss how it is taught. 相似文献
The effects of epistemic beliefs and text structure on cognitive processes during comprehension of scientific texts were investigated. On‐line processes were measured using think‐aloud (Experiment 1) and reading time (Experiment 2) methodologies. Measures of off‐line comprehension, prior knowledge and epistemic beliefs were obtained. Results indicated that readers adjust their processing as a function of the interaction between epistemic beliefs and text structure. Readers with misconceptions and more sophisticated epistemic beliefs engage in conceptual change processes, but only when reading refutation texts. Results also showed that memory for text is not affected by differences in epistemic beliefs or text structure. These findings contribute to our understanding of the relations among factors associated with text comprehension and have implications for theories of conceptual change. 相似文献
The article discusses kindergarten and primary school teachers’ preferences for instructional approaches and teaching practices. One hundred and thirty‐three teachers from Estonia completed questionnaires. The results showed that the promotion of students’ comprehension and independence, enhancing practical application and individualisation of instruction are highlighted by kindergarten as well as primary school teachers. The major difference between kindergarten and primary school teachers is in the usage of rote learning practices. Using a person‐oriented approach to data analysis, kindergarten teachers’ instructional patterns were shown to be similar to constructivist approaches, and primary school teachers’ patterns similar to traditional and constructivist approaches. 相似文献
We investigated the online and offline effects of learner and instructional characteristics on conceptual change of a robust misconception in science. Fifty‐nine undergraduate university students with misconceptions about evolution were identified as espousing evaluativist or non‐evaluativist epistemic beliefs in science. Participants were randomly assigned to receive a traditional or refutational text that discussed a misconception in evolution and a general comprehension or elaborative interrogation reading goal. Participants' cognitive and metacognitive processes while reading were measured using a think‐aloud protocol. Postreading, participants' correct and incorrect conceptual knowledge were separately assessed with a transference essay. Results showed that text structure and reading goals affected cognitive conflict, coherence‐building and elaborative processing while reading and promoted correct conceptual knowledge included in essays but failed to affect the inclusion of misconceptions. Further, participants with evaluativist epistemic beliefs engaged in fewer comprehension monitoring processes and were more likely to adapt their coherence‐building processes according to reading goals than their non‐evaluativist counterparts, but epistemic belief groups did not differ in the content of the posttest essay. Theoretical and educational implications of these findings are discussed. 相似文献
This study presents thematic findings from a qualitative investigation with 10 university professors who instructed in multiple international settings. Perceived challenges, outcomes, and effective pedagogical tools of international instruction are presented. Principle instructional challenges included cultural influences in the classroom, communication, and the expected professorial role. Participants cited professional outcomes as an expanded awareness and understanding of complex global and cultural issues and a broadened repertoire of client scenarios, healing strategies, and cultural perceptions of illness. Included are four pedagogical tools cited as effective in international instruction. 相似文献
The present study evaluated the technical aspects of three WISC-R administrations of five psychology graduate students using the WISC-R Administration Observational Checklist (WAOC). The observations also were used as a means of evaluating interrater agreement on the WAOC. Based on a total of 15 observations of two raters, Cohen's x was calculated for 29 of the measures on the checklist. The x values for 24 of these measures were significant (p < .01). Overall scores on the WAOC indicated that students performed significantly better on the second than on the first observation. Their level of performance was maintained, but was not significantly improved, at the time of a third observation made during the second semester. Error patterns were similar to those found by Fantuzzo, Sisemore, and Spradlin (1983), using the Criteria for Competent WISC-R Administration (CCWA). 相似文献
This paper reviews various social psychological constructs that have been discussed previously in isolated articles in order to offer a theoretical framework within which to view resistance and related phenomena in school consultation. The discussion focuses on resistance, cognitive dissonance, reactance, attribution, influence/power, and modeling. The review summarizes contributions and applications made by other authors and provides additional applications from social psychological theory. Applications to school consultation are stressed. The need for empirical research in these areas is emphasized and directions for future research are offered. 相似文献