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21.
This study investigated the collaborative decision-making and communicative discourse of groups of learners engaged in a simulated medical emergency in two conditions. In one condition subgroups used a traditional whiteboard (TW group) to document medical arguments on how to solve a medical emergency. In the other condition subgroups used interactive whiteboards (IW group) where they could document their medical arguments by using a structured template for constructing, annotating and sharing arguments. The discourse of each group was coded with respect to decision-making and communicative activities. The research goal was to identify relationships between the decision-making and collaborative discourse under the two conditions. The IW condition differed from the TW condition in that participants engaged in more adaptive decision-making behavior early on in the intervention. This early engagement led to shared understandings and subsequently to more effective patient management. Group differences were also found in the types of collaborative discourse and the IW groups produced more productive argumentation. 相似文献
22.
Educational researchers have recently begun to conceptualize theoretical constructs and mechanisms of metacognitive activities in terms of the features that are specific to particular academic domains and subject matter. In this paper, we propose a framework of domain-specific metacognition in relation to learning through historical inquiry. The framework postulates that students’ comprehension of historical events is mediated by a state of coherence in understanding the causes that explain why an event occurred. Comprehension breaks down when the causes that explain the occurrence of historical events are unknown, uncertain, or unreported. In order to reinstate coherence in understanding, students engage in cognitive and metacognitive activities in accordance with disciplinary-based practices. Drawing on the existing empirical evidence, we discuss how the study of self-regulatory processes contributes to our understanding of the challenges faced by students while learning about complex historical topics as well as the skills that are required to gain knowledge while investigating the past. 相似文献
23.
Susanne P. Lajoie 《Instructional Science》2005,33(5-6):541-557
A brief overview overview is provided of how the scaffolding metaphor has been defined in educational contexts. This includes
a discussion of what theories guide decision-making regarding what to scaffold as well as considerations as to whom or what
does the scaffolding (human teachers, peers and tutors or computer tutors or support tools designed for learning environments).
The scaffolding construct intersects instruction and assessment in that instructors assess learners to determine what type
or level of scaffold is sufficient to help learners reach their potential. Such assessments are dynamic and ongoing and can
occur through dialogue and social interactions with or without the use of technology. Hence scaffolds are provided when and
where necessary but they are also removed when evidence of learning exists. This article describes how the contributors to
this issue have extended the scaffolding metaphor to open-ended technology based environments. Empirical studies are reviewed
with regard to how they extend the scaffolding metaphor in terms of the theories that guide the design of scaffolds, the metrics
designed to assess how scaffolding affects learning and in terms of teaching scaffolding techniques to others. 相似文献
24.
Instructional Science - Despite the importance of emotion regulation in education there is a paucity of research examining it in authentic educational contexts. Moreover, emotion measurement... 相似文献
25.
Metacognition, Self Regulation, and Self-regulated Learning: A Rose by any other Name? 总被引:1,自引:1,他引:0
Susanne P. Lajoie 《Educational Psychology Review》2008,20(4):469-475
This commentary reviews the distinctions researchers make in defining metacognition, self-regulation, and self-regulated learning
along with the methods used to explore these constructs. Bandura’s notion of reciprocal determinism (1977) is revisited in the context of situated learning, whereby interactions between the person, behavior, and environment take
on new meaning when examining learning and affect in specific contexts where knowledge is constructed through interacting
with all that the environment affords, be that material or human. The interaction between the mind and environment continues
to be an interesting question with regard to these three constructs, and this interaction can be explored by using computers
as cognitive tools. Technology-rich environments are described that provide opportunities for assessing and validating metacognition,
self-regulation, and self-regulated learning with future directions for assessing co-regulation of teams of learners. 相似文献