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John Jr-Hung Lin Sunny S. J. Lin 《International Journal of Science and Mathematics Education》2014,12(3):605-627
The present study investigated (a) whether the perceived cognitive load was different when geometry problems with various levels of configuration comprehension were solved and (b) whether eye movements in comprehending geometry problems showed sources of cognitive loads. In the first investigation, three characteristics of geometry configurations involving the number of informational elements, the number of element interactivities and the level of mental operations were assumed to account for the increasing difficulty. A sample of 311 9th grade students solved five geometry problems that required knowledge of similar triangles in a computer-supported environment. In the second experiment, 63 participants solved the same problems and eye movements were recorded. The results indicated that (1) the five problems differed in pass rate and in self-reported cognitive load; (2) because the successful solvers were very swift in pattern recognition and visual integration, their fixation did not clearly show valuable information; (3) more attention and more time (shown by the heat maps, dwell time and fixation counts) were given to read the more difficult configurations than to the intermediate or easier configurations; and (4) in addition to number of elements and element interactivities, the level of mental operations accounts for the major cognitive load sources of configuration comprehension. The results derived some implications for design principles of geometry diagrams in secondary school mathematics textbooks. 相似文献
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In order to investigate the learning environment of senior high school science laboratory classrooms in Korea, the Science
Laboratory Environment Inventory (SLEI) was translated into Korean and administered to 439 students (99 science-independent
stream students, 195 science-oriented stream students and 145 humanities stream students). Data analyses attested to the sound
factorial validity and internal consistency reliability of the SLEI, as well as its ability to differentiate between the perceptions
of students in different classrooms. Students in the science-independent stream generally perceived their science laboratory
classroom environment more favourably than did students in either the humanities or science-oriented stream. Associations
were found between various measures of students’ attitudes to science and their perceptions on SLEI scales; in particular,
as in past research in other countries, integration between theory and practical classes was a statistically significant predictor
of all attitude criteria when the other SLEI scales were mutually controlled. 相似文献
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Participatory research in education provides an opportunity for university-based researchers to collaborate with teachers to develop understandings and to overcome the school?university and research?practice divides. Several studies illuminate the challenges inherent in conducting participatory research within the institutional context of schools, particularly in achieving a truly equitable research relationship. The purpose of this paper is to argue for a more pragmatic and dynamic view of equity and expertise between school- and university-based collaborators. Elaborating examples from a partnership with teachers at the elementary level, this paper illustrates the complex power dynamics that existed between university- and community-based stakeholders. It points to the need to work with and against existing power structures to co-create multiple and shifting positions of expertise that keep the learning communities open and alive for the promotion of transformative educational practices. 相似文献
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Using a longitudinal sample of Texas high school seniors of 2002 who enrolled in college within the calendar year of high school graduation, we examine variation in college persistence according to the economic composition of their high schools, which serves as a proxy for unmeasured high school attributes that are conductive to postsecondary success. Students who graduated from affluent high schools have the highest persistence rates and those who attended poor high schools have the lowest rates. Multivariate analyses indicate that the advantages in persistence and on-time graduation from 4-year colleges enjoyed by graduates of affluent high schools cannot be fully explained by high school college orientation and academic rigor, family background, pre-college academic preparedness or the institutional characteristics. High school college orientation, family background and pre-college academic preparation largely explain why graduates from affluent high schools who first enroll in 2-year colleges have higher transfer rates to 4-year institutions; however, these factors and college characteristics do not explain the lower transfer rates for students from poor high schools. The conclusion discusses the implications of the empirical findings in light of several recent studies that call attention to the policy importance of high schools as a lever to improve persistence and completion rates via better institutional matches. 相似文献
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