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.
INTRODUCTION Recently, the application of the information technology into manufacturing fields gets more and more importance on the whole manufacturing shop floors. Currently, many researches reflect the effec- tiveness of knowledge-based production system re- lated to the exchange and management of various manufacturing information using information tech- nology via the Internet in order to increase the com- petitive power of industries. This research suggests a Web-based machining proce… 相似文献
The use of a second screen can enhance information processing and the execution of search tasks within a given period. In this study, we examined the learner's attentional shift (AS) between two screens and controlled secondary tasks (STs) in the media multitasking setting and its effect on the learning process. In particular, we analyzed how cognitive and emotional learning effects can be explored depending on the role of this setting. A between-subject experiment was conducted with 69 participants (simultaneous vs. sequential use of a second screen in terms of open versus closed STs). The findings showed that there was a greater difference in emotional learning effects than in cognitive learning effects for participants who used a second screen. In terms of estimated emotional learning effects of media multitasking, participants engaged in sequential use demonstrated lower anxiety levels and higher competence beliefs during learning compared to participants who were engaged in simultaneous use. Moreover, an interaction effect occurred in the AS between the two screens and in controlled STs of recognition memory. These results indicate that attentional change and controlled STs are key predictors of learning effects in the media multitasking environment. 相似文献
This paper presents an exploratory study that investigates the effects of online learning on distance education students in an open university context. Two hypotheses are posited: (1) a direct relationship exists between students’ involvement in online learning and distance learning outcomes, and (2) an indirect relationship exists between these two domains via the mediating variable of an institutional Transactional Presence (TP), that is, a student's sense of the availability of and connectedness with an educational institution. Student learning achievement, satisfaction and intent‐to‐persist are used as indicators of outcomes of distance learning. The analysis of data garnered from 285 distance students reveals multifaceted relationships between students’ engagement in online learning, their perceptions of institutional TP and the three learning outcome variables. Besides the findings, the paper will discuss factors affecting students’ engagement in online learning in relation to different requirements, that is, optional or compulsory online use as well as the level of the course (undergraduate or postgraduate). 相似文献
Disparate findings on whether students attending charter schools outperform peers in traditional public schools (TPS) may stem from mixing differing types of charters or inadequately accounting for pupil background. To gauge prior family selection and heterogeneous effects, we distinguish between conversion and start-up charter schools, along with a third site-run model operating in the Los Angeles Unified School District (LAUSD). We find that TPS campuses converting to charter status (conversions) attracted more experienced and consistently credentialed teachers, and served relatively advantaged families, compared with newly created charter schools (start-ups), after tracking 66,000 students over 4 years, 2007–2011. Charters overall attracted pupils achieving at higher levels as they began a grade cycle (at baseline), relative to TPS peers, most pronounced among conversions that remained affiliated with the district. After matching students on their propensities to enter a charter school, we find that pupils attending charters outperformed TPS peers over the 4-year period. These benefits are most consistent and moderate in magnitude for middle school students. We observed significant though small effects in English language arts for pupils attending charter high schools. Latino students, mostly attending start-ups, enjoyed consistent benefits from attending a charter school. 相似文献
This study examines the relationships of positive thinking versus negative thinking with psychological well-being and psychological maladjustment. Three hundred and ninety-eight undergraduate students from Singapore participated in this study. First, positive thinking were positively correlated with indicators psychological well-being – life satisfaction and happiness, and negatively correlated with indicators of psychopathology – stress, anxiety, depression, and anger. In contrast, negative thinking were positively correlated with indicators of psychopathology – stress, anxiety, depression, and anger, and negatively correlated with indicators of psychological well-being – life satisfaction and happiness. Second, hierarchical multiple regression results showed that females were more likely than males to be stressed and anxious at the first step of entry. However, there were no significant differences between the sexes in terms of depression, anger, life satisfaction, and happiness. Age did not significantly predict any of the criterion variables. Third, hierarchical multiple regression results showed that negative thinking accounted for more of the significant incremental unique variance in depression, stress, anxiety, life satisfaction, anger, and happiness in order of effect size. This is also found that positive thinking do accounted for a sizable significant incremental unique variance in happiness and life satisfaction, while a very small percentage of 1% significant incremental unique variance for stress, depression, anxiety, and anger. Implications and limitations of these findings were discussed. 相似文献
In this study, we examined the reliability and validity of two curriculum-based measures as indicators of performance in a content-area classroom. Participants were 58 students in a 7th-grade social studies class. CBM measures were student- and administrator-read vocabulary-matching probes. Criterion measures were knowledge pre- and post-tests, the social studies subtest of the Iowa Test of Basic Skills, and student grades. Results revealed moderate alternate-form reliability for both vocabulary-matching measures. Reliability of the measures was increased by combining scores across two testing sessions. Correlations between the predictor and criterion variables were moderate to moderately strong, with the exception of those between vocabulary-matching and student grades. Observed scores for students with LD were lower than for students without LD on both student- and administrator-read vocabulary-matching measures. Few differences in reliability and validity coefficients were found between the student- and administrator-read measures. Results are discussed in terms of the use of CBM as a system for monitoring performance and designing interventions for students with learning disabilities in content-area classrooms. 相似文献