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991.
In the learning sciences, students’ understanding of scientific concepts has often been approached in terms of conceptual change. These studies are grounded in a cognitive or a socio-cognitive approach to students’ understanding and imply a focus on the
individuals’ mental representations of scientific concepts and ideas. We approach students’ conceptual change from a socio-cultural
perspective as they make new meaning in genetics. Adhering to a socio-cultural perspective, we emphasize the discursive and
interactional aspects of human learning and understanding. This perspective implies that the focus is on students’ meaning
making processes in collaborative learning activities. In the study, we conduct an analysis of a group of students’ who interact
while working to solve problems in genetics. In our analyses we emphasize four analytical aspects of the students’ meaning
making: (a) the students’ use of resources in problematizing, (b) teacher interventions, (c) changes in interactional accomplishments,
and (d) the institutional aspect of meaning making. Our findings suggest that students’ meaning making surrounding genetics
concepts relates not only to an epistemic concern but also to an interactional and an institutional concern.
Anniken Furberg is a PhD student in education at InterMedia, the University of Oslo. After earning a master’s degree in education at the University of Oslo (1998) she spent four years working as a researcher at Telenor R&I. She still has her position in Telenor R&I but performs her PhD work on a daily basis at InterMedia, the University of Oslo. Her research interests include the socio-cultural approach to collaborative learning, socio-scientific issues, computer-supported learning, and analyses of students’ and teachers’ classroom talk. Hans Christian Arnseth is an associate professor/research director at the Network for IT-Research and Competence in Education, University of Oslo. In 2004 he earned his PhD in education at the University of Oslo. He currently works with initializing and coordinating national and international research programs related to ICT in education. His research explores computer-supported collaborative learning, computer gaming and learning, and analyses of students’ classroom interaction. 相似文献
Anniken FurbergEmail: |
Anniken Furberg is a PhD student in education at InterMedia, the University of Oslo. After earning a master’s degree in education at the University of Oslo (1998) she spent four years working as a researcher at Telenor R&I. She still has her position in Telenor R&I but performs her PhD work on a daily basis at InterMedia, the University of Oslo. Her research interests include the socio-cultural approach to collaborative learning, socio-scientific issues, computer-supported learning, and analyses of students’ and teachers’ classroom talk. Hans Christian Arnseth is an associate professor/research director at the Network for IT-Research and Competence in Education, University of Oslo. In 2004 he earned his PhD in education at the University of Oslo. He currently works with initializing and coordinating national and international research programs related to ICT in education. His research explores computer-supported collaborative learning, computer gaming and learning, and analyses of students’ classroom interaction. 相似文献
992.
This pilot study documents the design and evaluation results of an innovative teaching approach with the use of ICT regarding
the optics concepts of light reflection and diffusion, and vision in Greek primary school. First there was a survey of 140
students to ascertain their initial ideas regarding these concepts. On the basis of the results of that survey, a range of
ICT tools were developed, including a multimedia software application and a piece of Greek physics educational software. They
were then used in the classroom together with an applet on the Web and printed students’ worksheets, and their effectiveness
was evaluated. Teaching was implemented in four Greek primary school classes with 81 students. Another 59 students were taught
the subject traditionally. Before and after instruction all students answered a written questionnaire. Data analysis revealed
that students of the experimental group achieved statistically better performance and manifested conceptual change whereas
students in the control group students presented only a minimal evolution in their initial ideas. 相似文献
993.
Christian Butschek 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2009,8(2):50-59
Ebenso wie beim Fachhochschul-Kollegium selbst, stellen sich beim Leiter des Fachhochschul-Kollegiums eine Reihe von grundlegenden Rechtsfragen, insbesondere zu seiner verfassungs- und hochschulrechtlichen Stellung, seiner Wahl bzw Abberufung, seinen Aufgaben hoheitlicher und nichthoheitlicher Natur, zu verfahrensrechtlichen Problemen und seinem Verhältnis zum Erhalter. Soweit bei dem gegebenen, spärlichen Auslegungsmaterial möglich, wird versucht, Lösungsansätze zu den aufgezeigten Rechtsproblemen zu erarbeiten. 相似文献
994.
995.
Vladimir Kricsfalusy Colleen George Maureen G. Reed 《Environmental Education Research》2018,24(4):593-610
Improving student competencies to address sustainability challenges has been a subject of significant debate in higher education. Problem- and project-based learning have been widely celebrated as course models that support the development of sustainability competencies. This paper describes a course developed for a professional Master’s program in environment and sustainability that employs such a model. Additionally, the course was designed to offer value-added opportunities by introducing attributes of interdisciplinary training, service learning, academic research, and professional practice. Results from the course assessments by students, faculty, community clients and organizational partners show this model provided a range of learning, professional and practical outcomes for course partners. The value-added benefits include strengthening sustainability competencies and professional skills for students; longitudinal research opportunities for teaching faculty; real-time assessments of farming practices for community clients; and a heightened regional profile for the non-profit biosphere reserve organization supporting course delivery. 相似文献
996.
Many scholars agree on the general theoretical structure of metacognition, which is what informed the development of the Metacognitive Awareness Inventory (MAI). Although self-report instruments such as the MAI suffer many threats to validity, they continue to be used in research and practice because of their convenience. With the MAI, studies have varied in the way they calculate scores and in their adherence to the intended theory. In this study, we address these shortcomings and propose modifications in calculating MAI scores. Using confirmatory factor analysis (CFA) and multidimensional random coefficients multinomial logit (MRCML) item-response modeling, we examined how well the intended functioning of the MAI matched the data from 622 undergraduate students. The results support scoring the MAI as two dimensions, knowledge and regulation of cognition, but indicate that the 52-item instrument has poor fit. Using iterative CFA and MRCML models, we tested subsets of items that represent the theory and had good fit. We followed up with tests of between-group and time invariance. The results support the use of a 19-item subset for between-group comparisons, with provisional evidence for its use in longitudinal studies. 相似文献
997.
Higher education institutions are increasingly seeking technological solutions to not only enhance the learning environment but also support students. In this study, we explored the case of an early alert system (EAS) at a regional university engaged in both on-campus and online teaching. Using a total of 16,142 observations captured between 2011 and 2013, we examined the relationship between EAS and the student retention rate. The results indicate that when controlling for demographic, institution, student performance and workload variables, the EAS is able to identify students who have a significantly higher risk of discontinuing from their studies. This implies that early intervention strategies are effective in addressing student retention, and thus an EAS is able to provide actionable information to the student support team. 相似文献
998.
Jasperina Brouwer Andreas Flache Ellen Jansen Adriaan Hofman Christian Steglich 《Higher Education》2018,76(3):483-500
A common assumption about Freshmen Learning Communities (FLCs) is that academic relationships contribute to students’ success. This study investigates how students in learning communities connect with fellow students for friendship and academic support. Longitudinal social network data across the first year, collected from 95 Dutch students in eight FLCs, measure both social and academic relational choices within and beyond the FLCs. Using stochastic actor-based models, the study tests two competing hypotheses. The alignment hypothesis states that students connect with their similar-achieving friends for both academic and social support, leading to an alignment of both types of networks over time. In contrast, the duality hypothesis states dissimilarity between academic support networks and friendship networks: students should connect with better-achieving fellow students for academic support and to more similar peers for friendship. The data support the alignment hypothesis but not the duality hypothesis; in addition, they show evidence of achievement segregation in FLCs: the higher the students’ achievement level, the more they connect with other students for both academic support and friendship, relating in particular to peers with a similarly high achievement level. The results suggest that lower-achieving students are excluded from the support provided by higher-achieving students and instead ask similar lower achievers for support. They thus cannot benefit optimally from the academic integration FLC offer. The article concludes with recommendations of how to support students in an FLC so that they can reach optimal achievement potential. 相似文献
999.
The effectiveness of supplemental phonics instruction employing constant time delay instruction for struggling readers 下载免费PDF全文
This study examined the provision of supplemental instruction using constant time delay for struggling readers who had fallen behind in developing word‐blending skills. Additionally, the study examined the utility of adding a material reward contingency to the instructional program with a contingency derived from percentile‐shaping procedures. Procedures were compared in a withdrawal design applied across blocks of letters with word blending as the target response. Participants exhibited substantial learning gains when provided constant time delay instruction in phonics skills as compared to baseline demonstrating clear experimental control. Results for the constant time delay plus reward contingency conditions were clearly differentiated from baseline but undifferentiated from the other instructional conditions. The implications of the findings for intervention for struggling readers and future research relevant to more comprehensive reading interventions are discussed. 相似文献
1000.
Dimitrios Schizas Efimia Papatheodorou George Stamou 《Research in Science Education》2018,48(2):267-300
This study conducts a textbook analysis in the frame of the following working hypothesis: The transformation of scientific knowledge into school knowledge is expected to reproduce the problems encountered with the scientific knowledge itself or generate additional problems, which may both induce misconceptions in textbook users. Specifically, we describe four epistemological problems associated with how the concept of “ecosystem” is elaborated within ecological science and we examine how each problem is reproduced in the biology textbook utilized by Greek students in the 12th grade and the resulting teacher and student misunderstandings that may occur. Our research demonstrates that the authors of the textbook address these problems by appealing simultaneously to holistic and reductionist ideas. This results in a meaningless and confused depiction of “ecosystem” and may provoke many serious misconceptions on the part of textbook users, for example, that an ecosystem is a system that can be applied to every set of interrelated ecological objects irrespective of the organizational level to which these entities belong or how these entities are related to each other. The implications of these phenomena for science education research are discussed from a perspective that stresses the role of background assumptions in the understanding of declarative knowledge. 相似文献