This paper describes differences in mathematical problem-solving performance of third-grade gifted and fifth-grade average students observed during an eight week period. Results indicated that such factors as attitude, motivation, and belief systems were important to performance. In addition there were major differences in problem-solving behavior between the girls and boys in this study. Because these results were incidental to the original questions of the study (Buchanan, 1984), they were deemed especially significant. Four groups, one of third-grade gifted boys, one of third-grade gifted girls, one of average boys and one of fifth-grade average girls met with the experimenter twice a week for eight weeks to solve a variety of mathematical problems. In the global analysis of video tapes of all sessions and post hoc statistical analysis of selected quantifiable variables, differences in problem-solving performance were best described in terms of motivation, beliefs about mathematics, problem-solving strategies, and means of achieving satisfaction. In addition, the girls' groups were more ego-involved and social; they completed fewer problems and had longer solution times than the boys' groups. Further holistic research is needed to describe the complex interaction that occurs during mathematical problem solving in group situations. Then, appropriate intervention might be designed to assure that both boys and girls have an opportunity to perform at optimum levels. 相似文献
The goal of this research was to highlight the role social regulatory processes play in making students’ teamwork in reciprocal teaching (RT) groups (a classroom activity in which students take the teacher’s role in small group reading sessions) effective. In addition to teamwork quality, we expected peer feedback to be a key factor in enhancing students’ reading comprehension achievements. Because previous research (Schünemann et al. in Contemp Educ Psychol 38:289–305, 2013) has shown that procedures of self-regulated learning (SRL) augment the effects of RT methods, we further assumed that such procedures would promote the quality of students’ collaborative efforts. In a cluster-randomized trial, students in 12 fifth-grade classes practiced a strategic approach to reading either in a RT condition or in a RT + SRL condition. In one of the 14 sessions, students’ interactive behavior was videotaped. Strategy use and reading comprehension were assessed at pretest, posttest, and maintenance. Performance differences between conditions were reliable only at maintenance. A multilevel mediation analysis showed that relative to RT students, RT + SRL students were better able to provide their teammates with informative feedback and organize their group work in a task-focused manner. Only feedback quality mediated the sustainability of treatment effects on strategy use and reading comprehension. In essence, this research suggests that effective reading comprehension trainings should integrate explicit instruction and practice in reading strategies, SRL, and focus on supportive peer processes in small groups with extensive instruction and practice in peer feedback. 相似文献
This study investigated students’ understanding of a virtual infectious disease in relation to their understanding of natural
infectious diseases. Two sixth-grade classrooms of students between the ages of 10 and 12 (46 students) took part in a participatory
simulation of a virtual infectious disease, which was integrated into their science curriculum. The results from our analyses
reveal that students perceived the simulation as similar to a natural infectious disease and that the immersive components
of the simulation afforded students the opportunity to discuss their understandings of natural disease and to compare them
to their experiences with the virtual disease. We found that while the virtual disease capitalized on students’ knowledge
of natural infectious disease through virtual symptoms, these symptoms may have led students to think of its transfer more
as an observable or mechanical event rather than as a biological process. These findings provide helpful indicators to science
educators and educational designers interested in creating and integrating online simulations within classroom environments
to further students’ conceptual understanding. 相似文献
AbstractThis paper examines the implementation of Education for Sustainable Development (ESD) in Germany and explores the possibilities of Social Network Analysis (SNA) for uncovering influential actors in educational policy innovation processes. From the theoretical perspective, an actor’s influence is inferred from its relative position within issue-specific information flows and the trust placed in its capacities and expertise, instead of relying on an actor’s openly expressed role and policy preferences. Drawing on techniques from quantitative SNA enables to analyse the social interactions as well as the frequency and type of information exchange amongst actors in a particular issue area. Empirically, I focus my attention on the educational innovation of ESD, which has been initiated at the global level, but is mainly put into practice at the national or regional level. Data for the study come from mixed mode interviews with a standardised questionnaire. The interviews were conducted and analysed using egocentric and complete SNA. I find, amongst others results, that NGOs and governmental actors occupy significantly more central, prestigious and influential network positions than schools in the course of implementing ESD in Germany. Furthermore, school representatives exhibit few and weak relations, and mostly share links with other formal education actors. 相似文献
This study addresses the question of whether the way in which sets of query terms are identified has an impact on the effectiveness of users’ information seeking efforts. Query terms are text strings used as input to an information access system; they are products of a method or grammar that identifies a set of query terms. We conducted an experiment that compared the effectiveness of sets of query terms identified for a single book by three different methods. One had been previously prepared by a human indexer for a back-of-the-book index. The other two were identified by computer programs that used a combination of linguistic and statistical criteria to extract terms from full text. Effectiveness was measured by (1) whether selected query terms led participants to correct answers and (2) how long it took participants to obtain correct answers. Our results show that two sets of terms – the human terms and the set selected according to the linguistically more sophisticated criteria – were significantly more effective than the third set of terms. This single case demonstrates that query languages do have a measurable impact on the effectiveness of query term languages in the interactive information access process. The procedure described in this paper can be used to assess the effectiveness for information seekers of query terms identified by any query language. 相似文献
Purpose: The aim of this paper is to compare the extension services offered in the field of organic agriculture (OA) in Baden-Württemberg (BW), Germany and Crete, Greece.
Design/methodology approach: 16 in-depth interviews, 10 in BW and 6 in Crete, were carried out with representatives of OA extension providers; interviews were qualitatively analyzed and overall results compared between the two areas.
Findings: The structure along with extensionists' capacities and methods employed are rich, appropriate, and well functioning in BW. On the contrary, poor structure, lack of networking and facilitation in Crete jeopardizes extension performance and impact. Practical implications: Contrary to BW, the situation in Grete does not allow for much optimism concerning the successful development of OA and the implementation of European Innovation Partnerships.
Theoretical implications: Further elaboration of the characteristics of extension/advisory services and their interlinkages, including the role of the state in facilitating pluralistic services, is needed.
Originality/value: The paper demonstrates the importance of the structure of extension services and the central facilitation role of the state; furthermore, the interdependency of structure, capacity and the methods employed is demonstrated which, in turn, influences extension performance and impact especially networking and facilitation for social learning and innovation co-creation. 相似文献