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271.
Fabrice Dosseville Sylvain Laborde Nicolas Scelles 《Learning and individual differences》2012,22(2):258-262
We investigated the influence of music during learning on the academic performance of undergraduate students, and more particularly the influence of affects induced by music. Altogether 249 students were involved in the study, divided into a control group and an experimental group. Both groups attended the same videotaped lecture, with the addition of classical music for the experimental group. Just after the lecture, both groups had to fill out a multiple choice questionnaire (MCQ) aimed to assess their learning during the lecture. The MCQ score of the experimental group was significantly higher than that of the control group. Affect just before the exam predicted significantly the MCQ-score, however music accounted for an additional part of variance. The effect of music on academic performance is not only about affects, and further research should investigate the underlying mechanisms resulting from a change in the perception of the learning environment. 相似文献
272.
Renee Cole Nicole Becker Marcy Towns George Sweeney Megan Wawro Chris Rasmussen 《International Journal of Science and Mathematics Education》2012,10(1):193-211
In this report, we adapt and extend a methodology for documenting the collective production of meaning in a classroom community.
A cornerstone of the methodological approach that we develop is a close examination of classroom discourse. Our efforts to
analyze the collective production of meaning by examining classroom interaction are compatible with the relatively recent
emphasis in mathematics and science education research that focuses on how communities of learners establish ideas through
discourse and inquiry. The methodological approach we take builds on and extends an approach from mathematics education that
uses Toulmin’s argumentation model to document and analyze students’ conceptual progress. Our modification introduces a new
criterion for empirically demonstrating when particular ways of reasoning become part of the normative practices of the community.
An example from an undergraduate course in physical chemistry is used to illustrate the methodology. 相似文献