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41.
Despite the seemingly good prospects in the Information Technology (IT) industry, the expected number of students who are
interested in the relevant subjects has been limited. While numerous studies have explored the influence of various variables
on programming course participation and performance at a personal level, there have been few studies conducted at a policy
level. This study examined the impact of the medium of instruction (MOI) on student learning of computer programming in Hong
Kong. It also examined the effects of gender and prior academic ability on programming performance. No gender differences
in programming performance were found in the sample after prior academic ability was controlled. Prior academic ability affected
performance differentially. Chinese-medium instructed students tended to outperform their English-medium instructed counterparts
and middle and low-ability students in English-medium schools were notably at-risk. In view of these results, we argue that
the MOI issue is further complicated by student ability. This provides a new understanding of the impact of the MOI on student
learning. At a policy level, the results offer empirical evidence for policy-makers to rethink the current MOI policy. At
a school level, we propose some metacognitive and cognitive strategies to address the needs of those at-risk learners. Finally,
we intend to raise a series of questions that warrant further discussion and investigation. 相似文献
42.
Wilfred W. F. Lau Vicky Lui Samuel K. W. Chu 《Educational technology research and development : ETR & D》2017,65(3):533-553
This study explored the use of wikis in a science inquiry-based project conducted with Primary 6 students (aged 11–12). It used an online wiki-based platform called PBworks and addressed the following research questions: (1) What are students’ attitudes toward learning with wikis? (2) What are students’ interactions in online group collaboration with wikis? (3) What have students learned with wikis in a science inquiry-based project in a primary school context? Analyses of the quantitative and qualitative data showed that with respect to the first research question, the students held positive attitudes toward the platform at the end of the study. With respect to the second research question, the students actively engaged in various forms of learning-related interactions using the platform that extended to more meaningful offline interactions. With respect to the third research question, the students developed Internet search skills, collaborative problem solving competencies, and critical inquiry abilities. It is concluded that a well-planned wiki-based learning experience, framed within an inquiry project-based approach facilitated by students’ online collaborative knowledge construction, is conducive to the learning and teaching of science inquiry-based projects in primary school. 相似文献