Frontline Learning Research最新文献_第7页

How do doctoral students in STEM fields engage in scientific knowledge practices? STEM领域的博士生如何参与科学知识实践？

Frontline Learning Research Pub Date : 2019-02-22 DOI: 10.14786/FLR.V7I1.393

Jenna Vekkaila, V. Virtanen, J. Kukkola, L. Frick, K. Pyhältö

{"title":"How do doctoral students in STEM fields engage in scientific knowledge practices?","authors":"Jenna Vekkaila, V. Virtanen, J. Kukkola, L. Frick, K. Pyhältö","doi":"10.14786/FLR.V7I1.393","DOIUrl":"https://doi.org/10.14786/FLR.V7I1.393","url":null,"abstract":"Knowledge creation is at the core of scientific endeavour. As early career researchers, doctoral students take part in knowledge creation through engaging in various knowledge practices and make their original contribution to knowledge, and become experts in their particular domain. However, our understanding of what doctoral knowledge practices entails is still insufficient. For this study, a total of 34 doctoral students from STEM fields, including natural sciences, bio- and environmental sciences and medicine were interviewed to gain a better understanding of the kinds of knowledge practices in which doctoral students in the sciences engage. The data were collected with semi-structured interviews, which were qualitatively content analysed. The results showed that the participants mostly described activities that were established everyday knowledge practices of the researcher community (75 %), whereas practices that were innovative (25 %), entailing transformation of the current practices and developing new ones, were less often reported. Moreover, the practices were typically collective, involving the students, their supervisors or other members of their research groups (67 %). Further investigation showed that the participants were typically actively engaged in knowledge practices (79 %) rather than just adapting existing ones (13 %). Perceiving oneself as a bystander was even less typical (8 %). The significance of this study lies in exploring doctoral students’ self-reported knowledge practices in STEM fields, and demonstrates that they perceive themselves as actively and collaboratively engaged in creating knowledge.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44776010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Students’ pride orientation in a learner-focused school setting 学生在以学习者为中心的学校环境中的自豪感取向

Frontline Learning Research Pub Date : 2019-01-31 DOI: 10.14786/FLR.V7I1.387

Judith Fraenken, Marold Wosnitza

{"title":"Students’ pride orientation in a learner-focused school setting","authors":"Judith Fraenken, Marold Wosnitza","doi":"10.14786/FLR.V7I1.387","DOIUrl":"https://doi.org/10.14786/FLR.V7I1.387","url":null,"abstract":"In the past decades, schools have become more autonomous and open learning environments. It therefore seems increasingly important for educational research to also consider contextual influences by including autonomous learning settings in its investigations. Studying the positive activating emotion of pride seems useful to learn more about the effects of this schooling as pride results from exactly those aspects promoted by autonomous learning: Self-evaluation, reflection, self-responsibility and attribution. Moreover, pride becomes relevant for a deeper understanding of students’ learning and achievement as pride promotes the desire to repeat already performed achievements in the future. Regarding the growing support of individual learning in schools, the present study investigates objects of pride of students attending a school that promotes autonomous, non-competitive, individualized and cooperative learning. Students of this school plan their timetables and learning process individually and document it in learning logbooks in which they furthermore can state once a week what they are proud of. In total, 1063 pride statements from 134 students were collected from the learning logbooks. A complementary study, collecting students’ pride statements detached from the learning logbooks, identified 254 pride statements. Results show that the pride focus of students at the examined school is learning-oriented. The findings indicate that the specific learning setting of the examined school provides specific school-based pride triggers and thus promotes the learning-oriented pride focus of the students. This paper shall serve as a basis for further research on students’ pride and objects of pride and its potential effects on motivation, achievement and school life.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":"230 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.14786/FLR.V7I1.387","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41286156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

From monocontextual to multicontextual transfer 从单一语境到多重语境的转移

Frontline Learning Research Pub Date : 2019-01-24 DOI: 10.14786/FLR.V7I1.359

L. Testers, A. Gegenfurtner, R. Geel, S. Brand‐Gruwel

{"title":"From monocontextual to multicontextual transfer","authors":"L. Testers, A. Gegenfurtner, R. Geel, S. Brand‐Gruwel","doi":"10.14786/FLR.V7I1.359","DOIUrl":"https://doi.org/10.14786/FLR.V7I1.359","url":null,"abstract":"An important goal of educational designers is to achieve long-term transfer of learning that is the learner's application of newly acquired competencies. Extensive research during more than a century shows that especially in formal educational settings this fundamental aspect of education often occurs poorly or not at all, leading to what is called a Transfer Problem. To address this transfer problem, the present study examines intentions to transfer learning to multiple contexts; this focus on multiple transfer contexts extends previous research focusing on a single transfer context, typically the workplace. The present study aimed to estimate the influence of five organizational variables (peer support, supervisor support, opportunity to use, openness to change, and feedback) on transfer intention in two different transfer contexts: study and work. Participants were 303 students at an open university attending a course in information literacy. The model was tested using structural equation modelling. The results indicated that before starting the course supervisor support and feedback were considered the strongest predictors of intention to transfer new learning in both the study and the work contexts. This research is amongst the first in the training literature to address multi-contextuality and examines intentions to transfer generic competences to the two transfer contexts study and work within one single study.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.14786/FLR.V7I1.359","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46529513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 19

Students´ reading ability moderates the effects of teachers´ beliefs on students´ reading progress 学生的阅读能力调节教师信念对学生阅读进步的影响

Frontline Learning Research Pub Date : 2019-01-16 DOI: 10.14786/FLR.V7I1.336

F. Egloff, Natalie Förster, Elmar Souvignier

{"title":"Students´ reading ability moderates the effects of teachers´ beliefs on students´ reading progress","authors":"F. Egloff, Natalie Förster, Elmar Souvignier","doi":"10.14786/FLR.V7I1.336","DOIUrl":"https://doi.org/10.14786/FLR.V7I1.336","url":null,"abstract":"Teachers’ beliefs about teaching have been found to affect students’ learning growth. The aim of this study was to investigate effects of teachers’ constructivist and direct-transmissive beliefs on learners’ reading progress and whether these effects are influenced by prior student achievement. We measured constructivist and direct-transmissive beliefs of 29 teachers and the progress in reading fluency and reading comprehension of their students (N = 568) at eight points of measurement over one school year. Results of three-level latent growth curve modeling revealed that teachers’ constructivist beliefs were positively related to learners’ progress in reading fluency but had no general effect on growth in reading comprehension. Nevertheless, the relation between constructivist beliefs and individual learners’ progress in reading comprehension was affected by students’ level of ability. Teachers with stronger constructivist beliefs effected higher learning growth for high ability compared to low ability learners. No effects were found for direct-transmissive beliefs. Using longitudinal modelling of student learning, this study adds a more differentiated view to findings concerning the effects of teacher beliefs. Results show that effects vary depending on subject of learning (fluency vs. comprehension), and that effects of teacher beliefs may depend on students’ level of ability.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42698735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

It’s Not Only What You Say, But How You Say It: Investigating the Potential of Prosodic Analysis as a Method to Study Teacher’s Talk 重要的不只是你说什么，而是你怎么说:韵律分析作为一种研究教师话语的方法的潜力研究

Frontline Learning Research Pub Date : 2018-12-19 DOI: 10.14786/FLR.V6I3.371

Raija H. Hämäläinen, B. Wever, T. Waaramaa, A. Laukkanen, Joni Lämsä

{"title":"It’s Not Only What You Say, But How You Say It: Investigating the Potential of Prosodic Analysis as a Method to Study Teacher’s Talk","authors":"Raija H. Hämäläinen, B. Wever, T. Waaramaa, A. Laukkanen, Joni Lämsä","doi":"10.14786/FLR.V6I3.371","DOIUrl":"https://doi.org/10.14786/FLR.V6I3.371","url":null,"abstract":"In this study, we introduce new insights into prosodic analyses as an emerging method to study teacher talk. We claim that the prosodic aspects (features of speech such as intonation, volume, and pace) of talk are important, but under-represented in the learning sciences. These prosodic aspects may be used to complement, intensify or even reverse the linguistic content of speech. Thus far, most research on classrooms has focused on the content (what is said) rather than on understanding the meaning of the prosodic features (how it is said) of talk. In this study, we introduce prosodic analyses as a method to study classroom discussions. Our exploratory experiment focuses on the prosodic perspective of teacher’s talk to shed light on the features of classroom talk. We present a case in which we align prosodic features with the content of teacher's talk during a nine-week physics course. This article shows that prosodic analyses may have added value for research on learning and professional development. Namely, we illustrate that acting in an authentic classroom setting might trigger specific prosodic aspects in teacher's talk. We further found indications that the teacher applied different voice prosody regarding certain patterns of classroom talk. For the future, we suggest that a combination of content and prosodic analysis is a promising tool for gaining new insights into classroom talk.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.14786/FLR.V6I3.371","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48203057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Learning on the job 在职学习

Frontline Learning Research Pub Date : 2018-12-19 DOI: 10.14786/FLR.V6I3.380

Marjaana Puurtinen

引用次数: 5

Towards a Methodological Framework for Sequence Analysis in the Field of Self-Regulated Learning 自主学习领域序列分析的方法论框架

Frontline Learning Research Pub Date : 2018-12-19 DOI: 10.14786/FLR.V6I3.367

S. V. Laer, J. Elen

{"title":"Towards a Methodological Framework for Sequence Analysis in the Field of Self-Regulated Learning","authors":"S. V. Laer, J. Elen","doi":"10.14786/FLR.V6I3.367","DOIUrl":"https://doi.org/10.14786/FLR.V6I3.367","url":null,"abstract":"In recent decades, conceptualizations and operationalizations of self-regulated learning (SRL) have shifted from SRL as an aptitude to SRL as an event. Alongside this shift, increased technological capability has introduced computer log files to the investigation of SRL, uncovering new research avenues. One such avenue investigates the time-related characteristics of SRL through learners’ behavioural sequences. Although sequence analysis is still relatively new in SRL research, other fields have fruitful traditions in its application and may serve as a basis for applications in the field of SRL. Ten years of investigating SRL through sequence analysis have produced a wide range of methodological approaches. While this variety of methods illustrates the diversity of opportunities, it also indicates the lack of consensus regarding the most appropriate approach. Since the introduction of sequences analysis in the field of SRL, researchers have emphasized the need for a methodological framework to guide its application. Yet, to date, no such framework has been proposed, hindering our progress through (1) transparent methods and (2) comparative studies to (3) empirical and ecological applications. To help overcome this issue, this manuscript aims to foster discussions of a methodological framework for the use of sequence analysis in SRL research. We first make a case for why such a framework is necessary; secondly, we propose a set of considerations which could serve as a starting point for the construction of a framework.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45126515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

A Quantitative Exploration of Two Teachers with Contrasting Emotions: Intra-Individual Process Analyses of Physiology and Interpersonal Behavior 两个情绪对比教师的定量探索:生理与人际行为的个体内过程分析

Frontline Learning Research Pub Date : 2018-12-19 DOI: 10.14786/FLR.V6I3.372

Monika H Donker, T. Gog, M. Mainhard

{"title":"A Quantitative Exploration of Two Teachers with Contrasting Emotions: Intra-Individual Process Analyses of Physiology and Interpersonal Behavior","authors":"Monika H Donker, T. Gog, M. Mainhard","doi":"10.14786/FLR.V6I3.372","DOIUrl":"https://doi.org/10.14786/FLR.V6I3.372","url":null,"abstract":"Although the association between teacher-student relations, teacher emotions, and burnout has been proven on a general level, we do not know the exact processes underlying these associations. Recently there has been a call for intra-individual process measures that assess what happens from moment-to-moment in class in order to better understand inter-individual differences in emotions and burnout between teachers. This paper explored the use of process measures of teachers’ heart rate and their interpersonal behavior during teaching. Our aim was to illustrate different ways of analyzing and combining physiological and observational time-series data and to explore their potential for understanding between-teacher differences. In this illustration, we focused on two teachers who represented contrasting cases in terms of their self-reported teaching-related emotions (i.e., anxiety and relaxation) and burnout. We discuss both univariate process analyses (i.e., trend, autocorrelation, stability) as well as state-of-the-art multivariate process analyses (i.e., cross-correlations, dynamic structural equation modeling). Results illustrate how the two teachers differed in the nature of their physiological responses, their interpersonal behavior, and the association between these two process measures over time. Along implications and suggestions for further research, it is discussed how the process-based, dynamic assessment of physiology and interpersonal behavior may ultimately help to understand differences in more general teaching-related emotions and burnout.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.14786/FLR.V6I3.372","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47278434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 14

Using eye-tracking to assess sourcing during multiple document reading: A critical analysis 在阅读多份文件时使用眼动追踪来评估来源:一项批判性分析

Frontline Learning Research Pub Date : 2018-12-07 DOI: 10.14786/FLR.V6I3.368

L. Salmerón, Laura Gil, Ivar Bråten

{"title":"Using eye-tracking to assess sourcing during multiple document reading: A critical analysis","authors":"L. Salmerón, Laura Gil, Ivar Bråten","doi":"10.14786/FLR.V6I3.368","DOIUrl":"https://doi.org/10.14786/FLR.V6I3.368","url":null,"abstract":"During the last 15 years, there have been some efforts to extend the use of eye-tracking to researching reading in complex contexts, such as the reading of multiple documents. The research community involved in this extension has been interested in higher-order comprehension processes occurring in complex reading contexts, such as sourcing, defined as the processes of attending to, representing, evaluating, and using available or accessible information about the sources of textual content. In this article, we argue that extending eye-tracking research to investigate more complex reading contexts has been made without critically reflecting on its reliability and validity in those contexts. Specifically, because eye-tracking captures automatic as well as conscious processes, it is currently an open question how reliably and consistently eye-tracking captures the strategic sourcing processes that take place during multiple document reading, in particular compared to subjective methods that mainly target conscious processes, such as interviews. We compared sourcing indicators based on eye-tracking measures to sourcing indicated by a post-reading interview. Results suggested that current eye-tracking indices of sourcing are not universally valid and reliable measures, and that simpler methods, such as interviews, may be more suited to assess strategic sourcing during multiple document reading.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.14786/FLR.V6I3.368","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44622507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 15

Fixation-related EEG frequency band power analysis 注视相关EEG频带功率分析

Frontline Learning Research Pub Date : 2018-12-07 DOI: 10.14786/FLR.V6I3.373

C. Scharinger

{"title":"Fixation-related EEG frequency band power analysis","authors":"C. Scharinger","doi":"10.14786/FLR.V6I3.373","DOIUrl":"https://doi.org/10.14786/FLR.V6I3.373","url":null,"abstract":"During the last decade the combined recording of eye-tracking data and electroencephalographic (EEG) data has led to the methodology of fixation-related potentials analysis (FRP). This methodology has been increasingly and successfully used to study EEG correlates in the time domain (i.e., event-related potentials, ERPs) of cognitive processing in free viewing situations like text reading or natural scene perception. Basically, fixation-onset serves as time-locking event for epoching and analysing the EEG data. Here, we propose a methodology of fixation-related frequency band power analysis (FRBP) to study cognitive load and affective variations in learners during free viewing situations of multimedia learning materials (i.e., combinations of textual and pictorial elements). The EEG alpha frequency band power at parietal electrodes may serve as a valid measure of cognitive load, whereas the frontal alpha asymmetry may serve as a measure of affective variations. We will briefly introduce and motivate the measures and the methodology, and discuss methodological challenges. The methodology is frontline for learning research, first, as to date the EEG has been seldom used to study design effects of multimedia learning materials and second, as fixation-related EEG data analysis has rarely been done focussing on the frequency domain (i.e., FRBP). Despite methodological challenges still to be solved, FRBP may provide a more in-depth picture of cognitive processing during multimedia learning compared to eye-tracking data or EEG data in isolation and thus may help clarifying effects of multimedia design decisions.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46802543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8