Frontline Learning Research最新文献_第9页

Effects of progressive inquiry on cognitive and affective learning outcomes in adolescents’ geography education 渐进式探究对青少年地理教育认知和情感学习结果的影响

Frontline Learning Research Pub Date : 2018-07-30 DOI: 10.14786/FLR.V6I2.309

M. Kuisma, P. Nokelainen

{"title":"Effects of progressive inquiry on cognitive and affective learning outcomes in adolescents’ geography education","authors":"M. Kuisma, P. Nokelainen","doi":"10.14786/FLR.V6I2.309","DOIUrl":"https://doi.org/10.14786/FLR.V6I2.309","url":null,"abstract":"Adolescents need skills to acquire information and compare, analyze, transform, and experiment with knowledge. However, little research has been conducted on the content and pedagogical practices that are necessary to achieve these skills. This article seeks to contribute to this discussion because geography enables the attainment of the so-called higher-order thinking skills, and the progressive inquiry model provides suitable pedagogical practices. This study provides empirical evidence on the effects of the progressive inquiry teaching method and learning models on cognitive and affective learning outcomes. This paper focuses on learning outcomes among 253 Finnish middle and upper secondary school students. This comparison between different developmental stages reveals the effects of the teaching and learning methods in question. The results indicate that the progressive inquiry method improves cognitive learning results at both educational levels in the context of geography education. The research provides evidence that older students benefit more from the learning model. Additionally, the self-regulated learning skills that the students possess at the beginning of the course do not affect their cognitive learning outcomes. Progressive inquiry clearly enhances the motivation levels of middle school students; however, the effect on the motivation level was more ambiguous among the upper secondary students.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.14786/FLR.V6I2.309","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46132957","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: 7

Testing a Unified Model of Task-specific Motivation: How teachers appraise three professional development activities 任务特定动机的统一模型检验:教师如何评价三项专业发展活动

Frontline Learning Research Pub Date : 2018-06-21 DOI: 10.14786/FLR.V6I1.342

C. J. D. Brabander, F. Glastra

{"title":"Testing a Unified Model of Task-specific Motivation: How teachers appraise three professional development activities","authors":"C. J. D. Brabander, F. Glastra","doi":"10.14786/FLR.V6I1.342","DOIUrl":"https://doi.org/10.14786/FLR.V6I1.342","url":null,"abstract":"This article tests the tenability of a Unified Model of Task-specific Motivation (UMTM). The UMTM integrates task-specific components from several theories of motivation. Core of the model are four interacting but relatively independent types of valences. Affective and cognitive valences represent feelings while doing an activity and thoughts about the value of its consequences respectively; both affective and cognitive valences can be positive and negative, hence calling for approach and avoidance motivation respectively. The interaction between these four types of valences results in a valence appraisal that influences readiness for action. Task-specific antecedents, autonomy, feasibility, social relatedness and subjective norm, influence valences. 441 Primary school teachers provided judgments of all components of the model except social relatedness for three imaginary professional learning activities. The three activities were framed as a school board decided, a team decided and a personally decided learning activity. Structural equation modelling showed that for each activity a separate model was needed. How valences influenced readiness for action was specific to each activity. In the board and team decided activities, for instance, readiness for action appeared to be based predominantly on cognitive valences, while in the personally decided activity affective and cognitive valences showed a more balanced contribution. Regarding task-specific antecedents, however, the picture was less clear. Nevertheless, the UMTM proved to offer rich possibilities for the explanation of complex motivational phenomena and promises a significant reduction of the superabundance of theories that encumbers motivation research.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.14786/FLR.V6I1.342","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47643959","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

A Deeper Understanding of Metacomprehension: Development of a New Multidimensional Tool 对元理解的更深理解：一种新的多维工具的开发

Frontline Learning Research Pub Date : 2018-05-29 DOI: 10.14786/FLR.V6I1.328

Christian M. Soto, A. G. D. Blume, Rodrigo A. Asún, Matthew E. Jacovina, Claudio C. Vásquez

引用次数: 3

Field-Identification IAT predicts students’ academic persistence over and above Theory of Planned Behavior constructs 领域识别测验预测学生的学业坚持程度高于计划行为理论建构

Frontline Learning Research Pub Date : 2018-04-30 DOI: 10.14786/FLR.V6I1.327

N. Roland, A. Mierop, M. Frenay, O. Corneille

引用次数: 3

A Dual Pathway of Student Motivation: Combining an Implicit and Explicit Measure of Student Motivation. 学生动机的双重途径：结合学生动机的内隐和外显测量。

Frontline Learning Research Pub Date : 2018-03-02 DOI: 10.14786/FLR.V6I1.305

L. Hornstra, Antoinette Kamsteeg, S. Pot, Lydia Verheij

{"title":"A Dual Pathway of Student Motivation: Combining an Implicit and Explicit Measure of Student Motivation.","authors":"L. Hornstra, Antoinette Kamsteeg, S. Pot, Lydia Verheij","doi":"10.14786/FLR.V6I1.305","DOIUrl":"https://doi.org/10.14786/FLR.V6I1.305","url":null,"abstract":"Abundant research in social psychology shows human behaviour is guided by beliefs through two pathways, a deliberate and automatic pathway. Research on student motivation has thus far focused mostly on the deliberate pathway and consequently almost exclusively relied on explicit measures (i.e. self-reports of motivation) to assess student motivation and subsequently predict student behaviour and achievement. The purpose of this study was to examine whether student motivation is associated with students’ behavioural engagement and school grades through dual pathways by assessing motivation with a newly developed implicit measure and an explicit measure. Participants were 139 students in year 3 of secondary education (58% female, M = 14.8 years). Motivation was assessed with an implicit association test (IAT) as well as an explicit measure (self-report). Behavioural engagement was assessed by teacher ratings, and school grades were reported by students. The explicit and implicit measures of student motivation were not significantly correlated, suggesting that both measures tap into different aspects of student motivation. Furthermore, structural equation analyses revealed that students’ explicit and implicit motivation were positively associated with school grades. Neither motivation measure was associated with teacher ratings of behavioural engagement. This study contributes to existing research by showing that an implicit measure of student motivation can predict unique variation in school grades in addition to an explicit measure. As such, the current study provides initial support for a dual pathway model of student motivation.","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.14786/FLR.V6I1.305","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43724269","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: 5

Neuroimaging of learning and development: improving ecological validity. 学习与发展的神经影像:改善生态效度。

Frontline Learning Research Pub Date : 2018-01-01 DOI: 10.14786/flr.v6i3.366

Nienke van Atteveldt, Marlieke T R van Kesteren, Barbara Braams, Lydia Krabbendam

{"title":"Neuroimaging of learning and development: improving ecological validity.","authors":"Nienke van Atteveldt, Marlieke T R van Kesteren, Barbara Braams, Lydia Krabbendam","doi":"10.14786/flr.v6i3.366","DOIUrl":"10.14786/flr.v6i3.366","url":null,"abstract":"<p><p>Modern neuroscience research, including neuroimaging techniques such as functional magnetic resonance imaging (fMRI), has provided valuable insights that advanced our understanding of brain development and learning processes significantly. However, there is a lively discussion about whether and how these insights can be meaningful to the educational practice. One of the main challenges is the low ecological validity of neuroimaging studies, making it hard to translate neuroimaging findings to real-life learning situations. Here, we describe four approaches that increase the ecological validity of neuroimaging experiments: using more naturalistic stimuli and tasks, moving the research to more naturalistic settings by using portable neuroimaging devices, combining tightly controlled lab-based neuroimaging measurements with real-life variables and follow-up field studies, and including stakeholders from the practice at all stages of the research. We illustrate these approaches with examples and explain how these directions of research optimize the benefits of neuroimaging techniques to study learning and development. This paper provides a frontline overview of methodological approaches that can be used for future neuroimaging studies to increase their ecological validity and thereby their relevance and applicability to the learning practice.</p>","PeriodicalId":37057,"journal":{"name":"Frontline Learning Research","volume":"6 3 1","pages":"186-203"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6887532/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47888142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0