Instructional Science最新文献_第2页

Investigating the role of an inquiry-based science lab on students’ scientific literacy 探究式科学实验对学生科学素养的作用

IF 2.6 3区教育学

Instructional Science Pub Date : 2024-07-15 DOI: 10.1007/s11251-024-09672-w

Guluzar Eymur, P. Cetin

引用次数: 0

Designing for learning across disciplines: leveraging graphs to improve knowledge integration in science 跨学科学习设计：利用图表改进科学知识整合

IF 2.5 3区教育学

Instructional Science Pub Date : 2024-07-13 DOI: 10.1007/s11251-024-09673-9

Phillip A. Boda, Shruti Bathia, Libby Gerard, Marcia C. Linn

{"title":"Designing for learning across disciplines: leveraging graphs to improve knowledge integration in science","authors":"Phillip A. Boda, Shruti Bathia, Libby Gerard, Marcia C. Linn","doi":"10.1007/s11251-024-09673-9","DOIUrl":"https://doi.org/10.1007/s11251-024-09673-9","url":null,"abstract":"Advances in graphing technologies and learning sciences pedagogy have the potential to equitably support students when exploring complex systems depicting dynamic relationships across multiple disciplinary topics in Science, Technology, Engineering, and Mathematics (STEM). We report on the cumulative impact of science units designed in a Research Practice Partnership (RPP) that leveraged Knowledge Integration (KI) pedagogy to support middle school students to generalize insights to new graph representations and science topics. Teachers across 11 schools incorporated the graph-science units into their curriculum plans. We analyzed ~ 8000 responses to validated and reliable graph-science KI assessment items administered before the first year and after one, two, or three years of instruction aligned with KI pedagogy. With random coefficient, multi-level, mixed-effect regression modeling, we analyzed performance after one-, two-, and three-years of graph-science KI instruction. We also analyzed the growth trajectories of subgroups, i.e., multilingual learners. Data suggest two years of graph-science KI instruction is needed to make significant impacts on student learning and ameliorated the disparity between students with different native language fluencies. These results illustrate the value of technology-enhanced, pedagogically aligned K-12 science instruction that is designed to support connecting diverse graph data and science knowledge comprehensively and cumulatively.","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141611696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Can failure be made productive also in Bayesian reasoning? A conceptual replication study 在贝叶斯推理中，失败也能产生结果吗？概念复制研究

IF 2.5 3区教育学

Instructional Science Pub Date : 2024-07-12 DOI: 10.1007/s11251-024-09670-y

Katharina Loibl, Timo Leuders

{"title":"Can failure be made productive also in Bayesian reasoning? A conceptual replication study","authors":"Katharina Loibl, Timo Leuders","doi":"10.1007/s11251-024-09670-y","DOIUrl":"https://doi.org/10.1007/s11251-024-09670-y","url":null,"abstract":"The composite instructional design PS-I combines an initial problem-solving phase (PS) with a subsequent explicit instruction phase (I). PS-I has proven effective for conceptual learning in comparison to instructional designs with the reverse order (I-PS), especially when the explicit instruction phase productively builds on students’ erroneous or incomplete (i.e., failed) solution attempts. Building on student solutions during explicit instruction may support students to integrate their intermediate knowledge (acquired during problem solving) with the newly introduced knowledge components. While these effects have been shown for learning the concept of variance in multiple studies, it remains unclear whether these effects generalize to other situations. We conducted a conceptual replication study of Loibl and Rummel (Loibl and Rummel, Learning and Instruction 34:74–85, 2014a) choosing Bayesian reasoning as target knowledge. 75 students were assigned to four conditions in a 2 × 2 design (factor 1: PS-I vs. I-PS; factor 2: instruction phase with vs. without typical student solutions). In contrast to Loibl and Rummel (2014a), we did neither find a main effect for PS-I vs. I-PS, nor for building on typical student solutions. The missing effect of PS-I can be explained by the fact that students merely activated their prior knowledge on probabilities without exploring the problem-solving space and without becoming aware of their knowledge gaps. The missing effect of building on typical student solutions can be explained by a mismatch of the solutions generated and the ones included in the explicit instruction. Therefore, building on typical student solutions did not foster an integration of students’ intermediate knowledge and the introduced knowledge components.","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141611610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

English learners learn from worked example comparison in algebra 英语学习者从代数中的实例对比中学习

IF 2.5 3区教育学

Instructional Science Pub Date : 2024-06-28 DOI: 10.1007/s11251-024-09668-6

Xiaojuan Ke, Kristie J. Newton

引用次数: 0

How more-improvement and less-improvement groups differ in peer feedback giving and receiving practice-an exploratory study 进步较大和进步较小的群体在给予和接受同伴反馈的实践中有何不同--一项探索性研究

IF 2.5 3区教育学

Instructional Science Pub Date : 2024-06-05 DOI: 10.1007/s11251-024-09667-7

Wenli Chen, Qianru Lyu, Junzhu Su

{"title":"How more-improvement and less-improvement groups differ in peer feedback giving and receiving practice-an exploratory study","authors":"Wenli Chen, Qianru Lyu, Junzhu Su","doi":"10.1007/s11251-024-09667-7","DOIUrl":"https://doi.org/10.1007/s11251-024-09667-7","url":null,"abstract":"Peer feedback is widely applied to support peer learning and accumulating studies pointed out that feedback features directly impact its learning benefits. However, existing peer feedback studies provide limited insights into group-level peer feedback activities in authentic classrooms. This study conducted group-level peer feedback activity in social studies classrooms of a Singapore secondary school. Fourteen groups of students (N = 61, Female = 61) participated in group-level peer feedback during the computer-supported collaborative argumentation activities. Students’ collaborative argumentation and peer feedback were collected. Paired sample t-test was conducted to compare each group’s argumentation performance before and after peer feedback activity. Qualitative content analysis was implemented to identify the cognitive and affective features of peer feedback given and received by more-improvement groups and less-improvement groups. A comparison of the feature networks between two student groups revealed the effective practices of peer feedback. The results demonstrated the key role of the specific solution when student groups gave and received peer feedback apart from problem identification and general suggestions. Besides, providing peer feedback at the overall argumentation level was found to be more beneficial than a word or evidence level. When receiving feedback, the use of hedge was found to bring more group improvement than mitigation language. These findings highlight the important features of peer feedback in group-level peer feedback activities, providing insights for the design and instruction of group-level peer feedback activities in authentic classrooms.","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141255330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Actor-network theory as a new direction in research on educational dialogues 作为教育对话研究新方向的行动者网络理论

IF 2.5 3区教育学

Instructional Science Pub Date : 2024-06-05 DOI: 10.1007/s11251-024-09669-5

Baruch B. Schwarz, Udi Tsemach, Mirit Israeli, E. Nir

引用次数: 2

Students’ voices—the dynamic interactions between learning preferences, gender, learning disabilities, and achievements in science studies 学生的声音--学习偏好、性别、学习障碍与科学学习成绩之间的动态互动

IF 2.5 3区教育学

Instructional Science Pub Date : 2024-06-04 DOI: 10.1007/s11251-024-09666-8

Oshra Aloni, Michal Zion, Ornit Spektor-Levy

{"title":"Students’ voices—the dynamic interactions between learning preferences, gender, learning disabilities, and achievements in science studies","authors":"Oshra Aloni, Michal Zion, Ornit Spektor-Levy","doi":"10.1007/s11251-024-09666-8","DOIUrl":"https://doi.org/10.1007/s11251-024-09666-8","url":null,"abstract":"Students’ individual characteristics influence the effectiveness of instruction and learning and, therefore, the depth of learning. This study brings forth the voices of middle school students regarding their science learning preferences through four modalities: visual, auditory, sensorimotor, and agency support. We examined the relationship between the students’ science learning preferences and three of their personal characteristics (gender, having or not having a learning disability, and level of scientific knowledge and skills). The study encompassed 305 students (166 girls) and applied a quantitative methodology employing two questionnaires: Scientific Knowledge and Skills and Learning Preferences. Analysis of variance and multiple regressions revealed that the participants favored all four learning modalities, with a significant preference for learning via visual and sensorimotor means. Girls significantly preferred learning preferences via visuals and agency support. A significant correlation was found between the level of preference for learning science via auditory means and the students’ level of scientific knowledge and skills. Hierarchical regression analysis showed a significant positive contribution of gender and preference for learning science via auditory means but no contribution of having a learning disability to the students’ level of scientific knowledge and skills. The study results show the importance of implementing multi-faceted instructional strategies to address students’ diversity and learning preferences. Our findings underscore the need for educators and policymakers to be attentive to the students’ voices when striving to narrow gaps, achieve equality among students, and elevate students’ knowledge and skills in science studies.","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141255058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Can whole-body tracing and hand tracing make any difference? Experimental evidence of learning outcomes, cognitive load, and intrinsic motivation on university students 全身描画和手部描画有区别吗？大学生学习成果、认知负荷和内在动机的实验证据

IF 2.5 3区教育学

Instructional Science Pub Date : 2024-06-01 DOI: 10.1007/s11251-024-09664-w

Genmei Zuo, Lijia Lin

引用次数: 0

CID: a framework for the cognitive analysis of composite instructional designs CID：综合教学设计认知分析框架

IF 2.5 3区教育学

Instructional Science Pub Date : 2024-05-18 DOI: 10.1007/s11251-024-09665-9

Katharina Loibl, Timo Leuders, Inga Glogger-Frey, Nikol Rummel

{"title":"CID: a framework for the cognitive analysis of composite instructional designs","authors":"Katharina Loibl, Timo Leuders, Inga Glogger-Frey, Nikol Rummel","doi":"10.1007/s11251-024-09665-9","DOIUrl":"https://doi.org/10.1007/s11251-024-09665-9","url":null,"abstract":"Instruction often spans multiple phases (e.g., phases of discovery learning, instructional explanations, practice) with different learning goals and different pedagogies. For any combination of multiple phases, we use the term composite instructional design (CID). To understand the mechanisms underlying composite instructional designs, we propose a framework that links three levels (knowledge, learning, instruction) across multiple phases: Its core element is the specification of learning mechanisms that explain how intermediate knowledge (i.e., the knowledge state between instructional phases) generated by the learning processes of one phase impacts the learning processes of a following phase. The CID framework serves as a basis for conducting research on composite instructional designs based on a cognitive analysis, which we exemplify by discussing existing research in light of the framework. We discuss how the CID framework supports understanding of the effects of composite instructional designs beyond the individual effects of the single phases through an analysis of effects on intermediate knowledge (i.e., the knowledge state resulting from a first instructional phase) and how it alters the learning processes initiated by the instructional design of a second phase. We also aim to illustrate how CID can help resolve contradictory findings of prior studies (e.g., studies that did or did not find beneficial effects of problem solving prior to instruction). Methodologically, we highlight the challenge of altering one learning mechanism at a time as experimental variations on the instructional design level often affect multiple learning processes across phases.","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141061396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Semiempty collaborative concept mapping in history education: students’ engagement in historical reasoning and coconstruction 历史教育中的半空协作概念图：学生参与历史推理和共同建构

IF 2.5 3区教育学

Instructional Science Pub Date : 2024-05-17 DOI: 10.1007/s11251-024-09659-7

Manuel Lucero, M. Montanero, Carla A. M. van Boxtel

引用次数: 0