Instructional Science最新文献_第3页

Improving multiple document comprehension with a lesson about multi-causal explanations in science 通过科学中的多因果解释课程提高多文档理解能力

IF 2.5 3区教育学

Instructional Science Pub Date : 2024-02-01 DOI: 10.1007/s11251-023-09657-1

Thomas D. Griffin, Allison J. Jaeger, M. Anne Britt, Jennifer Wiley

{"title":"Improving multiple document comprehension with a lesson about multi-causal explanations in science","authors":"Thomas D. Griffin, Allison J. Jaeger, M. Anne Britt, Jennifer Wiley","doi":"10.1007/s11251-023-09657-1","DOIUrl":"https://doi.org/10.1007/s11251-023-09657-1","url":null,"abstract":"Relying on multiple documents to answer questions is becoming common for both academic and personal inquiry tasks. These tasks often require students to explain phenomena by taking various causal factors that are mentioned separately in different documents and integrating them into a coherent multi-causal explanation of some phenomena. However, inquiry questions may not make this requirement explicit and may instead simply ask students to explain why the phenomenon occurs. This paper explores an Activity Model Hypothesis that posits students lack knowledge that their explanation should be multi-causal and how to engage in the kind of thinking needed to construct such an explanation. This experiment, conducted on a sample of eigth grade students, manipulated whether students received a short 10-min lesson on the nature of scientific explanations and multi-causal reasoning. Students who received this causal chain lesson wrote essays that were more causally complex and integrated, and subsequently performed better on an inference verification test, than students who did not receive the lesson. These results point to relatively simple changes to instructions that can provide the support students need for successful multiple-document comprehension.","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":"75 2 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139677816","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

Are we teaching novice instructional designers to be creative? A qualitative case study 我们在教新手教学设计师如何发挥创造力吗？定性案例研究

IF 2.5 3区教育学

Instructional Science Pub Date : 2024-01-16 DOI: 10.1007/s11251-023-09656-2

{"title":"Are we teaching novice instructional designers to be creative? A qualitative case study","authors":"","doi":"10.1007/s11251-023-09656-2","DOIUrl":"https://doi.org/10.1007/s11251-023-09656-2","url":null,"abstract":"<h3>Abstract</h3> Creativity is a valuable skill for instructional designers. However, few studies have researched creativity in instructional design (ID) graduate courses. Future professionals' creative thinking is necessary to address societal, technological, and economic challenges. Developing creative thinking in novice instructional designers could allow them to generate creative solutions to ill-structured problems in real-world contexts. This multiple case study investigated the extent to which the nine core courses in an online instructional design master’s program encouraged creativity. We conducted a document analysis of course materials for each course, to analyze whether creativity indicators derived from creativity literature were present. Subsequently, a cross-case synthesis was used to identify patterns across the cases. Semi-structured interviews of the lead course instructors were conducted to evaluate the extent to which they deliberately included creativity concepts into the course design process. Results indicated core courses include learning activities and instructional strategies with the potential to foster creativity. However, explicit references mentioning creativity or being creative were only found in three courses. Lead instructors considered creativity an important aspect of teaching and learning and a concept that needs to be further developed and discussed in ID education. Implications for instructional design education are discussed.","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":"34 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139495653","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

Are you inspired or overwhelmed? The benefits of teachers setting challenging expectations 您是深受鼓舞还是不知所措？教师设定挑战性期望的益处

IF 2.5 3区教育学

Instructional Science Pub Date : 2024-01-12 DOI: 10.1007/s11251-023-09658-0

Robert J. Mills, Emily R. Fyfe, Tanya Beaulieu, Maddy Mills

引用次数: 0

Exploring when learners become aware of their knowledge gaps: Content analyses of learner discussions 探索学习者何时意识到自己的知识差距：学习者讨论内容分析

IF 2.5 3区教育学

Instructional Science Pub Date : 2023-12-16 DOI: 10.1007/s11251-023-09654-4

Jinju Lee, Jongchan Park, Dongsik Kim

{"title":"Exploring when learners become aware of their knowledge gaps: Content analyses of learner discussions","authors":"Jinju Lee, Jongchan Park, Dongsik Kim","doi":"10.1007/s11251-023-09654-4","DOIUrl":"https://doi.org/10.1007/s11251-023-09654-4","url":null,"abstract":"This study investigates when and how awareness of knowledge gaps (AKG) manifests by observing the problem-solving phase of the educational approach known as problem-solving followed by instruction (PS-I). By comprehensively exploring cognitive and metacognitive process of learners during this phase and categorizing students’ judgements of knowledge structure in relation to AKG, it strengthens the underlying mechanisms of PS-I. With sixteen university students as participants, this study quantitatively and qualitatively analyzes conversations that take place during problem-solving activities. In the analysis, the authors suggest a total of ten cognitive and metacognitive events that occur and six judgements of knowledge structure in relation to AKG. The findings indicate that students spend most of their time solving the problem and seldom evaluate their thoughts; few express awareness of a knowledge gap. The authors discuss the relationships between the judgements of knowledge structure and consider when—and to what extent—students perceive their knowledge gaps. Lastly, the authors bring four learning behaviors (i.e., representing and reflecting on knowledge; recognizing and specifying knowledge gaps) with possible instructional strategies to promote each learning behavior.","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":"69 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138686799","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

Teacher versus student perspectives on instructional quality in mathematics education across countries 教师与学生对各国数学教育教学质量的看法

IF 2.5 3区教育学

Instructional Science Pub Date : 2023-11-29 DOI: 10.1007/s11251-023-09652-6

Xin Liu, Kajsa Yang Hansen, Jan De Neve, Martin Valcke

{"title":"Teacher versus student perspectives on instructional quality in mathematics education across countries","authors":"Xin Liu, Kajsa Yang Hansen, Jan De Neve, Martin Valcke","doi":"10.1007/s11251-023-09652-6","DOIUrl":"https://doi.org/10.1007/s11251-023-09652-6","url":null,"abstract":"The present study examines the measurement property of instructional quality in mathematics education, building on data from teachers and students, by combing TALIS 2013 and PISA 2012 linkage data from seven countries. Confirmatory factor analysis was applied to examine the dimensionality of the construct instructional quality in mathematics instruction. Three dimensions were identified (i.e., classroom disciplinary climate, teacher support, and cognitive activation) when building on teacher data from TALIS. This three-dimensional model did not fit all countries. When analyzing PISA data, the same three dimensions could be identified, but two additional dimensions appeared: classroom management and student-orientated instruction. This five-dimensional factor structure reflected metric invariance across all countries. The findings imply that students and teachers seem to hold different perceptions about mathematics instructional quality reflect different dimensions. These differences seem to vary within and between countries. This implies that care should be taken when using the construct as an equivalent measure of instructional quality when studying school effectiveness in mathematics education across countries.","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":"89 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138527681","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

Fostering knowledge integration through individual competencies: the impacts of perspective taking, reflexivity, analogical reasoning and tolerance of ambiguity and uncertainty 通过个人能力促进知识整合:视角、反身性、类比推理和对模糊性和不确定性的容忍的影响

IF 2.5 3区教育学

Instructional Science Pub Date : 2023-11-29 DOI: 10.1007/s11251-023-09653-5

Olga Vogel, Marcel Hunecke

{"title":"Fostering knowledge integration through individual competencies: the impacts of perspective taking, reflexivity, analogical reasoning and tolerance of ambiguity and uncertainty","authors":"Olga Vogel, Marcel Hunecke","doi":"10.1007/s11251-023-09653-5","DOIUrl":"https://doi.org/10.1007/s11251-023-09653-5","url":null,"abstract":"The present study examines the influence of individual competencies on knowledge integration in inter- and transdisciplinary work. Perspective taking, reflexivity, analogical reasoning, and tolerance of ambiguity and uncertainty were investigated as core competencies for fostering knowledge integration. Additional hypotheses assumed that the positive effects are valid in the scientific and economic contexts and that individual competencies predict knowledge integration at different levels of expertise. To test the hypotheses, 421 participants, comprised of students (N = 165) and individuals working in science (N = 152) and economics (N = 104), answered questionnaires on knowledge integration and competencies of knowledge integration in an online survey. Further questions collected demographic data and inquired about experience and expertise in inter- and transdisciplinary work. The main result was that all postulated competencies positively related to knowledge integration. Analogical reasoning and perspective taking showed the strongest relationships with knowledge integration. Further results show that all competencies are positively related to knowledge integration in the student and expert sample, yet the interrelationships differ between the scientific and economic sample. This investigation into the competencies of knowledge integration contributes to the education of inter- and transdisciplinarians in academia and business practice.","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":"15 4","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138527666","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

Better self-explaining backwards or forwards? Prompting self-explanation in video-based modelling examples for learning a diagnostic strategy 更好的自我解释是向后还是向前?在学习诊断策略的基于视频的建模示例中提示自我解释

IF 2.5 3区教育学

Instructional Science Pub Date : 2023-11-16 DOI: 10.1007/s11251-023-09651-7

Julius Meier, Peter Hesse, Stephan Abele, Alexander Renkl, Inga Glogger-Frey

{"title":"Better self-explaining backwards or forwards? Prompting self-explanation in video-based modelling examples for learning a diagnostic strategy","authors":"Julius Meier, Peter Hesse, Stephan Abele, Alexander Renkl, Inga Glogger-Frey","doi":"10.1007/s11251-023-09651-7","DOIUrl":"https://doi.org/10.1007/s11251-023-09651-7","url":null,"abstract":"Self-explanation prompts in example-based learning are usually directed backwards: Learners are required to self-explain problem-solving steps just presented (retrospective prompts). However, it might also help to self-explain upcoming steps (anticipatory prompts). The effects of the prompt type may differ for learners with various expertise levels, with anticipatory prompts being better for learners with more expertise. In an experiment, we employed extensive modelling examples and different types of self-explanations prompts to teach 78 automotive apprentices a complex and job-relevant problem-solving strategy, namely the diagnosis of car malfunctions. We tested the effects of these modelling examples and self-explanation prompts on problem-solving strategy knowledge and skill, self-efficacy, and cognitive load while learning. In two conditions, the apprentices learned with modelling examples and received either retrospective or anticipatory prompts. The third condition was a control condition receiving no modelling examples, but the respective open problems. In comparison with the control condition, modelling examples did not promote learning. However, we observed differential effects of the self-explanation prompts depending on the learner’s prior knowledge level. Apprentices with higher prior knowledge learned more when learning with anticipatory prompts. Apprentices with less prior knowledge experienced a greater increase in self-efficacy and a higher germane cognitive load when learning with retrospective prompts. These findings suggest using different self-explanation prompts for learners possessing varying levels of expertise.","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":"12 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138542241","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

Using productive failure to learn genetics in a game-based environment 在基于游戏的环境中使用有效的失败去学习遗传学

3区教育学

Instructional Science Pub Date : 2023-11-04 DOI: 10.1007/s11251-023-09644-6

Lu Cao, Polly K. Lai, Hongzhi Yang

引用次数: 0

The potential for reconciling pedagogical tradition and innovation: the case of socioscientific argumentation 调和教学传统与创新的潜力:社会科学论证的案例

3区教育学

Instructional Science Pub Date : 2023-11-04 DOI: 10.1007/s11251-023-09650-8

Eran Zafrani, Anat Yarden

引用次数: 0

Learning from erroneous examples in the mathematics classroom: do students with different naïve ideas benefit equally? 从数学课上错误的例子中学习:拥有不同naïve想法的学生是否同样受益?

3区教育学

Instructional Science Pub Date : 2023-10-24 DOI: 10.1007/s11251-023-09648-2

Rafi Safadi, Nadera Hawa

引用次数: 0