Instructional Science最新文献_第4页

Instruction in creative and argumentative writing: transfer and crossover effects on writing process and text quality 创造性和议论文写作教学:对写作过程和文本质量的转移和交叉影响

3区教育学

Instructional Science Pub Date : 2023-09-28 DOI: 10.1007/s11251-023-09647-3

Anouk ten Peze, Tanja Janssen, Gert Rijlaarsdam, Daphne van Weijen

{"title":"Instruction in creative and argumentative writing: transfer and crossover effects on writing process and text quality","authors":"Anouk ten Peze, Tanja Janssen, Gert Rijlaarsdam, Daphne van Weijen","doi":"10.1007/s11251-023-09647-3","DOIUrl":"https://doi.org/10.1007/s11251-023-09647-3","url":null,"abstract":"Abstract To investigate whether a creative writing unit in upper secondary education would improve students’ creative as well as argumentative text quality and to examine whether it would change students’ writing behavior, we tested a creative writing unit based on encouraging writing in flow by using divergent thinking tasks. Four classes (Grade 10) participated in a switching replications design. Students received either creative writing instruction (CWI) or argumentative writing instruction (AWI). Key stroke logging software recorded students’ writing processes, their Creative Self-Concept (CSC) was measured, and text quality was rated holistically. Students were positive about the design of the creative writing unit and the lessons. The effects varied per panel. The first panel showed that CWI had an effect on creative text quality compared to AWI, while AWI had no effect on argumentative text quality, compared to CWI. This pattern indicates a transfer effect of creative writing instruction on argumentative text quality. The transfer effect was moderated by CSC, with larger effects for relatively high CSC-participants. The second panel did not replicate this pattern. Instead, a crossover effect was observed of CWI in panel 1 on the effect of participating in the unit on argumentative writing in panel 2, most pronounced in high CSC-participants. Students’ creative writing speed decreased in the first panel, except for students with a relatively high Creative Self-Concept, and then increased in the second panel. Our findings may guide decisions on incorporating creative writing in the curriculum.","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135344260","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

Bridging communities and schools in Urban development: community and citizen science 在城市发展中架起社区与学校的桥梁:社区与公民科学

3区教育学

Instructional Science Pub Date : 2023-09-22 DOI: 10.1007/s11251-023-09641-9

Rikke Magnussen, Yotam Hod

{"title":"Bridging communities and schools in Urban development: community and citizen science","authors":"Rikke Magnussen, Yotam Hod","doi":"10.1007/s11251-023-09641-9","DOIUrl":"https://doi.org/10.1007/s11251-023-09641-9","url":null,"abstract":"Abstract This paper presents the results of two community and citizen science research projects – Cities at Play and Community Drive – in which young students (aged 11–15) from vulnerable residential areas in Copenhagen, Denmark, collaborated with architects and urban developers to engage in urban development initiatives in their neighborhoods. An educational design was developed over the two research projects in which students underwent phases of discovery, interpretation, ideation, and experimentation. Data were collected from surveys, observations, and interviews to elucidate the ways that three bridges central to community and citizen science projects can function. These include professional (bridges student learning in school and professional communities outside school), citizen (bridges student learning in school and local communities), and student (bridges student learning in school and new student communities) bridges. This research makes both theoretical and practical advancements. Theoretically, it advances our thinking about the diverse roles that participants in multi-sector partnerships can have, as well as how CCS widens the view of cultural asset-based learning by viewing students as experts of their local communities. Practically, we offer four guidelines that were gleaned from the results that can be instructive for the design of future educational community and citizen science projects.","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136062017","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

Community and citizen science in schools: nested inquiries, productive tensions, and the role of communities 学校中的社区和公民科学:嵌套式调查、生产性紧张关系和社区的角色

3区教育学

Instructional Science Pub Date : 2023-09-22 DOI: 10.1007/s11251-023-09643-7

Heidi L. Ballard

引用次数: 0

Intermediate indexing in small group configurations around large screens: interactions that advance knowledge building 围绕大屏幕的小组配置中的中间索引:促进知识构建的相互作用

3区教育学

Instructional Science Pub Date : 2023-09-22 DOI: 10.1007/s11251-023-09645-5

Chen Yaari, Yotam Hod, Ornit Sagy

引用次数: 0

A case of two classes: the interplay of teacher’s guidance with structuring or problematizing scaffolds within inquiry-based environments 两个班级的案例:在探究式环境中，教师指导与结构化或问题化脚手架的相互作用

3区教育学

Instructional Science Pub Date : 2023-09-20 DOI: 10.1007/s11251-023-09649-1

Idit Adler, Laila Sarsour

引用次数: 0

An experimental test of the Big-Fish-Little-Pond Effect using an immersive virtual reality classroom 利用沉浸式虚拟现实教室对大鱼小塘效应进行实验测试

3区教育学

Instructional Science Pub Date : 2023-09-17 DOI: 10.1007/s11251-023-09646-4

Lisa Hasenbein, Ulrich Trautwein, Jens-Uwe Hahn, Stephan Soller, Richard Göllner

{"title":"An experimental test of the Big-Fish-Little-Pond Effect using an immersive virtual reality classroom","authors":"Lisa Hasenbein, Ulrich Trautwein, Jens-Uwe Hahn, Stephan Soller, Richard Göllner","doi":"10.1007/s11251-023-09646-4","DOIUrl":"https://doi.org/10.1007/s11251-023-09646-4","url":null,"abstract":"Abstract Academic self-concept plays a central role in successful learning and is substantially shaped by social comparisons. Research on the so-called Big-Fish-Little-Pond Effect (BFLPE) has yielded a highly robust and generalizable pattern of negative effects of higher class/school average achievement on students’ self-concept when controlling for individual achievement. However, most BFLPE studies have not provided information about the causes behind or the mechanisms underlying the proposed effects. To address this, we used a fully immersive virtual reality (IVR) classroom to experimentally test the extent to which students recognized performance-related classroom behavior as implicit social comparison information and how these perceptions explained differences in students’ self-concepts. Participants ( N = 381 sixth-grade students) experienced an authentic yet standardized IVR teaching situation with virtual classmates who exhibited different performance levels (operationalized as 20% vs. 35% vs. 65% vs. 80% of classmates raising their hands). Hand-raising behavior had a significant positive effect on students’ perceptions of the class’ performance level ( d 20% vs. 65% = 0.60; d 20% vs. 80% = 1.24). In line with the BFLPE, results showed a negative effect of higher performing classmates on students’ situational self-concept ( d 20% vs. 80% = 0.30). Students’ perceptions of the class’ performance level fully explained the effect of classmates’ hand-raising behavior on students’ situational self-concept. The study’s experimental approach provided new insights into the emergence of social comparison effects in the classroom, highlighting the major role of students’ perceptions of their classmates’ performance-related behavior, and moreover demonstrated the general potential of using IVR in classroom research.","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135258476","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: 1

School participation in citizen science (SPICES): substantiating a field of research and practice 学校参与公民科学（SPICES）：证实一个研究和实践领域

IF 2.5 3区教育学

Instructional Science Pub Date : 2023-07-21 DOI: 10.1007/s11251-023-09638-4

Y. Kali, O. Sagy, C. Matuk, Rikke Magnussen

引用次数: 2

Using self-determination theory (SDT) to explain student STEM interest and identity development 运用自主理论（SDT）解释学生STEM兴趣和身份发展

IF 2.5 3区教育学

Instructional Science Pub Date : 2023-07-21 DOI: 10.1007/s11251-023-09642-8

Thomas K. F. Chiu

引用次数: 3

When do students provide more peer feedback? The roles of performance and prior feedback experiences 学生什么时候提供更多的同伴反馈？绩效和先前反馈经验的作用