连接学生感知和课堂观察作为认知激活的措施

Q3 Social Sciences

Nordic Studies in Education Pub Date : 2022-12-05 DOI:10.23865/nse.v42.3636

Jóhann Örn Sigurjónsson, A. Sigurðardóttir, B. Gísladóttir, Jorryt van Bommel

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引用次数: 1

摘要

使用学生感知调查可以可靠地捕捉到教学的哪些方面，这是一个有争议的话题。本研究的目的是实证研究认知激活的两种不同测量方法的有效性和局限性：系统的课堂观察和学生感知。使用观察系统分析了冰岛10名初中数学教师的34节视频课程，并与Tripod学生感知调查的217份回复进行了比较。结果表明，在认知激活维度上，观察者评分与学生感知之间的联系较弱，这引发了对不同教学质量衡量标准有效性的质疑。

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Connecting Student Perceptions and Classroom Observations as Measures of Cognitive Activation

Which dimensions of instruction can be reliably captured using student perception surveys, is subject for debate. The aim of this study is to empirically explore the validity and limitations of two different measures of cognitive activation: systematic classroom observations and student perceptions. 34 video-recorded lessons from ten lower secondary mathematics teachers in Iceland were analysed using an observation system and compared to 217 responses to the Tripod student perception survey. The results indicate that for the cognitive activation dimension, the connection between observer ratings and student perceptions is weak, raising questions about the validity of different measures of instructional quality.

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来源期刊

Nordic Studies in Education Social Sciences-Education

CiteScore

1.20

自引率

0.00%

发文量

审稿时长

40 weeks