Back to Search | Help | Tutorial Search Within Results | New Search | Save This Search | RSS Feed
Sort By: RelevancePublication Date (newest to oldest)Publication Date (oldest to newest)Title (A to Z)Title (Z to A)Author (A to Z)Author (Z to A)Source (A to Z)Source (Z to A)
Use My Clipboard to print, email, export, and save records. More Info: Help 0 items in My Clipboard
Now showing results 1-10 of 30265. Next 10 >>
1. Collaborative Activities Enabled by GroupScribbles (GS): An Exploratory Study of Learning Effectiveness (EJ860876)
Author(s):
Looi, Chee-Kit; Chen, Wenli; Ng, Foo-Keong
Source:
Computers & Education, v54 n1 p14-26 Jan 2010
Pub Date:
2010-01-00
Pub Type(s):
Journal Articles; Reports - Evaluative
Peer-Reviewed:
Yes
Descriptors: Student Attitudes; Learning Activities; Academic Achievement; Foreign Countries; Educational Technology; Classrooms; Epistemology; Computer Assisted Instruction; Information Technology; Science Instruction; Discussion (Teaching Technique); Data Analysis; Small Group Instruction
Abstract: This paper describes the findings of an exploratory cycle of a design-based research project and examines the learning effectiveness of collaborative activities that are supported by the GroupScribbles (GS) software technology in two Singapore primary science classrooms. The students had ten weeks of GS-based lessons in science, which were co-designed by teachers and researchers to teach the curriculum by tapping on collaborative work in small groups as well as in the whole class. The results show that the GS classes performed better than non-GS classes as measured by traditional assessments. With GS, students were found to have more opportunities to participate in class discussions, and were exposed to diversified ideas. Analysis of data collected in the classroom as well as data on students' attitudes and perceptions indicate that GS facilitated students' collaborative learning, and improved students' epistemology and attitudes toward science learning. (Contains 6 tables and 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info: Help | Tutorial Help Finding Full Text | More Info: Help Find in a Library | Publisher's Web Site
2. Effectiveness of a Mobile Plant Learning System in a Science Curriculum in Taiwanese Elementary Education (EJ860879)
Huang, Yueh-Min; Lin, Yen-Ting; Cheng, Shu-Chen
Computers & Education, v54 n1 p47-58 Jan 2010
Journal Articles; Reports - Research
Descriptors: Research Design; Test Results; Elementary Education; Program Effectiveness; Botany; Foreign Countries; Educational Technology; Teaching Methods; Science Curriculum; Academic Achievement; Handheld Devices; Elementary Schools; Quasiexperimental Design; Questionnaires; Interviews; Learning Activities; Pretests Posttests
Abstract: This study developed a Mobile Plant Learning System (MPLS) that provides instructors with the ways and means to facilitate student learning in an elementary-school-level botany course. The MPLS represented in this study was implemented to address problems that arise with the use of a didactic approach to teaching and learning botany, as is typically used in elementary schools in Taiwan. To extend opportunities for learning beyond the classroom, this study used personal digital assistants (PDAs) equipped with the MPLS, which provided both teachers and students access to plant information while in the field. A quasi-experimental research design was used to investigate the effectiveness of using the MPLS to support student learning. The responses to questionnaires and interviews indicate that students valued the outdoor learning activities made possible by use of the PDA and its functions. Pre- and post-test results demonstrated that students also benefitted academically from the use of the MPLS and the PDA. (Contains 6 tables and 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Building Resilience in Pre-Service Teachers (EJ840176)
Le Cornu, Rosie
Teaching and Teacher Education: An International Journal of Research and Studies, v25 n5 p717-723 Jul 2009
2009-07-00
Descriptors: Student Teaching; Personality Traits; Preservice Teacher Education; Practicums; Learning Activities; Discourse Communities
Abstract: This article examines the role that professional experiences (practicum) can play in building resilience in pre-service teachers. In particular it focuses on a learning communities model of professional experience with its emphasis on relationships and its attention to the complex and dynamic interactions between individuals and their "student teaching" contexts. This article draws on a number of studies including evaluations of two cohorts of graduate Bachelor of Education (primary) students and a self-study based on the work of two university academics. Jordan's [2006. "Relational resilience in girls." In S. Goldstein, & R. Brooks, (Eds.), "Handbook of resilience in children." New York: Springer] model of relational resilience--with its characteristics of mutuality, empowerment and the development of courage--is used as a conceptual framework for illuminating some of the emerging insights from our work with the Learning Communities model. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Experienced Teachers' Informal Learning: Learning Activities and Changes in Behavior and Cognition (EJ840180)
Hoekstra, Annemarieke; Brekelmans, Mieke; Beijaard, Douwe; Korthagen, Fred
Teaching and Teacher Education: An International Journal of Research and Studies, v25 n5 p663-673 Jul 2009
Descriptors: Informal Education; Learning Activities; Teaching Methods; Experienced Teachers; Behavior Change; Active Learning; Educational Environment
Abstract: In this study on 32 teachers' learning in an informal learning environment, we analyzed changes in conceptions and behavior regarding students' active and self-regulated learning (ASL), and relations with the teachers' learning activities. Few relations were found between observed changes in "behavior" and learning activities. Changes in "conceptions" appeared to correlate with the activities obtaining new ideas, experimenting with new methods, and reflecting on why certain teaching methods seem to be effective and others not. Only one teacher became more ASL-oriented in both behavior and conceptions. The apparent variation in teachers' informal learning should lead to differentiated support for teacher learning in the workplace. (Contains 9 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Methods for Evaluating Learner Activities with New Technologies: Guidelines for the Lab@Future Project (EJ842363)
Mwanza-Simwami, Daisy; Engestrom, Yrjo; Amon, Tomaz
International Journal on E-Learning, v8 n3 p361-384 Jul 2009
Descriptors: Guidelines; Computer Assisted Instruction; Learning Activities; Aptitude Treatment Interaction; Learner Engagement; Psychometrics; Investigations; Case Studies; Environmental Education; Evaluation Methods; Foreign Countries; Electronic Learning; Student Evaluation
Abstract: The task of evaluating learner activities with new technologies is becoming increasingly complex because traditional evaluation strategies do not adequately consider the unique and often dynamic characteristics of learners and activities carried out. Learner activities are largely driven by motives and relationships that exist in the context in which learning takes place. The article draws insights from theories of human activity and learning in order to understand learners and activities carried out using new technologies. Theory-informed guidelines were abstracted from activity theory and the theory of expansive learning and presented as a method for evaluating learner activities in an international project funded by the European Union (EU), specifically, Lab@Future. We describe basic features of the theories and use a case study to present an example implementation of the theory-informed guidelines used as a method for evaluating learner activities with new technologies. The ultimate goal of this study was to establish a method for applying activity theory-based pedagogical insight to the evaluation of learner activities in the Lab@Future project. The article concludes by reflecting on the benefits of using theory-informed guidelines as a method for evaluating learner activities with new technologies. (Contains 8 figures and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Collaborative Robotic Instruction: A Graph Teaching Experience (EJ842993)
Mitnik, Ruben; Recabarren, Matias; Nussbaum, Miguel; Soto, Alvaro
Computers & Education, v53 n2 p330-342 Sep 2009
2009-09-00
Descriptors: Graphs; Physics; Scientific Concepts; Robotics; Teaching Methods; Science Instruction; Science Activities; Learning Activities; Instructional Effectiveness; Cooperative Learning; Student Motivation; Educational Technology; Computer Assisted Instruction; Technical Support; Handheld Devices; Class Activities
Abstract: Graphing is a key skill in the study of Physics. Drawing and interpreting graphs play a key role in the understanding of science, while the lack of these has proved to be a handicap and a limiting factor in the learning of scientific concepts. It has been observed that despite the amount of previous graph-working experience, students of all ages experience a series of difficulties when trying to comprehend graphs or when trying to relate them with physical concepts such as position, velocity and acceleration. Several computational tools have risen to improve the students' understanding of kinematical graphs; however, these approaches fail to develop graph construction skills. On the other hand, Robots have opened new opportunities in learning. Nevertheless, most of their educational applications focus on Robotics related subjects, such as robot programming, robot construction, and artificial intelligence. This paper describes a robotic activity based on face-to-face computer supported collaborative learning. By means of a set of handhelds and a robot wirelessly interconnected, the aim of the activity is to develop graph construction and graph interpretation skills while also reinforcing kinematics concepts. Results show that students using the robotic activity achieve a significant increase in their graph interpreting skills. Moreover, when compared with a similar computer-simulated activity, it proved to be almost twice as effective. Finally, the robotic application proved to be a highly motivating activity for the students, fostering collaboration among them. (Contains 10 tables and 14 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Cosmic Rays with Portable Geiger Counters: From Sea Level to Airplane Cruise Altitudes (EJ843914)
Blanco, Francesco; La Rocca, Paola; Riggi, Francesco
European Journal of Physics, v30 n4 p685-695 Jul 2009
Journal Articles; Reports - Descriptive
Descriptors: Energy; Astronomy; Measurement Equipment; Computation; Scientific Concepts; Geographic Location; Learning Activities
Abstract: Cosmic ray count rates with a set of portable Geiger counters were measured at different altitudes on the way to a mountain top and aboard an aircraft, between sea level and cruise altitude. Basic measurements may constitute an educational activity even with high school teams. For the understanding of the results obtained, simulations of extensive air showers induced by high-energy primary protons in the atmosphere were also carried out, involving undergraduate and graduate teaching levels. (Contains 5 footnotes and 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. What's the Problem? Meaning Making and Learning to Do Mathematical Word Problems in the Context of Digital Tools (EJ844103)
Lantz-Andersson, Annika; Linderoth, Jonas; Saljo, Roger
Instructional Science: An International Journal of the Learning Sciences, v37 n4 p325-343 Jul 2009
Descriptors: Sociocultural Patterns; Class Activities; Learning Activities; Word Problems (Mathematics); Mathematics Instruction; Teaching Methods; Problem Solving; Cultural Context; Mathematics Activities; Outcomes of Education; Competence; Computer Assisted Instruction; Technology Integration; Instructional Design; Electronic Learning; Educational Technology; Multimedia Instruction; Secondary School Mathematics; Secondary School Students
Abstract: The general background of this study is an interest in how digital tools contribute to structuring learning activities. The specific interest is to explore how such tools co-determine students' reasoning when solving word problems in mathematics, and what kind of learning that follows. Theoretically the research takes its point of departure in a sociocultural perspective on the role of cultural tools in thinking, and in a complementary interest in the role of the communicative framing of cognitive activities. Data have been collected through video documentation of classroom activities in secondary schools where multimedia tools are integrated into mathematics teaching. The focus of the analysis is on cases where the students encounter some kind of difficulty. The results show how the tool to a significant degree co-determines the meaning making practices of students. Thus, it is not a passive element in the situation; rather it invites certain types of activities, for instance iterative computations that do not necessarily rely on an analysis of the problems to be solved. For long periods of time the students' activities are framed within the context of the tool, and they do not engage in discussing mathematics at all when solving the problems. It is argued that both from a practical and theoretical point of view it is important to scrutinize what competences students develop when using tools of this kind. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Exploring "Learning Lives": Community, Identity, Literacy and Meaning (EJ845269)
Erstad, Ola; Gilje, Oystein; Sefton-Green, Julian; Vasbo, Kristin
Literacy, v43 n2 p100-106 Jul 2009
Descriptors: Learning Activities; Literacy; Research Projects; Self Concept; Foreign Countries; Children
Abstract: This article explores the term "learning lives" by reporting on three research projects conducted by members of the Oslo-based research group TransActions. By stressing the term "learning lives" within a range of social "educational" contexts, the article aims to look at learning within and across different learning sites exploring the positioning and repositioning of learner identity across these different "locations". We emphasise how the individual learner relates to other people and objects, drawing on deeper trajectories or narratives of the self as it exists within and outside the immediate learning contexts. We pay attention to processes occurring "between" people which we find significant for the individual's identity, literacy and learning. By doing so we hope to make explicit the mobilisation of resources within and across specific contexts, in the "learning lives" of Norwegian youngsters. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Managing Cognitive Load during Document-Based Learning (EJ845745)
Rouet, Jean-Francois
Learning and Instruction, v19 n5 p445-450 Oct 2009
2009-10-00
Journal Articles; Opinion Papers
Descriptors: Familiarity; Computer Assisted Instruction; Prior Learning; Learning Activities; Educational Environment; Learning Strategies; Hypermedia; Difficulty Level; Cognitive Processes; Student Characteristics; Epistemology; Instructional Design; Educational Technology
Abstract: Designers of interactive learning environments face the issue of managing the learner's cognitive load, reducing irrelevant sources while optimizing useful sources of load. I propose a conceptual framework aimed at organizing the contributions of the papers presented in this special issue. The framework identifies three main dimensions, namely individual, task and environment, which may have specific or combined effects on the amount and type of cognitive load experienced during learning activities. I summarize some of the findings presented in the special issue with respect to each of these dimensions. Then I discuss some limitations of the studies and some perspectives for further research in the domain. I emphasize the need to control learners' level of familiarity with the task setting and environment features, not just their prior knowledge of the content area, in order to obtain reliable assessments of cognitive load and learning outcomes. (Contains 1 figure and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
Help
Help