8 results
Search Results
2. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012)
- Author
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International Association for Development of the Information Society (IADIS)
- Abstract
The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The IADIS CELDA 2012 Conference received 98 submissions from more than 24 countries. Out of the papers submitted, 29 were accepted as full papers. In addition to the presentation of full papers, short papers and reflection papers, the conference also includes a keynote presentation from internationally distinguished researchers. Individual papers contain figures, tables, and references.
- Published
- 2012
3. Consolidating One Novel Structure whilst Constructing Two More
- Author
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Williams, Gaye
- Abstract
This study reports the cognitive processing of a Year 8 female student (Kerri) during a test, and during her subsequent homework as she consolidated as part of abstracting; a topic of recent research interest. This case adds to the body of knowledge about how constructing and consolidating can occur simultaneously. The analysis captured the complexity of the cognitive processing, and their intertwined nature. Data was captured through lesson video, and post-lesson, video-stimulated reconstructive student interviews. It was found that Kerri's constructing and consolidating included characteristics previously identified by others, and an additional feature. Her constructing included "branching" (Kidron & Dreyfus, 2004, p. 159); but unlike the case cited, one of these branches related to a new goal. (Contains 1 note and 2 figures.) [For complete proceedings, see ED496851.]
- Published
- 2005
4. Learning Progressions: Tools for Assessment and Instruction for All Learners. Technical Report #1307
- Author
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University of Oregon, Behavioral Research and Teaching (BRT), Sáez, Leilani, Lai, Cheng-Fei, and Tindal, Gerald
- Abstract
Conceptually, learning progressions hold promise for improving assessment and instruction by precisely outlining what students know and don't know at particular stages of knowledge and skill development. Based upon a synthesis of the literature, a rationale for the use of learning progressions maps to clarify how learning progresses in English language arts and mathematics is provided. How these maps can characterize learning for students, including those with significant disabilities and intellectual gifts, is discussed. In addition, large-scale learning progressions projects undertaken in Australia, New Zealand, and the United States are described. We conclude the paper with a discussion about specific ways in which the application of learning progression maps can enhance current assessment and instruction practices for supporting the learning of "all" students.
- Published
- 2013
5. Patterns of reading behaviour in digital hypertext environments.
- Author
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Hahnel, Carolin, Ramalingam, Dara, Kroehne, Ulf, and Goldhammer, Frank
- Subjects
HYPERTEXT systems ,LANGUAGE & languages ,POPULATION geography ,MATHEMATICS ,SOCIAL classes ,DESCRIPTIVE statistics ,READING ,HIGH school students ,SCIENCE - Abstract
Background: Computer‐based assessment allows for the monitoring of reader behaviour. The identification of patterns in this behaviour can provide insights that may be useful in informing educational interventions. Objectives: Our study aims to explore what different patterns of reading activity exist, and investigates their interpretation and consistency across different task sets (units), countries, and languages. Three patterns were expected: on‐task, exploring and disengaged. Methods: Using log data from the PISA 2012 digital reading assessment (9226 students from seven countries), we conducted hierarchical cluster analyses with typical process indicators of digital reading assessments. We identified different patterns and explored whether they remained consistent across different units. To validate the interpretation of the identified patterns, we examined their relationship to performance and student characteristics (gender, socio‐economic status, print reading skills). Results and Conclusions: The results indicate a small number of transnational clusters, with unit‐specific differences. Cluster interpretation is supported by associations with student characteristics—for example, students with low print reading skills were more likely to show a disengaged pattern than proficient readers. Exploring behaviour tended to be exhibited only once across the three units: It occurred in the first unit for proficient readers and in later units for less skilled readers. Major Takeaways: Behavioural patterns can be identified in digital reading tasks that may prove useful for educational monitoring and intervention. Although task situations are designed to evoke certain behaviours, the interpretation of observed behavioural patterns requires validation based on task requirements, assessment context and relationships to other available information. Lay Description: What is already known about the subject matter?: Students differ in how they read, comprehend and use digital information.Indicators from process data provide insight about how students engage with digital reading tasks. What does this paper add to the subject matter?: Based on multiple process indicators, a small number of clusters indicating different behavioural activity can be distinguished.These clusters can be described as on‐task, passive, hasty, exploring, disengaged, persistent and lost interest.A meaningful interpretation of the clusters must consider the requirements of the underlying tasks. Implications for practice and/or policy: Knowledge of how students engage with digital resources may provide useful feedback for teachers to guide students' learning or intervene when they struggle.Educational monitoring: The high comparability of country‐specific results suggests an invariant set of solution strategies in the digital reading assessment. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
6. Scientists and mathematicians collaborating to build quantitative skills in undergraduate science.
- Author
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Rylands, Leanne, Simbag, Vilma, Matthews, Kelly E., Coady, Carmel, and Belward, Shaun
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QUANTITATIVE research ,SCIENCE education (Higher) ,STATISTICS education (Higher) ,LIFE science education ,SCIENCE & mathematics ,UNIVERSITIES & colleges ,CURRICULUM planning - Abstract
There is general agreement in Australia and beyond that quantitative skills (QS) in science, the ability to use mathematics and statistics in context, are important for science. QS in the life sciences are becoming ever more important as these sciences become more quantitative. Consequently, undergraduates studying the life sciences require better QS than at any time in the past. Ways in which mathematics and science academics are working together to build the QS of their undergraduate science students, together with the mathematics and statistics needed or desired in a science degree, are reported on in this paper. The emphasis is on the life sciences. Forty-eight academics from eleven Australian and two USA universities were interviewed about QS in science. Information is presented on: what QS academics want in their undergraduate science students; who is teaching QS; how mathematics and science departments work together to build QS in science and implications for building the QS of science students. This information leads to suggestions for improvement in QS within a science curriculum. [ABSTRACT FROM PUBLISHER]
- Published
- 2013
- Full Text
- View/download PDF
7. Assessing Number Sense in Students of Australia, Sweden, Taiwan, and the United States.
- Author
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Reys, Robert, Reys, Barbara, Emanuelsson, Göran, Johansson, Bengt, McIntosh, Alistair, and Yang, Der Ching
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MATHEMATICS ,STUDENTS - Abstract
This paper reports selected findings from a study of number sense proficiency of students aged 8 to 14 years in Australia, Sweden, United States, and Taiwan. It comments on the meaning and importance of number sense, the development of the assessment instruments, and student responses to the items. Some implications for classrooms of the findings are then discussed. [ABSTRACT FROM AUTHOR]
- Published
- 1999
- Full Text
- View/download PDF
8. Mathematics-a Critical Filter for STEM-Related Career Choices? A Longitudinal Examination among Australian and U.S. Adolescents.
- Author
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Watt, Helen, Hyde, Janet, Petersen, Jennifer, Morris, Zoe, Rozek, Christopher, and Harackiewicz, Judith
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WOMEN in mathematics ,ADOLESCENT psychology ,CHOICE (Psychology) ,STEM occupations ,TEENAGERS ,MOTIVATION (Psychology) in adolescence ,PSYCHOLOGY of mothers ,PSYCHOLOGY ,TEENAGER attitudes - Abstract
Although women have made progress in entering scientific careers in biology, they remain underrepresented in mathematically intensive fields such as physics. We investigated whether gender differences in mathematics motivation and socialisers' perceptions impacted choices for diverse STEM careers of varying mathematical intensity. Drawing on expectancy-value theory, we tested structural equation models in which adolescents' preferred careers related to each of physics, biology, chemistry, and mathematics were predicted by prior mathematical performance, motivations, and mothers' perceptions. We explored potential differences in gendered processes of influence using multigroup models. Samples were 331 Australian adolescents followed from 9th to 11th grade in 1998 and 277 U.S. adolescents from 9th to 12th grade in 2009-10. In both samples female adolescents preferred biological careers more than males did; male adolescents preferred physics-related careers and also mathematical careers in the Australian sample. Mothers' perceptions were important to female and male adolescents' mathematics motivations; gendered motivations were more evident in the Australian sample. Mathematics interest played the strongest role in male adolescents' preferred careers, whereas actual or perceived mathematical achievements were most important for females, demonstrating the impacts of mathematical motivations on preferences for diverse STEM careers. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
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