Pub Date : 2023-09-28DOI: 10.1007/s11251-023-09647-3
Anouk ten Peze, Tanja Janssen, Gert Rijlaarsdam, Daphne van Weijen
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.
{"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}
Pub Date : 2023-09-22DOI: 10.1007/s11251-023-09641-9
Rikke Magnussen, Yotam Hod
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.
{"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}
Pub Date : 2023-09-22DOI: 10.1007/s11251-023-09643-7
Heidi L. Ballard
{"title":"Community and citizen science in schools: nested inquiries, productive tensions, and the role of communities","authors":"Heidi L. Ballard","doi":"10.1007/s11251-023-09643-7","DOIUrl":"https://doi.org/10.1007/s11251-023-09643-7","url":null,"abstract":"","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":"27 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":"136059774","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}
Pub Date : 2023-09-22DOI: 10.1007/s11251-023-09645-5
Chen Yaari, Yotam Hod, Ornit Sagy
{"title":"Intermediate indexing in small group configurations around large screens: interactions that advance knowledge building","authors":"Chen Yaari, Yotam Hod, Ornit Sagy","doi":"10.1007/s11251-023-09645-5","DOIUrl":"https://doi.org/10.1007/s11251-023-09645-5","url":null,"abstract":"","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":"3 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":"136059923","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}
Pub Date : 2023-09-20DOI: 10.1007/s11251-023-09649-1
Idit Adler, Laila Sarsour
{"title":"A case of two classes: the interplay of teacher’s guidance with structuring or problematizing scaffolds within inquiry-based environments","authors":"Idit Adler, Laila Sarsour","doi":"10.1007/s11251-023-09649-1","DOIUrl":"https://doi.org/10.1007/s11251-023-09649-1","url":null,"abstract":"","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136308553","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}
Pub Date : 2023-09-17DOI: 10.1007/s11251-023-09646-4
Lisa Hasenbein, Ulrich Trautwein, Jens-Uwe Hahn, Stephan Soller, Richard Göllner
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.
学术自我概念在成功学习中起着核心作用，并在很大程度上受到社会比较的影响。对“大鱼小塘效应”(big fish - little - pond Effect, BFLPE)的研究发现，在控制个人成就的情况下，较高的班级/学校平均成绩对学生自我概念的负面影响具有高度稳健和可推广的模式。然而，大多数BFLPE研究并没有提供关于其背后原因或潜在影响机制的信息。为了解决这个问题，我们使用了一个完全沉浸式虚拟现实(IVR)教室来实验测试学生将与表现相关的课堂行为识别为内隐社会比较信息的程度，以及这些感知如何解释学生自我概念的差异。参与者(N = 381名六年级学生)与表现出不同表现水平的虚拟同学一起体验了真实而标准化的IVR教学情境(20%、35%、65%、80%的同学举手)。举手行为对学生对班级成绩水平的感知有显著的正向影响(d 20% vs. 65% = 0.60;D 20% vs. 80% = 1.24)。与BFLPE一致，结果显示高绩效同学对学生情境自我概念的负向影响(d 20% vs. 80% = 0.30)。学生对班级表现水平的感知充分解释了同学举手行为对学生情境自我概念的影响。该研究的实验方法为课堂中社会比较效应的出现提供了新的见解，突出了学生对同学表现相关行为的感知的主要作用，并且还展示了在课堂研究中使用IVR的总体潜力。
{"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}
Pub Date : 2023-07-21DOI: 10.1007/s11251-023-09638-4
Y. Kali, O. Sagy, C. Matuk, Rikke Magnussen
{"title":"School participation in citizen science (SPICES): substantiating a field of research and practice","authors":"Y. Kali, O. Sagy, C. Matuk, Rikke Magnussen","doi":"10.1007/s11251-023-09638-4","DOIUrl":"https://doi.org/10.1007/s11251-023-09638-4","url":null,"abstract":"","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44168314","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}
Pub Date : 2023-07-21DOI: 10.1007/s11251-023-09642-8
Thomas K. F. Chiu
{"title":"Using self-determination theory (SDT) to explain student STEM interest and identity development","authors":"Thomas K. F. Chiu","doi":"10.1007/s11251-023-09642-8","DOIUrl":"https://doi.org/10.1007/s11251-023-09642-8","url":null,"abstract":"","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44670417","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}
Pub Date : 2023-07-14DOI: 10.1007/s11251-023-09640-w
Zheng Zong, C. Schunn, Yanqing Wang
{"title":"When do students provide more peer feedback? The roles of performance and prior feedback experiences","authors":"Zheng Zong, C. Schunn, Yanqing Wang","doi":"10.1007/s11251-023-09640-w","DOIUrl":"https://doi.org/10.1007/s11251-023-09640-w","url":null,"abstract":"","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44108056","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}
Pub Date : 2023-07-13DOI: 10.1007/s11251-023-09639-3
M. Moreno, Earl Woodruff
{"title":"Examining the effects of tempo in background music on adolescent learners’ reading comprehension performance: employing a multimodal approach","authors":"M. Moreno, Earl Woodruff","doi":"10.1007/s11251-023-09639-3","DOIUrl":"https://doi.org/10.1007/s11251-023-09639-3","url":null,"abstract":"","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46475252","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：