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The impacts of open inquiry on students’ learning in science: A systematic literature review 开放式探究对学生科学学习的影响:系统文献综述
IF 11.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-03-02 DOI: 10.1016/j.edurev.2024.100601
Norsyazwani Muhamad Dah , Mohd Syafiq Aiman Mat Noor , Muhammad Zulfadhli Kamarudin , Saripah Salbiah Syed Abdul Azziz

Open inquiry is the fourth and highest level of an inquiry-based approach in science teaching and learning. Although previous research has highlighted several benefits of open inquiry, thus far, no studies have comprehensively reviewed its impacts using systematic and rigorous methodologies. Thus, the central aim of this review study was to develop a better understanding of the impacts of an open inquiry approach on students' learning in science. The search strategy was restricted to articles published in established scholarly databases (WOS, Scopus and ERIC), following the seven steps in conducting a systematic literature review process in educational research. As a result, 24 articles were extracted and qualified for inclusion in this review study. Finally, a thematic analysis was conducted to analyse the articles and five themes were generated: i) students' conceptual understanding, ii) students' motivation, iii) students' attitudes towards science, iv) students' scientific and thinking skills, and v) students' science literacy and other science-related skills. Although open inquiry positively impacted students' learning in science, the reviewed article also reported some challenges in its implementation, notably the need for classroom management, flexible teaching and learning, teacher-student interaction and teacher support. This review study provides a significant contribution to science education research, indicating that the highest level of an inquiry-based approach may not be the ‘best’ approach. However, this review offers a future opportunity for policymakers, teacher educators, science education academics, NGOs, science teachers, and other interested parties to promote inquiry pedagogy to improve students' learning in science.

开放式探究是科学教学中探究式教学法的第四个层次,也是最高层次。尽管以往的研究已经强调了开放式探究的若干益处,但迄今为止,还没有研究采用系统、严谨的方法对其影响进行过全面回顾。因此,本综述研究的中心目的是更好地了解开放式探究方法对学生科学学习的影响。搜索策略仅限于已建立的学术数据库(WOS、Scopus 和 ERIC)中发表的文章,并遵循教育研究中进行系统文献综述过程的七个步骤。结果,共摘录了 24 篇文章,符合纳入本综述研究的条件。最后,对这些文章进行了主题分析,并产生了五个主题:i) 学生的概念理解;ii) 学生的动机;iii) 学生对科学的态度;iv) 学生的科学和思维能力;v) 学生的科学素养和其他科学相关技能。虽然开放式探究对学生的科学学习产生了积极影响,但综述文章也报告了其实施过程中的一些挑战,特别是课堂管理、灵活教学、师生互动和教师支持等方面的需求。本综述研究为科学教育研究做出了重要贡献,表明以探究为基础的方法的最高水平可能是 "最佳 "方法。不过,本综述为政策制定者、教师教育者、科学教育学者、非政府组织、科学教师和其他有关各方提供了一个未来的机会,以促进探究教学法,改善学生的科学学习。
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引用次数: 0
A meta-analysis of almost 40 Years of research: Unreleasing the power of written expression in students with learning disabilities 近 40 年研究的荟萃分析:释放学习障碍学生书面表达的力量
IF 11.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-02-01 DOI: 10.1016/j.edurev.2024.100592
Vasiliki Kokkali, Faye Antoniou

The current meta-analysis aims at identifying the most effective interventions for students with Learning Disabilities (LD) in improving writing expression over the last 40 years. Specifically, the main purpose of this review was to evaluate the efficacy of interventions focused on writing and integrated reading and writing for students in Grades PreK-12. The review examined a total of 39 experimental and quasi-experimental studies to determine which interventions demonstrated greater effectiveness in enhancing student outcomes. An average effect size (ES) was calculated for all 44 interventions. Additionally, average effect sizes were calculated for 12 intervention categories: sentence combining instruction, pre-writing activities and strategy instruction, process writing without modeling, adding self-regulation to strategy instruction, feedback, no feedback, goal setting, no goal setting, peer tutoring, no peer tutoring, self-efficacy and no self-efficacy. The findings demonstrated that the interventions consistently improved students' writing quality, with the addition of self-regulation to strategy instruction proving highly effective. Moreover, it was found that multicomponent programs incorporating different practices demonstrated their effectiveness in enhancing written expression. Positive outcomes were obtained by implementing interventions into practice in small groups through systematically organized sessions and encouraging cooperation between researchers and educators.

当前的荟萃分析旨在确定过去 40 年中针对学习障碍(LD)学生提高写作表达能力的最有效干预措施。具体来说,本综述的主要目的是评估针对学前班至 12 年级学生的写作和综合阅读与写作干预措施的有效性。综述共考察了 39 项实验和准实验研究,以确定哪些干预措施在提高学生成绩方面更有效。计算了所有 44 项干预措施的平均效应大小 (ES)。此外,还计算了 12 个干预类别的平均效应大小:句子组合教学、写作前活动和策略教学、无示范的过程写作、在策略教学中加入自我调节、反馈、无反馈、目标设定、无目标设定、同伴辅导、无同伴辅导、自我效能和无自我效能。研究结果表明,这些干预措施持续提高了学生的写作质量,其中在策略指导中加入自我调节被证明非常有效。此外,研究还发现,包含不同实践的多成分计划在提高书面表达能力方面效果显著。通过系统地组织课程,在小组中实施干预措施,并鼓励研究人员和教育工作者之间开展合作,取得了积极的成果。
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引用次数: 0
Interpersonal educational neuroscience: A scoping review of the literature 人际教育神经科学:文献综述
IF 11.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-02-01 DOI: 10.1016/j.edurev.2024.100593
Yimeng Zhang , Yinying Hu , Fanshu Ma , Haichan Cui , Xiaojun Cheng , Yafeng Pan

Education neuroscience merges insights from education, psychology, and neuroscience to understand how the brain learns, processes information, and retains knowledge. While this field entails aspects like individual cognitive development and skill acquisition, it lacks clarity on the mechanisms for true social learning and teaching. To fill this gap, our article examines how the rapidly growing area of interpersonal educational neuroscience, which shifts the focus from single learners to learning interactions between individuals, is (and could be) contributing to a refined account for learning in social settings. We conducted a literature review of interpersonal neuroscience in relation to learning and instruction, through databases including Pubmed, Scopus, and Google Scholar. We found that interpersonal brain synchronization (IBS), within a widespread fronto-temporo-parietal network, between teachers and students and among students, can predict learning performance and is biased by characteristics of teaching. The functional implications of IBS, its challenges, and future opportunities for its applications to pedagogical practices are discussed.

教育神经科学融合了教育学、心理学和神经科学的见解,以了解大脑如何学习、处理信息和保留知识。虽然这一领域涉及个人认知发展和技能习得等方面,但对真正的社会学习和教学机制却缺乏清晰的认识。为了填补这一空白,我们的文章探讨了快速发展的人际教育神经科学领域是如何(以及可能如何)促进完善社会环境下的学习解释的,该领域将重点从单个学习者转移到个人之间的学习互动。我们通过 Pubmed、Scopus 和 Google Scholar 等数据库,对与学习和教学相关的人际神经科学进行了文献综述。我们发现,在广泛的前额颞顶网络中,教师与学生之间以及学生与学生之间的人际大脑同步(IBS)可以预测学习成绩,并受到教学特点的影响。本文讨论了人际脑同步的功能意义、挑战以及未来应用于教学实践的机会。
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引用次数: 0
Response to De Jong et al.’s (2023) paper “Let's talk evidence – The case for combining inquiry-based and direct instruction” 对 De Jong 等人(2023 年)的论文 "让我们谈谈证据--探究式教学与直接教学相结合的理由 "的回应
IF 11.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-02-01 DOI: 10.1016/j.edurev.2023.100584
John Sweller , Lin Zhang , Greg Ashman , William Cobern , Paul A. Kirschner

De Jong et al. (2023) objected to the evidence presented by Zhang et al. (2022) to support their concerns about the unreserved acceptance and promotion of inquiry-based learning and problem solving in current policy documents related to the teaching of science. In their response, De Jong et al. (2023) reiterated their advocacy for inquiry approaches, arguing that an emphasis on a mixture of inquiry learning and explicit instruction is needed. The present article rebuts De Jong et al. (2023), in which we: 1) challenge their view of and approach to scientific methods in establishing the efficacy of different instructional approaches; 2) indicate that an underpinning theory to explain the cognitive machinery that drives inquiry-based instructional approaches is missing from their argument; and 3) address the empirical issues arising in their argument. We also highlight potential agreement with De Jong et al. (2023) on the essential role of explicit instruction and thus raise a call to the field to revise current science educational policies and standards to reflect such a role. Our agreements and disagreements advance the debate to a new focus concerning when and how inquiry-based learning and explicit instruction should be used and combined. While De Jong et al. (2023), in their theory-free paper, provided no answer to how explicit instruction and inquiry learning should be combined, we offer our suggestions based on evolutionary psychology and the expertise reversal effect from cognitive load theory.

De Jong等人(2023)反对Zhang等人(2022)提出的证据,这些证据支持他们对当前与科学教学相关的政策文件中毫无保留地接受和促进研究性学习和问题解决的担忧。在他们的回应中,De Jong等人(2023)重申了他们对研究性方法的支持,认为需要强调研究性学习和明确教学的结合。本文反驳了De Jong等人(2023)的观点,其中我们:1)挑战他们对科学方法的看法和方法,以确定不同教学方法的有效性;2)表明在他们的论证中缺少解释驱动探究性教学方法的认知机制的基础理论;3)解决他们争论中出现的经验问题。我们还强调了与De Jong等人(2023)关于明确教学的重要作用的潜在共识,从而呼吁该领域修改当前的科学教育政策和标准,以反映这种作用。我们的共识和分歧将辩论推进到一个新的焦点,即探究性学习和显性教学应该何时以及如何使用和结合。虽然De Jong等人(2023)在他们没有理论的论文中没有回答明确的教学和探究性学习应该如何结合,但我们基于进化心理学和认知负荷理论的专业知识逆转效应提出了我们的建议。
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引用次数: 0
Computer-based assessment of collaborative problem solving skills: A systematic review of empirical research 基于计算机的协作解决问题技能评估:实证研究系统回顾
IF 11.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-30 DOI: 10.1016/j.edurev.2023.100591
Huanyou Chai , Tianhui Hu , Li Wu

Given the widespread concern on collaborative problem solving (CPS) skills, there has been an increasing interest in the last few years to explore how to assess them with digital technologies. This study systematically reviewed how CPS skills have been assessed with digital technologies in the literature. A total of 40 articles were reviewed to analyze specific computer-based assessment instruments of CPS skills from four perspectives: research context, theoretical model for assessment, assessment type, and reliability and validity evidence. The results indicate that most tests target a sample of less than 500 junior students. Nine theoretical models are employed for assessing CPS skills, most of which treat these skills as an explicit combination of social and cognitive skills and are applied to a limited range of participants' age levels, collaboration features, and team compositions. A total of 22 tests have been employed and fallen into four types, i.e., the ones with specific predefined messages in human-agent mode, and those with online chat box, videoconferencing, and face-to-face collaboration in human-human mode. Each type of these tests demonstrates great diversities in participants’ age levels, types of CPS task(s), team compositions, types of assessment data, and methods of data recording and scoring. A certain number of tests lack reliability and validity evidence. Our findings are expected to benefit relevant researchers and test developers in terms of providing suggestions for future research which include testing the applicability of theoretical models for assessing CPS skills across a wide range of assessment contexts. In addition, future researchers should improve the development, data processing, and report of those four types of computer-based assessment instruments of CPS skills through different approaches, respectively.

鉴于协作式问题解决(CPS)技能受到广泛关注,近几年来,人们越来越关注如何利用数字技术对其进行评估。本研究系统回顾了文献中如何利用数字技术评估 CPS 技能。共查阅了 40 篇文章,从研究背景、评估理论模型、评估类型、信度和效度证据四个方面分析了基于计算机的 CPS 技能评估工具。结果表明,大多数测试的目标样本少于 500 名初三学生。采用了九种理论模型来评估 CPS 技能,其中大多数将这些技能视为社会技能和认知技能的明确组合,并适用于参与者的年龄水平、协作特征和团队组成等有限范围。共采用了 22 项测试,分为四种类型,即在人-代理模式下使用特定的预定义信息的测试,以及在人-人模式下使用在线聊天框、视频会议和面对面协作的测试。每种类型的测试在参与者的年龄水平、CPS 任务类型、团队组成、评估数据类型以及数据记录和评分方法等方面都有很大差异。一定数量的测试缺乏可靠性和有效性证据。我们的研究结果可望对相关研究人员和测试开发人员有所裨益,为今后的研究提供建议,包括测试理论模型在各种评估环境中评估 CPS 技能的适用性。此外,未来的研究人员应分别通过不同的方法改进这四类基于计算机的 CPS 技能评估工具的开发、数据处理和报告。
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引用次数: 0
Effective master's thesis supervision – A summative framework for research and practice 有效的硕士论文指导--研究与实践的总结性框架
IF 11.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-27 DOI: 10.1016/j.edurev.2023.100589
Therese Grohnert , Lena Gromotka , Inken Gast , Laurie Delnoij , Simon Beausaert

Each year, more students worldwide enter graduate school to complete their master's degree. A cornerstone of their education is the master's thesis. Respectively, master's thesis supervisors hold a key role in higher education teaching, yet no evidence-based overview currently exists of elements that make thesis supervision effective. Based on a systematic literature review, this study presents a summative framework of what is currently known about elements and their relationships that constitute effective master's thesis supervision, focusing on the interactions between individual students and supervisors. We develop an input-process-outcome framework based on 36 existing studies, identifying student and supervisor outcomes, characteristics of an effective student-supervisor relationship along with actions that students and supervisors can take to create and maintain it, along with student and supervisor characteristics that serve as critical inputs for an effective supervision process. We find that current research emphasizes the role of supervisor attitudes and actions in relation to the student-supervisor relationship, while future research is needed on student actions, supervisor learning over time, and contextual characteristics. Following our framework, we generate avenues for future research and summarize effective supervision practices in the dynamic and complex context of master's thesis supervision.

每年,全世界都有越来越多的学生进入研究生院完成硕士学位。硕士论文是他们接受教育的基石。因此,硕士论文指导教师在高等教育教学中扮演着重要角色,但目前还没有关于论文指导有效要素的循证概述。本研究在系统性文献综述的基础上,对目前已知的构成有效硕士论文指导的要素及其关系提出了一个总结性框架,重点关注学生个体与指导教师之间的互动。我们在 36 项现有研究的基础上建立了一个 "投入-过程-结果 "框架,确定了学生和指导教师的成果、有效的学生-指导教师关系的特征以及学生和指导教师为建立和维持这种关系可以采取的行动,同时还确定了作为有效指导过程关键投入的学生和指导教师的特征。我们发现,目前的研究强调督导的态度和行动在学生-督导关系中的作用,而未来的研究则需要关注学生的行动、督导的长期学习以及环境特征。根据我们的框架,我们提出了未来研究的途径,并总结了在动态和复杂的硕士论文指导背景下的有效指导实践。
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引用次数: 0
Improving the utility of non-significant results for educational research: A review and recommendations 提高非显著性结果在教育研究中的实用性:回顾与建议
IF 11.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-27 DOI: 10.1016/j.edurev.2023.100590
Peter A. Edelsbrunner , Christian M. Thurn

When used appropriately, non-significant p-values have the potential to further our understanding of what does not work in education, and why. When misinterpreted, they can trigger misguided conclusions, for example about the absence of an effect of an educational intervention, or about a difference in the efficacy of different interventions. We examined the frequency of non-significant p-values in recent volumes of peer-reviewed educational research journals. We also examined how frequently researchers misinterpret non-significance to imply the absence of an effect, or a difference to another significant effect. Within a random sample of 50 peer-reviewed articles, we found that of 528 statistically tested hypotheses, 253 (48%) were non-significant. Of these, 142 (56%) were erroneously interpreted to indicate the absence of an effect, and 59 (23%) to indicate a difference to another significant effect. For 97 (38%) of non-significant results, such misinterpretations were linked to potentially misguided implications for educational theory, practice, or policy. We outline valid ways for dealing with non-significant p-values to improve their utility for education, discussing potential reasons for these misinterpretations and implications for research.

如果使用得当,非显著性 p 值有可能加深我们对教育中哪些措施不起作用及其原因的理解。如果误读,则可能引发错误的结论,例如认为教育干预措施没有效果,或认为不同干预措施的效果存在差异。我们研究了最近几期同行评审的教育研究期刊中出现非显著 p 值的频率。我们还考察了研究人员将非显著性误解为没有效果或与另一种显著效果存在差异的频率。在随机抽取的 50 篇同行评审文章中,我们发现在 528 个经过统计检验的假设中,有 253 个(48%)不显著。其中,142 项(56%)被错误地解释为不存在效应,59 项(23%)被错误地解释为与另一项显著效应存在差异。在 97 项(38%)不显著的结果中,这种错误解释可能会对教育理论、实践或政策产生误导。我们概述了处理非显著 p 值的有效方法,以提高其对教育的实用性,并讨论了这些误读的潜在原因和对研究的影响。
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引用次数: 0
A systematic review of the key components of online peer feedback practices in higher education 对高等教育中在线同行反馈实践的关键要素进行系统审查
IF 11.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-25 DOI: 10.1016/j.edurev.2023.100588
Xingshi Gao , Omid Noroozi , Judith Gulikers , Harm J.A. Biemans , Seyyed Kazem Banihashem

There is a growing body of literature acknowledging peer feedback as a crucial learning practice in online settings. However, the literature is sparse and lacks an overall picture of the variety of key components for the successful implementation of peer feedback practices in online settings. To address this gap, we built our systematic literature review on the MISCA model, which is a well-known theoretical framework for evaluating feedback practices. This model outlines five components to evaluate feedback practices, including content, function, student characteristics, presentation, and source. Based on this model, we aim to present a comprehensive overview of the current state of research on online peer feedback practices in higher education, with a focus on the role of content, function, student characteristics, presentation, and source. A thorough search was conducted across three databases (Scopus, ERIC, and Web of Science), resulting in the analysis of 73 articles published between 2000 and 2022. The main results of this review indicate that cognitive feedback comments were the most frequently identified content in online peer feedback studies. Regarding function, most studies used peer feedback in function to improve students' task performance. Less than a quarter of the reviewed studies evaluated the role of individual student characteristics, while students’ ability level and gender were the most explored factors. Rubrics and training were the most frequently implemented presentation modes of the online peer feedback studies. Only six studies combined feedback from peers with feedback from other sources. Overall, our findings make a valuable contribution to the literature by offering a comprehensive overview of the recent research on key components that impact online peer feedback practices in higher education. They also illuminate several potential interrelations that influence the implementation and effectiveness of online peer feedback practices. These findings can inspire instructors, practitioners, and scholars to gain a deeper understanding of the nature of peer feedback and how to make better use of it, thus fostering the effectiveness of their educational practices.

越来越多的文献承认,同伴反馈是在线环境下的一种重要学习实践。然而,这些文献数量稀少,缺乏对在线环境中成功实施同伴反馈实践的各种关键要素的整体描述。为了弥补这一不足,我们在 MISCA 模型的基础上进行了系统的文献综述,该模型是评估反馈实践的著名理论框架。该模型概述了评估反馈实践的五个组成部分,包括内容、功能、学生特点、表现形式和来源。基于该模型,我们旨在全面概述高等教育中在线同伴反馈实践的研究现状,重点关注内容、功能、学生特征、表现形式和来源的作用。我们对三个数据库(Scopus、ERIC 和 Web of Science)进行了全面检索,分析了 2000 年至 2022 年间发表的 73 篇文章。综述的主要结果表明,认知反馈评论是在线同伴反馈研究中最常见的内容。在功能方面,大多数研究利用同伴反馈来提高学生的任务绩效。不到四分之一的综述研究评估了学生个体特征的作用,而学生的能力水平和性别是探讨最多的因素。评分标准和培训是在线同伴反馈研究中最常采用的呈现模式。只有六项研究将同伴反馈与其他来源的反馈相结合。总之,我们的研究结果为相关文献做出了宝贵的贡献,全面概述了近期关于影响高等教育中在线同伴反馈实践的关键因素的研究。这些发现还揭示了影响在线同伴反馈实践的实施和有效性的几种潜在的相互关系。这些发现可以启发教师、从业人员和学者更深入地了解同伴反馈的本质以及如何更好地利用同伴反馈,从而提高教育实践的有效性。
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引用次数: 0
Exploring the impact of personalized and adaptive learning technologies on reading literacy: A global meta-analysis 探索个性化和适应性学习技术对阅读素养的影响:全球荟萃分析
IF 11.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-23 DOI: 10.1016/j.edurev.2023.100587
Ghaida S. Alrawashdeh , Shea Fyffe , Renato F.L. Azevedo , Nathan M. Castillo

Fostering proficient reading literacy among students has long been a central educational pursuit, considering that it is one of the most cognitively demanding skills to acquire. Technology that tailors learning experiences to fit students’ strengths and needs (i.e., personalized and adaptive learning; PAL) can be more effective than the traditional curricular approaches. However, the literature on PAL effectiveness presents an inconclusive assessment of its impact on student reading achievement, and a global synthesis has not been conducted. This meta-analysis sought to assess the degree for differences in effect estimates, and to explore reasons for the differences across a wider range of populations and interventions. Twenty-seven studies were reviewed and an effect size of g = 0.29 was found. Implications for future policy and practice are presented.

长期以来,培养学生熟练的阅读能力一直是教育的核心追求,因为阅读能力是对认知要求最高的技能之一。根据学生的长处和需要定制学习经验的技术(即个性化和适应性学习;PAL)可能比传统的课程方法更有效。然而,有关 PAL 效果的文献并未就其对学生阅读成绩的影响做出定论,也未进行过全球性的综合分析。本荟萃分析试图评估效果估计值的差异程度,并探讨在更广泛的人群和干预措施中出现差异的原因。共审查了 27 项研究,发现效应大小为 g = 0.29。本文介绍了对未来政策和实践的影响。
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引用次数: 0
Eye-tracking research on teacher professional vision: A meta-analytic review 关于教师职业愿景的眼动跟踪研究:元分析综述
IF 11.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-23 DOI: 10.1016/j.edurev.2023.100586
Özün Keskin , Tina Seidel , Kathleen Stürmer , Andreas Gegenfurtner

An increasing number of research groups worldwide use eye tracking to study the professional vision and visual expertise of pre-service and in-service teachers. These studies offer evidence about how teachers process complex visual information in classrooms. Focusing on this growing evidence, the present meta-analytic review (k = 98 studies) aims to systematically aggregate and integrate past eye-tracking research on teacher professional vision and teacher noticing. Four goals are addressed. First, we review the methodological characteristics of past eye-tracking studies in terms of their sample, stimulus, and eye movement characteristics. The results show that most studies use mobile eye-tracking devices in action or remote eye trackers with classroom videos on action; less frequently used are photographs and virtual classroom simulations. The average sample size of the reviewed studies is 13 in-service and 13 pre-service teachers per study, indicating the benefit of meta-analytic synthesis. Second, we meta-analyze expertise-related differences between experienced and inexperienced teachers in two frequently used eye movement measures—teacher gaze proportions and the Gini coefficient as a measure of teachers’ equal gaze distribution in the classroom. Results suggest that experienced teachers had higher gaze proportions on the students in the classroom than inexperienced teachers (g = 0.926) who, in turn, gazed more often on instructional material and other objects in the classroom. Experienced teachers distributed their gaze more evenly than inexperienced teachers between students in the classroom (g = 0.501). Third, we synthesize the results reported in eye-tracking research on the processes of teacher professional vision using the cognitive theory of visual expertise as an organizing framework; the review also discusses boundary conditions of eye-tracking research with regard to student, teacher, and instructional characteristics. Fourth, we review studies exploring the use of gaze replays and eye movement modeling examples as an instructional tool to support reflection in teacher education and teacher professional development.

世界上越来越多的研究小组利用眼动仪研究职前和在职教师的专业视觉和视觉专业知识。这些研究为教师如何在课堂上处理复杂的视觉信息提供了证据。针对这些日益增多的证据,本荟萃分析综述(k = 98 项研究)旨在系统地汇总和整合以往有关教师专业视力和教师注意的眼动追踪研究。我们的目标有四个。首先,我们从样本、刺激物和眼动特征等方面回顾了以往眼动追踪研究的方法特点。研究结果表明,大多数研究使用了移动眼动跟踪设备或远程眼动跟踪仪和课堂视频;较少使用照片和虚拟课堂模拟。所审查研究的平均样本量为每项研究 13 名在职教师和 13 名职前教师,这表明了元分析综合的好处。其次,我们对经验丰富的教师和经验不足的教师在两个常用眼动测量指标--教师注视比例和衡量教师在课堂上平等注视分布的基尼系数--上与专业知识相关的差异进行了元分析。结果表明,经验丰富的教师在课堂上注视学生的比例高于经验不足的教师(g = 0.926),而经验不足的教师则更多地注视教学材料和课堂上的其他物体。经验丰富的教师比经验不足的教师更均匀地将目光投向教室中的学生(g = 0.501)。第三,我们以视觉专业知识的认知理论为组织框架,对有关教师专业视觉过程的眼动跟踪研究结果进行了综述;综述还讨论了眼动跟踪研究在学生、教师和教学特点方面的边界条件。第四,我们回顾了探索将凝视回放和眼动模型示例作为教学工具以支持教师教育和教师专业发展中的反思的研究。
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引用次数: 0
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Educational Research Review
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