Learning and Instruction最新文献_第2页

Dealing with controversial issues in primary school classroom interactions in social studies courses

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-01-04 DOI: 10.1016/j.learninstruc.2024.102076

Nergiz Kardaş İşler

Background

Controversial issues are complex and views on these issues differ due to cultural backgrounds and different perspectives. In social studies education, teachers can use controversial issues to enable students to learn about the society and to prepare them for their role as citizens.

Aims and sample

This study aims to investigate how controversial issues are dealt with in the fourth grade social studies course by focusing on classroom talk. The data for this study comes from 17 h of video recorded fourth grade social studies classroom interaction.

Methods

Conversation analysis was adopted as the methodological framework. Four representative extracts were selected from the data in which the controversial issues were presented and analyzed.

Results

The teacher deals with controversial issues in the social studies course in two ways. In one of them, the teacher introduces the social studies course with controversial issues and then moves on to a specific activity in the course by linking it to these issues, while in the other, the teacher explains the topics in the social studies course and then moves to controversial issues related to these topics. In all extracts, teachers and students express their personal feelings and opinions about controversial issues and refer to authoritative figures and sources that have an important place in their culture to reinforce these opinions.

Conclusions

The results showed that the teacher used controversial issues for pedagogical purposes by using a context-specific interactional resource, such as transitioning between course-specific knowledge and real-life problems, to facilitate student participation.

{"title":"Dealing with controversial issues in primary school classroom interactions in social studies courses","authors":"Nergiz Kardaş İşler","doi":"10.1016/j.learninstruc.2024.102076","DOIUrl":"10.1016/j.learninstruc.2024.102076","url":null,"abstract":"<div><h3>Background</h3><div>Controversial issues are complex and views on these issues differ due to cultural backgrounds and different perspectives. In social studies education, teachers can use controversial issues to enable students to learn about the society and to prepare them for their role as citizens.</div></div><div><h3>Aims and sample</h3><div>This study aims to investigate how controversial issues are dealt with in the fourth grade social studies course by focusing on classroom talk. The data for this study comes from 17 h of video recorded fourth grade social studies classroom interaction.</div></div><div><h3>Methods</h3><div>Conversation analysis was adopted as the methodological framework. Four representative extracts were selected from the data in which the controversial issues were presented and analyzed.</div></div><div><h3>Results</h3><div>The teacher deals with controversial issues in the social studies course in two ways. In one of them, the teacher introduces the social studies course with controversial issues and then moves on to a specific activity in the course by linking it to these issues, while in the other, the teacher explains the topics in the social studies course and then moves to controversial issues related to these topics. In all extracts, teachers and students express their personal feelings and opinions about controversial issues and refer to authoritative figures and sources that have an important place in their culture to reinforce these opinions.</div></div><div><h3>Conclusions</h3><div>The results showed that the teacher used controversial issues for pedagogical purposes by using a context-specific interactional resource, such as transitioning between course-specific knowledge and real-life problems, to facilitate student participation.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"96 ","pages":"Article 102076"},"PeriodicalIF":4.7,"publicationDate":"2025-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143137349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Scripted interventions versus reciprocal teaching in collaborative learning: A comparison of pedagogical and teachable agents using a cognitive architecture

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-01-03 DOI: 10.1016/j.learninstruc.2024.102057

Yugo Hayashi , Shigen Shimojo , Tatsuyuki Kawamura

Background

From a social constructivist viewpoint, collaborative learning—where learners engage through explanatory activities—is deemed effective. Research on computer-supported collaborative learning explored effective scaffolding provisions during learner interactions, revealing both the positive and negative effects of pedagogical interventions.

Aims

We posit that tutor interventions using a pedagogical conversational agent through scripted pedagogy can enhance collaborative learning. Learning-science studies have shown that reciprocal teaching between learners can improve their learning performance. Method superiority, implementation, and effects of combining scripted and reciprocal teaching strategies were investigated.

Sample

Participants comprised 134 university students.

Methods

We created a collaborative-learning environment wherein learner pairs utilized concept maps to elucidate psychological concepts, and the analysis employed a 2 × 2 between-subject factorial design. Based on the notions derived in previous studies on metacognitive reflections and learning-by-teaching, we examined two agent types: a virtual teacher (pedagogical agent) providing metacognitive reflections through scripts (scripted condition) and a virtual student (teachable agent) generating knowledge from concept maps created collaboratively by learners (reciprocal condition).

Results

Although both scripted and reciprocal teaching improved learning performance, scripted learning further enhanced the collaborative process; however, the effectiveness of combining these methods was only partially evident. A synergistic effect emerged through the generation of concept-map links, suggesting that mutual learning with reciprocal interactions among virtual students is as beneficial as scripted methods. The integration of these methods further enhances the learning process.

Conclusions

This study provides valuable insights for advancing the use of artificial intelligence in developing collaborative-learning support systems, particularly for integrating different scaffolding methods.

{"title":"Scripted interventions versus reciprocal teaching in collaborative learning: A comparison of pedagogical and teachable agents using a cognitive architecture","authors":"Yugo Hayashi , Shigen Shimojo , Tatsuyuki Kawamura","doi":"10.1016/j.learninstruc.2024.102057","DOIUrl":"10.1016/j.learninstruc.2024.102057","url":null,"abstract":"<div><h3>Background</h3><div>From a social constructivist viewpoint, collaborative learning—where learners engage through explanatory activities—is deemed effective. Research on computer-supported collaborative learning explored effective scaffolding provisions during learner interactions, revealing both the positive and negative effects of pedagogical interventions.</div></div><div><h3>Aims</h3><div>We posit that tutor interventions using a pedagogical conversational agent through scripted pedagogy can enhance collaborative learning. Learning-science studies have shown that reciprocal teaching between learners can improve their learning performance. Method superiority, implementation, and effects of combining scripted and reciprocal teaching strategies were investigated.</div></div><div><h3>Sample</h3><div>Participants comprised 134 university students.</div></div><div><h3>Methods</h3><div>We created a collaborative-learning environment wherein learner pairs utilized concept maps to elucidate psychological concepts, and the analysis employed a 2 × 2 between-subject factorial design. Based on the notions derived in previous studies on metacognitive reflections and learning-by-teaching, we examined two agent types: a virtual teacher (pedagogical agent) providing metacognitive reflections through scripts (scripted condition) and a virtual student (teachable agent) generating knowledge from concept maps created collaboratively by learners (reciprocal condition).</div></div><div><h3>Results</h3><div>Although both scripted and reciprocal teaching improved learning performance, scripted learning further enhanced the collaborative process; however, the effectiveness of combining these methods was only partially evident. A synergistic effect emerged through the generation of concept-map links, suggesting that mutual learning with reciprocal interactions among virtual students is as beneficial as scripted methods. The integration of these methods further enhances the learning process.</div></div><div><h3>Conclusions</h3><div>This study provides valuable insights for advancing the use of artificial intelligence in developing collaborative-learning support systems, particularly for integrating different scaffolding methods.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"96 ","pages":"Article 102057"},"PeriodicalIF":4.7,"publicationDate":"2025-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143137348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Playful learning is the missing link in educational success

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-12-27 DOI: 10.1016/j.learninstruc.2024.102073

Roberta Michnick Golinkoff , Natalia Kucirkova , Kathy Hirsh-Pasek

引用次数: 0

Effects of learner choice over automated, immediate feedback

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-12-23 DOI: 10.1016/j.learninstruc.2024.102065

Livia Kuklick

Background

Although computer-based formative assessment systems with automated feedback can effectively foster learning, such systems have been criticized for often lacking feedback-related choices.

Aims

This experiment aimed to investigate the benefits of introducing learner choices over feedback and students’ feedback-retrieval behavior when its retrieval is optional.

Method

160 undergraduates worked on a computer-based geometry assessment. They either received system-administered, immediate elaborated feedback (n = 80; system-administered group) or chose after each task whether they wanted to retrieve the feedback or not (n = 80; choice group). The assessment system tracked the time spent on the feedback, transfer performance, and feedback-retrieval behavior in the choice group, while students repeatedly rated their control-value appraisals and emotions. Data was analyzed with mixed-effects models.

Results

The choice option did not improve how students reacted to the feedback cognitively, emotionally nor motivationally but students in the choice group showed very high feedback-retrieval rates. Moreover, further analyses showed that feedback-retrieval rates declined with increasing item position and that the nonretrieval of feedback in the choice group was associated with a less pleasant emotional state compared to the system-administered feedback.

Conclusion

Data indicate that a task-level feedback choice may not substantially improve students’ reactions to the feedback itself, but that it may be worth further investigating the determinants and consequences of the (non)retrieval of feedback. Further, results imply that students have a strong behavioral tendency to choose task-level, elaborated feedback over no feedback; this has important implications for the design of assessments with feedback-related learner choices.

{"title":"Effects of learner choice over automated, immediate feedback","authors":"Livia Kuklick","doi":"10.1016/j.learninstruc.2024.102065","DOIUrl":"10.1016/j.learninstruc.2024.102065","url":null,"abstract":"<div><h3>Background</h3><div>Although computer-based formative assessment systems with automated feedback can effectively foster learning, such systems have been criticized for often lacking feedback-related choices.</div></div><div><h3>Aims</h3><div>This experiment aimed to investigate the benefits of introducing learner choices over feedback and students’ feedback-retrieval behavior when its retrieval is optional.</div></div><div><h3>Method</h3><div>160 undergraduates worked on a computer-based geometry assessment. They either received system-administered, immediate elaborated feedback (<em>n</em> = 80; system-administered group) or chose after each task whether they wanted to retrieve the feedback or not (<em>n</em> = 80; choice group). The assessment system tracked the time spent on the feedback, transfer performance, and feedback-retrieval behavior in the choice group, while students repeatedly rated their control-value appraisals and emotions. Data was analyzed with mixed-effects models.</div></div><div><h3>Results</h3><div>The choice option did not improve how students reacted to the feedback cognitively, emotionally nor motivationally but students in the choice group showed very high feedback-retrieval rates. Moreover, further analyses showed that feedback-retrieval rates declined with increasing item position and that the nonretrieval of feedback in the choice group was associated with a less pleasant emotional state compared to the system-administered feedback.</div></div><div><h3>Conclusion</h3><div>Data indicate that a task-level feedback choice may not substantially improve students’ reactions to the feedback itself, but that it may be worth further investigating the determinants and consequences of the (non)retrieval of feedback. Further, results imply that students have a strong behavioral tendency to choose task-level, elaborated feedback over no feedback; this has important implications for the design of assessments with feedback-related learner choices.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"96 ","pages":"Article 102065"},"PeriodicalIF":4.7,"publicationDate":"2024-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143137346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The role of rewards in motivation—Beyond dichotomies

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-12-19 DOI: 10.1016/j.learninstruc.2024.102056

Lisa Bardach , Kou Murayama

Background

A vast amount of research has examined how extrinsic rewards influence motivation in learning. Whereas some studies have indicated that rewards are beneficial for increasing students’ motivation, others have argued that rewards undermine motivation, especially so-called intrinsic motivation.

Method

We conducted a narrative review, building on the reward-learning framework of knowledge acquisition. We argue that the two perspectives do not actually contradict each other and that researchers should look beyond the simple dichotomy of whether rewards are good or bad for motivation.

Results and conclusions

Rewards may be conceptualized as either extrinsic incentives (i.e., extrinsic rewards) or internal positive feelings that arise from the learning process or from knowledge acquisition itself (i.e., intrinsic rewards). Importantly, the reward-learning framework of knowledge acquisition suggests the possibility of motivation transformations in that extrinsic rewards can serve as an “entry point” for engagement, thus helping students start up the positive feedback loop of internally rewarding learning processes. However, once such a positive feedback loop has been established, extrinsic incentives could interrupt the process, potentially undermining long-term engagement. We outline several mechanisms that may transmit motivation transformations and related future research directions. Our discussions are enriched with references to gamification and educational videogames.

{"title":"The role of rewards in motivation—Beyond dichotomies","authors":"Lisa Bardach , Kou Murayama","doi":"10.1016/j.learninstruc.2024.102056","DOIUrl":"10.1016/j.learninstruc.2024.102056","url":null,"abstract":"<div><h3>Background</h3><div>A vast amount of research has examined how extrinsic rewards influence motivation in learning. Whereas some studies have indicated that rewards are beneficial for increasing students’ motivation, others have argued that rewards undermine motivation, especially so-called intrinsic motivation.</div></div><div><h3>Method</h3><div>We conducted a narrative review, building on the <em>reward-learning framework of knowledge acquisition</em>. We argue that the two perspectives do not actually contradict each other and that researchers should look beyond the simple dichotomy of whether rewards are good or bad for motivation.</div></div><div><h3>Results and conclusions</h3><div>Rewards may be conceptualized as either extrinsic incentives (i.e., extrinsic rewards) or internal positive feelings that arise from the learning process or from knowledge acquisition itself (i.e., intrinsic rewards). Importantly, the reward-learning framework of knowledge acquisition suggests the possibility of <em>motivation transformations</em> in that extrinsic rewards can serve as an “entry point” for engagement, thus helping students start up the positive feedback loop of internally rewarding learning processes. However, once such a positive feedback loop has been established, extrinsic incentives could interrupt the process, potentially undermining long-term engagement. We outline several mechanisms that may transmit motivation transformations and related future research directions. Our discussions are enriched with references to gamification and educational videogames.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"96 ","pages":"Article 102056"},"PeriodicalIF":4.7,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143137344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Achievement gaps for English learners with disabilities

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-12-14 DOI: 10.1016/j.learninstruc.2024.102072

Johny Daniel

Background

In England, the number of English as an Additional Language (EAL) learners has been increasing. While prior research has explored the educational outcomes of EAL learners and students with special educational needs and disabilities (SEND), the intersection of these two groups remains under-researched.

Aims

This study aims to analyse the impact of EAL status and SEND on student achievement in reading, writing, and mathematics.

Samples

The study utilizes data from the National Pupil Database, focusing on approximately 2.5 million Year 6 students in England, including around 360,000 students identified with SEND across four academic years (2015–2019).

Methods

The study employs multilevel modelling to examine the main effects and interactions of EAL status, SEND, gender, and prior attainment on student achievement in reading, writing, and mathematics.

Results

The findings reveal that EAL students tend to catch up with their non-EAL peers in academic performance over time. However, EAL students with SEND face persistent challenges, particularly in reading. The study also highlights the heterogeneous nature of SEND, with varying impacts of EAL status across different SEND categories.

Conclusions

The study underscores the importance of early intervention and targeted support for EAL students with SEND. It emphasizes the need for tailored educational strategies that address the unique challenges faced by this diverse group of learners. The findings have implications for educational policy, practice, and research, advocating for a more nuanced understanding and approach to supporting the educational needs of EAL students with SEND.

{"title":"Achievement gaps for English learners with disabilities","authors":"Johny Daniel","doi":"10.1016/j.learninstruc.2024.102072","DOIUrl":"10.1016/j.learninstruc.2024.102072","url":null,"abstract":"<div><h3>Background</h3><div>In England, the number of English as an Additional Language (EAL) learners has been increasing. While prior research has explored the educational outcomes of EAL learners and students with special educational needs and disabilities (SEND), the intersection of these two groups remains under-researched.</div></div><div><h3>Aims</h3><div>This study aims to analyse the impact of EAL status and SEND on student achievement in reading, writing, and mathematics.</div></div><div><h3>Samples</h3><div>The study utilizes data from the National Pupil Database, focusing on approximately 2.5 million Year 6 students in England, including around 360,000 students identified with SEND across four academic years (2015–2019).</div></div><div><h3>Methods</h3><div>The study employs multilevel modelling to examine the main effects and interactions of EAL status, SEND, gender, and prior attainment on student achievement in reading, writing, and mathematics.</div></div><div><h3>Results</h3><div>The findings reveal that EAL students tend to catch up with their non-EAL peers in academic performance over time. However, EAL students with SEND face persistent challenges, particularly in reading. The study also highlights the heterogeneous nature of SEND, with varying impacts of EAL status across different SEND categories.</div></div><div><h3>Conclusions</h3><div>The study underscores the importance of early intervention and targeted support for EAL students with SEND. It emphasizes the need for tailored educational strategies that address the unique challenges faced by this diverse group of learners. The findings have implications for educational policy, practice, and research, advocating for a more nuanced understanding and approach to supporting the educational needs of EAL students with SEND.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"96 ","pages":"Article 102072"},"PeriodicalIF":4.7,"publicationDate":"2024-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143137342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How stereotype knowledge and stereotype belief impact girls’ self-efficacy and math performance: A response surface analysis approach

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-12-06 DOI: 10.1016/j.learninstruc.2024.102071

Nadia Leroy , Sylvain Max , Pascal Pansu

Background

A substantial body of research attributes the differences in mathematics achievement between girls and boys to gender stereotypes.

Aims

This study aimed to examine the role of stereotype knowledge and stereotype beliefs on self-efficacy and performance in mathematics.

Sample

At the beginning of the academic year, 566 fifth-grade students (51.9% girls, 48.1% boys) aged 11–13 years in French schools were surveyed regarding their stereotype knowledge and beliefs related to gender performance in math. Self-efficacy and academic performance were assessed at the end of junior high school.

Method

Data were analyzed using Response Surface Analysis to investigate the combined effect of stereotype beliefs and knowledge on self-efficacy and math performance.

Results

The findings indicated that girls with either very high or very low alignment between stereotype beliefs and stereotype knowledge exhibited lower self-efficacy compared to girls with average alignment scores. Additionally, the discrepancy between stereotype beliefs and stereotype knowledge is associated with both self-efficacy and math performance. When stereotype belief scores exceeded stereotype knowledge scores, it predicted lower self-efficacy and performance. For boys, the highest self-efficacy occurred when combining a high stereotype belief score with a low stereotype knowledge score, or vice versa. The direction of the discrepancy is also linked to their math performance, where higher stereotype belief scores relative to stereotype knowledge scores predict better performance.

Conclusion

This study underscores the significance of considering the non-linear relationship between stereotype knowledge, stereotype belief, self-efficacy, and performance, offering valuable insights into the impact of gender stereotypes in math.

{"title":"How stereotype knowledge and stereotype belief impact girls’ self-efficacy and math performance: A response surface analysis approach","authors":"Nadia Leroy , Sylvain Max , Pascal Pansu","doi":"10.1016/j.learninstruc.2024.102071","DOIUrl":"10.1016/j.learninstruc.2024.102071","url":null,"abstract":"<div><h3>Background</h3><div>A substantial body of research attributes the differences in mathematics achievement between girls and boys to gender stereotypes.</div></div><div><h3>Aims</h3><div>This study aimed to examine the role of stereotype knowledge and stereotype beliefs on self-efficacy and performance in mathematics.</div></div><div><h3>Sample</h3><div>At the beginning of the academic year, 566 fifth-grade students (51.9% girls, 48.1% boys) aged 11–13 years in French schools were surveyed regarding their stereotype knowledge and beliefs related to gender performance in math. Self-efficacy and academic performance were assessed at the end of junior high school.</div></div><div><h3>Method</h3><div>Data were analyzed using Response Surface Analysis to investigate the combined effect of stereotype beliefs and knowledge on self-efficacy and math performance.</div></div><div><h3>Results</h3><div>The findings indicated that girls with either very high or very low alignment between stereotype beliefs and stereotype knowledge exhibited lower self-efficacy compared to girls with average alignment scores. Additionally, the discrepancy between stereotype beliefs and stereotype knowledge is associated with both self-efficacy and math performance. When stereotype belief scores exceeded stereotype knowledge scores, it predicted lower self-efficacy and performance. For boys, the highest self-efficacy occurred when combining a high stereotype belief score with a low stereotype knowledge score, or vice versa. The direction of the discrepancy is also linked to their math performance, where higher stereotype belief scores relative to stereotype knowledge scores predict better performance.</div></div><div><h3>Conclusion</h3><div>This study underscores the significance of considering the non-linear relationship between stereotype knowledge, stereotype belief, self-efficacy, and performance, offering valuable insights into the impact of gender stereotypes in math.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"96 ","pages":"Article 102071"},"PeriodicalIF":4.7,"publicationDate":"2024-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143138028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using design thinking for developing pre-service teachers’ creativity in designing teaching plans to promote interactive learning in mathematics

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-12-04 DOI: 10.1016/j.learninstruc.2024.102070

Eduard M. Albay, Delia V. Eisma

Background

The demands of the 21st-century work environment increasingly challenge higher education educators to develop students’ ability to think creatively and critically, work collaboratively, communicate effectively, and solve problems innovatively by employing instructional methodologies that highlight interactive and active learning. Design thinking has gained widespread acceptance as a student-centered instructional approach that emphasizes the value of collaboration.

Aims

This study was conducted to determine the effects of design thinking on the creativity of teaching plans of pre-service teachers as an output of a performance task assessment.

Methods

The study utilized the posttest-only true experimental research design involving 25 matched pairs of pre-service teachers. The developed teaching plans of the experimental and control groups were evaluated using a rubric and compared their performances through the Welch t-test. A priori and post-hoc power analyses were performed.

Results

Statistical analysis showed that the experimental group outperformed the control group in the given performance task. The experimental and control groups' mean scores in all the rubric indicators recorded large differences that are statistically significant. There is also a statistically significant consensus between the evaluators’ ratings.

Conclusion

Conclusively, the design thinking process can positively impact the pre-service teachers' development of creative and professionally-designed teaching plans.

Recommendation

Further, this paper presented and discussed the implications of the results for facilitating interactive and active learning environments and the recommendations for future research undertakings.

{"title":"Using design thinking for developing pre-service teachers’ creativity in designing teaching plans to promote interactive learning in mathematics","authors":"Eduard M. Albay, Delia V. Eisma","doi":"10.1016/j.learninstruc.2024.102070","DOIUrl":"10.1016/j.learninstruc.2024.102070","url":null,"abstract":"<div><h3>Background</h3><div>The demands of the 21st-century work environment increasingly challenge higher education educators to develop students’ ability to think creatively and critically, work collaboratively, communicate effectively, and solve problems innovatively by employing instructional methodologies that highlight interactive and active learning. Design thinking has gained widespread acceptance as a student-centered instructional approach that emphasizes the value of collaboration.</div></div><div><h3>Aims</h3><div>This study was conducted to determine the effects of design thinking on the creativity of teaching plans of pre-service teachers as an output of a performance task assessment.</div></div><div><h3>Methods</h3><div>The study utilized the posttest-only true experimental research design involving 25 matched pairs of pre-service teachers. The developed teaching plans of the experimental and control groups were evaluated using a rubric and compared their performances through the Welch <em>t</em>-test. A priori and post-hoc power analyses were performed.</div></div><div><h3>Results</h3><div>Statistical analysis showed that the experimental group outperformed the control group in the given performance task. The experimental and control groups' mean scores in all the rubric indicators recorded large differences that are statistically significant. There is also a statistically significant consensus between the evaluators’ ratings.</div></div><div><h3>Conclusion</h3><div>Conclusively, the design thinking process can positively impact the pre-service teachers' development of creative and professionally-designed teaching plans.</div></div><div><h3>Recommendation</h3><div>Further, this paper presented and discussed the implications of the results for facilitating interactive and active learning environments and the recommendations for future research undertakings.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"96 ","pages":"Article 102070"},"PeriodicalIF":4.7,"publicationDate":"2024-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143137343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The influence of seductive details in learning environments with low and high extrinsic motivation 诱惑性细节在外因动机低和外因动机高的学习环境中的影响

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-11-26 DOI: 10.1016/j.learninstruc.2024.102054

Lukas Wesenberg , Sebastian Jansen , Felix Krieglstein , Sascha Schneider , Günter Daniel Rey

Background

The inclusion of interesting but irrelevant elements (seductive details) in learning environments can increase students’ motivation but also extraneous cognitive load. Accordingly, research mainly suggests detrimental effects on learning. However, most studies were conducted with participants who were extrinsically motivated to engage with the learning material anyway.

Aims

We assumed that presenting seductive details would impair learning when extrinsic motivation is high but improve learning when extrinsic motivation is low because the motivational potential that could be exploited through seductive details is greater and, thus, the motivational benefits might outweigh the cognitive disadvantages.

Sample and method

Two experimental studies (N = 120; N = 210) were conducted, which followed a 2 × 2 mixed design. The presence of seductive details was manipulated between subjects (with vs. without). External regulation - as one type of extrinsic motivation - was manipulated within subjects (low vs. high) by introducing the respective learning unit as either voluntary or mandatory.

Results

Results of both experiments showed that presenting seductive details only impaired test performance in high external regulation units but had no effect or even improved learning in low external regulation units. Additionally, in both studies, seductive details indirectly improved test performance via interest only in low external regulation units.

Conclusions

The results emphasize that the inclusion of seductive details should not be seen as unfavorable per se but as a trade-off between motivational advantages and cognitive disadvantages. Hence, whether seductive details impede or promote learning considerably depends on how much learners are motivated beforehand.

背景在学习环境中加入有趣但无关的元素（诱人的细节）可以提高学生的学习积极性，但同时也会增加无关的认知负担。因此，研究主要表明这会对学习产生不利影响。我们假设，当外在学习动机较高时，诱导性细节会损害学习效果，但当外在学习动机较低时，诱导性细节会改善学习效果，因为通过诱导性细节可以挖掘的学习动机潜力更大，因此，学习动机的益处可能会大于认知方面的弊端。诱导性细节的存在在受试者之间进行操控（有诱导性细节与无诱导性细节）。作为外在动机的一种，外部调控通过将相应的学习单元引入自愿或强制的方式，在受试者内部进行操控（低与高）。结果两项实验的结果表明，诱人细节的出现只会影响高外部调控单元的测试成绩，而对低外部调控单元则没有影响，甚至会提高学习成绩。此外，在这两项研究中，诱导性细节只在低外部调节单元中通过兴趣间接提高了测试成绩。结论结果强调，不应将诱导性细节本身视为不利因素，而应将其视为动机优势和认知劣势之间的权衡。因此，诱导性细节是阻碍学习还是促进学习在很大程度上取决于学习者事前的动机程度。

{"title":"The influence of seductive details in learning environments with low and high extrinsic motivation","authors":"Lukas Wesenberg , Sebastian Jansen , Felix Krieglstein , Sascha Schneider , Günter Daniel Rey","doi":"10.1016/j.learninstruc.2024.102054","DOIUrl":"10.1016/j.learninstruc.2024.102054","url":null,"abstract":"<div><h3>Background</h3><div>The inclusion of interesting but irrelevant elements (seductive details) in learning environments can increase students’ motivation but also extraneous cognitive load. Accordingly, research mainly suggests detrimental effects on learning. However, most studies were conducted with participants who were extrinsically motivated to engage with the learning material anyway.</div></div><div><h3>Aims</h3><div>We assumed that presenting seductive details would impair learning when extrinsic motivation is high but improve learning when extrinsic motivation is low because the motivational potential that could be exploited through seductive details is greater and, thus, the motivational benefits might outweigh the cognitive disadvantages.</div></div><div><h3>Sample and method</h3><div>Two experimental studies (<em>N</em> = 120; <em>N</em> = 210) were conducted, which followed a 2 × 2 mixed design. The presence of seductive details was manipulated between subjects (with vs. without). External regulation - as one type of extrinsic motivation - was manipulated within subjects (low vs. high) by introducing the respective learning unit as either voluntary or mandatory.</div></div><div><h3>Results</h3><div>Results of both experiments showed that presenting seductive details only impaired test performance in high external regulation units but had no effect or even improved learning in low external regulation units. Additionally, in both studies, seductive details indirectly improved test performance via interest only in low external regulation units.</div></div><div><h3>Conclusions</h3><div>The results emphasize that the inclusion of seductive details should not be seen as unfavorable per se but as a trade-off between motivational advantages and cognitive disadvantages. Hence, whether seductive details impede or promote learning considerably depends on how much learners are motivated beforehand.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"96 ","pages":"Article 102054"},"PeriodicalIF":4.7,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142720839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

SES and academic achievement are (not always) related: Profiles of student SES, academic achievement and their links to socio-emotional, cognitive, and metacognitive characteristics 社会经济地位与学业成绩（并非总是）相关：学生的社会经济地位、学业成绩及其与社会情感、认知和元认知特征的联系概况

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-11-21 DOI: 10.1016/j.learninstruc.2024.102055

Julia Holzer , Mélanie Maximino-Pinheiro , Grégoire Borst

Background

SES is a well-established predictor of academic achievement. However, not all students perform according to their SES-background and the predominantly variable-oriented body of research has neglected the investigation of constellations of SES and academic achievement differing from the commonly reported correlational links.

Aims

This study adopted a person-centered approach to identify different SES-achievement patterns and to compare them in terms of individual psychological characteristics.

Sample

Data were collected from an SES-diverse sample of 171 French ninth-graders (M_age = 14.40 years).

Method

We applied latent profile analysis (LPA) to (a) identify the various profiles when considering SES and academic achievement in a national standardized exam, and (b) investigate differences between the profiles regarding individual student characteristics (i.e., school well-being, academic self-concept, text anxiety, executive functions, and metacognition).

Results

LPA revealed 4 profiles: Group 1 (‘resilient achievers’, 19.9% of the sample) was characterized by below-average SES but above-average achievement, Group 2 (‘expected high achievers’, 42.1%) by above-average SES and achievement, Group 3 (‘expected low achievers’, 12.9%) by below-average SES and achievement, and Group 4 (‘underachievers’, 25.1%) by above-average SES and below-average achievement. ‘Resilient achievers’ displayed higher school happiness, better working memory and metacognitive knowledge than ‘underachievers’, and higher academic self-concept than ‘underachievers’ and ‘expected low achievers’.

Conclusions

Overall, these results suggest that academic resilience of low-SES students is related to socio-emotional, cognitive, and metacognitive resources that should be fostered in all students to promote academic achievement.

背景社会经济地位是学业成绩的一个公认的预测因素。然而，并非所有学生都能根据其社会经济地位背景取得相应的成绩，而且以变量为主的研究忽视了对社会经济地位与学业成绩之间的关系的研究，而这些关系又不同于通常报告的相关联系。方法我们采用潜在特征分析法（LPA），(a) 在考虑学生的社会经济地位和全国统一考试的学业成绩时，识别不同的特征；(b) 研究不同特征之间在学生个体特征（即：学校幸福感、学业自我概念、书写能力）方面的差异、结果 LPA 显示了 4 种情况：第 1 组（"有韧性的成绩优异者"，占样本的 19.9%）的特征是社会经济地位低于平均水平，但成绩高于平均水平；第 2 组（"预期成绩优异者"，占样本的 42.1%）的特征是社会经济地位和成绩均高于平均水平；第 3 组（"预期成绩较差者"，占样本的 12.9%）的特征是社会经济地位和成绩均低于平均水平；第 4 组（"成绩较差者"，占样本的 25.1%）的特征是社会经济地位高于平均水平，但成绩低于平均水平。与 "成绩不佳者 "相比，"学业适应力强者 "的学校幸福感更高，工作记忆和元认知知识更强，学业自我概念也比 "成绩不佳者 "和 "预期成绩差者 "更高。结论：总之，这些结果表明，低社会经济地位学生的学业适应力与社会情感、认知和元认知资源有关，应在所有学生中培养这些资源，以提高学业成绩。

{"title":"SES and academic achievement are (not always) related: Profiles of student SES, academic achievement and their links to socio-emotional, cognitive, and metacognitive characteristics","authors":"Julia Holzer , Mélanie Maximino-Pinheiro , Grégoire Borst","doi":"10.1016/j.learninstruc.2024.102055","DOIUrl":"10.1016/j.learninstruc.2024.102055","url":null,"abstract":"<div><h3>Background</h3><div>SES is a well-established predictor of academic achievement. However, not all students perform according to their SES-background and the predominantly variable-oriented body of research has neglected the investigation of constellations of SES and academic achievement differing from the commonly reported correlational links.</div></div><div><h3>Aims</h3><div>This study adopted a person-centered approach to identify different SES-achievement patterns and to compare them in terms of individual psychological characteristics.</div></div><div><h3>Sample</h3><div>Data were collected from an SES-diverse sample of 171 French ninth-graders (M<sub>age</sub> = 14.40 years).</div></div><div><h3>Method</h3><div>We applied latent profile analysis (LPA) to (a) identify the various profiles when considering SES and academic achievement in a national standardized exam, and (b) investigate differences between the profiles regarding individual student characteristics (i.e., school well-being, academic self-concept, text anxiety, executive functions, and metacognition).</div></div><div><h3>Results</h3><div>LPA revealed 4 profiles: Group 1 (‘resilient achievers’, 19.9% of the sample) was characterized by below-average SES but above-average achievement, Group 2 (‘expected high achievers’, 42.1%) by above-average SES and achievement, Group 3 (‘expected low achievers’, 12.9%) by below-average SES and achievement, and Group 4 (‘underachievers’, 25.1%) by above-average SES and below-average achievement. ‘Resilient achievers’ displayed higher school happiness, better working memory and metacognitive knowledge than ‘underachievers’, and higher academic self-concept than ‘underachievers’ and ‘expected low achievers’.</div></div><div><h3>Conclusions</h3><div>Overall, these results suggest that academic resilience of low-SES students is related to socio-emotional, cognitive, and metacognitive resources that should be fostered in all students to promote academic achievement.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102055"},"PeriodicalIF":4.7,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142705660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0