Mobile English learning: An evidence-based study with fifth graders

Three groups participated in a study on the added value of mobile technology for learning English as a second language for primary school students. The first group had classroom lessons in English about zoo animals and their characteristics. The second group took classroom lessons and worked with a mobile application on location in a public zoo. The third group received the same treatment as the second but, as an extension, was allowed to take the mobile application home for a fortnight. A pre- and a posttest were conducted to measure the individual change in mastery of a set of targeted English words. The results showed that the group which took the mobile phone home improved the most. However, when the additional learning time, spent apart from school, of this third group was controlled for, the superior performance of the group disappeared. The results indicate that students are motivated to use the application in their spare time and that this benefits their learning. The conclusion is that formal school learning can be augmented by learning in an informal context, away from school.     

Teaching A level physics through microcomputer dynamic modelling: Teaching methods

Abstract  This paper describes the DYNAMIC MODELLING SYSTEM (DMS) computer program, some features of microcomputer dynamic models and the teaching of A level Physics through these models. The technique of dynamic modelling is interesting because it allows computer models of a given physical system to be written in mathematically different ways, and because models of different systems may be shown to be structurally very similar. Teaching through dynamic modelling allows active student participation in learning, and classroom examples of this are described. Some conjectures are made as to how dynamic modelling gives rise to the phenomena observed in the classroom.     

新工科背景下Python教学探讨与实践

新工科背景下Python程序设计已成为大部分高校开设的大数据公共课程。本章以“计算思维与Python程序设计”课程为例,结合教学实践,从教学内容设计、教学手段设计、考核方式设计等方面阐述整个教学框架,探索优化适合本校学生的教学模式和方法,挖掘学生学习的内驱力。教学实践证明,提出的教学框架一定程度上有助于提高教学效果,提高学生的编程乐趣。     

Developing an assessment-centered e-Learning system for improving student learning effectiveness

This research used Web-based two-tier diagnostic assessment and Web-based dynamic assessment to develop an assessment-centered e-Learning system, named the ‘GPAM-WATA e-Learning system.’ This system consists of two major designs: (1) personalized dynamic assessment, meaning that the system automatically generates dynamic assessment for each learner based on the results of the pre-test of the two-tier diagnostic assessment; (2) personalized e-Learning material adaptive annotation, meaning that the system annotates the e-Learning materials each learner needs to enhance learning based on the results of the pre-test of the two-tier diagnostic assessment and dynamic assessment. This research adopts a quasi-experimental design, applying GPAM-WATA e-Learning system to remedial Mathematics teaching of the ‘Speed’ unit in an elementary school Mathematics course. 107 sixth-graders from four classes in an elementary school participated in this research (55 male and 52 female). With each class as a unit, they were divided into four different e-Learning models: (1) the personalized dynamic assessment and personalized e-Learning material adaptive annotation group (n = 26); (2) the personalized dynamic assessment and non-personalized e-Learning material adaptive annotation group (n = 28); (3) the non-personalized dynamic assessment and personalized e-Learning material adaptive annotation group (n = 26); and (4) the non-personalized dynamic assessment and non-personalized e-Learning material adaptive annotation group (n = 27). Before remedial teaching, all students took the prior knowledge assessment and the pre-test of the summative assessment and two-tier diagnostic assessment. Students then received remedial teaching and completed all teaching activities. After remedial teaching, all students took the post-test of the summative assessment and two-tier diagnostic assessment. It is found that compared to the e-Learning models without personalized dynamic assessment, e-Learning models with personalized dynamic assessment are significantly more effective in facilitating student learning achievement and improvement of misconceptions, especially for students with low-level prior knowledge. This research also finds that personalized e-Learning material adaptive annotation significantly affects the percentage of reading time students spend on the e-Learning materials they need to enhance learning. However, it does not appear to predict student learning achievement and improvement of misconceptions.     

The effects of computer-assisted instruction on the achievement,attitudes and retention of fourth grade mathematics students in North Cyprus

The purpose of this study was to examine the effects of the educational software Frizbi Mathematics 4 on 4th grade student's mathematics achievement, retention, attitudes toward mathematics and attitude toward computer assisted learning. Two groups (experimental and control) of students from the state primary school in Gazimagusa, North Cyprus were used in this study. The control group was taught using a lecture-based traditional instruction and experimental group was taught using educational software, namely Frizbi Mathematics 4. The control group consisted of 26 students while the experimental group consisted of 29 students. The groups were compared on achievement of mathematics, retention, and attitude toward mathematics and computer assisted learning. The study included three units, Multiplication of Natural Numbers, Division of Natural Numbers, and Fractions. Scores on achievement tests were collected three times; at the beginning of the study, immediately after the intervention, and 4 months later. The mathematics attitude scale and computer assisted learning attitude scale were administrated only two times; at the beginning of the study and immediately after the completion of the study. A series of ANOVAs for repeated measures revealed significant difference between the groups on the post achievement tests and attitude scales in favor of experimental group. However, statistically significant differences in favor of the treatment group, on the retention tests were attained on the multiplication and division units but not on fractions. The evidence indicates that Frizbi Mathematics 4 for learning and teaching mathematics at the primary school level in North Cyprus is an effective tool.     

中职计算机应用基础课以“考”促学教学探讨

考试是教学过程当中一个不可或缺的构成部分,是衡量教师课堂教学效果的重要标准之一,是学生阶段性学习成绩的一种检查手段,同时也是提高教学质量、稳定教学秩序的一个关键因素。考试的内容、方式以及标准等合理与否．将对教师的教学质量与学生的学习成效带来极大的影响。计算机应用基础课作为一门中职生的必修课程,其所涉及的领域极为广泛,中职计算机应用基础课教学中,采取以“考”促学的方式,对中职计算机应用基础课的教学质量与中职生的学习效果的提升,有着重要的帮助。文章将对计算机应用基础课程的考试现状进行分析,并对中职计算机应用基础课以“考”促学的模式进行探讨。     

Implementation of Web-based dynamic assessment in facilitating junior high school students to learn mathematics

This research adopts the Graduated Prompting Assessment Module of the WATA system (GPAM-WATA) and applies it to the remedial teaching of junior high school mathematics. The theoretical basis of the development of GPAM-WATA is the idea of ‘graduated prompt approach’ proposed by Campione and Brown, 1985, Campione and Brown, 1987. In GPAM-WATA, when examinees fail to answer items correctly, they obtain instructional prompts (IPs) in a graduated way. This research developed the contents of IPs based on the mathematical problem-solving theory of Mayer (1992, pp. 458–460). A quasi-experimental design was adopted. Ninety-six junior high school seventh graders from three different classes participated in this research. The three classes were randomly divided into the GPAM-WATA group (n = 31), the N-WBT group (n = 31) and the PPT group (n = 34). All students received traditional mathematics instruction from the same teacher. After traditional mathematics instruction, all students took the pre-test of the summative assessment. The students in the three different groups then respectively received remedial teaching in the form of GPAM-WATA, normal Web-based test (N-WBT), and paper-and-pencil test (PPT). After the remedial teaching, all students took the post-test of the summative assessment. The results indicate that compared with other groups, performing remedial teaching using GPAM-WATA has significantly better effectiveness. Moreover, it is found that the IPs in GPAM-WATA are effective in remedial teaching for not only those students most lacking in different types of mathematical problem-solving knowledge but also all the other students.     

Learning differences and eye fixation patterns in virtual and physical science laboratories

This project analyzed high school students' performance and eye movement while learning in a simulation-based laboratory (SBL) and a microcomputer-based laboratory (MBL). Although the SBL and the MBL both used computers to collect, graph, and analyze data, the MBL involved manual manipulation of concrete materials, whereas the SBL displayed everything on a monitor. Fifty senior high school students at three urban public high schools in Taipei were randomly assigned to the MBL and SBL settings. The participants conducted the Boyle's Law experiment with an accompanying worksheet and completed pre- and post-conceptual tests. FaceLAB and ASL MobileEye were used to record each participant's eye movements in the SBL and MBL settings, respectively. The results showed that lower achievers improved significantly from the pre-to post-conceptual tests. The SBL group tended to carry out more experiments. Moreover, the MBL group's performance on the worksheet was moderately correlated with their post-test. However, this correlation was not found for the SBL group. Furthermore, at the beginning of the laboratories, the SBL group had a higher percentage of fixations with longer fixation duration, which implies more attention to and deeper cognitive processing of the equipment and running experiments, while the MBL group focused on the worksheet. This study concludes that, for e-learning like SBLs, students tend to start off doing an experiment, and then think about the questions on the worksheets, whereas for physical laboratories like MBLs, they tend to think before doing.     

Participation rates in physics 12 in BC: Science teachers’ and students’ views

Abstract

In recent years, participation rates in the British Columbia (BC) provincial physics exams have been low, compared with chemistry and biology. A qualitative study employing questionnaire and interview methods sought the views of teachers and students of senior science courses on why this is the case. Data analysis revealed that students’ decisions about Physics 12 were influenced by their perceptions of the mathematical content of physics, the physics teachers’ personalities and teaching styles, the perceived difficulty of physics, and prior experience of physics. We conclude that enhancing student interest in taking physics at advanced high school levels may necessitate a wider, more articulated exposure to topics in physics, together with more careful attention to mathematical background and skills.     

A case study of the in-class use of a video game for teaching high school history

This study examines the case of a sophomore high school history class where Making History, a video game designed with educational purposes in mind, is used in the classroom to teach about World War II. Data was gathered using observation, focus group and individual interviews, and document analysis. The high school was a rural school located in a small town in the Midwestern United States. The teacher had been teaching with the game for several years and spent one school week teaching World War II, with students playing the game in class for three days of that week. The purpose of this study was to understand teacher and student experiences with and perspectives on the in-class use of an educational video game. Results showed that the use of the video game resulted in a shift from a traditional teacher-centered learning environment to a student-centered environment where the students were much more active and engaged. Also, the teacher had evolved implementation strategies based on his past experiences using the game to maximize the focus on learning.     

Learning effectiveness of applying automated music composition software in the high grades of elementary school

The paper is mainly to explore the automated music composition experiences for the students in the high grades of elementary school who are unfamiliar with the professional music theory. The proposed Automated Composition for Music Education (ACME) software was developed to help the students to compose the rhythm and melody themselves, while chord configuration and arrangement are automatically generated. Subsequently, sixth-year students of a non-experimental school were recruited to use the software for the completion of its development. Analysis of learning effectiveness at the reaction level, analysis of learning-level learning effectiveness, correlation analysis of the reaction- and learning-levels learning effectiveness has been performed with a significant result. The correlations between each component of learning effectiveness at the reaction and learning levels were also found. Finally the students in the experimental group using the ACME teaching materials showed a better learning effectiveness at both reaction level and learning level, than those of the students in the comparison group.     

Comparing and combining real and virtual experimentation: an effort to enhance students' conceptual understanding of electric circuits

Abstract  The purpose of this study was to investigate value of combining Real Experimentation (RE) with Virtual Experimentation (VE) with respect to changes in students' conceptual understanding of electric circuits. To achieve this, a pre–post comparison study design was used that involved 88 undergraduate students. The participants were randomly assigned to an experimental (45 students) and a control group (43 students). Each group attended a one semester course in physics for preservice elementary school teachers. Both groups used the same inquiry-based curriculum materials. Participants in the control group used RE to conduct the study's experiments, whereas, participants in the experimental group used RE in the first part of the curriculum and VE in another part. Conceptual tests were administered to assess students' understanding of electric circuits before, during and after the teaching intervention. Results indicated that the combination of RE and VE enhanced students' conceptual understanding more than the use of RE alone. A further analysis showed that differences between groups on that part of the curriculum in which the experimental group used VE and the control group RE, in favour of VE.     

北京市海淀区普教环境下信息技术教育现状分析

从海淀区高中阶段信息技术教育现状出发,分析高中阶段信息技术课程的学业目标、学业检测方式、教学方式、普遍问题和解决办法,以实际数据和案例呈现高中学生的信息技术能力水平,为高中后续阶段的计算机学习提供学生水平程度依据。     

Predictors of students' participation in internet or computer tutoring for additional instruction and its effect on academic achievement

In recent years, it has become common to use the internet or computer tutoring with a programme or application for additional instruction (ICTPAAI), in addition to the mandatory school schedule. This study aimed to understand students' participation in ICTPAAI and its relation to academic achievement. Multilevel structural equation modelling was conducted on a sample comprising 6,425 Chinese students (M_age 15.72 years; 48.9% girls) who had various forms of additional instruction during the 2014/2015 school year. Results showed that the use of information and communication technology (ICT) to complete schoolwork, whether in school or outside of school, was positively associated with students' participation in ICTPAAI; however, students' ICT interest, ICT self-efficacy and ICT autonomy were not. Students' participation in ICTPAAI was negatively associated with their academic achievement at the end of the school year; much variance was explained at the school level. These findings suggest that students should be cautious about participating in this form of additional instruction and that schools play an important role in students' participation in ICTPAAI.     

网络考试系统在公共课教学中的应用

该文首先介绍了公共课网络考试系统的的设计策略,以及该系统的体系结构和分析了系统的功能特点,其次对网络考试在公共课教学过程中的应用思想和设计思想进行了全面阐述,对系统进行了全面测试,并对将测试中的一些关键问题进行了评价。实践证明,该网络考试系统不仅能满足网络考试系统的要求,而且能促进教师的教和学生的学。     

The impact of paper-based,computer-based and mobile-based self-assessment on students' science motivation and achievement

The present study focuses on the implementation of a self - assessment procedure in a Physics class, extended during a seven weeks period in a European secondary level school. The researchers used three modes of assessment based on paper and pencil, computer-web and mobile devices respectively. The aim of the study is to investigate the effect of each mode of assessment on students' motivation and achievement. Analysis of pre- and post-motivation tests revealed a more positive motivational orientation of students towards computers and mobile devices as assessment delivery mediums. Also, student evaluation implemented after the phase of the experimental procedure showed a significant increase in learning achievement for low-achieving students who participated in the mobile-based and computer-based assessment. The positive effects of computers and mobile devices on students' learning motivation suggest that they can be used as a promising alternative to paper and pencil assessment procedures.     

Qualitative investigation on the views of inquiry teaching based upon the cloud learning environment of high school physics teachers from Beijing,Taipei, and Chicago

The teachers' understanding or conceptual beliefs would reflect their basic views on education, the nature of the course, their students, and how learning should be conducted. Once formed, such views would remain relatively stable for a significant period of time and affect their teaching practice, the ability of their students to carry out inquiry learning as well as developments in corresponding techniques and mindsets. This research analyzed the differences in the level of understanding of inquiry teaching under the cloud learning environment (CLE) between high school physics teachers from Beijing, Taipei and Chicago. As part of the analysis, video recordings of four actual high school investigative physics course sessions were selected from the 4th Competition of Middle School Physics Teachers Instruction Skills held in 2014 and ranked by the high school physics teachers from the three different cities in terms of inquisitiveness of the course. Results revealed significant differences exist between teachers from the three different cities in terms of understanding of CLE-based inquiry teaching. Teachers from Chicago inclined towards the students' awareness of the problem as well as their ability to collect and question data. Teachers from Beijing, on the other hand, prioritized a procedural approach in inquiry and investigations for their students. Finally, teachers from Taipei shared characteristics from both cities. In essence, teachers from Beijing were more teacher-focused in their understanding of inquiry teaching, while teachers from Chicago were more student-focused. Teachers from Taipei, on the other hand, was somewhere in between.     

Effects of computer-assisted instruction on performance of senior high school biology students in Ghana

This study investigated the comparative efficiency of computer-assisted instruction (CAI) and conventional teaching method in biology on senior high school students. A science class was selected in each of two randomly selected schools. The pretest-posttest non equivalent quasi experimental design was used. The students in the experimental group learned science concepts (cell cycle) through the CAI, whereas the students in the control group were taught the same concepts by the conventional approach. The conventional approach consisted of lecture, discussions and question and answer teaching methods. Mann–Whitney U tests were used to analyze students’ pretest and posttests scores. The results indicated that students that were instructed by the conventional approach performed better on the posttest than those instructed by the CAI. However, the performance of low achievers within the experimental group improved after they were instructed by the CAI. Even though the CAI group did not perform better than the conventional approach group, the students in the CAI group perceived CAI to be interesting when they were interviewed.     

高职院校Photoshop课程有效教学

为了进一步提高高职院校Photoshop课程课堂教学效果,培养学生Photoshop软件操作水平,适应就业岗位的需求,结合日常的教学工作,总结了几点自己对教材、教学内容、教学过程和教学方式、考评方式等方面的几点思考。