tag:blogger.com,1999:blog-69940164843743049872024-02-19T07:06:06.990-08:00Teaching HopefulSpecial Teaching and LearningIboenk20http://www.blogger.com/profile/03576831948122381671noreply@blogger.comBlogger4125tag:blogger.com,1999:blog-6994016484374304987.post-85155956846833090522017-10-30T21:44:00.000-07:002017-10-30T21:44:26.398-07:00The importance of autonomous learning <!--[if gte mso 9]><xml>
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<b>The importance of autonomous learning. </b> -- Autonomous learning has been emphasized by educators and
theorists since the early 1970s.<span style="mso-spacerun: yes;"> </span>The role
of autonomous learning in higher education also plays an increasingly important
role in the educational reforms currently taking place around the globe.
According to Della Fazey and John Fazey<span style="mso-spacerun: yes;">
</span>(2001),<span style="mso-spacerun: yes;"> </span>“The<span style="mso-spacerun: yes;"> </span>capacity<span style="mso-spacerun: yes;">
</span>to<span style="mso-spacerun: yes;"> </span>think,<span style="mso-spacerun: yes;"> </span>learn<span style="mso-spacerun: yes;">
</span>and<span style="mso-spacerun: yes;"> </span>behave<span style="mso-spacerun: yes;"> </span>autonomously<span style="mso-spacerun: yes;">
</span>is<span style="mso-spacerun: yes;"> </span>often<span style="mso-spacerun: yes;"> </span>claimed<span style="mso-spacerun: yes;">
</span>as<span style="mso-spacerun: yes;"> </span>an outcome for students in
higher education” (Crome, et al., 2009, p. 111). </div>
<div class="MsoNormal">
<br /></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjmYKGJCgDMjXSD2wOg4I8zaedApdf7dHGysqkDGYguInVq05E0PXNZZrIEfYjV2OTNBG4Ly0Z89xQ4NGZwrTwTUO2Lp-GHpz0_qD1tbqjHgN_0Kscx0Omu6frUIREIczQzy3gy4OjDFSw/s1600/IMG_20140903_094913.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjmYKGJCgDMjXSD2wOg4I8zaedApdf7dHGysqkDGYguInVq05E0PXNZZrIEfYjV2OTNBG4Ly0Z89xQ4NGZwrTwTUO2Lp-GHpz0_qD1tbqjHgN_0Kscx0Omu6frUIREIczQzy3gy4OjDFSw/s200/IMG_20140903_094913.jpg" width="200" /></a></div>
<br />
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In A Handbook for Teaching and Learning in Higher Education:
Enhancing Academic Practice, Fry, et al. (2003) state that the autonomy (of
student learning) that “commonly refers to students taking more responsibility
for and control of themselves and their learning, including being less spoon-fed.<span style="mso-spacerun: yes;"> </span>[It] may also include elements of students
taking more responsibility for determining and directing the content of their
learning” (p. 433). As Fry, et al. stated, “If the learner is to take increasing<span style="mso-spacerun: yes;"> </span>responsibility<span style="mso-spacerun: yes;"> </span>for<span style="mso-spacerun: yes;">
</span>progress<span style="mso-spacerun: yes;"> </span>and<span style="mso-spacerun: yes;"> </span>the<span style="mso-spacerun: yes;">
</span>teacher<span style="mso-spacerun: yes;"> </span>aims<span style="mso-spacerun: yes;"> </span>to<span style="mso-spacerun: yes;">
</span>facilitate,<span style="mso-spacerun: yes;"> </span>not<span style="mso-spacerun: yes;"> </span>control …<span style="mso-spacerun: yes;">
</span>then autonomous<span style="mso-spacerun: yes;"> </span>learning<span style="mso-spacerun: yes;"> </span>becomes<span style="mso-spacerun: yes;">
</span>crucial”<span style="mso-spacerun: yes;"> </span>(p.<span style="mso-spacerun: yes;"> </span>331).<span style="mso-spacerun: yes;">
</span>Here,<span style="mso-spacerun: yes;"> </span>they<span style="mso-spacerun: yes;"> </span>explain<span style="mso-spacerun: yes;">
</span>the<span style="mso-spacerun: yes;"> </span>relationship<span style="mso-spacerun: yes;"> </span>between teachers<span style="mso-spacerun: yes;"> </span>and<span style="mso-spacerun: yes;">
</span>students<span style="mso-spacerun: yes;"> </span>in<span style="mso-spacerun: yes;"> </span>the<span style="mso-spacerun: yes;">
</span>learning<span style="mso-spacerun: yes;"> </span>process.<span style="mso-spacerun: yes;"> </span>The<span style="mso-spacerun: yes;">
</span>teacher’s<span style="mso-spacerun: yes;"> </span>role<span style="mso-spacerun: yes;"> </span>becomes<span style="mso-spacerun: yes;">
</span>slightly<span style="mso-spacerun: yes;"> </span>changed; teaching and
learning should not always be controlled by the teacher, but should guide and
help students to learn by themselves. That might lead to a more effective and
deeper understanding of learning. </div>
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<br /></div>
<div class="MsoNormal">
Keith Crome, Ruth<span style="mso-spacerun: yes;">
</span>Farrar,<span style="mso-spacerun: yes;"> </span>and<span style="mso-spacerun: yes;"> </span>Patrick O'Connor<span style="mso-spacerun: yes;"> </span>(2009)<span style="mso-spacerun: yes;">
</span>defined<span style="mso-spacerun: yes;"> </span>autonomous<span style="mso-spacerun: yes;"> </span>learning<span style="mso-spacerun: yes;">
</span>as,<span style="mso-spacerun: yes;"> </span>“A habit of mind, expressed
through a range of activities and skills, acquired and developed through practice
… From this perspective, autonomous<span style="mso-spacerun: yes;">
</span>learning becomes the habitual exercise of skills, developed<span style="mso-spacerun: yes;"> </span>and<span style="mso-spacerun: yes;">
</span>perfected<span style="mso-spacerun: yes;"> </span>through<span style="mso-spacerun: yes;"> </span>continuous<span style="mso-spacerun: yes;">
</span>practice,<span style="mso-spacerun: yes;"> </span>which<span style="mso-spacerun: yes;"> </span>comes<span style="mso-spacerun: yes;">
</span>to<span style="mso-spacerun: yes;"> </span>be<span style="mso-spacerun: yes;"> </span>second<span style="mso-spacerun: yes;">
</span>nature”<span style="mso-spacerun: yes;"> </span>(p. 121). Once students
own this kind of thinking, they will have the ability to learn by themselves; this
ability will become second nature, not to mention a good habit. Students will
become more motivated to<span style="mso-spacerun: yes;"> </span>think and
work<span style="mso-spacerun: yes;"> </span>independently. Moreover,<span style="mso-spacerun: yes;"> </span>they will know what<span style="mso-spacerun: yes;"> </span>they need and will engender their independent
thoughts, as well; more focus will be on one’s own learning.<span style="mso-spacerun: yes;"> </span></div>
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<br /></div>
<div class="MsoNormal">
This<span style="mso-spacerun: yes;">
</span>investigation<span style="mso-spacerun: yes;"> </span>argues<span style="mso-spacerun: yes;"> </span>for<span style="mso-spacerun: yes;">
</span>the<span style="mso-spacerun: yes;"> </span>importance<span style="mso-spacerun: yes;"> </span>of<span style="mso-spacerun: yes;">
</span>autonomous<span style="mso-spacerun: yes;"> </span>learning<span style="mso-spacerun: yes;"> </span>being<span style="mso-spacerun: yes;">
</span>increasingly promoted,<span style="mso-spacerun: yes;">
</span>especially<span style="mso-spacerun: yes;"> </span>for<span style="mso-spacerun: yes;"> </span>the<span style="mso-spacerun: yes;">
</span>21st<span style="mso-spacerun: yes;"> </span>century<span style="mso-spacerun: yes;"> </span>learners<span style="mso-spacerun: yes;">
</span>who<span style="mso-spacerun: yes;"> </span>need<span style="mso-spacerun: yes;"> </span>to<span style="mso-spacerun: yes;">
</span>have<span style="mso-spacerun: yes;"> </span>this<span style="mso-spacerun: yes;"> </span>ability<span style="mso-spacerun: yes;">
</span>to<span style="mso-spacerun: yes;"> </span>reach<span style="mso-spacerun: yes;"> </span>the standard of<span style="mso-spacerun: yes;"> </span>the changing world. We all hope<span style="mso-spacerun: yes;"> </span>that students can<span style="mso-spacerun: yes;"> </span>take more<span style="mso-spacerun: yes;">
</span>responsibility<span style="mso-spacerun: yes;"> </span>in<span style="mso-spacerun: yes;"> </span>their own learning for the sake of making
teaching and learning more effective. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>Source :</b></div>
<div class="MsoNormal">
Exploring autonomous learning strategies within contemporary dance technique class at <br />the South China Normal University <br />Yan Liu <br />South China Normal University <br />email: liuyan_1226@126.com </div>
Iboenk20http://www.blogger.com/profile/03576831948122381671noreply@blogger.com9tag:blogger.com,1999:blog-6994016484374304987.post-78310423822728894572017-10-24T21:28:00.002-07:002017-10-24T21:28:39.307-07:00Forensic Participation as a Contributor to Students' Critical Thinking Skills at the College Level in China: A Multiple Case Study<div style="text-align: justify;">
<b>Forensic Participation as a Contributor to Students' Critical Thinking Skills at the College Level in China: A Multiple Case Study</b>. -- A popular co-curricular activity, forensic participation is considered as an effective educational tool in sharping students’ logic thinking abilities (Allen & Berkowitz, 1999; Bellon, 2000; Lieberman, Trumble & Smith, 2000). However, in China, compared with the growing enthusiasm in debate among the Chinese students, research in this field is relatively thin. Therefore, in order to gainan in-depth understanding of how forensic participation influence students’ critical thinking abilities, I conducted this multiple case study which was grounded in the Paul-Elder Model of Critical Thinking. </div>
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<div style="text-align: justify;">
My respondents are three national or regional champions from a well-known forensic team in Eastern China. My major data collection include three one-on-one interviews with the respondents, some secondary interviews with their coach and teachers, observations on their debate training, and some online data such as the official blog of the team, my e-mail correspondence with the students and information culled from their personal social networking sites. </div>
<div style="text-align: justify;">
<br />My two research questions are “How does college students’ thinking change as a result of participating in forensics?” and “What features of forensic participation support students’ development of critical thinking?” In terms of research question one, I have found that first, as a result of forensic participation, my respondents’ questioning, critical reading, analyzing and evaluating skills have improved. Second, they developed some intellectual traits that are indispensable to their critical thinking abilities. Third, forensic participation has to some extent helped them to get rid of ego-centric and socio-centric thinking, which paved the way for them to become an accomplished and responsible thinker. </div>
<div style="text-align: justify;">
<br />As to research question two, I found that both the educational and epistemic features support students’ development of critical thinking. I also found out motivation plays such an important role in students’ critical thinking development that it could be added into the framework of Paul’s Model of critical thinking. My recommendations include improving the instruction methods in debate courses and enhance both the quantity and quality of the intercollegiate and national competitions. </div>
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<div class="abstract_Text col-xs-12 col-sm-10 col-md-10 col-lg-10">
<span class="titleAuthorETC small">Source : Hu, Yanan.
</span><span class="titleAuthorETC small">University of the Pacific, ProQuest Dissertations Publishing, 2015. 3737511. </span></div>
<div class="abstract_Text col-xs-12 col-sm-10 col-md-10 col-lg-10">
<span class="titleAuthorETC small"><a href="https://search.proquest.com/openview/b30bf2d26ac9c5a3c2e1b2fdf68c3d8c/1.pdf?pq-origsite=gscholar&cbl=18750&diss=y">https://search.proquest.com/openview/b30bf2d26ac9c5a3c2e1b2fdf68c3d8c/1.pdf?pq-origsite=gscholar&cbl=18750&diss=y </a></span></div>
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<br /><br /></div>
Iboenk20http://www.blogger.com/profile/03576831948122381671noreply@blogger.com0tag:blogger.com,1999:blog-6994016484374304987.post-72061509897408844562017-10-24T04:02:00.003-07:002017-10-24T04:02:58.889-07:00Examining the Relationship among State College Mathematics Instructors' Demographics, Perceptions and Practices Concerning Procedural Fluency and Conceptual Understanding, and Epistemic Beliefs with Respect to Student Achievement<div style="text-align: justify;">
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<b>Examining the Relationship among State College Mathematics Instructors' Demographics, Perceptions and Practices Concerning Procedural Fluency and Conceptual Understanding, and Epistemic Beliefs with Respect to Student Achievement.</b> -- This study examined the relationship among three research
factors with respect to student achievement:<span style="mso-spacerun: yes;">
</span>instructors’ demographics, perceptions and practices concerning
procedural<span style="mso-spacerun: yes;"> </span>fluency and conceptual
understanding, and epistemic beliefs of how students learn mathematics and the
nature of mathematics.</div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
The study was a replication of Sicignano (2011) and focused
on MATV 0028, a developmental mathematic course commonly taught at state
colleges, which confer 2- and 4-year degrees. The study was grounded in
attribution, expectancy, and cognitive dissonance theories.</div>
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<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhCB8Wv22GFdB9yysyYcSG8a9_afKCbH-jTAe9J_JPLAtS8nv2xjauVvyLVCyZD0nXJUfIesTXeWkbCDp-VeHYv9ox-kVtfr06Of6qqgzGDFzx8mBb4QNLNC5cXBoQ1YI5K5tf8770PldVn/s1600/DSCF0503.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhCB8Wv22GFdB9yysyYcSG8a9_afKCbH-jTAe9J_JPLAtS8nv2xjauVvyLVCyZD0nXJUfIesTXeWkbCDp-VeHYv9ox-kVtfr06Of6qqgzGDFzx8mBb4QNLNC5cXBoQ1YI5K5tf8770PldVn/s200/DSCF0503.JPG" width="200" /></a></div>
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The study’s findings were based on responses from<span style="mso-spacerun: yes;"> </span>19 instructors who taught MATV 0028 during
the fall 2012, spring 2013, and fall 2013 semesters. Instructors responded to a
31-item online researcher-developed questionnaire and provided students’<span style="mso-spacerun: yes;"> </span>final examination scores (N = 528).
Cronbach’s alphas for the questionnaire sections were a =<span style="mso-spacerun: yes;"> </span>.71<span style="mso-spacerun: yes;">
</span>and<span style="mso-spacerun: yes;"> </span>.75, respectively, and<span style="mso-spacerun: yes;"> </span>.825<span style="mso-spacerun: yes;">
</span>for the 46-item, dichotomously scored final examination.</div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
The study’s hypotheses were tested using path analysis.
Three paths had a significant direct effect on student achievement: years
teaching mathematics overall, Bu = -0.14,p = .0002; years teaching mathematics
at the state college, B12 = 0.23, p<span style="mso-spacerun: yes;"> </span>=
.0010; and whether an instructor took an educational course, B13<span style="mso-spacerun: yes;"> </span>= 2.51, p<span style="mso-spacerun: yes;">
</span>=<span style="mso-spacerun: yes;"> </span>.0106. Results were confirmed
by a multiple regression analysis, which yielded an overall significant model,
R2<span style="mso-spacerun: yes;"> </span>=<span style="mso-spacerun: yes;">
</span>.044, F(6, 520) = 4.01, p<span style="mso-spacerun: yes;"> </span><
.001.</div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
Overall findings were consistent with Sicignano (2011) and
suggest instructors’<span style="mso-spacerun: yes;"> </span>epistemic beliefs
do not guide practices, instructors are unable to distinguish between
procedural fluency and conceptual understanding, and instructor demographics
are essential<span style="mso-spacerun: yes;"> </span>to student achievement.
Recommendations for practice include: developmental mathematics instructors are
encouraged to enroll in graduate-level education courses, and colleges should
develop an in-house teaching culture for instructors, provide them with
inservice workshops that address the distinction between procedural fluency and
conceptual understanding, and create procedural and conceptual assessment items
in mathematics that reflect the upper levels of Bloom’s (1956) taxonomy.</div>
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<br /></div>
<div class="abstract_Text col-xs-12 col-sm-10 col-md-10 col-lg-10">
<span class="titleAuthorETC small"><b>Source</b> : Schiff, Rahna.
</span><span class="titleAuthorETC small">Florida Institute of Technology, ProQuest Dissertations Publishing, 2015. 3662780. </span></div>
<div class="abstract_Text col-xs-12 col-sm-10 col-md-10 col-lg-10">
<span class="titleAuthorETC small"><a href="https://search.proquest.com/openview/06a5b1c86505d7e648cc9ab947a2332e/1.pdf?pq-origsite=gscholar&cbl=18750&diss=y">https://search.proquest.com/openview/06a5b1c86505d7e648cc9ab947a2332e/1.pdf?pq-origsite=gscholar&cbl=18750&diss=y </a></span></div>
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Iboenk20http://www.blogger.com/profile/03576831948122381671noreply@blogger.com0tag:blogger.com,1999:blog-6994016484374304987.post-57753898663290710382017-10-24T02:21:00.001-07:002020-05-16T06:43:45.609-07:00Conceptual Understanding of Science Through Archaeological Inquiry<div style="text-align: justify;">
<b>Conceptual understanding of science through archaeological inquiry</b> - <i><b>Abstract.</b></i> Since the launch of Project 2061 in 1985, an effort to improve science education, educators have searched for engaging ways to teach science inquiry in the classroom. While archaeology is inherently interesting, it is an underused vehicle for teaching to national standards, especially science inquiry, in pre-collegiate education.<br /><br />This case study examined students’ conceptual understanding of five science inquiry concepts (observation, inference, classification, context, and evidence) and the Nature of Science (NOS), the differences between science and history, and the similarities in science inquiry and historical inquiry through the study of archaeology.<br /><br /></div>
<div style="text-align: justify;">
</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0MnY92sOSLSknf-C3RF061g3yn8XQy3HF5k4Ama5JEAhhnQyfJR1ub8swX2xvBHnJ5kk7UaSNpeRScCGo79hx7OKU0Y21yHOpRVMKjNnDHG4nImAYbvMIM0SGYYES5W-9XrncN5roPhW_/s1600/IMG_20160819_054154.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0MnY92sOSLSknf-C3RF061g3yn8XQy3HF5k4Ama5JEAhhnQyfJR1ub8swX2xvBHnJ5kk7UaSNpeRScCGo79hx7OKU0Y21yHOpRVMKjNnDHG4nImAYbvMIM0SGYYES5W-9XrncN5roPhW_/s200/IMG_20160819_054154.jpg" width="200" /></a></div>
<div style="text-align: justify;">
This qualitative case study included 27 subjects, all fifth grade students who were studying American history through archaeological inquiry. Data was collected through a series of learning assessment probes and a performance task designed specifically for this study. Interviews, observation of the performance task, and examination of classroom work completed data collection.<br /><br />With only minor exceptions, students were conversant in all five of the inquiry concepts, however, their understanding of each concept was highly individual. In many cases, students retained so me misconceptions, misunders tandings, or incomplete understandings of the concepts.<br /><br />Identification of the cognitive processes underlying student understanding helped trace the origin of misconceptions, misunderstandings, and incomplete understandings. All of the students demonstrated some understanding of the Nature of Science and the relationships between science, history, and archaeology. </div>
<div style="text-align: justify;">
<br />
The study has implications for learning, for curriculum development, and for teaching and teacher preparation. Students can easily retain misconceptions throughout a course of study or can fail to reach complete conceptual understanding.<br /><br />Identification of misconceptions and their source can provide teachers with a clear starting point to dispel misconceptions and to create deeper and more accurate conceptual understanding of science processes. Results can be used immediately to improve the curriculum used in this study and to design better science inquiry curricula. </div>
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<br />
Future research could be designed to confirm the results of this study and to expand the sample to a larger and more diverse group of subjects.</div>
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<br /></div>
<div style="text-align: justify;">
<div class="abstract_Text col-xs-12 col-sm-10 col-md-10 col-lg-10">
<span class="titleAuthorETC small">Moe, Jeanne Marie.
</span><span class="titleAuthorETC small">Montana State University, ProQuest Dissertations Publishing, 2011. 3454521. </span></div>
<div class="abstract_Text col-xs-12 col-sm-10 col-md-10 col-lg-10">
<span class="titleAuthorETC small">Source : <a href="https://search.proquest.com/openview/7641616d0edf189be7442350d8b9510e/1?pq-origsite=gscholar&cbl=18750&diss=y">https://search.proquest.com/openview/7641616d0edf189be7442350d8b9510e/1?pq-origsite=gscholar&cbl=18750&diss=y</a> </span></div>
</div>
Iboenk20http://www.blogger.com/profile/03576831948122381671noreply@blogger.com1