14 research outputs found
The role of cognitive mechanisms and social processes in cooperative learning.
No full textOne of the most prevalent changes in education in recent years has been the increasing use of collaborative small groups. Both psychological and educational theory support the notion that children can effectively learn from each other. In addition, there is empirical support for the efficacy of collaborative learning; however, there is little research investigating the mechanisms which have been proposed to promote this learning. The purpose of this study is to better understand the role of these mechanisms in engendering new understanding. The 6th grader participants worked in groups of four on science problems dealing with matter and molecules. Transcripts were made of the videotapes of the groups and students were individually interviewed following each of the discussions. Results indicate the mechanisms of cognitive change do not adequately describe the learning process. Rather, the characteristics of the task as well as the social processes unique to each group influenced not only the frequency, but also the role of each of the mechanisms. The interview data suggest that the students themselves were aware of and articulate about the social and cognitive processes within the group. Implications for theory, practice and further research are presented.PhDEducation and PsychologyUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/104916/1/9624573.pdfDescription of 9624573.pdf : Restricted to UM users only
Impacts of a mathematical mistake on preservice teachers’ eliciting of student thinking
No full textInternational audienceWe report on a study of preservice teachers’ eliciting performances in a scenario in which a student has made a mistake and, if sufficiently probed, is able to recognize the mistake and revise their work. Our findings reveal the skills and capabilities of one group of preservice teachers at the start of a teacher education program
Impact of fruit orientation and pelleting material on water uptake and germination performance in artificial substrate for sugar beet
No full text© 2020 Blunk et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Water uptake into seeds is a fundamental prerequisite of germination and commonly influenced by commercial seed enhancement technologies. The effect of fruit orientation and contrasting pelleting materials on germination and biological performance of sugar beet was assessed. The results indicated there was orientation dependent fruit shrinkage of 37% for the operculum side supplied by moisture compared to 4% for the basal pore side. The expansion rate of 5% compared to the original size, which was also observed for non-shrinking seeds, indicated this was a temporary effect. This behaviour has importance for the application pelleting materials to seeds. Pellets composed of materials exhibiting low levels of swelling act as a water distribution layer which increased germination rates. Careful selection of pelleting material is crucial as it has direct implications on germination speed and subsequent establishment rates
Impacts of a mathematical mistake on preservice teachers’ eliciting of student thinking
No full textInternational audienceWe report on a study of preservice teachers’ eliciting performances in a scenario in which a student has made a mistake and, if sufficiently probed, is able to recognize the mistake and revise their work. Our findings reveal the skills and capabilities of one group of preservice teachers at the start of a teacher education program
Single molecule diffusion studies in nanoporous systems: From fundamental concepts to material science and nano-medicine
No full textExploring the impact of discussion-leading professional development on teachers’ practice
No full textSUBK00016187 - University of MichiganPublished versio
Validating the Ecological Assumption: The Relationship of Measure Scores to Classroom Teaching and Student Learning
No full textPreparing Teachers to Formatively Assess
No full textTo engage in formative assessment, preservice teachers (PSTs) need to develop skill with the practice of interpretation. The initial preparation of teachers would benefit from having a sense of the interpretation skills brought by PSTs to teacher preparation. We articulate the nature of interpreting as a teaching practice including: articulating inferences, sampling evidence, developing and applying guiding criteria, and monitoring and redressing bias and distortion. We use a teaching simulation to identify the assets of PSTs' initial interpretive skills and areas in which PSTs might need to reconsider and change. An investigation with a group of PSTs from one teacher education program suggests that many PSTs bring skills with making evidence-based interpretations about a student's process for solving a mathematics problem. However, their skills are much more limited for making interpretations about a student's understanding and have potential for bias and distortion. Implications for teacher education are discussed
