Making Connections: Using Classroom Assessment to Elicit Students' Prior Knowledge and Construction of Concepts

机译：建立联系：使用课堂评估来培养学生的先验知识和概念建构

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Students bring prior knowledge and experiences to the classroom. According to the constructivist learning theory, students incorporate new knowledge into their existing knowledge frameworks. We used Classroom Assessment Techniques in an information technology course to elicit the construction of knowledge process. We found that CATs and instructor feedback can help shape and reveal this construction process. For example, responses to CATs revealed students' understandings of variables, digital representation, and iteration in the information technology domain. Some students claimed that the CATs helped put new ideas into their own words and helped them simplify the concepts.

机译：学生将先验知识和经验带到教室。根据建构主义学习理论，学生将新知识整合到他们现有的知识框架中。我们在信息技术课程中使用了“课堂评估技术”，以激发知识过程的构建。我们发现CAT和教师的反馈可以帮助塑造和揭示这一构建过程。例如，对CAT的回答揭示了学生对信息技术领域中变量，数字表示和迭代的理解。一些学生声称，CAT帮助他们用自己的语言表达了新的想法，并帮助他们简化了概念。

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《8th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE 2003) Jun 30-Jul 2, 2003 Thessaloniki, Greece》|2003年|p.65-69|共5页
会议地点 Thessaloniki(GR);Thessaloniki(GR);Thessaloniki(GR)
作者
Sarah Schwarm; Tammy VanDeGrift;
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作者单位

Computer Science and Engineering University of Washington Seattle, WA 98195;

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会议组织
原文格式 PDF
正文语种 eng
中图分类教育;
关键词
classroom assessment; constructivism;

机译：课堂评估;建构主义;

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专利

1. Making Connections: Using Classroom Assessment to Elicit Students' Prior Knowledge and Construction of Concepts [J] . Sarah Schwarm, Tammy VanDeGrift SIGCSE bulletin . 2003,第3期

机译：建立联系：使用课堂评估来培养学生的先验知识和概念建构
2. Functional relevance of students’ prior knowledge and situational uncertainty during verbal interactions in vocational classrooms: evidence from a mixed-methods study [J] . Tobias K?rner, Julia Warwas Empirical Research in Vocational Education and Training . 2015,第1期

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3. How word decoding, vocabulary and prior topic knowledge predict reading comprehension. A study of language-minority students in Norwegian fifth grade classrooms [J] . Veslemøy Rydland, Vibeke Grøver Aukrust, Helene Fulland Reading and Writing . 2012,第2期

机译：单词解码，词汇和先验主题知识如何预测阅读理解。挪威五年级教室中的少数民族语言学生研究
4. Making Connections: Using Classroom Assessment to Elicit Students' Prior Knowledge and Construction of Concepts [C] . Sarah Schwarm, Tammy VanDeGrift Annual SIGCSE conference on innovation and technology in computer science education . 2003

机译：建立联系：使用课堂评估来引出学生的先验知识和概念构建
5. Use of Assessments in College Chemistry Courses: Examining Students' Prior Conceptual Knowledge, Chemistry Self-efficacy, and Attitude [D] . Villafane-Garcia, Sachel M. 2015

机译：在大学化学课程中使用评估：检查学生先前的概念知识，化学自我效能和态度
6. How word decoding vocabulary and prior topic knowledge predict reading comprehension. A study of language-minority students in Norwegian fifth grade classrooms [O] . Veslemøy Rydland, Vibeke Grøver Aukrust, Helene Fulland -1

机译：单词解码词汇和先验主题知识如何预测阅读理解。挪威五年级教室中的少数民族语言学生研究
7. Functional relevance of students’ prior knowledge and situational uncertainty during verbal interactions in vocational classrooms: evidence from a mixed-methods study [O] . 2015

机译：在职业课堂中口头互动过程中学生的先验知识和情景不确定性的功能相关性：来自混合方法研究的证据
8. Elicitation of Expert Knowledge and Assessment of Imprecise Prior Densities forLifetime Distributions [R] . Coolen, F. P. A. 1992

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Making Connections: Using Classroom Assessment to Elicit Students' Prior Knowledge and Construction of Concepts

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