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首页> 外文学位 >The impact of three instructional modes of computer tutoring on student learning in algebra.
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The impact of three instructional modes of computer tutoring on student learning in algebra.

机译：三种计算机辅导模式对代数学生学习的影响。

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摘要

This research investigated the impact of “embedded teaching” and “learner-controlled” instruction on student learning of algebra in a controlled computer-tutoring environment. Three versions of a computer tutor were developed to establish three experimental conditions. Condition 1 corresponds to a conventional “lecture-demonstration-practice” in which conceptual knowledge is presented by the computer tutor as a coherent entity prior to engagement in problem-solving activities (Lecture-Demonstration-Practice). Condition 2 reflects “embedded teaching” in which before students begin practice, the computer tutor uses examples to demonstrate problem-solving processes, introducing concepts and principles, as they become relevant (Embedded-Teaching Condition). Condition 3 is a “learner-controlled” instruction in which students engage directly in problem-solving activities without receiving any prior formal instruction, but in which they are provided with instructional assistance and demonstrations upon request (Learner-Controlled Instruction).;Twenty-seven high-school students participated in the experiment over a 1-month period. Students were divided into three groups based on their pre-test scores, each group was then assigned randomly to one of the three experimental conditions. The computer tutor was used as the sole source of instruction. Pre- and posttests were administered to measure the changes in students' algebraic abilities. A multivariate analysis of the pre- and posttest results indicates that overall student performance in all three conditions improved significantly over time, as measured by the ability to construct algebraic representations and the ability to made estimates using the various representations ( F (2, 23) = 46.6, p < 0.01). In particular, students in Lecture-Demonstration-Practice Condition demonstrated a higher level of accuracy (89.51%) than students in the Embedded-Teaching and Learner-Controlled Instruction did (61.1% and 63.3% respectively). Moreover, all students in Lecture-Demonstration-Practice Condition completed the posttest successfully, whereas only 56% of students in the other two conditions passed the posttest.;This research demonstrates that students learn more effectively from instruction that emphasizes the coherent representations of the symbol system of algebra. It is postulated that such coherent representations enable students to make sense of the subsequent examples to be studied and the problems to be solved thus leading to better problem-solving performance. This research has implications for the development of instructional theories and educational computer applications.
机译：这项研究调查了“嵌入式教学”和“学习者控制”教学对计算机控制的代数学习环境的影响。开发了三种版本的计算机导师来建立三个实验条件。条件1对应于常规的“演讲-演示-实践”，其中在参与解决问题的活动（演讲-演示-实践）之前，计算机导师将概念知识作为一个连贯的实体来呈现。条件2反映了“嵌入式教学”，即在学生开始练习之前，计算机辅导员会使用示例演示解决问题的过程，并在概念和原理变得相关时引入概念和原则（嵌入式教学条件）。条件3是“由学习者控制的”指导，其中学生直接参加解决问题的活动，而无需事先接受任何正式指导，但根据要求，他们将获得教学帮助和示范（学习者控制的指导）。 7个高中学生在1个月内参加了该实验。根据测试前的分数将学生分为三组，然后将每组随机分配给三个实验条件之一。计算机辅导员被用作唯一的教学资源。进行前测和后测以测量学生代数能力的变化。对测前和测后结果的多变量分析表明，通过构建代数表示的能力和使用各种表示来进行估计的能力来衡量，这三种情况下学生的整体表现均会随着时间的推移而显着提高（F（2，23） = 46.6，p <0.01）。尤其是，在“演示－演示－实践”条件下的学生比在“嵌入式​​教学”和“学习者控制的教学”中的学生（分别为61.1％和63.3％）表现出更高的准确性（89.51％）。此外，所有在演讲-演示-练习条件下的学生都成功完成了后测，而在其他两个条件下，只有56％的学生通过了后测。;这项研究表明，通过强调符号连贯表示的教学，学生可以更有效地学习代数系统。据推测，这种连贯的表述使学生能够理解接下来要研究的例子和要解决的问题，从而提高解决问题的能力。这项研究对教学理论和教育计算机应用的发展具有启示意义。

著录项

  • 作者

    Chen, Mei.;

  • 作者单位

    McGill University (Canada).;

  • 授予单位 McGill University (Canada).;
  • 学科 Education Mathematics.;Education Technology of.;Education Educational Psychology.
  • 学位 Ph.D.
  • 年度 2001
  • 页码 259 p.
  • 总页数 259
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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