• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >Fetch, plug, and play: How secondary science instructors use digital learning objects in their classrooms.
【24h】

Fetch, plug, and play: How secondary science instructors use digital learning objects in their classrooms.

机译：获取，即插即用：中学科学教师如何在教室中使用数字学习对象。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

This mixed methods exploratory research study describes how United States science teachers who used digital learning objects in their secondary classrooms implemented them. The types of digital learning objects and frequency of use in addition to instructional strategies used with digital learning objects and instructors' reasons for using them were explored. An online survey and four interviews were conducted with instructors who used digital learning objects in traditional classrooms, and artifacts that included sample digital learning objects and lesson plans that integrate them in classrooms were collected and analyzed. Data from this exploratory research study indicates that digital learning objects shift the focus of education from the instructor to the learner. Participants talked and wrote about students' active engagement in their learning with instructors as facilitators providing scaffolding and support for student learning. Interactive digital learning objects providing immediate feedback opportunities allowed students to control the learning pace, manipulate and extend learning in new ways that are difficult to find in other learning activities. Models and visualizations extended and enriched learning, making abstract concepts more concrete by providing multiple perspectives that provoke learner reflection and restructuring of their knowledge leading to higher levels of learning. Digital learning objects were used to motivate students by gaining their attention, providing relevant content, encouraging learner confidence, and gaining learner satisfaction. This study may benefit secondary instructors by helping them build upon the experiences described by study participants. Results indicate that digital learning objects promoted learner-centered classrooms and exhibited instructional strategies consistent with constructivist learning theory.
机译：这项混合方法探索性研究研究描述了在中学教室中使用数字学习对象的美国科学教师如何实现它们。除了用于数字学习对象的教学策略以及教师使用它们的原因外，还探讨了数字学习对象的类型和使用频率。对在传统教室中使用数字学习对象的讲师进行了一次在线调查和四次采访，并收集并分析了包括样本数字学习对象以及将其整合到教室中的教学计划的文物。这项探索性研究的数据表明，数字学习对象将教育重点从教师转移到了学习者。参与者与学生交谈并写下了学生在学习中的积极参与，教师作为指导者为学生的学习提供了脚手架和支持。提供即时反馈机会的交互式数字学习对象使学生能够控制学习步伐，以其他方式难以找到的新方式来控制和扩展学习。模型和可视化扩展并丰富了学习，通过提供多种视角来激发学习者反思和重构其知识，从而导致更高水平的学习，从而使抽象概念更加具体。数字学习对象被用来激发学生的注意力，提供相关内容，鼓励学习者信心并获得学习者满意度，从而激励他们。这项研究可以通过帮助中学教官建立在研究参与者描述的经验基础上，从而使他们受益。结果表明，数字学习对象促进了以学习者为中心的教室并展示了与建构主义学习理论相一致的教学策略。

著录项

  • 作者

    Looser, Theresa A.;

  • 作者单位

    Capella University.;

  • 授予单位 Capella University.;
  • 学科 Education Secondary.;Education Technology of.;Education Sciences.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 124 p.
  • 总页数 124
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 中等教育;自然科学教育与普及;
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号