Effects of Cognitive Activation in Biology Lessons on Students’ Situational Interest and Achievement
Effects of Cognitive Activation in Biology Lessons on Students’ Situational Interest and Achievement
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生物课中认知激活对学生情境兴趣和成绩的影响
DOI：
10.1007/s11165-016-9517-y
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发表时间：
2017
影响因子：
2.3
通讯作者：
B. Neuhaus
中科院分区：
文献类型：
--
作者：
Christian Förtsch;Sonja Werner;Tobias Dorfner;L. Kotzebue;B. Neuhaus
建构主义将学习描述为一个主动的过程，学习者以主动的方式构建有组织的知识（Loyens and Gijbels 2008；Mayer 2004，2009）。在教育研究中，Bactive^经常被误解为学生只是通过实践活动而表现出“行为活跃”（例如，Mayer 2004，第15页）。 ICAP 框架（Chi 和 Wylie 2014）将参与行为分为四种模式：互动、建设性、主动和被动。活跃被定义为行为活跃。建设性被描述为产生或产生超出学习材料^（第222页）中提供的额外的外部化输出或产品，而互动描述了两个主要建设性行动伙伴之间的对话，因此是Bactive^的最高水平。有经验证据表明，仅仅行为活跃确实会导致学生成绩的提高，并且互动或建设性（认知活跃）比仅仅活跃（行为活跃）对学生成绩的影响更大（Chi 2009；Chi 和 Wylie 2014）。这就是为什么从建构主义的角度来看，活跃必须包括学生的认知活跃，即建设性或互动性。从建设性的角度来看，学习可以被视为一个自我导向的、个人的和累积的过程（de Corte 2004）。如果知识是在主动、自我激励或基于问题的过程中获得的，那么信息就会得到更深入的处理（Craik 和 Lockhart 1972）；对内容会有更深入的理解，学习的迁移将得到支持（Helmke 2012；Reusser 2006）。为了
Constructivism describes learning as an active process in which learners construct organized knowledge in an active way (Loyens and Gijbels 2008; Mayer 2004, 2009). In educational research, Bactive^ has often been misunderstood as students’ just being Bbehaviourally active^ through hands-on activities (eg, Mayer 2004, p. 15). The ICAP framework (Chi and Wylie 2014) differentiates engagement behaviors into four modes: interactive, constructive, active and passive. Active is defined as being behaviourally active. Constructive is described as generating or producing Badditional externalized outputs or products beyond what was provided in the learning materials^(p. 222), and interactive describes a dialogue between two primarily constructively acting partners, and therefore the highest level of Bactive^. There is empirical evidence that just being behaviourally active does lead to an increase in students’ achievement, and that being interactive or constructive (cognitively active) has a greater effect on students’ achievement than just being active (behaviourally active)(Chi 2009; Chi and Wylie 2014). This is why being active, from a constructivist perspective, must include students being cognitively active, that is, constructive or interactive. From a constructive perspective, learning can be seen as a self-directed, individual, and cumulative process (de Corte 2004). If knowledge is garnered in an active, self-motivated, or problem-based process, information is processed more deeply (Craik and Lockhart 1972); there will be a deeper understanding of the content and transfer of learning will be supported (Helmke 2012; Reusser 2006). In order to
德国高中生物课程的定量视频研究——当前趋势和发展
DOI：
10.1007/s40573-015-0033-9
发表时间：
2015
期刊：
Zeitschrift für Didaktik der Naturwissenschaften
影响因子：
--
作者：
von Kotzebue;Förtsch;Reinold;Werner;Sczudlek;Neuhaus
通讯作者：
Neuhaus
观察者对教学质量的评分：他们兑现了他们的承诺吗？
影响因子：
6.2
作者：
Praetorius;Lenske;Helmke
通讯作者：
Helmke