Investigating science learning for rural elementary school teachers in a professional-development project through three distance-education strategies
Investigating science learning for rural elementary school teachers in a professional-development project through three distance-education strategies
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DOI：
10.1002/tea.20106
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发表时间：
2006-12-01
影响因子：
4.6
通讯作者：
Shymansky, James A.
中科院分区：
文献类型：
--
作者：
Annetta, Leonard A.;Shymansky, James A.
远程教育是各级教育机构讨论的一个重要话题。它不仅在财政和学生入学方面意义重大，而且在有意义的学习方面也很重要。摘要本研究旨在探讨三种远程教育策略对94名参与5年专业发展计画的中西部小学教师科学学习的相对效果。所研究的三种远程教育策略是：所有演讲者实时直播的互动电视（live），围绕录像带演示进行现场讨论的互动电视（video），以及通过讨论板（Web）进行互动支持的带有流媒体视频演示的异步网络会议（异步网络会议）。采用重复测量法分析研究对象的科学学习和态度。对被试的课后科学得分进行方差分析，发现多项选择题和建构反应科学分量表存在差异（p < 0.05）。现场模式的参与者在所有三种评估类型（多项选择、构建反应和小视频）上的表现都优于网络和视频模式的参与者。网络模式被试在多项选择和建构性回答上的表现优于视频模式被试。(c) 2006 Wiley期刊公司
Distance education is a significant topic of discussion within institutions at all levels of education. It is not only significant in terms of finances and student enrollment but also in terms of meaningful learning. The purpose of this study was to determine the relative effectiveness of three distance-education strategies for enhancing the science learning of 94 Midwestern elementary-school teachers participating in a 5-year professional-development project. The three distance-education strategies studied were interactive television with all presenters live in real time (live), interactive television with live discussions wrapped around videotaped presentations (video), and asynchronous, Web-based sessions with streamed videotaped presentations supported by interaction through discussion boards (Web). A repeated measures design was used to analyze the science learning and attitudes of the study participants. Analysis of variance of participants' postsession science scores yielded differences (p < 0.05) on multiple-choice and constructed-response science subscales. Participants in the live mode outperformed participants in the Web and video modes on all three assessment types (multiple choice, constructed response, and vignettes). Participants in the Web mode outperformed participants in the video mode on multiple choice and constructed response. (c) 2006 Wiley Periodicals, Inc.