Changing Participation Through Formation of Student Learning Communities
Changing Participation Through Formation of Student Learning Communities
复制标题
通过形成学生学习社区来改变参与
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
George E. O’Brien
中科院分区：
文献类型：
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作者：
Eric Brewe;L. Kramer;George E. O’Brien
互动式参与和讲座式教学实践在学习收益方面的差异已经得到了很好的证明，但学生参与每种学习环境的方式尚未明确确立。我们使用社会网络分析作为一种方法来确定学生在课堂部分和学生在建模教学中的参与差异，这是一种使用互动参与的课程。学生参与两种教学实践方式的一个主要区别是，建模教学课程的学生形成学习社区，而讲座课程的学生保持孤立。在建模指导部分，学生报告的学生之间的联系数量是课堂部分的十倍，形成了更丰富、更深入的联系网络。我们从学习参与论的角度来解释这些差异，并将其作为一种解释机制来理解两国在学习收益方面的文献差异。
Differences in learning gains between interactive engagement and lecture instructional practices have been well documented and yet the ways in which students participate in each of these learning environments are not clearly established. We use social network analysis as one way to establish differences the participation of students in lecture sections and students in Modeling Instruction, a curriculum that uses interactive engagement. One primary difference in the way students participate in the two instructional practices is that students in Modeling Instruction classes form learning communities and students in lecture classes remain isolated. Students in Modeling Instruction sections report ten times greater numbers of ties between students than those in lecture sections, forming richer and more deeply connected networks. We interpret these differences in terms of a participationist view on learning and as an explanatory mechanism for understanding documented differences in learning gains in the two se...