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相关概念视频

Information Processing Approach01:30

Information Processing Approach

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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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Data collection refers to a systematic way of obtaining, observing, measuring, and analyzing accurate information. Observational studies are one of the most widely used methods of data collection. It involves collecting data by observing the behavior and physical characteristics of a sample without making any modifications to the sample.
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If you want to understand how behavior occurs, one of the best ways to gain information is to simply observe the behavior in its natural context. However, people might change their behavior in unexpected ways if they know they are being observed. How do researchers obtain accurate information when people tend to hide their natural behavior? As an example, imagine that your professor asks everyone in your class to raise their hand if they always wash their hands after using the restroom. Chances...
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The Scientific Method02:40

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Research is what makes the difference between facts and opinions. Facts are observable realities, and opinions are personal judgments, conclusions, or attitudes that may or may not be accurate. In the scientific community, facts can be established only using evidence collected through empirical research.
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Hui Zhao1, Jian Yu2, Gaofeng Li3

  • 1Faculty of Education, Shaanxi Normal University, Xi'an, China.

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概括
此摘要是机器生成的。

本研究介绍了高中学生的计算思维观察协议 (HS-CTOP),以评估科学教育中的计算思维 (CT). HS-CTOP为有针对性的教学提供了对学生CT进展的详细见解.

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科学领域:

  • 科学教育科学教育教育.
  • 教育技术的教育技术
  • 计算思维评估 计算思维评估

背景情况:

  • 在科学教育中发展计算思维 (CT) 需要在课堂上动态技能评估的工具.
  • 目前的CT评估缺乏细节性,无法提供持续的,有针对性的学生指导.
  • 这项研究解决了需要以过程为导向的工具来跟踪CT进展的需求.

研究的目的:

  • 开发和验证高中学生的计算思维观察协议 (HS-CTOP).
  • 创建一个工具,跟踪高中学生在科学课堂的CT进展.
  • 将CT运行到可测量的子维度和熟练程度.

主要方法:

  • 在HS-CTOP的基础上是抽象,分解,评估,概括和算法思维 (ADEGA) 框架.
  • 它将CT运行到17个子维度和4个熟练程度.
  • 在中国120个生物学班的613名学生的数据被使用拉什部分学分模型分析.

主要成果:

  • HS-CTOP表现出强大的心理测量特性 (物品可靠性为0.96,人可靠性为0.83).
  • 证实了令人满意的单维性.
  • 该协议有效地区分了学生群体之间的CT水平.

结论:

  • HS-CTOP为教育工作者提供了有关CT发展模式的详细见解.
  • 这种工具可以为科学课堂的差异化教学提供信息.
  • 它支持CT能力的持续评估和培养.