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題名 Integrating e-learning into the Direct-instruction Model to enhance the effectiveness of critical-thinking instruction
作者 葉玉珠
Yeh,Yu-Chu
貢獻者 師資培育中心
關鍵詞 E-learning;Direct-instruction Model;Critical thinking;Learning community;Online discussion;Guided practice;Preservice teacher
日期 2009
上傳時間 12-八月-2009 11:19:20 (UTC+8)
摘要 The Direct-instruction Model favors the use of teacher explanations and modeling combined with student practice and feedback to teach thinking skills. Using this paradigm, this study incorporates e-learning during an 18-week experimental instruction period that includes 48 preservice teachers. The instructional design in this study emphasizes scaffolding, observational learning, mastery of critical-thinking skills, guided practices, cooperative learning, providing feedback, self-reflection, online discussions, and active participation in an online learning community. This study employs 2 critical-thinking tests, 2 inventories, and 1 open-ended reflection questionnaire; and students’ scores on the pretest and posttest are compared via the Repeated Measure Analysis of Variance. The primary findings are as follows: (a) all participants preferred the instructional design in this study; (b) the experimental instruction effectively improved the preservice teachers’ critical-thinking ability as well as their professional knowledge and personal teaching efficacy concerning critical-thinking instruction; (c) the mechanisms contributing to the effectiveness of the experimental instruction mainly included discussing and sharing, observational learning, self-reflection, guided practice, and the learning community.
關聯 Instructional Science, 37, 185-203
資料類型 article
DOI http://dx.doi.org/10.1007/s11251-007-9048-z
dc.contributor 師資培育中心-
dc.creator (作者) 葉玉珠zh_TW
dc.creator (作者) Yeh,Yu-Chuen_US
dc.date (日期) 2009-
dc.date.accessioned 12-八月-2009 11:19:20 (UTC+8)-
dc.date.available 12-八月-2009 11:19:20 (UTC+8)-
dc.date.issued (上傳時間) 12-八月-2009 11:19:20 (UTC+8)-
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/29551-
dc.description.abstract (摘要) The Direct-instruction Model favors the use of teacher explanations and modeling combined with student practice and feedback to teach thinking skills. Using this paradigm, this study incorporates e-learning during an 18-week experimental instruction period that includes 48 preservice teachers. The instructional design in this study emphasizes scaffolding, observational learning, mastery of critical-thinking skills, guided practices, cooperative learning, providing feedback, self-reflection, online discussions, and active participation in an online learning community. This study employs 2 critical-thinking tests, 2 inventories, and 1 open-ended reflection questionnaire; and students’ scores on the pretest and posttest are compared via the Repeated Measure Analysis of Variance. The primary findings are as follows: (a) all participants preferred the instructional design in this study; (b) the experimental instruction effectively improved the preservice teachers’ critical-thinking ability as well as their professional knowledge and personal teaching efficacy concerning critical-thinking instruction; (c) the mechanisms contributing to the effectiveness of the experimental instruction mainly included discussing and sharing, observational learning, self-reflection, guided practice, and the learning community.en_US
dc.format.extent 317529 bytes-
dc.format.mimetype application/pdf-
dc.language en_USen
dc.language.iso en_US-
dc.relation (關聯) Instructional Science, 37, 185-203en
dc.subject (關鍵詞) E-learning;Direct-instruction Model;Critical thinking;Learning community;Online discussion;Guided practice;Preservice teacheren_US
dc.title (題名) Integrating e-learning into the Direct-instruction Model to enhance the effectiveness of critical-thinking instructionen
dc.type (資料類型) articleen
dc.identifier.doi (DOI) 10.1007/s11251-007-9048-zen_US
dc.doi.uri (DOI) http://dx.doi.org/10.1007/s11251-007-9048-zen_US