——均是精品资料,值得下载!下的越多,我越开心了。哈哈

JournalofScienceEducationandTechnology(Ó2006)DOI:10.1007/s10956-006-9031-5

DesignPrinciplesforComputer-assistedInstructioninHistologyEducation:AnExploratoryStudy

HasanDeniz,1,3andHasanCakir2

http://www.77cn.com.cnabilityinformationofthecomputer-assistedinstruction(CAI)materialwasobtainedthroughformativeresearchmethodology.Findingsindicatethatcomputer-assistedinstructionshouldbeusedascomplimentarytotraditionalhistologyinstruction.

KEYWORDS:histologyeducation;computer-assistedinstruction(CAI);microscopy;designprinciples.

INTRODUCTION

TheadvancementsincomputertechnologiesandtheInternethavecreatednewopportunitiesforteachingandlearningenvironments(Khan,1998).Oneoftheseopportunitiesiscomputer-assistedlearningenvironmentsthatsimulatehands-onlabo-ratoryexperiencesinscienceclasses,suchasbiology,http://www.77cn.com.cnbinationofcomputerbasedlearningenvironmentswiththeInternetcanprovideanytimeanywhereaccesstosciencelaboratoriestoovercomeinherentdi cultiesinthescienceinstruction.However,thestudiesthatreporthowstudentsusethiskindofenvironmentsandstudentattitudestowardstheexperiencetoestablishdesignprinciplesoftheselearningenviron-mentsarevirtuallynon-existentintheliterature.Inordertoaddressthisgap,thecurrentstudyinvesti-gatesthestudentattitudesandutilizationofa

computerbasedlearningsystemforhistologyedu-cationinalargeMidwesternuniversity.THEROLEOFLABORATORYINSCIENCEEDUCATION

Providingstudentswithopportunitiestoapplynewlylearnedknowledgefromclassestoreallifesituationsortoexploretheknowledgeisacrucialpartofanyteachingenvironmentforstudentlearning(Jonassen,1998;Merrill,2002;SaveryandDu y,1995).Onemethodtoprovidetheseopportunitiesistoaddhands-onactivitiesinthelearningprocess.Researchonteachinghasshownstrongtiesbetweenstudentachievementandimplementationofhands-onactivitiesacrossdi erentgrades,subjects,andschools(BrophyandGood,1986;VonSeckerandLissitz,1999;Wenglinsky,2002).Hands-onactivitieshavebeenwidelyusedbyeducationalcontextsofphysicalandbiologicallifesciencesinsecondaryandhighereducationinstitutionsinformoflaboratorypractices.

Laboratoryhasalonglastinglegacyinscienceeducation.Whenitwas rstintroducedtowardsthelatterthirdofthenineteenthcenturyitcreatedamajorshiftfrombookstudyofsciences(DeBoer,1991).TheBenchmarksforScienceLiteracy(American

1

ScienceEducationProgram,DepartmentofCurriculumandInstruction,IndianaUniversitySchoolofEducation,Bloomington,USA2

InstructionalSystemsTechnology,IndianaUniversitySchoolofEducation,Bloomington,USA3

Towhomcorrespondenceshouldbeaddressed;e-mail:hdeniz@indiana.edu

Ó2006SpringerScienceþBusinessMedia,Inc.

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AssociationfortheAdvancementofScience,1993)andtheNationalScienceEducationStandards(Na-tionalResearchCouncil,1996)emphasizetheimportanceofhands-onlearning.Thiscanbemis-takenlyinterpretedasanunconditionalsupportofanytypeoflaboratoryinstruction,butitisclearthatthesetwomajorpolicydocumentsalsoemphasizetheminds-onaspectoflaboratoryinstruction.

Historically,thehighcostofmaintainingthelaboratorywasaconcernforeducationalinstitutions.Changingindividuallaboratoryexperiencetogrouplaboratoryexperienceandreplacinglaboratoryexperiencewithteacherdemonstrationswereseenaswaystoaddressthisconcern(DeBoer,1991).Evennowadayssimilarconcernscontinuetoexertpressureonschools.Establishingandoperatingsciencelabo-ratorieshavebroughtseveraldi cultiestoeduca-tionalinstitutions,someofwhichareincreasingstudentnumbers,sta andspaceshortages,costsre-latedtoobtain,replacelaboratoryequipmentandpracticematerials,ethicalissuesrelatedtoscienceresearch,andincompatibilitywithinstructionalobjectives(Akpan,2001;Cotter,2001;Hughes,2001;LooandFreeman,1995).Pressuresfromtheserea-sonspushedscienceeducatorstoseekforalternativeteachingmethodstolaboratorypractices.

Oneresponsetothecriticismsoftraditionallaboratoryinstructionsistoreplacelaboratorieswithcomputer-assistedteachingorsimulations.Advancesinthecomputertechnology,theInternet,andcom-puter-assistedinstruction(CAI)http://www.77cn.com.cnputerbasedlearningenvironmentsinscience,especiallymedicalsciencesarebelievedtoovercomedi cultiesassoci-atedinthereallaboratoryenvironmentsandenhancestudentlearning(Dewhurstetal.,1994)http://www.77cn.com.cntely,CAIprovidedanalternativewayofteachingandlearninghistology.Withtheadvancementandincreaseda ordabilityofcomputerapplications,itisnotsurprisingthatdirectexami-nationofactualspecimensunderthemicroscopewasseenastimeconsumingandunnecessarybysome(Cotter,2001;Harrisetal.,2001).

Today,histologyeducationisintransitiontoanewphaseinwhichtheuseofdigitalimagingandCAIisbecomingtheprominentmodetoteachhistology.Heidgeretal.(2002)cametotheconclusionthat

DenizandCakir

computerapplicationshaveitsownjusti edplaceinmodernhistologyeducation.Harrisetal.(2001)arguedthatmicroscopelaboratorieswouldbeanabsolutenecessityifhistologycanbetaughte ectivelyviaCAIgiventhe nancialconstraintsthatuniversitiesface.

COMPUTER-ASSISTEDINSTRUCTIONANDSTUDENTLEARNING

Rootsofcomputer-assistedlearningenviron-mentsgobacktopersonaltrainingsystems.Earlyuseofcomputersineducationwaspractice-feedbackapplicationofmasterylearningwithanideaofin nitivelypatienttutors,computers,foreachstu-dent(KulikandKulik,1991).CoupledwiththeInternet,computer-assistedlearningenvironmentsprovidestudentswiththelearningopportunitiesthatareaccessiblefromanywhereandmaybetooexpensive,impossible,ortimeconsumingtoobtaininlaboratoryconditions(Doerr,1997;HooverandAbhaya,1995).Itcanenhancestudentlearningbysimulatingrealobjectsorexperimentsandincreasethequalityoflaboratoryactivitiesinscienceclasses(LazarowitzandTamir,1994).

Thebeliefsaboutcontributionofcomputerbasedlearningenvironmentstostudentachieve-mentswereexaminedwithmanystudiesinthepast4decades.Whiletheresultsoftheseresearchstudiesv …… 此处隐藏：31430字，全部文档内容请下载后查看。喜欢就下载吧 ……