Examining Preservice Teachers\u27 Reasoning and Decision Making in Three Case-Based Approaches

The general purpose of this dissertation was to compare three general approaches (worked examples, faded worked examples, and case-based reasoning) to using cases to help preservice teachers advance in complex decision making or problem solving skills. Each approach has empirical studies demonstrating that it can lead to student learning (Jonassen, 1999). However, case-based reasoning and the other two approaches emerged from different traditions that imply different principles for the design of learning environments. Furthermore, no study has yet compared these approaches in terms of their relative effectiveness in improving preservice teachers\u27 reasoning and decision making related to teaching issues, including classroom management. To that end, this dissertation was aimed at comparing the impact of these three case-based approaches on preservice teachers\u27 reasoning and decision making related to classroom management. This dissertation is presented in nontraditional dissertation format as approved by the Department of Curriculum and Instruction, Iowa State University. It involves three publishable journal articles that would represent Chapter 2, 3 and 4 respectively, along with general introduction and conclusion chapters. The first paper presented a review of literature on the use of cases in teacher education to examine and foster preservice teachers\u27 reasoning and decision making. Comparative examination of the 20 studies in terms of their theoretical and methodological implications for the use of cases to examine or enhance preservice teachers\u27 reasoning and decision making revealed that (a) Students need considerable instructional guidance to effectively use cases and to develop the cognitive and motivational skills to process cases effectively, (b) Changing student conceptions/beliefs about effective teaching and decision-making is a developmental process that occurs over considerable time, and (c) If cases are to be integrated into a teacher education program effectively, their use probably needs to be integrated across multiple experiences within courses and across the sequence of courses in the program. The second paper presented a study which compared the impact of three types of case-based methods (worked example, faded worked example, and case-based reasoning) on preservice teachers\u27 (n=71) learning and decision making about classroom management. In addition to pre-post performance data, a set of individual difference variables and decision-related measures were used to examine the relative impact of each case method on students\u27 interaction with decision tasks and whether decision related measures were associated with the differences in student characteristics. The pre-posttests results did not show a pattern of increased correct performance on the posttest. Additionally, students\u27 interaction with decision tasks did not change as a function of treatment. Furthermore, the relationships between individual differences and decision-related measures were consistent with the existing literature. Overall, the results suggested that students had some established beliefs about classroom management and this short terms intervention was not successful on changing their beliefs or prior conceptions. Finally, the third paper presented a study which focused on analyzing students\u27 open ended responses to classroom management problems presented before, during, and after instruction using one of these methods. The treatment groups did not differ significantly on the number of the alternatives they created and selected in decision tasks or the number of reasons students used to justify their decisions. However, the worked example group, compared to the case-based reasoning and faded worked example groups, consistently performed better on analyzing cases and solving problem cases related to classroom management. Additionally, in each group, the majority of the classroom management strategies generated on all three assessments focused on suppressing inappropriate behavior, rather than promoting appropriate behavior or helping students develop self-regulation

Ict Integration Processes In Turkish Schools: Using Activity Theory To Study Issues And Contradictions

This study used activity theory to examine complex pedagogical, social, and technological issues in ICT integration process at the classroom level. We identified and analysed the contradictions within the activity system and discussed potential effects, which Engestrom called 'expansive learning'. We conducted case studies and collected data through semi-structured interviews, video records and observations. Based on the results we concluded that, along with lack of technology and access, the organisational culture, the changing roles of teachers and students with regard to ICT, inflexible timetable curriculum, support of the school administration, the mediator role of ICT coordinator, and collaboration among the teachers were also imperatives that need to be taken into consideration in ICT integration processes.Wo

Examining Preservice Teachers' Reasoning and Decision Making in Three Case-Based Approaches

The general purpose of this dissertation was to compare three general approaches (worked examples, faded worked examples, and case-based reasoning) to using cases to help preservice teachers advance in complex decision making or problem solving skills. Each approach has empirical studies demonstrating that it can lead to student learning (Jonassen, 1999). However, case-based reasoning and the other two approaches emerged from different traditions that imply different principles for the design of learning environments. Furthermore, no study has yet compared these approaches in terms of their relative effectiveness in improving preservice teachers' reasoning and decision making related to teaching issues, including classroom management. To that end, this dissertation was aimed at comparing the impact of these three case-based approaches on preservice teachers' reasoning and decision making related to classroom management. This dissertation is presented in nontraditional dissertation format as approved by the Department of Curriculum and Instruction, Iowa State University. It involves three publishable journal articles that would represent Chapter 2, 3 and 4 respectively, along with general introduction and conclusion chapters. The first paper presented a review of literature on the use of cases in teacher education to examine and foster preservice teachers' reasoning and decision making. Comparative examination of the 20 studies in terms of their theoretical and methodological implications for the use of cases to examine or enhance preservice teachers' reasoning and decision making revealed that (a) Students need considerable instructional guidance to effectively use cases and to develop the cognitive and motivational skills to process cases effectively, (b) Changing student conceptions/beliefs about effective teaching and decision-making is a developmental process that occurs over considerable time, and (c) If cases are to be integrated into a teacher education program effectively, their use probably needs to be integrated across multiple experiences within courses and across the sequence of courses in the program. The second paper presented a study which compared the impact of three types of case-based methods (worked example, faded worked example, and case-based reasoning) on preservice teachers' (n=71) learning and decision making about classroom management. In addition to pre-post performance data, a set of individual difference variables and decision-related measures were used to examine the relative impact of each case method on students' interaction with decision tasks and whether decision related measures were associated with the differences in student characteristics. The pre-posttests results did not show a pattern of increased correct performance on the posttest. Additionally, students' interaction with decision tasks did not change as a function of treatment. Furthermore, the relationships between individual differences and decision-related measures were consistent with the existing literature. Overall, the results suggested that students had some established beliefs about classroom management and this short terms intervention was not successful on changing their beliefs or prior conceptions. Finally, the third paper presented a study which focused on analyzing students' open ended responses to classroom management problems presented before, during, and after instruction using one of these methods. The treatment groups did not differ significantly on the number of the alternatives they created and selected in decision tasks or the number of reasons students used to justify their decisions. However, the worked example group, compared to the case-based reasoning and faded worked example groups, consistently performed better on analyzing cases and solving problem cases related to classroom management. Additionally, in each group, the majority of the classroom management strategies generated on all three assessments focused on suppressing inappropriate behavior, rather than promoting appropriate behavior or helping students develop self-regulation.</p

Comparison of Three Instructional Strategies in Teaching Programming: Restudying Material, Testing and Worked Example

The aim of the study is to determine the effects of different instructional strategies on retention performance and cognitive load in teaching programming. The study also aimed to compare these strategies in terms of instructional efficiency. The study group consisted of 106 students enrolled in the first grade at a high school. Instructional strategies used in the study are testing (n=38), restudying material (n=31) and studying worked example with self-explanation prompts (n=37). In the intervention process, the study booklet was first presented to all groups. The booklet prepared for this study covers topics such as variable identification, decision structures, pseudo-codes and flowcharts in teaching programming basics. The booklet was presented to the restudying group for three times and they were expected to study material in depth for each session. Subsequently, isomorphic problems were presented for the testing group. In the other group, worked examples were presented and learners were expected to comprehend the logic underlying the problems. Immediately after the intervention, the first retention test and the cognitive load scale were applied. The final retention test was conducted three weeks later the first retention test was implemented. The study concluded that worked example with self-explanation prompts is more efficient than the other two strategies in teaching programming basics in terms of instructional efficiency. In addition, the fact that testing has increased the long-term retention of knowledge has been confirmed. However, when cognitive load levels were taken into account, there was no difference between the testing and the restudying material strategies. It is expected that the study will contribute to the literature due to the findings in regard to pedagogy of programming

Validation Of Pre-Adolescent Decision-Making Competence In Turkish Students

The objective of this study was to adapt the Pre-Adolescent Decision-Making Competence Test to Turkish, which was originally developed in English by Weller, Levin, Rose and Bossard (2012) for assessing decision-making competence of children between the ages of 9 and 14. For this purpose; a) the test and instructions were translated into Turkish, b) the Turkish test was administered to a group of 398 students as a pilot, c) retest was administered to a group of 97 students, and finally, d) a group of 382 students was subject to a norm study. The Confirmatory Factor Analysis model created by the data of the pilot administration was well adapted, and one-factor model was verified for construct validity. As the construct of the test was altered, a Confirmatory Factor Analysis was performed on the data obtained from the norm study. A construct similar to that acquired from the data of the first test administration and the results obtained have even relatively better fit indices. Although the reliability values were less than what was expected, Cronbach's Alpha coefficient of internal consistency was similar to the results obtained from the original test.Wo

Validation of Pre-Adolescent Decision-Making Competence in Turkish students

The objective of this study was to adapt the Pre-Adolescent Decision-Making Competence Test to Turkish, which was originally developed in English by Weller, Levin, Rose and Bossard (2012) for assessing decision-making competence of children between the ages of 9 and 14. For this purpose; a) the test and instructions were translated into Turkish, b) the Turkish test was administered to a group of 398 students as a pilot, c) retest was administered to a group of 97 students, and finally, d) a group of 382 students was subject to a norm study. The Confirmatory Factor Analysis model created by the data of the pilot administration was well adapted, and one-factor model was verified for construct validity. As the construct of the test was altered, a Confirmatory Factor Analysis was performed on the data obtained from the norm study. A construct similar to that acquired from the data of the first test administration and the results obtained have even relatively better fit indices. Although the reliability values were less than what was expected, Cronbach's Alpha coefficient of internal consistency was similar to the results obtained from the original test