Cluster Analysis of Junior High School Students' Cognitive Structures

Autor/inn/en	Dan, Youngjun; Geng, Leisha; Li, Meng
Titel	Cluster Analysis of Junior High School Students' Cognitive Structures
Quelle	In: Education, 138 (2017) 2, S.145-154 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1172
Schlagwörter	Cognitive Structures; Curriculum Design; Teaching Methods; Junior High School Students; Foreign Countries; Multivariate Analysis; Grade 7; Knowledge Level; Taxonomy; Correlation; Scoring; Factor Analysis; Reliability; Educational Objectives; Course Content; Statistical Analysis; China + Suchen Sie Ihr Suchwort? Cognitive structure; Kognitive Struktur; Lehrplangestaltung; Teaching method; Lehrmethode; Unterrichtsmethode; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Ausland; Multivariate Analyse; School year 07; 7. Schuljahr; Schuljahr 07; Wissensbasis; Taxonomie; Korrelation; Bewertung; Faktorenanalyse; Reliabilität; Educational objective; Bildungsziel; Erziehungsziel; Kursprogramm; Statistische Analyse
Abstract	This study aimed to explore students' cognitive patterns based on their knowledge and levels. Participants were seventh graders from a junior high school in China. Three relatively distinct groups were specified by Cluster Analysis: high knowledge and low ability, low knowledge and low ability, and high knowledge and high ability. The group of low knowledge and high ability was not identified. The result not only revealed the discrepancy between learners' knowledge and ability levels, but also provided the evidence on the importance of knowledge as the premise of ability development. The implications to curricular designs and instructional practices were discussed. (As Provided).
Anmerkungen	Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/education.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01