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1

Teaching bad objects: Introduction  

Microsoft Academic Search

In the classroom ‘bad cinema’ is often determined as much by questions of pedagogical value as it is by cultural and\\/or aesthetic value. These three short papers explore some of the diverse ways in which teaching ‘bad’ film and television raises questions about the relations between cultural value and pedagogical value. Through reflections on particular teaching experiences, these papers contribute

Jodi Brooks

2010-01-01

2

Teaching Object-Oriented Modelling Using UML  

NASA Astrophysics Data System (ADS)

The paper elaborates on experiences and lessons learned from the course on object-oriented analyses and design at the Faculty of Sciences, Novi Sad. In the paper we identify a set of issues concerning teaching modeling and UML. It is described experience of teaching UML to students with and without previous knowledge of object-oriented programming.

Boberi?-Krsti?ev, Danijela; Tešendi?, Danijela

2011-09-01

3

Is This Content-Based Language Teaching?  

ERIC Educational Resources Information Center

Much of the content-based language teaching (CBLT) literature describes the benefits to be gained by integrating content with language teaching aims and rejects the formal separation between "content" and "language" as a pedagogic necessity for language learning. This paper looks at interactions in classrooms in English schools where educational…

Creese, Angela

2005-01-01

4

Teaching Content Analysis through "Harry Potter"  

ERIC Educational Resources Information Center

|Content analysis is a valuable research tool for social scientists that unfortunately can prove challenging to teach to undergraduate students. Published classroom exercises designed to teach content analysis have thus far been predominantly envisioned as lengthy projects for upper-level courses. A brief and engaging exercise may be more…

Messinger, Adam M.

2012-01-01

5

Teaching Content through the Arts  

ERIC Educational Resources Information Center

|Policymakers sometimes view arts education and experiential learning as distractions from the goal of enabling all students to master rigorous content standards. The three school programs described in this article, however, demonstrate that content standards can be integrated into engaging, motivating curriculums based on the arts and authentic…

Feller, Thomas R., Jr.; Gibbs-Griffith, Brian; D'Acquisto, Linda; Khourey-Bowers, Claudia; Croley, Cynthia B.

2007-01-01

6

TEACHING CONTENT IN A FOREIGN LANGUAGE. REPORT 2, TEACHING CONTENT IN A FOREIGN LANGUAGE.  

ERIC Educational Resources Information Center

|THE PAST DECADE HAS BEEN AN EVENTFUL ONE IN THE AREA OF TEACHING FOREIGN LANGUAGE. FINANCIAL SUPPORT FOR NDEA INSTITUTES AND THE CONCEPT OF LEARNING A FOREIGN LANGUAGE FOR ORAL COMMUNICATION AS WELL AS FOR READING AND WRITING HAVE SERVED TO CHANGE THE COURSE OF FL TEACHING. THE CONTENT OF FL PROGRAMS IS BEING CRITICALLY REVIEWED BY THOSE WORKING…

KOMADINA, ANN

7

Content Knowledge in Teaching, an Investigation into an Adequate "Milieu" for Teaching Dance: The Case of Indian Dance in France  

ERIC Educational Resources Information Center

|Since the 1970s, scientific researchers have shown that the nature and practice of the knowledge being taught plays an important role in the organization of teaching. Teaching content, first in mathematics, then in physical education, has become the object of scientific research in didactics in France. This research questions the commonplace…

Monique, Loquet; Malini, Ranganathan

2010-01-01

8

Competency-Based Objectives for the Student Teaching Experience.  

ERIC Educational Resources Information Center

|The article examines a competency-based objectives system for evaluating the student teaching experience for majors in speech-language pathology and audiology programs. It is composed of 89 competencies which cover the broad range of knowledge, skill, and value objectives that a student is likely to experience during student teaching. (Author/SW)|

Johnson, Ann Randolph; And Others

1982-01-01

9

Object Lessons: Teaching Multiliteracies through the Museum  

ERIC Educational Resources Information Center

|The author calls for incorporating into English classes what he calls museum-based pedagogy, arguing that it enables the teaching of multiple literacies: verbal, visual, technological, social, and critical. In part, this pedagogy consists of classroom instruction that enables students to understand the persuasive nature of museum displays--the…

Schwartz, John Pedro

2008-01-01

10

Objections to the teaching of business ethics  

Microsoft Academic Search

To date the teaching of business ethics has been examined from the descriptive, prescriptive, and analytical perspectives. The descriptive perspective has reviewed the existence of ethics courses (e.g., Schoenfeldtet al., 1991; Bassiry, 1990; Mahoney, 1990; Singh, 1989), their historical development (e.g., Sims and Sims, 1991), and the format and syllabi of ethics courses (e.g., Hoffman and Moore, 1982). Alternatively, the

Gael M. McDonald; Gabriel D. Donleavy

1995-01-01

11

A Content Management Scheme in a SCORM Compliant Learning Object Repository  

Microsoft Academic Search

With the rapid development of the Internet, e-learning systems have become more and more popular. For sharing and reusing teaching materials in different e-learning sys-tem, the Sharable Content Object Reference Model (SCORM) has become the most popular international standard among the existing ones. In an e-learning system, teaching materials are usually stored in a database, called the Learning Object Repository

Jun-ming Su; Shian-shyong Tseng; Ching-yao Wang; Ying-chieh Lai; Yu-chang Sung; Wen-nung Tsai

2005-01-01

12

Content areas for cardiac teaching: patients' perceptions of the importance of teaching content after myocardial infarction.  

PubMed

This descriptive study was undertaken to investigate patients' perceptions of the seven content areas commonly included in cardiac teaching in terms of how important and how realistic they were for being learned following the experience of an acute myocardial infarction (MI). Lazarus's stress-coping theory was used as a framework for the study. A sample of 30 MI subjects were interviewed before discharge and during early convalescence. Before discharge, subjects rated six out of the seven content areas as "important" for learning. Although the information was considered important, it was not rated as equally realistic to learn. During early convalescence, mean scores under 'important to learn' were slightly lower, but all seven content areas were rated as significantly more realistic to be learned (P less than 0.05). Little variation in patients' perceptions of the importance of teaching content was noted over time. However, there was major variation between their perceptions of how important and how realistic it was to learn the material before discharge. Both dimensions, how important and how realistic, are therefore crucial to consider in cardiac teaching. PMID:2258520

Chan, V

1990-10-01

13

Teaching Objectives in Biology: Priorities and Expectations  

ERIC Educational Resources Information Center

|There are differences between experienced BSCS biology teachers and those beginning to use BSCS, with respect to the ranking of objectives in order of importance and in the estimation of the ease of achieving the objectives. There is a disparity between the teachers' priorities and their expectations of achieving the objectives. (AL)|

Tamir, P.; Jungwirth, E.

1972-01-01

14

Dynamic Learning Objects to Teach Java Programming Language  

ERIC Educational Resources Information Center

|This article describes a model for teaching Java Programming Language through Dynamic Learning Objects. The design of the learning objects was based on effective learning design principles to help students learn the complex topic of Java Programming. Visualization was also used to facilitate the learning of the concepts. (Contains 1 figure and 2…

Narasimhamurthy, Uma; Al Shawkani, Khuloud

2010-01-01

15

Teaching and Learning about Solid Waste: Aspects of Content Knowledge  

ERIC Educational Resources Information Center

|This paper investigates aspects of content knowledge related to teaching and learning about solid waste, focusing on the processes of learning and teaching by Elementary School teachers in Brazil, in two modalities of continuing education: courses and school-based meetings. We analyse elements of teachers' reflections whilst referring to three…

Cinquetti, Heloisa Chalmers Sisla; de Carvalho, Luiz Marcelo

2007-01-01

16

Content-Based Language Teaching: Convergent Concerns across Divergent Contexts  

ERIC Educational Resources Information Center

|This article serves as the introduction to this special issue of "Language Teaching Research" on content-based language teaching (CBLT). The article first provides an illustrative overview of the myriad contexts in which CBLT has been implemented and then homes in on the five studies comprising the special issue, each conducted in a distinct…

Lyster, Roy; Ballinger, Susan

2011-01-01

17

Teaching objects-first in introductory computer science  

Microsoft Academic Search

An objects-first strategy for teaching introductory computer science courses is receiving increased attention from CS educators. In this paper, we discuss the challenge of the objects-first strategy and present a new approach that attempts to meet this challenge. The new approach is centered on the visualization of objects and their behaviors using a 3D animation environment. Statistical data as well

Stephen Cooper; Wanda Dann; Randy Pausch

2003-01-01

18

Teaching about substance abuse with objective structured clinical exams  

Microsoft Academic Search

BACKGROUND: Although residents commonly manage substance abuse disorders, optimal approaches to teaching these specialized interviewing\\u000a and intervention skills are unknown.\\u000a \\u000a \\u000a OBJECTIVE: We developed a Substance Abuse Objective Structured Clinical Exam (OSCE) to teach addiction medicine competencies using immediate\\u000a feedback. In this study we evaluated OSCE performance, examined associations between performance and self-assessed interest\\u000a and competence in substance abuse, and assessed

Sharon J. Parish; Megha Ramaswamy; Melissa R. Stein; Elizabeth K. Kachur; Julia H. Arnsten

2006-01-01

19

Cognitive Content Engagement in Content-Based Language Teaching  

ERIC Educational Resources Information Center

|This article reports a study of aspects of pedagogy that can bring about students' cognitive engagement with academic content and, thus, use of the academic language in content-based language lessons in three middle schools in Xi'an, China. Two criteria--academic content level and depth of processing--were used to determine cognitive content

Kong, Stella; Hoare, Philip

2011-01-01

20

Cognitive Content Engagement in Content-Based Language Teaching  

ERIC Educational Resources Information Center

This article reports a study of aspects of pedagogy that can bring about students' cognitive engagement with academic content and, thus, use of the academic language in content-based language lessons in three middle schools in Xi'an, China. Two criteria--academic content level and depth of processing--were used to determine cognitive content

Kong, Stella; Hoare, Philip

2011-01-01

21

Strategies for Teaching Object-Oriented Concepts with Java  

ERIC Educational Resources Information Center

|A considerable amount of experiences in teaching object-oriented concepts using the Java language have been reported to date, some of which describe language pitfalls and concrete learning difficulties. In this paper, a number of additional issues that have been experienced as difficult for students to master, along with approaches intended to…

Sicilia, Miguel-Angel

2006-01-01

22

Bones of Contention: Teaching Controversial Issues  

ERIC Educational Resources Information Center

Dealing with contentious issues is a part of living in a democracy. Controversies in the classroom range from discussions of fairness regarding playground rules to the rules of "just war." Understanding that there are multiple and often competing viewpoints is a prerequisite to being an informed and effective citizen. Teaching students to define…

Hinde, Elizabeth

2004-01-01

23

Teaching Psychological Report Writing: Content and Process  

ERIC Educational Resources Information Center

The purpose of this article is to discuss the process of teaching graduate students in school psychology to write psychological reports that teachers and parents find readable and that guide intervention. The consensus from studies across four decades of research is that effective psychological reports connect to the client's context; have clear…

Wiener, Judith; Costaris, Laurie

2012-01-01

24

Teaching English Language Learners in the Content Areas  

ERIC Educational Resources Information Center

|This review examines current research on teaching English Language Learners (ELLs) in four content area subjects: History, math, English, and science. The following topics are examined in each content area: The linguistic, cognitive, and sociocultural features of academic literacy and how this literacy can be taught; general investigations of…

Janzen, Joy

2008-01-01

25

How to Teach Content: Existing Concepts and Prospects for Development  

ERIC Educational Resources Information Center

|The paradigm has changed from the static transmitted contents to knowledge that is ever renewable and often construed jointly with other learners (Niemi, 2008, p. 12) in a changing multicultural environment. Aim of the research is to analyze efficiency of the process of teaching and learning content applied to enhance students' knowledge in…

Zascerinska, Jelena

2011-01-01

26

Accessing Video Contents through Key Objects over IP  

Microsoft Academic Search

In order to support content-based video database access over the Internet Protocol (IP), achieving the following objectives are important: (i) video query by a representative object (key object) or some statistical characterization of the target contents, (ii) bandwidth-efficient browsing over IP, and (iii) scalable and user-centric video transmission over a heterogeneous and variable-bandwidth network. We present a video object extraction

Jianping Fan; Xingquan Zhu; Kayvan Najarian; Lide Wu

2003-01-01

27

Examining Physics Graduate Teaching Assistants' Pedagogical Content Knowledge for Teaching a New Physics Curriculum  

ERIC Educational Resources Information Center

|In this study, we investigated the pedagogical content knowledge (PCK) that physics graduate teaching assistants (TAs) developed in the context of teaching a new introductory physics curriculum, "Matter and Interactions" ("M&I"). "M&I" is an innovative introductory physics course that emphasizes a unified framework for understanding the world and…

Seung, Eulsun; Bryan, Lynn A.; Haugan, Mark P.

2012-01-01

28

The digital object identifier system: digital technology meets content management  

Microsoft Academic Search

The management of intellectual content in a digital environment (Internet) requires the existence of persistent, reliable unique identifiers for each distinguishable piece of content, and associated services activated by these identifiers to manage access and other rights. The digital object identifier (DOI) is a major initiative from the content industries which is now being implemented widely. The DOI is a

Norman Paskin

1999-01-01

29

A Management System for Distributed Knowledge and Content Objects  

Microsoft Academic Search

We present the results of a European research project which developed specifications for so-called Knowledge Content Objects (KCO) and for an attendant infrastructure, the Knowledge Content Carrier Architecture (KCCA). The work addresses the problem that while there are many standards for content and for meta data, there is at present, no suitable framework that enables organizations to manage knowledge alongside

Wernher Behrendt; Nitin Arora; Tobias Bürger; Rupert Westenthaler

2006-01-01

30

Learning Objects Update: Review and Critical Approach to Content Aggregation  

ERIC Educational Resources Information Center

The structure and composite nature of a learning object is still open to interpretation. Although several theoretical studies advocate integrated approaches to the structure and aggregation level of learning objects, in practice, many content specifications, such as SCORM, IMS Content Packaging, and course authoring tools, do not explicitly state…

Balatsoukas, Panos; Morris, Anne; O'Brien, Ann

2008-01-01

31

Culturally Responsive Physics Teaching: Content or Conveyance?  

NASA Astrophysics Data System (ADS)

This study, in response to the achievement gap in science and the lack of significant numbers of ethnic minorities in science fields, examined the effects of a Cultural Responsiveness Workshop and intervention on teacher practice, teacher discourse, and student perceptions and connectedness to physics. The sample was comprised of three high school physics teachers---2 teaching five 12th grade sections and one teaching five 9th grade sections of physics---in two separate urban schools in the same section of South Los Angeles. My research design was qualitative and examined eight culturally responsive indicators that, when applied, may increase student engagement and level of connectedness in urban high school physics classrooms: (1) proximity to students, (2) the ways in which they encouraged students, (3) positive reinforcement techniques, (4) modifications for individual learning types, (5) use of children's strengths, (6) scaffolding, (7) displaying an understanding of diverse cultures, and (8) displaying a personal regard for students of diverse cultures. When the study was completed and data was collected, I identified trends in the change in teacher discourse, behaviors, instructional practice, and perceptions of student engagement. My findings, discovered through classroom observations and focus groups, indicated a positive shift in each. Accompanying these shifts were positive shifts in level of student engagement and level of connectedness. There were also the unexpected findings of the need for teachers to receive feedback in a safe collaborative space and the use of culturally responsive teaching as a tool for behavioral management. My study found that there is a definite relationship between the use of the culturally responsive indicators observed, student engagement and student level of connectedness to physics when implemented in urban high school science classrooms.

Stewart, Taquan Seth

32

Incremental Digital Content Object Delivering in Distributed Systems  

NASA Astrophysics Data System (ADS)

Deploying and managing content objects efficiently is critical for building a scalable and transparent content delivery system. This paper investigates the advanced incremental deploying problem of which the objects are delivered in a successive manner. Recently, the researchers show that the minimum-cost content deployment can be obtained by reducing the problem to the well-known network flow problem. In this paper, the maximum flow algorithm for a single graph is extended to the incremental growing graph. Based on this extension, an efficient incremental content deployment algorithm is developed in this work.

Chen, Lung-Pin; Wu, I.-Chen; Chu, William; Hong, Jhen-You; Ho, Meng-Yuan

33

What's Worth Teaching? Extracting Significant Content.  

ERIC Educational Resources Information Center

A model which secondary social studies teachers could apply to their content area suggests an interplay between the inductive and the deductive--where students first identify a proposition from an examination of evidence and then test the proposition to assess its power in helping students understand the complex nature of social reality.…

Switzer, Thomas J.

1980-01-01

34

Teaching ESL Content through Kite Making for Grades K-12.  

ERIC Educational Resources Information Center

|Ideas for teaching elementary and secondary students of English as a Second Language (ESL) through a unit on kites and kite-making are offered. First, unit objectives are outlined. These include objectives for cognitive skill development (classification, comparison), psychomotor skills (constructing a kite), mathematical operations (measuring,…

Alexander, N.

35

Ontology-based content organization and retrieval for SCORM-compliant teaching materials in data grids  

Microsoft Academic Search

With the rapid growth of e-Learning, a tremendous amount of learning content has been developed by numerous providers. Recently, the Sharable Content Object Reference Model (SCORM) has been widely accepted as a standard of e-Learning for users to share and reuse various teaching materials. Data grids, characterized by their goal to manage large-scale dataset, are promising platforms to support sharing

Wen-chung Shih; Chao-tung Yang; Shian-shyong Tseng

2009-01-01

36

Between Two Languages: Student-Teachers Teach Jewish Content  

ERIC Educational Resources Information Center

|This study focuses on the utilization of different Jewish languages by student-teachers in a two year teacher education program. The study examined the Jewish language used by these students while teaching Jewish content, making the distinction between their personal Jewish language and the cultural Jewish language of the program, which they were…

Laron, Dinah; Shkedi, Asher

2007-01-01

37

Transforming Content Knowledge: Learning to Teach about Isotopes.  

ERIC Educational Resources Information Center

|Presents a vignette about Karen, a student teacher in her first attempt at teaching chemical isotopes. Karen focuses on transmitting what she knows. An overview of Schulman's conceptions of pedagogical content knowledge is then provided. Shulman's ideas are employed to frame the experiences of Alan, a student teacher, as he and his cooperating…

Geddis, Arthur N.; And Others

1993-01-01

38

Between Two Languages: Student-Teachers Teach Jewish Content  

Microsoft Academic Search

This study focuses on the utilization of different Jewish languages by student-teachers in a two year teacher education program. The study examined the Jewish language used by these students while teaching Jewish content, making the distinction between their personal Jewish language and the cultural Jewish language of the program, which they were expected to use. We found a definite change

Dinah Laron; Asher Shkedi

2007-01-01

39

Sequential processing for content-based retrieval of composite objects  

NASA Astrophysics Data System (ADS)

It is becoming increasingly important for multimedia databases to provide capabilities for content-based retrieval of composite objects. Composite objects consist of several simple objects which have feature, spatial, temporal, semantic attributes, and spatial and temporal relationships between them. A content-based composite object query is satisfied by evaluating a program of content-based rules (i.e., color, texture), spatial and temporal rules (i.e., east, west), fuzzy conjunctions (i.e., appears similar AND is spatially near) and database lookups (i.e., semantics). We propose a new sequential processing method for efficiently computing content-based queries of composite objects. The proposed method evaluates the composite object queries by (1) defining an efficient ordering of the sub-goals of the query, which involve spatial, temporal, content-based and fuzzy rules, (2) developing a query block management strategy for generating, evaluating, and caching intermediate sub-goal results, and (3) conducting a best-first dynamic programming-based search with intelligent back-tracking. The method is guaranteed to find the optimal answer to the query and reduces the query time by avoiding the exploration of unlikely candidates.

Li, Chung-Sheng; Smith, John R.; Bergman, Lawrence D.; Castelli, Vittorio

1997-12-01

40

Content-Aware Video Retargeting Using Object-preserving Warping.  

PubMed

A novel content-aware warping approach is introduced for video retargeting. The key to this technique is adapting videos to fit displays with various aspect ratios and sizes while preserving both visually salient content and temporal coherence. Most previous studies solve this spatiotemporal problem by consistently resizing content in frames. This strategy significantly improves the retargeting results, but does not fully consider object preservation, sometimes causing apparent distortions on visually salient objects. We propose an object-preserving warping scheme with object-based significance estimation to reduce this unpleasant distortion. In the proposed scheme, visually salient objects in 3D space-time space are forced to undergo as-rigid-as-possible warping, while low-significance objects are warped as close as possible to linear rescaling. These strategies enable our method to consistently preserve both the spatial shapes and temporal motions of visually salient objects, and avoid over-deformations on low-significance objects, yielding a pleasing motion-aware video retargeting. Qualitative analyses, including a user study with chi-squared test, and experiments on complex videos containing diverse cameras and dynamic motions, show a clear superiority of our method over state-of-the-art video retargeting methods. PMID:23609060

Lin, Shih-Syun; Lin, Chao-Hung; Yeh, I-Cheng; Chang, Shu-Huai; Yeh, Chih-Kuo; Lee, Tong-Yee

2013-04-19

41

Teaching Science as a Language: A "Content-First" Approach to Science Teaching  

ERIC Educational Resources Information Center

|Our research project was guided by the assumption that students who learn to understand phenomena in everyday terms prior to being taught scientific language will develop improved understanding of new concepts. We used web-based software to teach students using a "content-first" approach that allowed students to transition from everyday…

Brown, Bryan A.; Ryoo, Kihyun

2008-01-01

42

Ontology-Based Annotation of Learning Object Content  

ERIC Educational Resources Information Center

|The paper proposes a framework for building ontology-aware learning object (LO) content. Previously ontologies were exclusively employed for enriching LOs' metadata. Although such an approach is useful, as it improves retrieval of relevant LOs from LO repositories, it does not enable one to reuse components of a LO, nor to incorporate an explicit…

Gasevic, Dragan; Jovanovic, Jelena; Devedzic, Vladan

2007-01-01

43

Impact of objectively assessing surgeons' teaching on effective perioperative instructional behaviors.  

PubMed

IMPORTANCE Advancing surgical technology and decreasing resident learning hours have limited exposure to perioperative training, necessitating more effective and efficient perioperative teaching by faculty surgeons. Participation in collaborative efforts and process improvement can change behaviors and enhance teaching. OBJECTIVES To promote deliberate teaching of residents, change resident perception of their teachers, and produce sustainable improvements by objectively measuring surgeons' perioperative teaching performance. DESIGN, SETTING, AND PARTICIPANTS This 3-phase observational study of surgeons' perioperative teaching behaviors included university-based surgeons, general surgery residents, and preclinical student observers and involved elective cases at a 600+ bed tertiary hospital. Initially, we measured teaching behaviors by surgeons unaware of study objectives, provided aggregate and confidential individual feedback, and developed standardized preoperative briefings and postoperative debriefings. Phase 2 applied a deliberate teaching model and reinforced behaviors with continuous process improvement efforts (Plan, Do, Check, Act) and repeat observations. Phase 3 used resident prompts to enhance teaching behaviors and demonstrate sustainability. Resident surveys conducted 3 times assessed perceptions of deliberate guidance by faculty when compared with national benchmarks. INTERVENTIONS Introduction of deliberate faculty preprocedural focusing and postprocedural reinforcement to facilitate resident learning. MAIN OUTCOMES AND MEASURES More frequent and complete perioperative teaching by faculty and the perception of enhanced teaching by residents. RESULTS Faculty more commonly and more completely performed the 10-step preoperative briefings and postoperative debriefings (P?teaching styles significantly improved and residents' survey-reported assessments of faculty teaching improved over national data for describing procedural steps (P?=?.02) and requests for resident self-evaluation (P?=?.006). CONCLUSIONS AND RELEVANCE Objective recording of teaching behavior frequency motivated adoption of deliberate guided teaching behaviors by surgeons, resulting in both subjective reports by residents of more frequent teaching and objective recording of parallel improvements. A deliberate focus on objectively assessing surgeon educators' periprocedural teaching may motivate improved teaching. PMID:23945792

Anderson, Cheryl I; Gupta, Rama N; Larson, Joseph R; Abubars, Omar I; Kwiecien, Andrew J; Lake, Alexander D; Hozain, Ahmed E; Tanious, Adam; O'Brien, Trevor; Basson, Marc D

2013-10-01

44

Psychology Teaching Resources in the MERLOT Digital Learning Objects Catalog  

ERIC Educational Resources Information Center

|MERLOT (Multimedia Educational Resource for Learning and Online Teaching) is a free multidisciplinary catalog of digital learning materials, peer reviews, learning assignments, and member comments designed to facilitate faculty instruction. The catalog's goal is to expand the quantity and quality of peer-reviewed online teaching materials. We…

Brinthaupt, Thomas M.; Pilati, Michelle L.; King, Beverly R.

2008-01-01

45

Teaching-skills training programs for family medicine residents Systematic review of formats, content, and effects of existing programs  

Microsoft Academic Search

OBJECTIVE To review the literature on teaching-skills training programs for family medicine residents and to identify formats and content of these programs and their effects. DATA SOURCES Ovid MEDLINE (1950 to mid-July 2008) and the Education Resources Information Center database (pre-1966 to mid-July 2008) were searched using and combining the MeSH terms teaching, internship and residency, and family practice; and

Miriam Lacasse

46

Research on Teaching of “Object-Oriented Programming” Course for Bachelor Students  

Microsoft Academic Search

\\u000a This paper is dedicated to teaching issues of the Object-Oriented Programming course for bachelor students. It emphasizes\\u000a specially on problems such as choosing C++ as programming language at the first stage of teaching, percentage-optimized hybrid\\u000a bi-lingual teaching, careful choice of textbook and teaching materials, etc. It insists that the teachers ought to be careful\\u000a and considerate in designing various phases

Zhaoxue Chen; Bei Dai

47

Teaching and learning: Novice teachers' descriptions of their confidence to teach science content  

NASA Astrophysics Data System (ADS)

Statement of the problem. The problem being studied in this research is the relationship between a specific series of integrated science courses in a science teacher preparation program and the actual needs of the science teacher during the first years of teaching practice. Teachers often report that there is a disconnect between the coursework they have taken in college as pre-service teachers and the reality of their classroom practice during their first years of teaching. The intent of this study was to record the descriptions of three teachers who were members of a cohort and took a series of integrated science courses (NSCI series) during their teacher preparation program as it related to the influence of these courses on their teaching practice. The focus of inquiry is guided by a single question: How do former participants in the series of science courses who are currently novice teachers describe their confidence in their ability to teach science content to their middle school students? The theoretical framework was based on Shulman's (1987) pedagogical content knowledge (PCK). PCK involves the teacher understanding the content of science so thoroughly that ways are identified of representing and formulating the subject matter to make it understandable to others. The teacher who has a strong PCK uses powerful analogies, illustrations, examples, explanations and demonstrations that promote personally meaningful student understandings. Novice teachers' reflections on their confidence to teach science content to their middle school students were observed through the lens of PCK. All three novice teachers reported a high confidence level to teach middle school science and attributed their confidence level to a great degree to the integrated science series of courses (NSCI). Method. A qualitative design, specifically a case study, was used for this study. Multiple forms of data collection were employed including a semi structured interview and a focus group. Data was collected, categorized and analyzed over a six week period. A constant comparative method (Bogdan & Biklen, 1998) was used to examine the data. Triangulation, member checking and a peer reviewer were used to reduce the risk of bias and increase the trustworthiness of the data.

Ford, Barbara Ann

48

Teaching Object-Picture Matching to Improve Concordance between Object and Picture Preferences for Individuals with Developmental Disabilities: Pilot Study  

Microsoft Academic Search

We evaluated teaching object-picture matching to improve concordance between preference assessments using objects and pictures of the same objects. Three participants with developmental disabilities who showed high and low preferences during assessments with objects but not with pictures were taught object-picture matching tasks unrelated to the items used during preference assessments. Training was evaluated in a modified multiple-baseline design and

Duong Minh Nguyen; C. T. Yu; Toby L. Martin; Pamela Fregeau; Cheryl Pogorzelec; Garry L. Martin

49

PCK to practice: Two experienced high school chemistry teachers' pedagological content knowledge in their teaching practice  

NASA Astrophysics Data System (ADS)

Pedagogical content knowledge has been defined by Magnusson, Krajcik, and Borko (1999) and others for the purpose of understanding science teachers' knowledge and teaching practice. It is hoped that by improving our understanding of science teachers' PCK, we can improve the education and practice of science teachers. Research describing all domains of a teacher's PCK and its use in the practice of teaching has not been well established. The purpose of this study is to understand how two experienced secondary chemistry teachers' PCK manifests itself in their daily teaching practice. For each teacher, observations, interviews, and class documents were utilized to provide a detailed description of the five domains for PCK as defined by Magnusson et al. Both teachers were well regarded in their schools, but one teacher's PCK was found to be significantly more consistent with our current understanding of science teaching and learning. Along with the comparisons of the two teachers' knowledge, this research found that the teachers' knowledge and their enacted knowledge did not always correspond---suggesting the importance of observations for understanding PCK's influence on teaching practices. In addition, this study supports the importance of clearly defining a teacher's orientation toward science teaching in understanding a teacher's PCK. Both teachers' orientations toward science teaching were found to greatly influence their knowledge and actions in the other PCK domains. Finally, this study suggests that a teacher's knowledge of science curriculum should not be defined only as the knowledge of goals and objectives because this narrow definition of curriculum does not allow a complete understanding of the teacher's knowledge nor how their knowledge affects their practice. These conclusions have implications for future research and teacher educators.

Boesdorfer, Sarah B.

50

Attitudes of Rhode Island Secondary School English Teachers Toward Certain Objectives in the Teaching of English.  

ERIC Educational Resources Information Center

The purpose of this study was to (1) compile a list of English teaching objectives based upon a study of the literature, (2) discover teachers' attitudes toward these objectives, and (3) compare the attitudes of the teachers grouped according to age, sex, community composition, level of teaching, academic training, college major, longevity, and…

Turley, James David

51

Teaching the content and context of science: The effect of using historical narratives to teach the nature of science and science content in an undergraduate introductory geology course  

NASA Astrophysics Data System (ADS)

This study reports the use of historically accurate narratives (short stories) to simultaneously teach geology content and the nature of science in an introductory, undergraduate geology course. The stories describe key events involved in the development of geologists' ideas about continental drift/plate tectonics and deep time/the age of the Earth. The design of the stories provides a highly contextualized setting which is designed to promote NOS and geology understanding by explicitly attending students to fundamental concepts and requiring students to reflect on the short story content. Evidence is reported to support the conclusion that students using these short stories constructed a better understanding of (1) the variety of processes involved in the construction of scientific knowledge, (2) the subjective nature of data that allows it to be interpreted differently by different scientists, and (3) the roles that culture and society play in determining the way in which scientific work is conducted and scientific ideas are constructed, while maintaining equal levels of understanding of geology content when compared to students who did not use the short stories. In some cases, students' preconceptions about objectivity in science, the degree to which scientific ideas can be considered as "proven" or "true," and the role of discovery in science appear to have adversely affected their ability to interpret the short story content in the ways intended. In addition, students' misconceptions about differences in how oceanic and continental plates were formed and geologists' use of relative and absolute dating techniques, especially the appropriate uses of radio-isotopic dating, are described. This study has implications for science instructors as they make efforts to efficiently use class time and curriculum resources to teach about the both the content and context of science and for geology instructors as they consider students' misconceptions about plate tectonics and deep time. In addition, this study presents a method for addressing concerns about many students' disinterest in science and the need to prepare a scientifically literate population.

Vanderlinden, David Winston

52

Examining Physics Graduate Teaching Assistants' Pedagogical Content Knowledge for Teaching a New Physics Curriculum  

NASA Astrophysics Data System (ADS)

In this study, we investigated the pedagogical content knowledge (PCK) that physics graduate teaching assistants (TAs) developed in the context of teaching a new introductory physics curriculum, Matter and Interactions ( M&I). M&I is an innovative introductory physics course that emphasizes a unified framework for understanding the world and presents physics through a few fundamental principles rather than exposing students to concepts through a series of derived equations. Through a qualitative, multiple case study research design, data were collected from multiple sources: non-participant observations, digitally recorded video, semi-structured interviews, TAs' written reflections, and researchers' field notes. The TAs' PCK included three components: (a) knowledge of M&I curriculum goals, (b) knowledge of instructional strategies appropriate to the M&I course, and (c) knowledge of students' learning. This study shows the complexity of adopting curriculum reforms and the necessity to support the faculty's and TAs' knowledge development when a novel science curriculum is adopted.

Seung, Eulsun; Bryan, Lynn A.; Haugan, Mark P.

2012-08-01

53

Improving Students' Conceptual Understanding of a Specific Content Learning: A Designed Teaching Sequence  

ERIC Educational Resources Information Center

The efficacy of a teaching sequence designed for a specific content of learning of electrochemistry is described in this paper. The design of the teaching draws upon theoretical insights into perspectives on learning and empirical studies to improve the teaching of this topic. A case study involving two classes, the experimental and baseline…

Ahmad, N. J.; Lah, Y. Che

2012-01-01

54

Sugar content of popular sweetened beverages based on objective laboratory analysis: focus on fructose content.  

PubMed

The consumption of fructose, largely in the form of high fructose corn syrup (HFCS), has risen over the past several decades and is thought to contribute negatively to metabolic health. However, the fructose content of foods and beverages produced with HFCS is not disclosed and estimates of fructose content are based on the common assumption that the HFCS used contains 55% fructose. The objective of this study was to conduct an objective laboratory analysis of the sugar content and composition in popular sugar-sweetened beverages with a particular focus on fructose content. Twenty-three sugar-sweetened beverages along with four standard solutions were analyzed for sugar profiles using high-performance liquid chromatography (HPLC) in an independent, certified laboratory. Total sugar content was calculated as well as percent fructose in the beverages that use HFCS as the sole source of fructose. Results showed that the total sugar content of the beverages ranged from 85 to 128% of what was listed on the food label. The mean fructose content in the HFCS used was 59% (range 47-65%) and several major brands appear to be produced with HFCS that is 65% fructose. Finally, the sugar profile analyses detected forms of sugar that were inconsistent with what was listed on the food labels. This analysis revealed significant deviations in sugar amount and composition relative to disclosures from producers. In addition, the tendency for use of HFCS that is higher in fructose could be contributing to higher fructose consumption than would otherwise be assumed. PMID:20948525

Ventura, Emily E; Davis, Jaimie N; Goran, Michael I

2010-10-14

55

Innovative teaching strategy for pharmacology in psychiatric-mental health nursing: moving from content to concepts.  

PubMed

Faculty teaching an undergraduate psychiatricmental health nursing course noted that the vast content related to psychotropic medication interventions needed to be conceptualized creatively to help students develop expertise. In this article, an innovative pedagogical approach is presented for teaching nursing students psychopharmacology by moving from content to concepts. PMID:23457714

Bonnivier, Joy F; Magoteaux, April L

2012-12-01

56

Efficacy for Teaching Elementary Science and Mathematics Compared to Other Content  

ERIC Educational Resources Information Center

|The study was conducted to examine preservice, elementary teachers' efficacy for teaching science and mathematics as compared with other elementary content. The instrument assessed efficacy for teaching (EFT) five elementary content areas: science, mathematics, reading, classroom management, and general instruction. Three hundred twenty-five…

Buss, Ray R.

2010-01-01

57

Student teachers' outlook on teaching: a content analysis of their reflective reports on experiences in practice  

Microsoft Academic Search

This article reports on student teachers' experience-based knowledge regarding teaching and learning to teach in secondary general or vocational (mostly agricultural) schools. Insight into this knowledge has been gained by analyzing the content of their written reflections on experiences in practice. The framework for this content analysis was derived from literature on teachers' professional identity, starting points of the course

D. Beijaard; H. Stellingwerf; N. Verloop

1997-01-01

58

[An object study about the teaching of psychiatric nursing and mental health].  

PubMed

This article approaches the construction of a study object about the psychiatric nursing teaching and mental health. It is supported on the Marxist theoretical-methodological referential making a re-dimension of concepts as teaching--as a reproduction and resistance practice--ideology/counter-ideology, actors/social subjects, mental health and the psychiatric reform. PMID:10776284

Kantorski, L P; da Silva, G B

59

Holistic Approach to Learning and Teaching Introductory Object-Oriented Programming  

ERIC Educational Resources Information Center

|This article describes a holistic approach to designing an introductory, object-oriented programming course. The design is grounded in constructivism and pedagogy of phenomenography. We use constructive alignment as the framework to align assessments, learning, and teaching with planned learning outcomes. We plan learning and teaching activities,…

Thota, Neena; Whitfield, Richard

2010-01-01

60

The Sharable Content Object Reference Model (SCORM) - A Critical Review  

Microsoft Academic Search

Learning technology standards are increasingly gaining in importance in the field of Web-based teaching. At present, two standards dominating the market are taking shape. These are the SCORM standard of the ADL initiative and the AICC standard of the AICC organization. Based on the AICC and LOM meta data standards, the SCORM standard stands the chance to become the standard

Oliver Bohl; Jörg Schellhase; Ruth Senler; Udo Winand

2002-01-01

61

The sharable content object reference model (SCORM) - a critical review  

Microsoft Academic Search

Learning technology standards are increasingly gaining in importance in the field of Web-based teaching. At present, two standards dominating the market are taking shape. These are the SCORM standard of the ADL initiative and the AICC standard of the AICC organization. Based on the AICC and LOM meta data standards, the SCORM standard stands the chance to become the standard

O. Bohl; J. Scheuhase; R. Sengler; U. Winand

2002-01-01

62

An object-oriented tutoring system for teaching sets  

Microsoft Academic Search

Over the recent years several prototypes of intelligent tutoring systems for scientific subjects have been developed. Meanwhile, the object-oriented paradigm has become popular in the software engineering and artificial intelligence communities. The objective of the research presented in this paper is an application of the object-oriented paradigm to the design and implementation of an intelligent tutoring system. The domain of

H. Altay Gtivenir

1995-01-01

63

Objective and Subjective Assessment of Reciprocal Peer Teaching in Medical Gross Anatomy Laboratory  

NSDL National Science Digital Library

This articles describes the use of reciprocal peer teaching (RPT) used in an anatomy dissection laboratory course. Outcomes used to measure learning included objective and subjective variables; course grades and study surveys.

2009-07-27

64

Tool support for collaborative teaching and learning of object-oriented modeling  

Microsoft Academic Search

Modeling is central to doing and learning object-oriented development. We present a new tool, Ideogramic UML, for gesture-based collaborative modeling with the Unified Modeling Language (UML), which can be used to collaboratively teach and learn modeling. Furthermore, we discuss how we have effectively used Ideogramic UML to teach object-oriented modeling and the UML to groups of students using the UML

Klaus Marius Hansen; Anne Vinter Ratzer

2002-01-01

65

Object centered design for Java: teaching OOD in CS1  

Microsoft Academic Search

Object-centered design (OCD) is a methodology developed to help novice C++ programmers learn to design software. By adapting OCD for use with Java, we can reduce the number of phases in OCD from five to three, and introduce object-oriented design (OOD) in CS-1 instead of CS-2.

Joel C. Adams; Jeremy D. Frens

2003-01-01

66

A Programming Language for Teaching Concurrent Object-Oriented Concepts  

Microsoft Academic Search

Studying concurrency one of the major difficulties is the need for a variety of programming languages to be available. But expecting students to learn at the same time a lot of languages is clearly undesirable. Concurrent object-oriented concepts can be understood more successfully if we have a programming language furnishing us with different kind of tools expressing concurrency and object-orientation

L. Kozma; T. Lakner

67

An Iterative Methodology for Teaching Object Oriented Concepts  

Microsoft Academic Search

Abstract thinking is a vital skill when learning computer science. Object technology and the concepts it is based upon make this skill even more crucial. However, previous research works show that students in top universities as well as experienced practitioners in industry encounter dif- ficulties in thinking in abstract terms while practicing object oriented development. In this paper we suggest

Irit Hadar; Ethan Hadar

2007-01-01

68

Evocative Objects: Reflections on Teaching, Learning, and Living in between  

ERIC Educational Resources Information Center

Objects are rich sources of inquiry; they invite individuals to observe closely, pose questions, forge connections, and anchor ideas in the concrete. By examining a son's craft project, a family photograph, and an image of tectonic plates, the authors demonstrate how objects can elicit rhetorical invention. While this venture started as a writing…

Hesse, Doug; Sommers, Nancy; Yancey, Kathleen Blake

2012-01-01

69

Experiences with Teaching Object-Oriented Concepts to Introductory Programming Students Using C  

Microsoft Academic Search

With the growth in popularity of the object-oriented paradigm, the Department of Software Development at Monash University decided, two years ago, to teach object-oriented programming to the introductory programming students. The first year programming subjects were completely restructured and rewritten. It was decided to introduce the object- oriented paradigm after the students have had one semester of procedural programming experience

Judy Sheard; Dianne Hagan

1997-01-01

70

Interactive Physics: the role of interactive learning objects in teaching Physics in Engineering  

NASA Astrophysics Data System (ADS)

In this work we present the results of a Project in educational innovation entitled "Interactive Physics". We have developed resources for teaching Physics for students of Engineering, with an emphasis in conceptual reinforcement and addressing the shortcomings of students entering the University. The resources developed include hypertext, graphics, equations, quizzes and more elaborated problems that cover the customary syllabus in first-year Physics: kinematics and dynamics, Newton laws, electricity and magnetism, elementary circuits… The role of vector quantities is stressed and we also provide help for the most usual mathematical tools (calculus and trigonometric formulas). The structure and level of detail of the resources are fitted to the conceptual difficulties that most of the students find. Some of the most advanced resources we have developed are interactive simulations. These are real simulations of key physical situations, not only animations. They serve as learning objects, in the well known sense of small reusable digital objects that are self-contained and tagged with metadata. In this sense, we use them to link concepts and content through interaction with active engagement of the student. The development of an interactive simulation involves several steps. First, we identify common pitfalls in the conceptual framework of the students and the points in which they stumble frequently. Then we think of a way to make clear the physical concepts using a simulation. After that, we program the simulation (using Flash or Java) and finally the simulation is tested with the students, and we reelaborate some parts of it in terms of usability. In our communication, we discuss the usefulness of these interactive simulations in teaching Physics for engineers, and their integration in a more comprehensive b-learning system.

Benito, R. M.; Cámara, M. E.; Arranz, F. J.

2009-04-01

71

Teaching Communication and Reading Skills in the Content Areas.  

ERIC Educational Resources Information Center

|Intended for elementary school teachers who want to incorporate language skill-building activities into their subject area instruction, this booklet provides practical teaching strategies based on research about how children learn to read and communicate. The three major sections of the booklet deal with (1) teaching comprehension and study…

Hennings, Dorothy Grant

72

Teaching object concepts for XML-based representations.  

SciTech Connect

Students learned about object-oriented design concepts and knowledge representation through the use of a set of toy blocks. The blocks represented a limited and focused domain of knowledge and one that was physical and tangible. The blocks helped the students to better visualize, communicate, and understand the domain of knowledge as well as how to perform object decomposition. The blocks were further abstracted to an engineering design kit for water park design. This helped the students to work on techniques for abstraction and conceptualization. It also led the project from tangible exercises into software and programming exercises. Students employed XML to create object-based knowledge representations and Java to use the represented knowledge. The students developed and implemented software allowing a lay user to design and create their own water slide and then to take a simulated ride on their slide.

Kelsey, R. L. (Robert L.)

2002-01-01

73

A teacher education program in elementary science that connects content, methods, practicum, and student teaching  

Microsoft Academic Search

Conclusion  To educate teachers who have adequate content knowledge, possess the necessary skills to implement effective teaching strategies,\\u000a and are confident and have positive attitudes toward science and the teaching of science, alternative teaching models are\\u000a necessary. The University of Wyoming model provides such an alternative. Based on observations and interviews of students\\u000a and the mentor teachers, it is apparent that

Joseph I. Stepans; Patricia A. McClurg; Ronald E. Beiswenger

1995-01-01

74

Object Lessons: Teaching Math through the Visual Arts, K-5  

ERIC Educational Resources Information Center

|When Caren Holtzman and Lynn Susholtz look around a classroom, they see "a veritable goldmine of mathematical investigations" involving number, measurement, size, shape, symmetry, ratio, and proportion. They also think of the ways great artists have employed these concepts in their depictions of objects and space--for example, Picasso's use of…

Holtzman, Caren; Susholtz, Lynn

2011-01-01

75

Terminal Behavioral Objectives for Teaching Clinical Toxicology to Clinical Pharmacists  

ERIC Educational Resources Information Center

As a first step in the development of a competency-based clinical toxicology clerkship, a set of terminal behavioral objectives were developed that reflect the anticipated role that clinical pharmacists should play as part of the clinical toxicology team. The evaluation approaches used at the University of Utah are presented. (LBH)

Veltri, Joseph C.; And Others

1976-01-01

76

Terminal Behavioral Objectives for Teaching Clinical Toxicology to Clinical Pharmacists  

ERIC Educational Resources Information Center

|As a first step in the development of a competency-based clinical toxicology clerkship, a set of terminal behavioral objectives were developed that reflect the anticipated role that clinical pharmacists should play as part of the clinical toxicology team. The evaluation approaches used at the University of Utah are presented. (LBH)|

Veltri, Joseph C.; And Others

1976-01-01

77

Middle- and High-School Content Area Teachers' Perceptions about Literacy Teaching and Learning  

ERIC Educational Resources Information Center

|Middle- and high-school content area teachers' beliefs about literacy teaching and learning were investigated during the initial implementation phase of a year-long content literacy professional development project. Teacher interview data were used to examine factors that contribute to and/or inhibit teachers' successful implementation of content

Cantrell, Susan Chambers; Burns, Leslie David; Callaway, Patricia

2009-01-01

78

THE INTERACTION OF READING SKILLS AND SCIENCE CONTENT KNOWLEDGE WHEN TEACHING STRUGGLING SECONDARY STUDENTS  

Microsoft Academic Search

Science content area texts are difficult for most middle school students, particularly whose reading skills are below grade level. This article describes an innovative approach to integrating the teaching of middle school science content and reading skills to increase levels of student success with content area textbooks.For reading instruction, this approach features carefully selected vocabulary, word reading instruction, oral (including

Linda Carnine; Douglas Carnine

2004-01-01

79

The Interaction of Reading Skills and Science Content Knowledge when Teaching Struggling Secondary Students  

ERIC Educational Resources Information Center

|Science content area texts are difficult for most middle school students, particularly whose reading skills are below grade level. This article describes an innovative approach to integrating the teaching of middle school science content and reading skills to increase levels of student success with content area textbooks. For reading instruction,…

Carnine, Linda; Carnine, Douglas

2004-01-01

80

Making Connections among Student Learning, Content, and Teaching: Teacher Talk Paths in Elementary Mathematics Lesson Study  

ERIC Educational Resources Information Center

This study investigated how elementary teachers in a mathematics lesson study made sense of student learning, teaching, and content, as related to using representations in teaching multidigit subtraction, and how changes occurred over time in their talk and practice. The lesson-study process paved a group talk path along which teacher talk shifted…

Murata, Aki; Bofferding, Laura; Pothen, Bindu E.; Taylor, Megan W.; Wischnia, Sarah

2012-01-01

81

Characterizing the Development of Specialized Mathematical Content Knowledge for Teaching in Algebraic Reasoning and Number Theory  

ERIC Educational Resources Information Center

|This article characterizes the development of a deep and connected body of mathematical knowledge categorized by Ball and Bass' (2003b) model of Mathematical Knowledge for Teaching (MKT), as Specialized Content Knowledge for Teaching (SCK) in algebraic reasoning and number sense. The research employed multiple cases across three years from two…

Bair, Sherry L.; Rich, Beverly S.

2011-01-01

82

Pre-Service Chemistry Teachers' Beliefs about Teaching and Their Pedagogical Content Knowledge  

ERIC Educational Resources Information Center

|In this study the relationship between pre-service chemistry teachers' beliefs about teaching and their pedagogical content knowledge were investigated. The sample of the study consists of 99 pre-service chemistry teachers attending Hacettepe University, Faculty of Education. As data collection tools the adapted form of "Beliefs About Teaching

Oskay, Ozge Ozyalcin; Erdem, Emine; Yilmaz, Ayhan

2009-01-01

83

Pre-Service Chemistry Teachers' Beliefs about Teaching and Their Pedagogical Content Knowledge  

ERIC Educational Resources Information Center

In this study the relationship between pre-service chemistry teachers' beliefs about teaching and their pedagogical content knowledge were investigated. The sample of the study consists of 99 pre-service chemistry teachers attending Hacettepe University, Faculty of Education. As data collection tools the adapted form of "Beliefs About Teaching

Oskay, Ozge Ozyalcin; Erdem, Emine; Yilmaz, Ayhan

2009-01-01

84

Content-Based Internet-Assisted ESP Teaching to Ukrainian University Students Majoring in Psychology  

ERIC Educational Resources Information Center

This article discusses the issues of teaching ESP to Ukrainian tertiary students majoring in psychology. The suggested approach is based on teaching English through the content matter of special subjects included in the program of training practical psychologists. The example of an ESP textbook for psychologists is used for demonstrating the…

Tarnopolsky, Oleg

2009-01-01

85

Content-Based Internet-Assisted ESP Teaching to Ukrainian University Students Majoring in Psychology  

ERIC Educational Resources Information Center

|This article discusses the issues of teaching ESP to Ukrainian tertiary students majoring in psychology. The suggested approach is based on teaching English through the content matter of special subjects included in the program of training practical psychologists. The example of an ESP textbook for psychologists is used for demonstrating the…

Tarnopolsky, Oleg

2009-01-01

86

METIOREW: An Objective Oriented Content Based and Collaborative Recommending System  

Microsoft Academic Search

The size of Internet has been growing very fast and many documents appear every day in the Net. Users find many problems to obtain the information that they really need. In order to help users in this task of finding relevant information, recommending systems were proposed. They give advice using two methods: the content-based method that extracts information from the

David Bueno; Ricardo Conejo; Amos A. David

2001-01-01

87

Minority Content in Social Work Education: A Question of Objectives  

Microsoft Academic Search

The development of knowledge and skills related to ethnic minority groups has become an increasingly visible and important priority for social work education. However, professional consensus regarding the anticipated effects of minority content on students appears to be lacking, with training programs focusing on students' racial attitudes, their beliefs about minority clients, or practice behavior appropriate for interracial situations. This

Enola K. Proctor; Larry E. Davis

1983-01-01

88

GIS Learning Objects: An Approach to Content Aggregation  

ERIC Educational Resources Information Center

|Content development and maintenance of geographic information systems (GIS) related courses, especially designed for distance and online delivery, could be a tedious task even for an experienced instructor. The paper outlines application of abstract instructional design techniques for modeling course structure and developing corresponding course…

Govorov, Michael; Gienko, Gennady

2013-01-01

89

The Effects of Inquiry-Based Instruction on Elementary Teaching Majors' Chemistry Content Knowledge  

Microsoft Academic Search

Although science educators have suggested that preservice elementary teaching majors should take chemistry content courses using inquiry-based methods, many college chemistry professors believe that these courses are merely ``watered down'' versions of traditional, lecture-based, introductory chemistry courses. This study compared the chemistry content knowledge of elementary teaching majors enrolled in an inquiry-based physical science course and science majors enrolled in

Michael J. Sanger

2007-01-01

90

Teaching the content and context of science: The effect of using historical narratives to teach the nature of science and science content in an undergraduate introductory geology course  

Microsoft Academic Search

This study reports the use of historically accurate narratives (short stories) to simultaneously teach geology content and the nature of science in an introductory, undergraduate geology course. The stories describe key events involved in the development of geologists' ideas about continental drift\\/plate tectonics and deep time\\/the age of the Earth. The design of the stories provides a highly contextualized setting

David Winston Vanderlinden

2007-01-01

91

Establishing Context of Digital Objects' Creation, Content and Usage  

Microsoft Academic Search

The context of objects is essential for the interpretation of in- formation entities, for establishing their authenticity as well as ensuring appropriate use. Thus, documenting the context of creation and use is an essential task in digital library and document management settings, for retrieval tasks as well as for digital preservation. Yet, context is notoriously di- cult and labour-some to

Rudolf Mayer; Andreas Rauber

2009-01-01

92

Science Sampler: Using direct instruction to teach content vocabulary  

NSDL National Science Digital Library

The magnitude of vocabulary students need to know in the middle school science curriculum is vast and can be daunting. As educators, it is our job to efficiently and effectively teach students so that they are not only able to apply the new vocabulary to that year's curriculum, but to store it in their memory for future use in high school and college. This article describes a direct instruction approach to teaching vocabulary that provides students with the ability to interact with the vocabulary verbally, visually, spatially, and intrapersonally.

Dougherty, Laura A.; Leno, Lisa C.

2007-09-01

93

"Content" versus "Style": Acquiescence in Student Evaluation of Teaching?  

ERIC Educational Resources Information Center

|Structural equation modelling is used to measure the existence of a response style (in particular, acquiescence) behind three balanced Likert scales measuring different concepts in a questionnaire for student evaluation of teaching in higher education. Exploration with one sample (n = 1125) and confirmation in a second sample (n = 710) from a…

Spooren, Pieter; Mortelmans, Dimitri; Thijssen, Peter

2012-01-01

94

Teaching Techniques and Course Content for International Finance.  

ERIC Educational Resources Information Center

|Noting the rapid and large changes in international finance over the past 2 decades, this paper offers suggestions for teaching business education courses on international finance. The paper recommends a combination of computer-assisted instruction and electronic classroom, discussion group, independent study, and lecture. Computer-assisted…

Esemuede, Samuel I.

95

Teaching Fitness-Based Content: Knowledge in Physical Education  

ERIC Educational Resources Information Center

|Teaching students about the physiological benefits of regular exercise is an important, though often challenging, aspect of the K-12 physical education curriculum. Due to a variety of class schedules and physical space restrictions, some physical educators may have difficulty integrating fitness and wellness concepts into their daily lessons.…

Martin, Matt; Sharpe, Tom

2005-01-01

96

Content’ versus ‘style’: acquiescence in student evaluation of teaching?  

Microsoft Academic Search

Structural equation modelling is used to measure the existence of a response style (in particular, acquiescence) behind three balanced Likert scales measuring different concepts in a questionnaire for student evaluation of teaching in higher education. Exploration with one sample (n = 1125) and confirmation in a second sample (n = 710) from a different population (different students, different courses) shows

Pieter Spooren; Dimitri Mortelmans; Peter Thijssen

2011-01-01

97

'Content' versus 'style': acquiescence in student evaluation of teaching?  

Microsoft Academic Search

Structural equation modelling is used to measure the existence of a response style (in particular, acquiescence) behind three balanced Likert scales measuring different concepts in a questionnaire for student evaluation of teaching in higher education. Exploration with one sample (n = 1125) and confirmation in a second sample (n = 710) from a different population (different students, different courses) shows

Pieter Spooren; Dimitri Mortelmans; Peter Thijssen

2012-01-01

98

Application of Homelessness to Teaching Social Work Foundation Content  

Microsoft Academic Search

The characteristics and needs of homeless people, combined with the difficulties of designing and delivering accessible and effective services to members of this population, serve as a rich source of examples and applications for teaching generalist social work practice. Meeting the needs of homeless clients requires skills in advocacy, community coalition building, brokering services, and the development, coordination, and evaluation

Phillip Fellin; Kaaren Strauch Brown

1989-01-01

99

Understanding Teaching beyond Content and Method: Insights from Central Asia  

ERIC Educational Resources Information Center

This study suggests the need for complex research approaches that provide richer, contested, and nondichotomous portrayals of classrooms, schooling life, and teachers. Drawing from a qualitative study of Tajik teachers' practices and perspectives (Niyozov, 2001) and studies on teaching conducted in Kyrgyzstan (De Young, Reeves, & Valyaeva , 2006;…

Niyozov, Sarfaroz

2009-01-01

100

A Teradata content-based multimedia object manager for massively parallel architectures  

Microsoft Academic Search

The Teradata Multimedia Object Manager is a general-purpose content analysis multimedia server designed for symmetric multiprocessing and massively parallel processing environments. The Multimedia Object Manager defines and manipulates user-defined functions (UDFs), which are invoked in parallel to analyze or manipulate the contents of multimedia objects. Several computationally intensive applications of this technology, which use large persistent datasets, include fingerprint matching,

W. O'Connell; I. T. Ieong; D. Schrader; C. Watson; G. Au; A. Biliris; S. Choo; P. Colin; G. Linderman; E. Panagos; J. Wang; T. Walter

1996-01-01

101

Evaluation of the Use of Team Teaching for Delivering Sensitive Content: A Pilot Study  

ERIC Educational Resources Information Center

Many programmes in further and higher education contain sensitive areas of content, such as diversity, racism, power and privilege, breaking bad news, counselling, sex education and ethical decision making. Team teaching may be a useful method for delivering sensitive areas of course content. This article presents a pilot study that was undertaken…

Kerridge, Joanna; Kyle, Gaye; Marks-Maran, Diane

2009-01-01

102

A survey of content and teaching methods in high school summer debate workshops  

Microsoft Academic Search

Workshop directors, students, and the students' high school teacher?coaches were surveyed to determine the content and teaching methods used at summer debate workshops and the attitudes of the students and teachers toward the content and methods used. Overall, the survey indicated that the expectations of students and high school debate coaches involved in workshops were met. The article concludes with

Richard L. Shoen; Ronald J. Matlon

1974-01-01

103

Evaluation of the Use of Team Teaching for Delivering Sensitive Content: A Pilot Study  

ERIC Educational Resources Information Center

|Many programmes in further and higher education contain sensitive areas of content, such as diversity, racism, power and privilege, breaking bad news, counselling, sex education and ethical decision making. Team teaching may be a useful method for delivering sensitive areas of course content. This article presents a pilot study that was…

Kerridge, Joanna; Kyle, Gaye; Marks-Maran, Diane

2009-01-01

104

The Content of Science: A Constructivist Approach to Its Teaching and Learning.  

ERIC Educational Resources Information Center

|This book is a result of a workshop where 14 science educators were invited to draft chapters on the implications that the research studies in a specific content area of science have for its teaching. The relations between social forces and perceptions of purpose and content lay behind discussions in the workshop, and influenced the emergence of…

Fensham, Peter, Ed.; And Others

105

Secondary school science teaching, 1970--1992: Objectives as stated in periodical literature  

NASA Astrophysics Data System (ADS)

Purpose of the study. The major purpose of this study was to identify and classify objectives for teaching science in secondary schools in the United States during the period 1970--1992. These objectives were identified by objective statements in articles from selected professional periodicals. Procedure. The 1970--1992 period was divided into two subperiods on the basis of major historical events. Selected professional periodicals were searched for statements of objectives of secondary school science teaching. These statements were catalogued into Knowledge, Process, Attitude and Interest, or Cultural Awareness categories. The resulting data were classified within and across the two subperiods according to frequency of occurrence, category, authorship, and year. Findings. The major findings of this investigation included the following: (1) Authors in Higher Education produced the most articles, both research-oriented and nonresearch-oriented, and the most statements in each subperiod. Miscellaneous authors produced the least articles and statements. (2) Statements in the Process category were most frequent in the two subperiods. (3) The "most important" objectives for secondary school science teaching were Philosophical, sociological, and political aspects (from the Cultural Awareness category), Processes, skills, and techniques (from the Process category), and Major facts, principles, or fundamentals (from the Knowledge category). (4) Attitude and Interest objectives were consistently ranked as least important throughout the study. (5) The ranking of "most important" objectives in research-oriented articles generally agreed with the ranking in articles as a whole. Conclusions. Based on the findings of this investigation, the following conclusions were made: (1) The objectives for teaching secondary school science were influenced by historical events, especially the Vietnam War, the Cold War, the AIDS pandemic, and the publication of A Nation at Risk: The Imperative for Educational Reform. (2) Authors in Higher Education wrote more articles about the objectives for the teaching of secondary school science than those in the other categories. This was probably a reflection of the "publish or perish" environment in many colleges and universities. (3) The most important objectives for secondary school science teaching were Philosophical, sociological, and political aspects, Processes, skills, and techniques, and Major facts, principles, or fundamentals. The preponderance of these objectives is most likely a result of cultural and social unrest during this period. (4) The number of research-oriented articles, as a percentage of all articles, doubled from the first subperiod to the second subperiod. There appears to be a trend during the second subperiod toward more data-based articles.

Hemby, Brian Franklin

106

Development and Implementation of a Learning Object Repository for French Teaching and Learning: Issues and Promises  

ERIC Educational Resources Information Center

|This paper discusses issues surrounding the development of a learning object repository (FLORE) for teaching and learning French at the postsecondary level. An evaluation based on qualitative and quantitative data was set up in order to better assess how second-language (L2) students in French perceived the integration of this new repository into…

Caws, Catherine

2008-01-01

107

EMPLOYING OBJECT REXX FOR TEACHING MBA STUDENTS THE OO-PARADIGM  

Microsoft Academic Search

At the WU Vienna - with over 20,000 students one of the largest Economics and Business Administration Universities in the world - an experiment was started in the summer semester of 1999 to teach MBA Students the OO-paradigm with the help of Object REXX. It has been very well known that taught material is learned the best, if the concepts

Rony G. Flatscher

1999-01-01

108

An Exploratory Analysis of Task-Interspersal Procedures While Teaching Object Labels to Children with Autism  

Microsoft Academic Search

Research has demonstrated that interspersing mastered tasks with new tasks facilitates learning under certain conditions; however, little is known about factors that influence the effectiveness of this treatment strategy. The initial purpose of the current investigation was to evaluate the effects of similar versus dissimilar interspersed tasks while teaching object labels to children diagnosed with autism or developmental delays. We

VALERIE M. VOLKERT; DOROTHEA C. LERMAN; Nicole Trosclair; Laura Addison; Tiffany Kodak

2008-01-01

109

Manipulatives as symbols: A new perspective on the use of concrete objects to teach mathematics  

Microsoft Academic Search

This article offers a new perspective on the use of concrete objects to teach mathematics. It is commonly assumed that concrete manipulatives are effective because they allow children to perform mathematics without understanding arbitrary, written mathematical symbols. We argue that the sharp distinction between concrete and abstract forms of mathematical expression may not be justified. We believe instead that manipulatives

Judy S. DeLoache; KATHYRN V. SCUDDER

1997-01-01

110

Sugar Content of Popular Sweetened Beverages Based on Objective Laboratory Analysis: Focus on Fructose Content  

Microsoft Academic Search

The consumption of fructose, largely in the form of high fructose corn syrup (HFCS), has risen over the past several decades and is thought to contribute negatively to metabolic health. However, the fructose content of foods and beverages produced with HFCS is not disclosed and estimates of fructose content are based on the common assumption that the HFCS used contains

Emily E. Ventura; Jaimie N. Davis; Michael I. Goran

2011-01-01

111

Classroom behaviour management content in Australian undergraduate primary teaching programmes  

Microsoft Academic Search

The ability to differentiate classroom behaviour management (CBM) strategies is an important skill for novice teachers in increasingly diverse classrooms. Worldwide, little is known about the curriculum content offered to pre-service teachers in the area of CBM. This article reports the findings from the first nationwide survey of Australian primary pre-service teacher educators coordinating units and programmes with CBM content.

Sue O’Neill; Jennifer Stephenson

2012-01-01

112

Virtual Visualisation Laboratory for Science and Mathematics Content (Vlab-SMC) with Special Reference to Teaching and Learning of Chemistry  

NASA Astrophysics Data System (ADS)

Research on the teaching of science and mathematics in schools and universities have shown that available teaching models are not effective in instilling the understanding of scientific and mathematics concepts, and the right scientific and mathematics skills required for learners to become good future scientists (mathematicians included). The extensive development of new technologies has a marked influence on education, by facilitating the design of new learning and teaching materials, that can improve the attitude of learners towards Science and Mathematics and the plausibility of advanced interactive, personalised learning process. The usefulness of the computer in Science and Mathematics education; as an interactive communication medium that permits access to all types of information (texts, images, different types of data such as sound, graphics and perhaps haptics like smell and touch); as an instrument for problem solving through simulations of scientific and mathematics phenomenon and experiments; as well as measuring and monitoring scientific laboratory experiments. This paper will highlight on the design and development of the virtual Visualisation Laboratory for Science & Mathematics Content (VLab-SMC) based on the Cognitivist- Constructivist-Contextual development life cycle model as well as the Instructional Design (ID) model, in order to achieve its objectives in teaching and learning. However, this paper with only highlight one of the virtual labs within VLab-SMC that is, the Virtual Lab for teaching Chemistry (VLab- Chem). The development life cycle involves the educational media to be used, measurement of content, and the authoring and programming involved; whilst the ID model involves the application of the cognitivist, constructivist and contextual theories in the modeling of the modules of VLab-SMC generally and Vlab-Chem specifically, using concepts such as 'learning by doing', contextual learning, experimental simulations 3D and real-time animations to create a virtual laboratory based on a real laboratory. Initial preliminary study shows positive indicators of VLab-Chem for the teaching and learning of Chemistry on the topic of 'Salts and Acids'.

Badioze Zaman, Halimah; Bakar, Norashiken; Ahmad, Azlina; Sulaiman, Riza; Arshad, Haslina; Mohd. Yatim, Nor Faezah

113

Teaching Area and Perimeter: Mathematics-Pedagogical-Content Knowledge-in-Action  

Microsoft Academic Search

This paper examines the influence of teacher's mathematics pedagogical content knowledge (MPCK) in the teaching of area and perimeter to Grade 4 pupils. Lessons of a beginning teacher were studied to determine the activities and teaching strategies used to bring out ideas associated with area and perimeter. Observable MPCK-in-action outcomes are also being studied through video-taping the beginning teacher. In

Kai Kow Joseph Yeo

2008-01-01

114

Thinking and Content Learning of Mathematics and Science as Cognitional Development in Content and Language Integrated Learning (CLIL): Teaching Through a Foreign Language in Finland  

ERIC Educational Resources Information Center

|This paper presents a study on thinking and learning processes of mathematics and science in teaching through a foreign language, in Finland. The entity of thinking and content learning processes is, in this study, considered as cognitional development. Teaching through a foreign language is here called Content and Language Integrated Learning or…

Jappinen, Aini-Kristiina

2005-01-01

115

Research and Teaching: Graduate Students as Middle School Content Experts  

NSDL National Science Digital Library

This article describes how an NSF project sponsors graduate students who provide rich science content expertise for middle school teachers and their students and simultaneously gives these graduate students extensive exposure and understanding of the work

Luedeman, John K.; Wagner, John R.; Horton, Robert M.; Leonard, William H.

2003-02-01

116

The use of examination content guidelines in teaching clinical microbiology.  

PubMed

The concept of using examination content guidelines as sources for curriculum content is presented, using the ASCP Board of Registry grids and a task list developed for HEW as a basis for proficiency examinations. The grid structure is related to Bloom's taxonomic levels, and a brief explanation of each level is included. A comparison of the grid structure and task list format is made, and specific examples of the use of each are offered. PMID:474607

Crowley, J A

1979-06-01

117

Teaching and learning: Novice teachers' descriptions of their confidence to teach science content  

Microsoft Academic Search

Statement of the problem. The problem being studied in this research is the relationship between a specific series of integrated science courses in a science teacher preparation program and the actual needs of the science teacher during the first years of teaching practice. Teachers often report that there is a disconnect between the coursework they have taken in college as

Barbara Ann Ford

2007-01-01

118

Classroom Behaviour Management Content in Australian Undergraduate Primary Teaching Programmes  

ERIC Educational Resources Information Center

|The ability to differentiate classroom behaviour management (CBM) strategies is an important skill for novice teachers in increasingly diverse classrooms. Worldwide, little is known about the curriculum content offered to pre-service teachers in the area of CBM. This article reports the findings from the first nationwide survey of Australian…

O'Neill, Sue; Stephenson, Jennifer

2012-01-01

119

Teaching Economics to Undergraduates in Europe: Volume, Structure, and Contents.  

ERIC Educational Resources Information Center

Examines how much time is spent in economics and management sciences programs; how much time is allocated among different courses within programs; what common thematic denominators exist; and whether and in what way content in microeconomics and macroeconomics courses differs. (RLH)

Gartner, Manfred

2001-01-01

120

Influence of Content Knowledge on Pedagogical Content Knowledge: The Case of Teaching Photosynthesis and Plant Growth  

ERIC Educational Resources Information Center

|The aim of the research was to investigate the effect of the amount and quality of content knowledge on pedagogical content knowledge (PCK). The biological content photosynthesis and plant growth was used as an example. The research sample consisted of 10 primary and 10 secondary (biology) teacher students. Questionnaires, lesson preparation task…

Kapyla, Markku; Heikkinen, Jussi-Pekka; Asunta, Tuula

2009-01-01

121

[Repetition of teaching contents between genetics and relative courses in agricultural and forestry colleges and approaches to solving the problem].  

PubMed

Genetics is one of the main courses in agricultural and forestry colleges. However, there is large repetition of teaching contents and joining problems between genetics and the relative courses. The negative effects of above problems are discussed in this paper. In order to relieve the conflict between the increase of genetics contents and the decrease of teaching hours in genetics teaching of undergraduates and provide reference for future textbook compilation, some approaches on solving repetition of teaching content and suggestions on joining problems are put forward. PMID:21951805

Liang, Shun-Xiang; He, Tao; Li, Shu-Juan; Shen, Ning-Dong; Wei, Mei-Qin; Xiong, Hui-Yan; Wei, Guo-Liang; Meng, Xiao-Ping

2011-09-01

122

Learning To Teach: Constructing Meaningful Understanding of Mathematical Content. Craft Paper 89-3.  

ERIC Educational Resources Information Center

This paper discusses the development of the mathematical experiences which make up the three-term sequence of mathematics courses taken by participants in the Elementary Mathematics Project (EMP), a longitudinal study of change in preservice teachers' perceptions and beliefs about mathematics. For the mathematics courses, both content and teaching

Lappan, Glenda; Even, Ruhama

123

Literature-Based Teaching in the Content Areas: 40 Strategies for K-8 Classrooms  

ERIC Educational Resources Information Center

Grounded in theory and best-practices research, this practical text provides teachers with 40 strategies for using fiction and non-fiction trade books to teach in five key content areas: language arts and reading, social studies, mathematics, science, and the arts. Each strategy provides everything a teacher needs to get started: a classroom…

Cox, Carole

2011-01-01

124

Experienced Teachers' Pedagogical Content Knowledge of Teaching Acid-Base Chemistry  

ERIC Educational Resources Information Center

|We investigated the pedagogical content knowledge (PCK) of nine experienced chemistry teachers. The teachers took part in a teacher training course on students' difficulties and the use of models in teaching acid-base chemistry, electrochemistry, and redox reactions. Two years after the course, the teachers were interviewed about their PCK of (1)…

Drechsler, Michal; Van Driel, Jan

2008-01-01

125

Handing It Over: Giving Students Responsibility for Teaching in a Sheltered Content Course.  

ERIC Educational Resources Information Center

To expand cognitive knowledge, increase language competency, and promote active learning, a content instructor and a language professor collaborated to develop a final unit in which teams of Japanese college sophomores, studying in a 10-month program in the United States, teach their classmates in English about a topic of interest concerning…

Heuser, Linda; Tabet, J. Sirena

1998-01-01

126

Is Pedagogical Content Knowledge (PCK) Necessary for Reformed Science Teaching?: Evidence from an Empirical Study  

ERIC Educational Resources Information Center

|This study tested a hypothesis that focused on whether or not teachers' pedagogical content knowledge (PCK) is a necessary body of knowledge for reformed science teaching. This study utilized a quantitative research method to investigate the correlation between a teacher's PCK level as measured by the PCK rubric (Park et al. 2008) and the degree…

Park, Soonhye; Jang, Jeong-Yoon; Chen, Ying-Chih; Jung, Jinhong

2011-01-01

127

Teaching for Understanding: The Complex Nature of Pedagogical Content Knowledge in Pre-Service Education  

ERIC Educational Resources Information Center

|This paper explores the development of student-teachers' pedagogical content knowledge (PCK) during pre-service education. Four student-teachers in mathematics and science participated in a project teaching physics to students aged 9-11 years once a week over a 12-month period. One-third of the lessons were videotaped and the student-teachers…

Nilsson, Pernilla

2008-01-01

128

Working Smarter, Not Harder: Reaching the Tough to Teach. Part II--Content Integration  

ERIC Educational Resources Information Center

|"Working Smarter, Not Harder: Reaching the Tough to Teach" is the topic of an exclusive four-part series by the author for the "Kappa Delta Pi Record." Part I, Prior Knowledge and Concept Development, appeared in the Fall 2007 issue of the "Record." This article is the second of the four-part series. It discusses content integration and how to…

Rockwell, Sylvia

2008-01-01

129

Literature-Based Teaching in the Content Areas: 40 Strategies for K-8 Classrooms  

ERIC Educational Resources Information Center

|Grounded in theory and best-practices research, this practical text provides teachers with 40 strategies for using fiction and non-fiction trade books to teach in five key content areas: language arts and reading, social studies, mathematics, science, and the arts. Each strategy provides everything a teacher needs to get started: a classroom…

Cox, Carole

2011-01-01

130

A content-based medical teaching file assistant for CT lung image retrieval  

Microsoft Academic Search

In this paper, a content-based scheme for assisting the construction of a teaching file system to retrieve lung Computed Tomographic (CT) images is presented. The system uses visual-based user interface to allow the user to enter or query an image by selecting the region of interest (ROI); and uses neural network to classify the relationship between the images stored in

Chii Tung Liu; Pol Lin Tai; A. Y.-J. Chen; Chen-Hsiang Peng; Jia Shung Wang

2000-01-01

131

Preservice Teachers' Content Knowledge and Self-Efficacy for Teaching Reading  

ERIC Educational Resources Information Center

This mixed methods study examined preservice teachers' growth in content knowledge and self-efficacy for teaching reading as they participated in a literacy course/reading clinic practicum with those not enrolled in the experience. Groups were compared on three measures using a pretest-posttest design. Additionally, five preservice teachers from…

Leader-Janssen, Elizabeth M.; Rankin-Erickson, Joan L.

2013-01-01

132

Preservice Teachers' Content Knowledge and Self-Efficacy for Teaching Reading  

ERIC Educational Resources Information Center

|This mixed methods study examined preservice teachers' growth in content knowledge and self-efficacy for teaching reading as they participated in a literacy course/reading clinic practicum with those not enrolled in the experience. Groups were compared on three measures using a pretest-posttest design. Additionally, five preservice teachers from…

Leader-Janssen, Elizabeth M.; Rankin-Erickson, Joan L.

2013-01-01

133

Experienced Teachers' Pedagogical Content Knowledge of Teaching Acid-Base Chemistry  

ERIC Educational Resources Information Center

We investigated the pedagogical content knowledge (PCK) of nine experienced chemistry teachers. The teachers took part in a teacher training course on students' difficulties and the use of models in teaching acid-base chemistry, electrochemistry, and redox reactions. Two years after the course, the teachers were interviewed about their PCK of (1)…

Drechsler, Michal; Van Driel, Jan

2008-01-01

134

Emotional Ecology: The Intersection of Emotional Knowledge and Pedagogical Content Knowledge in Teaching  

ERIC Educational Resources Information Center

|The purpose of this paper is to offer some theoretical as well as empirical examples that describe the interrelations between pedagogical content knowledge (PCK) and emotional knowledge in teaching and learning. The argument put forward is that there is a need to expand current conceptions of PCK and acknowledge the role of emotional knowledge.…

Zembylas, Michalinos

2007-01-01

135

Teaching Science with Technology: Case Studies of Science Teachers' Development of Technology, Pedagogy, and Content Knowledge  

Microsoft Academic Search

This study examines the development of technology, pedagogy, and content knowledge (TPACK) in four in-service secondary science teachers as they participated in a professional development program focusing on technology integration into K-12 classrooms to support science as inquiry teaching. In the program, probeware, mind-mapping tools (CMaps), and Internet applications ? computer simulations, digital images, and movies — were introduced to

S. Selcen Guzey; Gillian H. Roehrig

136

Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge  

Microsoft Academic Search

Preservice teachers’ pedagogical content knowledge (PCK) development was investigated with respect to integrating technology. Four components of PCK were adapted to describe technology-enhanced PCK (TPCK). The study examined the TPCK of student teachers in a multi-dimensional science and mathematics teacher preparation program that integrated teaching and learning with technology throughout the program. Five cases described the difficulties and successes of

M. L. Niess

2005-01-01

137

Teaching for Understanding: The Complex Nature of Pedagogical Content Knowledge in Pre-Service Education  

ERIC Educational Resources Information Center

This paper explores the development of student-teachers' pedagogical content knowledge (PCK) during pre-service education. Four student-teachers in mathematics and science participated in a project teaching physics to students aged 9-11 years once a week over a 12-month period. One-third of the lessons were videotaped and the student-teachers were…

Nilsson, Pernilla

2008-01-01

138

A didactic analysis of content development during the peer teaching tasks of a Sport Education season  

Microsoft Academic Search

Background: Research on Sport Education (SE) has shown the curriculum model to be effective in motivating students to undertake specific role responsibilities and engage in the student-led tasks of the curriculum. Despite this level of engagement, emerging evidence suggests that student leadership within the peer teaching tasks of the curriculum can be problematic for the development of student content learning.Purpose:

Tristan Wallhead; Mary Osullivan

2007-01-01

139

Usable Assessments for Teaching Science Content and Inquiry Standards  

NSDL National Science Digital Library

This chapter reports on an approach to developing middle school science assessments using a learning-goals-driven design model. The design process for creating usable assessments that are aligned with curriculum and important science content and inquiry learning standards is described, as is the use of rubrics as an assessment tool. Evidence from the enactment of a middle school chemistry unit shows the initial success of the work reported on, as well as lessons learned from the real-world environment of an urban science classroom.

Harris, Christopher J.; Lizotte, David J.; Krajcik, Joseph; Mcneill, Katherine L.; Marx, Ronald W.

2006-01-01

140

Teaching the Paragraph in Developmental Composition Classes in the Community College with Behavioral Objectives and Art.  

ERIC Educational Resources Information Center

A method called "Objectives-Art," by which disadvantaged students in a community college can be taught to structure paragraphs, is described. Works of art are intended to be a stimulus to the student's sense of unity between form and content, and the objectives are aimed at transferring the student's perception of form and unity into a process…

Bennett, Madeleine F.

141

Utility and Applicability of the Sharable Content Object Reference Model (SCORM) Within Navy Higher Education.  

National Technical Information Service (NTIS)

This thesis critically analyzes the Sharable Content Object Reference Model (SCORM) within higher education and examines SCORM's limitations within a realistic application environment versus within a theoretical/conceptual platform. The thesis also examin...

I. Z. Zacharopoulos M. B. Kohistany

2004-01-01

142

The Effects of a Summer Science Camp Teaching Experience on Preservice Elementary Teachers' Science Teaching Efficacy, Science Content Knowledge, and Understanding of the Nature of Science  

ERIC Educational Resources Information Center

|The purpose of this study was to investigate the impact of a summer science camp teaching experience on preservice elementary teachers' science teaching efficacy, science content knowledge, and understanding of the nature of science. Master's degree students enrolled in the elementary Fairfax Partnership Schools (FPS, n = 21) cohort served as the…

Logerwell, Mollianne G.

2009-01-01

143

Health Education Curriculum Objectives and Family Life Content Outline, K-12.  

ERIC Educational Resources Information Center

|This health education curriculum guide consists of two major sections: a list of health education objectives and a family life education content outline. Each section is subdivided by grade levels, kindergarten through 12. Health education objectives for each grade level are organized into six topic areas: mental health, physical health,…

Northern Valley Regional High School District, Closter, NJ.

144

Extending the SCORM Specification for References to the Open Content Object  

ERIC Educational Resources Information Center

The Open Content Object (OCO), which was put forward in the author's previous paper, is an object that has the function of requesting services and providing services through the messages-passing mechanism, which relies on the Learning Management System (LMS) as the scheduling center of messages. The OCOs can offer a particular and flexible…

Zhu, Xin-hua

2007-01-01

145

A modified incidental-teaching procedure for autistic youth: acquisition and generalization of receptive object labels.  

PubMed Central

A modified incidental-teaching procedure was used to increase the receptive language skills of autistic youth who had previously experienced lengthy institutionalization. At the time of the study, the two severely language-delayed children had recently been transitioned to a community-based group home. Receptive-labeling skills were taught for four sets of objects typically used in school lunch preparation. The percentage of correct, unprompted object identifications displayed by Youth 1 increased when the incidental-teaching package (gestural prompts, behavior-specific praise, and contingent access to lunch-making supplies) was sequentially introduced in a multiple-baseline design across sets of objects. These results were replicated with Youth 2. The youths' newly acquired language skills also generalized to a different setting (the dining room of the group home) and to a different activity occurring later in the day (a traditional sit-down, discrete-trial session). This research indicates that the linguistic skills of severely developmentally delayed autistic children can be accelerated by incidental instruction that is provided in the course of shaping other home-living skills.

McGee, G G; Krantz, P J; Mason, D; McClannahan, L E

1983-01-01

146

Didactic Content and Teaching Methodologies on Required Allopathic US Family Medicine Clerkships  

Microsoft Academic Search

Background and Objectives: Despite the increased prominence of family medicine clerkships in required third- and fourth-year clinical rotations in US allopathic medical schools, the content of these clerkships varies markedly among institutions, and there is little in the literature concerning the current or desired content of family medicine clerkships. This study explores the didactic content of a national sample of

L. Peter Schwiebert; Cheryl B. Aspy

147

Is Inquiry-Based Instruction Good for Elementary Teaching Majors? The Effects on Chemistry Content Knowledge and Views About Teaching and Learning Science  

NSDL National Science Digital Library

Although science educators have advocated that elementary teaching majors learn science concepts using inquiry-based methods, many college professors believe that these courses are merely âwatered downâ versions of traditional lecture-based courses. This study compared the chemistry content knowledge of elementary teaching majors enrolled in an inquiry-based course and science majors enrolled in traditional lecture-based courses. It also compared the elementary teaching majors' views of how science is taught and learned to the views of secondary science teaching majors. The elementary teaching majors developed chemistry content knowledge comparable to the students enrolled in the traditional lecture-based course, but they developed views regarding how science is taught and learned that were more in line with the constructivist ideals than the secondary science teaching majors. The elementary teaching majors also improved their interest and confidence in teaching science in the elementary school setting. These results suggest that both sets of teaching majors would benefit more from inquiry-based science courses than lecture-based courses.

Sanger, Michael

2013-05-08

148

Preservice teachers' pedagogical content knowledge of using particle models in teaching chemistry  

NASA Astrophysics Data System (ADS)

In this article, we describe the results of a study of the pedagogical content knowledge (PCK) of preservice chemistry teachers in the context of a postgraduate teacher education program. A group of preservice teachers (n = 12) took part in an experimental introductory course module about the use of particle models to help secondary school students understand the relationship between phenomena (e.g., properties of substances, physical and chemical processes) and corpuscular entities (e.g., atoms, molecules, ions). The module emphasized learning from teaching by connecting authentic teaching experiences with institutional workshops. Research data were obtained from answers to written assignments, transcripts of workshop discussions, and reflective lesson reports, written by the participants. The outcomes of the study revealed that, initially, all participants were able to describe specific learning difficulties, such as problems secondary school students have in relating the properties of substances to characteristics of the constituent particles. Also, at this stage, all preservice teachers acknowledged the potential importance of using models of molecules and atoms to promote secondary school students' understanding of the relationship between phenomena and corpuscular entities. After teaching, all preservice teachers demonstrated a deeper understanding of their students' problems with the use of particle models. In addition, about half of the participants had become more aware of the possibilities and limitations of using particle models in specific teaching situations. Through learning from teaching, the preservice teachers further developed their PCK of using particle models, although this development varied among preservice teachers studied.

de Jong, Onno; van Driel, Jan H.; Verloop, Nico

2005-10-01

149

Using Student-Centered Projects To Teach Mathematics Content Standards To Middle School Teachers II (The Second Course)  

Microsoft Academic Search

Teaching and learning standards across the country are becoming more content driven, especially in mathematics. As such, it is essential to develop substantive college level math courses for pre- service and in-service teachers. These courses should deliver mathematical content in a relevant way. Teachers must not only be proficient in their subject, but also recognize how to apply content meaningfully

Carryn Bellomo

2006-01-01

150

Pedagogical content knowledge development in teaching science: A case study of an elementary school teacher in an urban classroom  

Microsoft Academic Search

This study aims to explore an elementary school teacher's Pedagogical Content Knowledge (PCK) development in teaching science to racial minorities and economically disadvantaged students in New York City. By taking into account the sociocultural issues of teaching science in urban areas, this study focuses on 'contextual knowledge' as a key component of PCK. In this study, PCK is conceptualized as

Yewon Suh

2005-01-01

151

Who Teaches Mathematics Content Courses for Prospective Elementary Teachers in the United States? Results of a National Survey  

ERIC Educational Resources Information Center

|This article reports on a national survey of higher education institutions in the United States to answer the question, "Who teaches mathematics content courses for prospective elementary teachers, and what are these instructors' academic and teaching backgrounds?" We surveyed 1,926 institutions, and a faculty member from each of 825 institutions…

Masingila, Joanna O.; Olanoff, Dana E.; Kwaka, Dennis K.

2012-01-01

152

Developing Technological Pedagogical Content Knowledge: Preservice Teachers' Perceptions of How They Learn to Use Educational Technology in Their Teaching  

ERIC Educational Resources Information Center

This study uses activity theory and current conceptions of knowledge for teaching content with technology to analyze the working knowledge and experience of a group of seven preservice teachers in order to yield insights into how preservice teachers learn to teach with technology. Seven preservice teachers, two secondary and five elementary, who…

Terpstra, Marjorie Ann

2009-01-01

153

Objective content-dependent quality measures for image fusion of optical data  

Microsoft Academic Search

A new approach to obtain objective measurements for evaluating the performance of the actual fusion is proposed. The measures are based on clear physical meanings, straightforward to implement and do not require any ground-truth. The proposed algorithm utilises a content-based approach, splitting the original image into different regions with various spatial characteristics. The spectral and spatial changes for each region

V. Buntilov; T. Bretschneider

2004-01-01

154

Is Inquiry-Based Instruction Good for Elementary Teaching Majors? The Effects on Chemistry Content Knowledge and Views About Teaching and Learning Science  

Microsoft Academic Search

Although science educators have advocated that elementary teaching majors learn science concepts using inquiry-based methods, many college professors believe that these courses are merely ``watered down'' versions of traditional lecture-based courses. This study compared the chemistry content knowledge of elementary teaching majors enrolled in an inquiry-based course and science majors enrolled in traditional lecture-based courses. It also compared the elementary

Michael J. Sanger

2007-01-01

155

Is Inquiry-Based Instruction Good for Elementary Teaching Majors? The Effects on Chemistry Content Knowledge and Views About Teaching and Learning Science  

Microsoft Academic Search

Although science educators have advocated that elementary teaching majors learn science concepts using inquiry-based methods, many college professors believe that these courses are merely “watered down” versions of traditional lecture-based courses. This study compared the chemistry content knowledge of elementary teaching majors enrolled in an inquiry-based course and science majors enrolled in traditional lecture-based courses. It also compared the elementary

Michael J. Sanger

2007-01-01

156

A Methodology for Computer Programming Teaching Based on Bloom's Taxonomy of Educational Objectives and Apllied Through the Pair Programming  

Microsoft Academic Search

In a previous work, a methodology of programming teaching\\/learning (eXtreme Learning of Programming - XLP) was elaborated based in a cognitive programming model and in the Pair Programming. That methodology developed and it was increased with the objective of helping the learners to reach education objectives and to acquire specific abilities. The description of the methodology and examples of her

Eustaquio Sao Jose de; K. Yamanaka; J. A. Tavares

2012-01-01

157

Teaching interprofessional teamwork in medical and nursing education in Norway: a content analysis.  

PubMed

The notions of interprofessional education and interprofessional teamwork have attained widespread acceptance, partly because lack of teamwork has been tentatively linked to adverse incidents in healthcare. By analyzing data from 32 educational institutions, this study identifies the status of interprofessional teamwork in all nursing and medical education in Norway. The study programs issued by the 32 educational institutions were subject to content analysis, distilling the ambitions and goals for teaching interprofessional teamwork. Study program coordinators were approached and asked to what degree interprofessional teamwork was actually introduced in lecturing and clinical training. Results indicate that the medical and nursing schools clearly aspire to teach interprofessional teamwork and that this has largely been achieved when it comes to theoretical teaching. Although three of the four medical programs have integrated interprofessional teamwork into their clinical training, there is a gap in the nursing programs where introduction of interprofessional teamwork in clinical training has been limited. Current challenges are related to organizational issues (e.g. lack of institutional collaboration), practical difficulties (e.g. finding time to bring students of various professions together) and possibly managerial issues (e.g. lack of strategic perspective and change management). PMID:23205762

Aase, Ingunn; Aase, Karina; Dieckmann, Peter

2012-12-03

158

Individualization of Content-Based Image Retrieval Systems via Objective Feature Subset Selection  

Microsoft Academic Search

We explore the use of objective features to model the subjective perception of similarity between two images that have been\\u000a extracted from an image database. We present a Content-based Image Retrieval system which evolves and uses different image\\u000a similarity measures for different users. Specifically, a user-supplied relevance feedback procedure allows the system to determine\\u000a which subset of a set of

D. N. Sotiropoulos; A. S. Lampropoulos; G. A. Tsihrintzis

159

Content and Language Integrated Learning: Teachers' and Teacher Educators' Experiences of English Medium Teaching. Publication No. 4.  

ERIC Educational Resources Information Center

|The publication on the integration of content area and second language instruction, focusing on the situation in Finland, consists of nine essays and a bibliography. The essays include: "Education in a Second or Foreign Language. An Overview" (Kaj Sjoholm); "Foreign Language Content Teaching in Teacher Education at Abo Akademi University" (Kaj…

Sjoholm, Kaj, Ed.; Bjorklund, Mikaela, Ed.

160

Under the Big Top: Using the Hartford Circus Fire of 1944 to Teach Literacy Strategies to Connecticut's Content Area Teachers  

ERIC Educational Resources Information Center

|This article concerns the use of an historical event to teach interdisciplinary design and reading strategies to content area preservice teachers at a Connecticut state university. The course, a requirement for state certification, seeks to give secondary content area teachers strategies to help struggling readers. Teachers from all subject areas…

Morse, M. Lynn

2008-01-01

161

Content area literacy and preservice teacher education: Preparing preservice science teachers to view literacy in service of science teaching  

NASA Astrophysics Data System (ADS)

The purpose of the current study was to explore the experiences of preservice science education students who were part of an interdisciplinary cohort on content area literacy. By investigating how preservice science teachers describe the relationship between literacy and science teaching while participating in the content area literacy cohort, I identified emerging patterns to seek trends to enact content area literacy in schools, and found ways to reform and rethink how to provide this type of instruction within the curriculum of preservice education programs. I pursued the question, How do preservice science teachers describe the relationship between literacy and science teaching while participating in the content area literacy cohort? with sub-questions: (a) What misunderstandings about content area literacy exist in secondary school science settings? (b) How do preservice teachers view content area literacy in the practice of student teaching? (c) How can content area literacy advance scientific literacy? (d) In what ways is content area literacy useful beyond the secondary school science classroom? (e) Are there any specific barriers preservice teachers encounter while trying to implement content area literacy in the secondary school student teaching classroom? This research was enacted as a mixed methods qualitative study, reported in a case study format. Data were collected over the academic year 2006-2007 from preservice science student artifacts completed during this time. Five findings were reported to address each sub-question presented above. These findings are the presence of misconceptions about secondary student abilities and the need for literacy instruction, the use of literacy as a pedagogical tool, literacy as the mechanism for students to become scientists, literacy as a catalyst for lifelong learning, and the challenges to literacy implementation in student teaching. In summary, this research informs the science education and teacher education communities by expanding the scope of scientific literacy, addressing challenges to conceptual understanding through literacy strategies, and more generally how to effectively incorporate literacy in the content area classroom.

Riccio, Jessica Fitzsimons

162

Reading in the Social Studies and Natural Science Content Area: A Phenomenological Study of the Beliefs, Attitudes, and Strategies Sixth and Seventh Grade Content Area Teachers Use to Teach below Grade Level Readers  

ERIC Educational Resources Information Center

|The purposes of this study were to identify the attitudes and beliefs content teachers have concerning teaching reading in the content area to below level readers and to identify specific instructional strategies that are used to teach students who are below grade level the content area material. Twelve participants were selected, using maximum…

Clark, Lisa A.

2011-01-01

163

Teaching computer interfacing with virtual instruments in an object-oriented language.  

PubMed

LabVIEW is a graphic object-oriented computer language developed to facilitate hardware/software communication. LabVIEW is a complete computer language that can be used like Basic, FORTRAN, or C. In LabVIEW one creates virtual instruments that aesthetically look like real instruments but are controlled by sophisticated computer programs. There are several levels of data acquisition VIs that make it easy to control data flow, and many signal processing and analysis algorithms come with the software as premade VIs. In the classroom, the similarity between virtual and real instruments helps students understand how information is passed between the computer and attached instruments. The software may be used in the absence of hardware so that students can work at home as well as in the classroom. This article demonstrates how LabVIEW can be used to control data flow between computers and instruments, points out important features for signal processing and analysis, and shows how virtual instruments may be used in place of physical instrumentation. Applications of LabVIEW to the teaching laboratory are also discussed, and a plausible course outline is given. PMID:8580361

Gulotta, M

1995-11-01

164

Family unity objectives of parents who teach their children: Ideological and pedagogical orientations to home schooling  

Microsoft Academic Search

This article examines parents who teach their children at home. Using the results from two qualitative studies the article suggests, while families have complex motives for teaching their children at home, an important commonality underlies their decision. Regardless of their orientation to home schooling the parents in these two studies felt that establishing a home school would allow them to

Maralee Mayberry; J. Gary Knowles

1989-01-01

165

Television instruction, course content, and teaching experience level: An experimental study in the basic course in oral interpretation  

Microsoft Academic Search

Sections of the beginning course in oral interpretation—three taught by an experienced faculty member using open?circuit television facilities supplemented with classroom instruction by graduate assistant instructors having no prior teaching experience, and eleven taught by graduate assistant instructors having various levels of prior teaching experience—were compared for retention of specific course content at the end of a semester's instruction. A

Martin T. Cobin; Theodore Clevenger Jr

1961-01-01

166

The discrimination of object names and object sounds in children with autism: a procedure for teaching verbal comprehension.  

PubMed

We assessed whether 2 preschoolers with autism learned to discriminate between the sounds of musical instruments more rapidly than the spoken names of the instruments. After the children learned the sound-object relations more rapidly than the name-object relations, we then evaluated a prompt-delay procedure for transferring stimulus control from the sounds to the names of the instruments. The prompt-delay procedure facilitated the acquisition of name-object relations for both children. PMID:20514186

Eikeseth, Svein; Hayward, Diane W

2009-01-01

167

The Discrimination of Object Names and Object Sounds in Children with Autism: A Procedure for Teaching Verbal Comprehension  

ERIC Educational Resources Information Center

|We assessed whether 2 preschoolers with autism learned to discriminate between the sounds of musical instruments more rapidly than the spoken names of the instruments. After the children learned the sound-object relations more rapidly than the name-object relations, we then evaluated a prompt-delay procedure for transferring stimulus control from…

Eikeseth, Svein; Hayward, Diane W.

2009-01-01

168

THE DISCRIMINATION OF OBJECT NAMES AND OBJECT SOUNDS IN CHILDREN WITH AUTISM: A PROCEDURE FOR TEACHING VERBAL COMPREHENSION  

Microsoft Academic Search

We assessed whether 2 preschoolers with autism learned to discriminate between the sounds of musical instruments more rapidly than the spoken names of the instruments. After the children learned the sound-object relations more rapidly than the name-object relations, we then evaluated a prompt-delay procedure for transferring stimulus control from the sounds to the names of the instruments. The prompt-delay procedure

Svein Eikeseth; DIANE W. HAYWARD

2009-01-01

169

Content and Activities for Teaching about Indians of Washington State, Grades K-6.  

ERIC Educational Resources Information Center

|The purpose of this curriculum guide is to suggest content and appropriate activities for the study of Washington State Indians and is designed as a supplement to regular social studies curriculum for grades K-3 and 4-6. Objectives for studying about Indians in three geographic regions in Washington (the Coast, Puget Sound, and the Plateau) are…

Janda, Janet

170

Is Pedagogical Content Knowledge (PCK) Necessary for Reformed Science Teaching?: Evidence from an Empirical Study  

NASA Astrophysics Data System (ADS)

This study tested a hypothesis that focused on whether or not teachers' pedagogical content knowledge (PCK) is a necessary body of knowledge for reformed science teaching. This study utilized a quantitative research method to investigate the correlation between a teacher's PCK level as measured by the PCK rubric (Park et al. 2008) and the degree to which his/her classroom is reform-oriented as measured by RTOP (Sawada et al. 2002). Data included 33 instructional sessions of photosynthesis and heredity videotaped with 7 high school biology teachers. Each session was given a score on both the PCK rubric and RTOP by two independent raters. Results indicate that PCK score is significantly related to RTOP score in terms of both total score ( r = .831, p < .01) and sub-component scores (ranging from r = .616 to .805, p < .01). Implications for science teacher education and future research are discussed.

Park, Soonhye; Jang, Jeong-Yoon; Chen, Ying-Chih; Jung, Jinhong

2011-03-01

171

Is Pedagogical Content Knowledge (PCK) Necessary for Reformed Science Teaching?: Evidence from an Empirical Study  

NASA Astrophysics Data System (ADS)

This study tested a hypothesis that focused on whether or not teachers’ pedagogical content knowledge (PCK) is a necessary body of knowledge for reformed science teaching. This study utilized a quantitative research method to investigate the correlation between a teacher’s PCK level as measured by the PCK rubric (Park et al. 2008) and the degree to which his/her classroom is reform-oriented as measured by RTOP (Sawada et al. 2002). Data included 33 instructional sessions of photosynthesis and heredity videotaped with 7 high school biology teachers. Each session was given a score on both the PCK rubric and RTOP by two independent raters. Results indicate that PCK score is significantly related to RTOP score in terms of both total score (r = .831, p < .01) and sub-component scores (ranging from r = .616 to .805, p < .01). Implications for science teacher education and future research are discussed.

Park, Soonhye; Jang, Jeong-Yoon; Chen, Ying-Chih; Jung, Jinhong

2010-02-01

172

Teaching Java Backwards  

ERIC Educational Resources Information Center

|Teaching programming concepts in a more object-oriented way is a growing trend in Computer Science education. This paper takes the idea of abstraction-first teaching a step further, by using Bloom's Taxonomy to design a course to present factual content early, followed by higher-level cognitive skills. In the course described here, factual…

Machanick, Philip

2007-01-01

173

The Effect of an Integrated Science and Mathematics Content-Based Course on Science and Mathematics Teaching Efficacy of Preservice Elementary Teachers  

ERIC Educational Resources Information Center

The purpose of this study was to determine the effect of an earth systems science course (integrated mathematics and science content) on preservice elementary teachers' mathematics and science teaching efficacy. Paired t-tests revealed that the personal mathematics and science teaching efficacy and science teaching outcome expectancy significantly…

Moseley, Christine; Utley, Juliana

2006-01-01

174

A Content Analysis of Qualitative Research in the Journal of Teaching in Physical Education from 1998 to 2008  

ERIC Educational Resources Information Center

|Previous reviews of research have documented the increasing use of qualitative inquiry in physical education. In this research note, the authors present a content analysis of qualitative research articles published between 1998 and 2008 in the Journal of Teaching in Physical Education (JTPE). A total of 110 empirical articles were published that…

Hemphill, Michael A.; Richards, K. Andrew R.; Templin, Thomas J.; Blankenship, Bonnie Tjeerdsma

2012-01-01

175

Mathematics Teachers' Development, Exploration, and Advancement of Technological Pedagogical Content Knowledge in the Teaching and Learning of Algebra  

ERIC Educational Resources Information Center

This article describes experiences from a professional development project designed to prepare in-service eighth-grade mathematics teachers to develop, explore, and advance technological pedagogical content knowledge (TPCK) in the teaching and learning of Algebra I. This article describes the process of the participating teachers' mathematical…

Richardson, Sandra

2009-01-01

176

Teaching College Level Content and Reading Comprehension Skills Simultaneously via an Artificially Intelligent Adaptive Computerized Instructional System  

ERIC Educational Resources Information Center

|This paper presents a behavioral model for conceptualizing advanced reading comprehension as a "higher order" behavior class. Also discussed are strategies and tactics utilized by an artificially intelligent adaptive tutoring and testing software system designed to shape such comprehension skills while also teaching subject-specific "content" to…

Ray, Roger D.; Belden, Noelle

2007-01-01

177

The Impact of a Curriculum Course on Pre-Service Primary Teachers' Science Content Knowledge and Attitudes towards Teaching Science  

ERIC Educational Resources Information Center

|Many primary school teachers have insufficient content and pedagogical knowledge of science. This lack of knowledge can often lead to a lack of confidence and competence in teaching science. This article explores the impact of a year-long science methodology (curriculum science) course on second year Bachelor of Education (BEd) students'…

Murphy, Cliona; Smith, Greg

2012-01-01

178

Developing Teacher-Researcher Partnerships to Investigate Best Practices: Literacy Learning and Teaching in Content Areas of the Secondary School  

ERIC Educational Resources Information Center

|This project aimed to identify a variety of literacy-teaching approaches that could be used in secondary content-area classrooms to improve the achievement of a wide range of students. Specifically, the project aimed to investigate: (1) literacy and the extent to which a focus on improved teacher knowledge and practice would lead to increases in…

McDonald, Trevor; Thornley, Christina; Fitzpatrick, Rosi; Elia, Angie; Stevens, Saria; Teulilo, Gloria; Johnston, Sue; Woock, Sandy; Selbie, Paul; McDonald, Lyn; Pullar, Ken; Pullar, Maree; Low, Helen

2008-01-01

179

Stand-off spatial offset Raman spectroscopy for the detection of concealed content in distant objects.  

PubMed

A pulsed (4.4 ns pulse length) frequency-doubled Nd:YAG laser operated at 10 Hz was used to generate Raman scattering of samples at a distance of 12 m. The scattered light was collected by a 6 in. telescope, and the Raman spectrum was recorded using an Acton SP-2750 spectrograph coupled to a gated intensified charge-coupled device (ICCD) detector. Applying a spatial offset between the point where the laser hit the sample and the focus of the telescope on the sample enabled collection of Raman photons that were predominantly generated inside the sample and not from its surface. This is especially effective when the content of concealed objects should be analyzed. High-quality Raman spectra could be recorded, within 10 s of data acquisition, from a solid (NaClO(3)) as well as a liquid (isopropyl alcohol) placed inside a 1.5 mm thick opaque low-density polyethylene (LDPE) plastic bottle. The applied spatial offset was also advantageous in cases where the surface of the container was highly fluorescent. In such a situation, Raman spectra of the sample could not be recorded when the sampling volume (telescope observation field) coincided with the focus of the excitation laser. However, with the use of a spatial offset of some millimeters, a clear Raman spectrum of the content (isopropyl alcohol) in a strongly fluorescent plastic container was obtained. PMID:22047672

Zachhuber, Bernhard; Gasser, Christoph; Chrysostom, Engelene tH; Lendl, Bernhard

2011-11-22

180

QSOLVE : AN OBJECT-ORIENTED SOFTWARE TOOL FOR TEACHING QUEUEING THEORY  

Microsoft Academic Search

Queueing systems are present in an enormous quantity of areas and situations of the real life, such as communication, computing, banking and transportation systems. Traditionally, queueing theory teaching is done by the development of formulations used for resolution of different kinds of queueing systems. Through these formulas we can have important information for the analysis of these queues and evaluate

Fernando C. Castaño Mariño; Paulo R. L. Gondim

181

Pre-Service Teachers' Knowledge and Teaching Comfort Levels for Agricultural Science and Technology Objectives  

ERIC Educational Resources Information Center

Self-efficacy beliefs are defined as context-specific assessments of one's competence to perform specific tasks, influence one's efforts, persistence, and resilience to succeed in a given task. Such beliefs are important determinants when considering agricultural science teachers' subject matter knowledge, teaching comfort levels, and their…

Wingenbach, Gary J.; White, Judith McIntosh; Degenhart, Shannon; Pannkuk, Tim; Kujawski, Jenna

2007-01-01

182

A Suggested Project-Based Evolution Unit for High School: Teaching Content through Application  

ERIC Educational Resources Information Center

|Research has indicated teachers feel they could be more effective in teaching evolution if they had more access to contemporary evolution information, time to safely reflect on the teaching of the topic with peers, and effective lesson plan ideas for teaching evolution and the obstacles that arise. Recent science educational reform efforts for…

Cook, Kristin

2009-01-01

183

An investigation into the utilization of a constructivist teaching strategy to improve preservice elementary teachers geological content knowledge: Is there a relationship between intellectual level and content understanding?  

NASA Astrophysics Data System (ADS)

In that the topic of geological time and its related concepts is both complex and abstract students, at all levels of education, find it difficult to understand. This study sought to answer four questions about students enrolled in a 300 level science teaching methods course and those enrolled in an introductory (100 level) geoscience course with regard to the teaching and learning about geological time. The students had previous earth science, biology, and geology coursework in high school and college. The questions addressed were; what are the levels of intellectual development of these students, what was their content understanding at the start of the study, would a constructivists style of teaching improve their content understand and is here a relationship between their intellectual level and their content understanding? There were 36 education students and 49 geoscience students, of which 20 were also majoring in education participating in the study. The students were assessed for their intellectual level and given a multiple-choice geology content knowledge assessment (GCKA) pretest dealing with absolute and relative time related questions and were ask to develop a graphic model (timeline) of the geological history of the Earth. Following the pretest the students participated in a lesson on constructivist teaching using geological time as its central theme. This intervention was followed, 56 days later, by a posttest consisting of another assessment of intellectual level, the content knowledge assessment and the graphic timeline. The results were analyzed both in a quantitative and qualitative manner and the data showed a significant increase in content knowledge, for the education students, on the GCKA. However, none of the students improved on their development of the graphic timelines over the course of the study. The most improvement was demonstrated by students at the two lower levels, of four on Perry's (1980), continuum of intellectual development. At these stages it is perceived that there are correct answers to questions and solutions to problems. These findings indicate the need to assess students as to their intellectual levels in order to develop effective teaching strategies to improve learning at all levels in the educational process.

White, Orvil L.

184

Analysis of Implementation Issues for the Searchable Content Object Reference Model (SCORM) in Navy Education and Training.  

National Technical Information Service (NTIS)

The thesis research examines the emergence of Sharable Content Object Reference Model (SCORM) architecture currently under development by the Advanced Distributed Learning (ADL) initiative established by the Department of Defense (DoD). SCORM is a collect...

R. L. Anderson J. L. Granado

2003-01-01

185

Teaching about ozone layer depletion in Turkey: pedagogical content knowledge of science teachers.  

PubMed

The purpose of this study was to investigate the pedagogical content knowledge of Prospective Science Teachers (PSTs) on the topic of "ozone layer depletion." In order to explore PSTs' subject matter knowledge on ozone layer depletion, they were given a form of multiple-choice test where they needed to write the reasons behind their answers. This test was completed by 140 PSTs in their final year at the College of Education. Individual interviews were carried out with 42 randomly selected PSTs to determine their pedagogical knowledge about ozone layer depletion. Data were obtained from the study which indicate that the PSTs did not have adequate subject matter and pedagogical knowledge to teach the topic of ozone layer depletion to middle school students. It was also evident that the PSTs held various misconceptions related to ozone layer depletion. PSTs' inadequate pedagogical knowledge was found in the areas of the curriculum, learning difficulties of students, and instructional strategies and activities. This study provides some pedagogical implications for the training of science teachers. PMID:19391381

Bozkurt, Orçun; Kaya, Osman Nafiz

2008-04-01

186

Main Objectives for this I.A.U. Special Session on Innovation in Teaching/ Learning Astronomy  

NASA Astrophysics Data System (ADS)

In the IAU resolution on the Value of Astronomy Education, passed by the IAU's General Assembly in 2003, it was recommended: to include astronomy in school curricula, to assist schoolteachers in their training and backup, and to inform teachers about available resources. The aim of this Special Session 2 on "Innovation in Teaching/Learning Astronomy" is to contribute to the implementation of these recommendations, introducing innovative points of view regarding methods of teaching and learning. Astronomers from all countries—developed or developing—will be equally interested. New methods of dissemination of information are making big changes in the opportunity of spreading astronomical knowledge. The World Wide Web continues to expand its reach, and the Astronomy Picture of the Day reaches the homepage of millions. The new phenomenon of podcasts is spreading rapidly. Astronomy attracts many young people to education in important fields in science and technology. But in many countries, astronomy is not part of the standard curriculum, and teachers do not receive adequate education and support. Still, many scientific and educational societies and government agencies have produced materials and educational resources in astronomy for all educational levels. Technology is used in astronomy both for obtaining observations and for teaching. In any case, it is useful to take their special opportunity to learn about the situation in different countries, to exchange opinions, and to collect information in order to continue, over at least the next triennium, the activities related to promoting astronomy throughout the world. In particular, we would like to invite all participants to explain their positive original experiences so they can be adapted for other regions. Everyone is invited to exchange their initiatives and to try to involve other countries in common projects. All of us are in the same boat. http://www.communicatingastronomy.org/innovation2006/

Pasachoff, J. M.; Ros, R. M.

2006-08-01

187

Objectively assessed physical activity is associated with increased hair cortisol content in young adults.  

PubMed

Abstract Assessing long-term cortisol secretion presents difficulties when cortisol measurement is carried out by saliva, plasma and urine analyses. Hair cortisol has gained increased interest as an alternative biological marker. So far, one study has been published studying hair cortisol in endurance athletes, showing higher levels compared to controls. Using accelerometer data in the present study, we cross-sectionally explored the relationship between moderate physical activity (MPA) and vigorous physical activity (VPA) levels and hair cortisol concentrations after taking into account age, gender, and perceived stress. Hair specimens were collected from 46 university students (20 males, 26 females, Mage?±?SD?=21.2?±?1.87 years). Participants provided information about their socio-demographic background and levels of perceived stress. Accelerometer data were collected to assess physical activity. Cortisol concentrations were measured in the first 3-cm hair segment nearest to the scalp. MPA was not correlated with hair cortisol content (r?=?-0.08). A significant correlation was found between VPA and hair cortisol (r?=?0.34, p?objectively assessed VPA is associated with increased hair cortisol levels in young adults. As VPA can be regarded as a physical stressor, it seems imperative that researchers consider participants' levels of VPA if they examine the relationship between stress exposure, hair cortisol and health. PMID:23855828

Gerber, Markus; Jonsdottir, Ingibjörg H; Kalak, Nadeem; Elliot, Catherine; Pühse, Uwe; Holsboer-Trachsler, Edith; Brand, Serge

2013-08-06

188

An Analysis of Published Research Pertaining to Objectives for the Teaching of Secondary School Chemistry, as Reflected in Selected Professional Periodicals 1918-1972  

ERIC Educational Resources Information Center

Reports the results of a study designed to determine the nature of research-oriented statements of objectives for the teaching of secondary school chemistry as found in selected professional periodicals of the 1918-1972 period. (Author/JR)

Ogden, William R.

1974-01-01

189

Using Process and Inqury to Teach Content: Projectile Motion and Graphing  

ERIC Educational Resources Information Center

These series of lessons uses the process of student inquiry to teach the concepts of force and motion identified in the National Science Education Standards for grades 5-8. The lesson plan also uses technology as a teaching tool through the use of interactive Web sites. The lessons are built on the 5-E format and feature imbedded assessments.

Rhea, Marilyn; Lucido, Patricia; Gregerson-Malm, Cheryl

2005-01-01

190

Using Process and Inquiry to Teach Content: Projectile Motion and Graphing  

Microsoft Academic Search

These series of lessons uses the process of student inquiry to teach the concepts of force and motion identified in the National Science Education Standards for grades 5-8. The lesson plan also uses technology as a teaching tool through the use of interactive Web sites. The lessons are built on the 5-E format and feature imbedded assessments.

Marilyn Rhea; Patricia Lucido; Cheryl Gregerson-Malm

2005-01-01

191

Content Familiarity: Differential Impact of Effective Teaching on Student Achievement Outcomes  

Microsoft Academic Search

Improving the quality of higher education for all students requires researchers to focus on factors that potentially influence learning. Of particular interest are student entry characteristics and effective teaching behaviors. Accordingly, structural equation modeling was used to examine the relationships between student differences, prior experience with the subject material, past performances, teaching behaviors, and perceived learning and achievement. A theoretical

Dieter J. Schönwetter; Rodney A. Clifton; Raymond P. Perry

2002-01-01

192

How Does Mechanical Weathering Change Rocks? Using Reading-to-Learn Strategies to Teach Science Content  

ERIC Educational Resources Information Center

|Many teachers fall into the pattern of "assumptive teaching" (Herber 1970), assuming that other instructors will teach students the important strategies they need for learning. In this case, tools and strategies may not be taught outside of reading or language arts because a science teacher can say, "It's not my job." However, a sixth-grade team…

Wardrip, Peter; Tobey, Jennifer

2009-01-01

193

Iterative Cycle for Teaching Object Oriented Concepts: From Abstract Thinking to Specific Language Implementation  

Microsoft Academic Search

Abstract thinking is a vital skill when learning computer science related issues. Object Technology and the concepts it's based upon make this skill even more crucial. However, previous research works show that both students in top universities, as well as experienced practitioners in industry, encounter difficulties in thinking in abstract terms while practicing object oriented development. This vision paper suggests

Irit Hadar; Ethan Hadar

194

Irony as objectivity: orientations for history teaching in post-apartheid South Africa  

Microsoft Academic Search

This article provides an account of Hayden White's claim that historiographical difference can be explained in terms of the varying narrative forms in which historical depictions are presented, rather than in terms of the data or evidence on which historical representation are based. Narrative form is constructed around particular organising categories, which assemble and present the content (data\\/evidence) of particular

M. Kissack

1997-01-01

195

A Case Study of Beginning Science Teachers' Subject Matter (SMK) and Pedagogical Content Knowledge (PCK) of Teaching Chemical Reaction in Turkey  

ERIC Educational Resources Information Center

|This paper describes a case study focusing on the subject matter knowledge, pedagogical content knowledge, and beliefs about science teaching of student teachers in Turkey at the start of their university education. The topic of interest was that of teaching chemical reactions in secondary chemistry education. A written test was developed which…

Usak, Muhammet; Ozden, Mustafa; Eilks, Ingo

2011-01-01

196

The development of intentions for adapted teaching and inclusive education seen in light of curriculum potential. A content analysis of Norwegian national curricula post 1980  

Microsoft Academic Search

This article analyses and discusses the development of the principles of adapted teaching and inclusive education in the three most recent Norwegian national curricula, seen in light of curriculum potential as an overarching perspective. This potential highlights teachers' opportunities for choosing and adapting their teaching content. The area of problems is first related to relevant curriculum theory and choice of

Halvor Bjørnsrud; Sven Nilsen

2011-01-01

197

A case study of beginning science teachers’ subject matter (SMK) and pedagogical content knowledge (PCK) of teaching chemical reaction in Turkey  

Microsoft Academic Search

This paper describes a case study focusing on the subject matter knowledge, pedagogical content knowledge, and beliefs about science teaching of student teachers in Turkey at the start of their university education. The topic of interest was that of teaching chemical reactions in secondary chemistry education. A written test was developed which used the research literature on potential student misconceptions

Muhammet Usak; Mustafa Ozden; Ingo Eilks

2011-01-01

198

The Development of Intentions for Adapted Teaching and Inclusive Education Seen in Light of Curriculum Potential. A Content Analysis of Norwegian National Curricula Post 1980  

ERIC Educational Resources Information Center

|This article analyses and discusses the development of the principles of adapted teaching and inclusive education in the three most recent Norwegian national curricula, seen in light of curriculum potential as an overarching perspective. This potential highlights teachers' opportunities for choosing and adapting their teaching content. The area…

Bjornsrud, Halvor; Nilsen, Sven

2011-01-01

199

Content Orientated Identification of Changed Objects During the Definition of Product Representations  

Microsoft Academic Search

Change of product engineering for virtual space has resulted ability of free and unlimited definition of engineering objects and their relationships in product models. However, the decision maker is still the engineer who needs additional computer assistance at revealing effects of a new or changed engineering object on existing engineering objects. Because high number of model entities and their relationships

László Horváth; Imre J. Rudas

2008-01-01

200

Rutherford's enlarged: A content-embedded activity to teach about nature of science  

NSDL National Science Digital Library

This activity can be used to help middle and secondary school students develop more informed understandings of some important aspects of nature of science in the context of teaching them about Rutherford's experiments and atomic structure.

Abd-El-Khalick, Fouad

201

Server-Side JavaScript Debugging: Viewing the Contents of an Object  

SciTech Connect

JavaScript allows the definition and use of large, complex objects. Unlike some other object-oriented languages, it also allows run-time modifications not only of the values of object components, but also of the very structure of the object itself. This feature is powerful and sometimes very convenient, but it can be difficult to keep track of the object's structure and values throughout program execution. What's needed is a simple way to view the current state of an object at any point during execution. There is a debug function that is included in the Netscape server-side JavaScript environment. The function outputs the value(s) of the expression given as the argument to the function in the JavaScript Application Manager's debug window [SSJS].

Hampton, J.; Simons, R.

1999-04-21

202

Using Behavioral Objectives in Teaching Elementary Social Studies Methods, Fact or Fantasy?  

ERIC Educational Resources Information Center

|This study was an attempt to determine whether or not it would be feasible and beneficial to develop behavioral objectives for use in methods classes. The subjects were 49 elementary education majors who voluntarily enrolled in the TTT Project at Indiana University. TTT is a government-funded project established for the training of teacher…

Skeel, Dorothy J.

203

Teaching with Objects and Photographs: Supporting and Enhancing Your Curriculum. A Guide for Teachers.  

ERIC Educational Resources Information Center

|This guide is intended for all teachers who wish to enhance their curriculum by incorporating objects and photographs into their lesson plans. Kindergarten and elementary, middle, and high school classrooms can all benefit from expanded use of these materials. The guide can be used across a range of subject areas including history, community,…

Sieber, Ellen

204

Don't Leave Teaching to Chance: Learning Objectives for Psychodynamic Psychotherapy Supervision  

ERIC Educational Resources Information Center

|Objective: The way in which the competencies for psychodynamic psychotherapy specified by the Psychiatry Residency Review Committee of the Accreditation Council for Graduate Medical Education translate into the day-to-day work of individual supervision remains unstudied and unspecified. The authors hypothesized that despite the existence of…

Rojas, Alicia; Arbuckle, Melissa; Cabaniss, Deborah

2010-01-01

205

"Analysis" in Teaching with Cases: A Revisit to Bloom's Taxonomy of Learning Objectives  

ERIC Educational Resources Information Center

"Analysis", the core of graduate business education is probably one of the least understood and most misrepresented learning activities. Everyone seems to claim that they know it, yet most seem unable to actually define it or practice it. This paper reviews Bloom's taxonomy of learning objectives with a special focus on "analysis." More…

Razzouk, Nabil Y.; Razzouk, Jay N.

2008-01-01

206

Bridging the Cognitive-Affective Gaps: Teaching Chemistry while Advancing Affective Objectives. The Singapore Curricular Experience  

ERIC Educational Resources Information Center

|Chemistry teachers face constraints when trying to integrate cognitive and affective objectives, and hence thoughtful lesson planning is required to achieve the goal. Chemistry teachers can educate students to be knowledgeable about chemical concepts, processes and the benefits of responsible practice by the chemical industry, while being aware,…

Tan, Kok Siang; Goh, Ngoh Khang; Chia, Lian Sai

2006-01-01

207

Applications of Object Oriented Programming to the Teaching of Physics and Astronomy  

Microsoft Academic Search

Powerful programming tools based on the object oriented paradigm are now available for development of advanced educational technology. Two of the most useful are Flash MX2004 Actionscript (also known as Actionscript 2.0) and Java. We have used these technologies to develop a number of reusable tools for a broad range of applications in scientific education. We shall demonstrate some general

Josh Schaefferkoetter

2004-01-01

208

Experiences Gained Using a Set of SCORM Compliant Reusable Learning Objects for Teaching Programming  

ERIC Educational Resources Information Center

A collaboration between three higher education institutions in Ireland and two European partners has resulted in the design and development of reusable learning objects for undergraduate programming students that would assist in their learning. This international project conducted extensive research of over 600 students' examination scripts in…

Costelloe, Eileen; Sherry, Elizabeth; Magee, Patricia

2009-01-01

209

Using Form and Function Analogy Object Boxes to Teach Human Body Systems  

ERIC Educational Resources Information Center

|This study compares the use of form and function analogy object boxes to more traditional lecture and worksheet instruction during a 10th-grade unit on human body systems. The study was conducted with two classes (N = 32) of mixed ability students at a high-needs rural high school in central New York State. The study used a pretest/posttest…

Rule, Audrey C.; Furletti, Charles

2004-01-01

210

Installation to teach energy conservation to kids through tangible objects in an outdoor environment  

Microsoft Academic Search

This paper presents a design case of an interactive installation in a contextual outdoor environment for helping kids learn about how to save energy in their day to day life activities. Playful Interaction, physical movement and manipulation of tangible objects were combined to create a playful learning experience linked to their daily behaviors. By eliminating traditional input devices like buttons

Samiksha Kothari; Arnab Chakravarty

2010-01-01

211

Expanding Preschoolers' Use of Object Descriptions and Comparisons by Teaching "Category-Descriptor" Statements.  

ERIC Educational Resources Information Center

Six preschool children, mostly from poverty-level backgrounds, were taught to make descriptive statements about objects. The category-descriptor statements were organized and sequenced into four clusters. As sets of new statements were successively taught and evaluated, the number and diversity of probed category and descriptor terms steadily and…

Weisberg, Paul

2003-01-01

212

Teaching with Objects and Photographs: Supporting and Enhancing Your Curriculum. A Guide for Teachers.  

ERIC Educational Resources Information Center

This guide is intended for all teachers who wish to enhance their curriculum by incorporating objects and photographs into their lesson plans. Kindergarten and elementary, middle, and high school classrooms can all benefit from expanded use of these materials. The guide can be used across a range of subject areas including history, community,…

Sieber, Ellen

213

Minimum Knowledge and Skills Objectives for Alcohol and Other Drug Abuse Teaching.  

ERIC Educational Resources Information Center

This publication brings together statements concerning the minimum knowledge and skills objectives in alcohol and other drug abuse determined by the professional organizations of six medical specialties: pediatrics; emergency medicine; obstetrics and gynecology; psychiatry; general internal medicine; and family medicine for undergraduate,…

American Psychiatric Association, Hartford, CT.

214

Content based retrieval of vrml objects - an iterative and interactive approach  

Microsoft Academic Search

Abstract We examine the problem of searching a database of three dimensional objects given in VRML for objects similar to a given ob ject We introduce an algorithm which is both iterative and interactive Rather than base the search solely on geometric feature similarity we propose letting the user in uence future search results by marking some of the results

M. Elad; A. Tal; S. Ar

2001-01-01

215

A Framework for the Flexible Content Packaging of Learning Objects and Learning Designs  

ERIC Educational Resources Information Center

|This paper presents a platform-independent method for packaging learning objects and learning designs. The method, entitled a Smart Learning Design Framework, is based on the MPEG-21 standard, and uses IEEE Learning Object Metadata (LOM) to provide bibliographic, technical, and pedagogical descriptors for the retrieval and description of…

Lukasiak, Jason; Agostinho, Shirley; Burnett, Ian; Drury, Gerrard; Goodes, Jason; Bennett, Sue; Lockyer, Lori; Harper, Barry

2004-01-01

216

Technological Pedagogical Content Knowledge and Teaching Poetry: Preparing Preservice Teachers to Integrate Content with VoiceThread Technology  

ERIC Educational Resources Information Center

Although there is a vast research base on the literacy practices of adolescents and the issues surrounding the integration of technology despite current widespread access to tools and the Internet (Cuban, 2003), very little has been completed on the attempts of teacher educators to integrate technology within a specific content area to prepare…

Carlson, David Lee; Archambault, Leanna

2013-01-01

217

Technological Pedagogical Content Knowledge and Teaching Poetry: Preparing Preservice Teachers to Integrate Content with VoiceThread Technology  

ERIC Educational Resources Information Center

|Although there is a vast research base on the literacy practices of adolescents and the issues surrounding the integration of technology despite current widespread access to tools and the Internet (Cuban, 2003), very little has been completed on the attempts of teacher educators to integrate technology within a specific content area to prepare…

Carlson, David Lee; Archambault, Leanna

2013-01-01

218

Individual Differences in Navigation between Sharable Content Objects--An Evaluation Study of a Learning Module Prototype.  

ERIC Educational Resources Information Center

Reports the design and evaluation of a prototype for learning modules compliant to the SCORM (Sharable Content Object Reference Model) standard for use with hypermedia systems in Web-based instruction. Discusses a study of undergraduates that considered relations between individual differences in learner characteristics, including intrinsic…

Gauss, Boris; Urbas, Leon

2003-01-01

219

Creating Domain Independent Adaptive E-Learning Systems Using the Sharable Content Object Reference Model  

ERIC Educational Resources Information Center

Purpose: This research aims to investigate how a generic web-based ITS can be created which will adapt the training content in real time, to the needs of the individual trainee across any domain. Design/methodology/approach: After examining the various alternatives SCORM was adopted in this project because it provided an infrastructure that makes…

Watson, Jason; Ahmed, Pervaiz K.; Hardaker, Glenn

2007-01-01

220

GRISINO: Combining Semantic Web Services, Intelligent Content Objects and Grid Computing  

Microsoft Academic Search

Future information, knowledge and content infrastructures which provide highly automatic support in fulfilling users goals will most likely rely on some form of Grid computing. In combination with Semantic Web technologies and Semantic Web services, this infrastructure will be much enhanced to form the Semantic Grid. Last but not least, one of the major driving forces for the Web and

Ioan Toma; T. Burger; Omair Shafiq; Daniel Doegl; Wernher Behrendt; Dieter Fensel

2006-01-01

221

TinyGL: A Graphical Framework For Teaching Object Oriented Design and Programming  

Microsoft Academic Search

The first year computing science curriculum at Capilano College is split into two courses: the first course (Comp120) focuses solely on top-down design and procedural abstraction, using C++, but without classes. The second course (Comp125) serves to develop and sharpen the students' abstraction and design skills, and provide a thorough exposure to object-oriented design and programming, also in C++. Comp125

Joseph Fall

222

Quiz: An Interactive Program to Generate Content-Referenced Objective Tests  

Microsoft Academic Search

QUIZ is an interactive computer program which allows the assembly of objective tests. Fully conversational, the program enables the user to construct tests composed of items disproportionately sampled from up to 20 subsections of a master item bank.

Harry A. King

1981-01-01

223

Content-Based Search on a Database of Geometric Models: Identifying Objects of Similar Shape  

SciTech Connect

The Geometric Search Engine is a software system for storing and searching a database of geometric models. The database maybe searched for modeled objects similar in shape to a target model supplied by the user. The database models are generally from CAD models while the target model may be either a CAD model or a model generated from range data collected from a physical object. This document describes key generation, database layout, and search of the database.

XAVIER, PATRICK G.; HENRY, TYSON R.; LAFARGE, ROBERT A.; MEIRANS, LILITA; RAY, LAWRENCE P.

2001-11-01

224

Effects of Hierarchical versus Sequential Structuring of Teaching Content on Creativity in Chinese Writing  

ERIC Educational Resources Information Center

|This research employed the Learning Study approach which refers to a blend of Japanese "lesson study" and design-based research to provide support to teachers to teach creatively in Chinese writing. It reports a serendipity finding that remarkable differences in the creativity scores among these classes were noted even though they had the same…

Cheung, Wai Ming

2011-01-01

225

Does Teaching a Classification System of Content Clues Make a Difference?  

ERIC Educational Resources Information Center

|This study investigated whether the teaching of a classification system of context clues will help children to better use context clues and improve their comprehension. One hundred twenty-seven students selected from grades 3-5 in two schools served as subjects. One school was designated as the experimental school, and subjects were taught cause…

Kamm, Karlyn; Askov, Eunice N.

226

Elementary school teachers' development of pedagogical content knowledge for teaching with computers  

Microsoft Academic Search

The purpose of this study was to understand how teachers “commute” from the status of computer knower (learner) to that of computer teacher. In this study, I set out to understand the structure and essence of teachers' computer knowledge for teaching with computers by comparing four elementary school teachers from the Midwest region who were at different computer expertise levels.

Janette Moreno

1999-01-01

227

Teaching Aging Content to University-Level Non-Gerontology Majors  

ERIC Educational Resources Information Center

The older adult population in America will significantly increase in the future. Older adults have important needs for recreation and leisure services (Beland, 2002). The author taught a class titled "Leisure Services for Older Adults" for over 24 years at the University of Florida. He has taught gerontology and recreation by teaching about life…

Beland, Robert

2004-01-01

228

TEACHING AGING CONTENT TO UNIVERSITY-LEVEL NON-GERONTOLOGY MAJORS  

Microsoft Academic Search

The older adult population in America will significantly increase in the future. Older adults have important needs for recreation and leisure services (Beland, 2002). The author taught a class titled “Leisure Services for Older Adults” for over 24 years at the University of Florida. He has taught gerontology and recreation by teaching about life and living. The topics in this

Robert Beland

2004-01-01

229

An Explorative Learning Approach to Teaching Clinical Anatomy Using Student Generated Content  

NSDL National Science Digital Library

This article describes a novel approach to teaching gross anatomy to medical students. The article explains an explorative learning approach that builds students analytical, reasoning and communication (written and oral). The methods used require students to develop a patient case based on clinical outcomes.

Dr. Christo T Philip (Mayo Clinic College of Medicine); Dr. Kenneth P Unruh (Mayo Clinic College of Medicine)

2008-05-01

230

It Shall Not Return to Me Void: Teaching Religious Content to Individuals with Cognitive Disability  

ERIC Educational Resources Information Center

|This research is an exploratory qualitative investigation into the challenges of teaching religious material to individuals with cognitive disabilities. The study setting was a single large evangelical Christian church known for excellence in ministry to individuals with disabilities and their families. The following issues were explored: (a)…

Iguchi, Carolyn M.

2010-01-01

231

University Researchers' Inchoate Critiques of Science Teaching: Implications for the Content of Preservice Science Teacher Education.  

ERIC Educational Resources Information Center

Discusses results obtained through interviews with university science teachers with regard to their philosophies and practices in college science classrooms. Data revealed that teachers are not satisfied with all aspects of their teaching; however, they are not sure how to make changes that would maximize student learning. (ZWH)

Trumbull, Deborah J.; Kerr, Patricia

1993-01-01

232

The Use of Collaboration Tools when Teaching with Learning Content Management Systems (LCMS)  

ERIC Educational Resources Information Center

|This study was designed to determine whether faculty members utilized collaboration tools within Desire2Learn Inc., in accordance with Chickering and Gamson's (1987) "Seven Principles of Good Practice: A Framework for Evaluating Effective Teaching in Undergraduate Education." The population for this study was faculty members at Tennessee…

Mncube-Barnes, Fatima Maria

2010-01-01

233

Teaching Aging Content to University-Level Non-Gerontology Majors  

ERIC Educational Resources Information Center

|The older adult population in America will significantly increase in the future. Older adults have important needs for recreation and leisure services (Beland, 2002). The author taught a class titled "Leisure Services for Older Adults" for over 24 years at the University of Florida. He has taught gerontology and recreation by teaching about life…

Beland, Robert

2004-01-01

234

Visual Compositions: A Way to Teach Explicit and Implicit Text Factors in Content Areas.  

ERIC Educational Resources Information Center

|Visual compositions can be used in the content areas to address comprehension problems posed by implicit factors in any content theme. The importance of a visual presentation for writing is that it can instantly portray the theme to be learned and act as a catalyst to elicit words and sentences to help explain that content theme. Stages of…

Sinatra, Richard; Howie, Sherry M.

235

Critical Incidents in the Development of Pedagogical Content Knowledge for Teaching the Nature of Science: A Prospective Elementary Teacher's Journey  

NASA Astrophysics Data System (ADS)

While teacher educators have had some success in helping prospective teachers understand the nature of science (NOS), they have been less effective in helping prospective teachers teach NOS. Though several studies have alluded to impacts of various interventions on developing pedagogical content knowledge (PCK) for NOS, the nature, source, and development of PCK for NOS has not yet been investigated in any systematic way. This study addresses that gap by identifying critical incidents in the development of PCK for NOS of a prospective elementary teacher as she transitions from her methods course to student teaching. Analysis of data collected over a 2-year period illuminates pedagogical dilemmas faced by the prospective teacher in enacting NOS instruction within a school culture of primarily "traditional" science teaching. Through construction of critical incident vignettes, narrative inquiry is employed to illustrate the changes in her PCK for NOS over time, and the experiences that facilitated these changes. Implications for supporting the development of PCK for NOS within teacher education are discussed.

Hanuscin, Deborah L.

2013-10-01

236

Objective and subjective analysis of the training content in young cyclists  

Microsoft Academic Search

The purpose of this study was to analyse the objective and subjective training for young cyclists that is pre- scribed by their coaches. Seven cyclists performed an incremental exercise to exhaustion before and after 14 weeks of training using an incremental test to determine their maximal oxygen uptake (VO2 max), the velocity associated with VO2 max (vVO2 max), and the

Emmanuelle Delattre; Murielle Garcin; Laurence Mille-Hamard; Véronique Billat

2006-01-01

237

A classification framework for content-based extraction of biomedical objects from hierarchically decomposed images  

NASA Astrophysics Data System (ADS)

Multiscale analysis provides a complete hierarchical partitioning of images into visually plausible regions. Each of them is formally characterized by a feature vector describing shape, texture and scale properties. Consequently, object extraction becomes a classification of the feature vectors. Classifiers are trained by relevant and irrelevant regions labeled as object and remaining partitions, respectively. A trained classifier is applicable to yet uncategorized partitionings to identify the corresponding region's classes. Such an approach enables retrieval of a-priori unknown objects within a point-and-click interface. In this work, the classification pipeline consists of a framework for data selection, feature selection, classifier training, classification of testing data, and evaluation. According to the no-free-lunch-theorem of supervised learning, the appropriate classification pipeline is determined experimentally. Therefore, each of the steps is varied by state-of-the-art methods and the respective classification quality is measured. Selection of training data from the ground truth is supported by bootstrapping, variance pooling, virtual training data, and cross validation. Feature selection for dimension reduction is performed by linear discriminant analysis, principal component analysis, and greedy selection. Competing classifiers are k-nearest-neighbor, Bayesian classifier, and the support vector machine. Quality is measured by precision and recall to reflect the retrieval task. A set of 105 hand radiographs from clinical routine serves as ground truth, where the metacarpal bones have been labeled manually. In total, 368 out of 39.017 regions are identified as relevant. In initial experiments for feature selection with the support vector machine have been obtained recall, precision and F-measure of 0.58, 0.67, and 0,62, respectively.

Thies, Christian; Schmidt Borreda, Marcel; Seidl, Thomas; Lehmann, Thomas M.

2006-03-01

238

Reading in the social studies and natural science content area: A phenomenological study of the beliefs, attitudes, and strategies sixth and seventh grade content area teachers use to teach below grade level readers  

NASA Astrophysics Data System (ADS)

The purposes of this study were to identify the attitudes and beliefs content teachers have concerning teaching reading in the content area to below level readers and to identify specific instructional strategies that are used to teach students who are below grade level the content area material. Twelve participants were selected, using maximum variation sampling, based on the grade level and content area they taught. Data was collected from middle school content area teachers using interviews, surveys, observations, and document examination in an attempt to identify attitudes, beliefs, and specific challenges content teachers face instructing below grade level readers. The data was collected, coded and analyzed for specific commonalities. The constructivist's theory served as the framework for the study with emphasis on experiential learning. The experiences that the participants had as early learners, older students, and adult teachers mold their level of efficacy, the way they teach, and the way the view teaching and learning. Based on the data collected and analyzed, common attitudes and beliefs were present among the participants. Common instructional strategies used with below level learners were also identified. The challenges content area teachers face were also recognized. Recommendations were made to school districts, teacher prep programs administrators and to others for further research.

Clark, Lisa A.

239

Comparison of a web-based package with tutor-based methods of teaching respiratory medicine: subjective and objective evaluations  

PubMed Central

Background Respiratory disease is a major cause of morbidity and mortality not only in the United Kingdom, but globally. A good understanding of respiratory disease and its treatment is essential for all medical graduates. As a result of changes in clinical practice, patients with some common respiratory illnesses are less often admitted to hospital, restricting the experience available to undergraduate students. Combined with a potential shortage of clinical teachers, this means that new methods of teaching need to be developed and appraised. The aim of this study was to establish whether a web-based package on the diagnosis of respiratory disease would be as effective and as acceptable to final year medical students as tutor-led methods of teaching the same material. Methods 137 out of 315 final year undergraduate students in a single medical school volunteered to take part. Each received up to two hours of tutor-lead interactive, tutor-lead didactic or electronic, Web-based teaching on the accurate diagnosis and management of respiratory disease. Post teaching performance was assessed by multiple true/false questions and data interpretation exercises, whilst students' teaching preferences were assessed by questionnaire. Results Despite a high knowledge baseline before the study, there was a small, but statistically significant increase in knowledge score after all forms of teaching. Similarly, data interpretation skills improved in all groups, irrespective of teaching format, Although paradoxically most students expressed a preference for interactive tutor-lead teaching, spirometry interpretation in those receiving web-based teaching improved significantly more [p = 0.041] than in those in the interactive group. Conclusion Web-based teaching is at least as good as other teaching formats, but we need to overcome students' reluctance to engage with this teaching method.

Smith, Susan F; Roberts, Nicola J; Partridge, Martyn R

2007-01-01

240

Using Collaboration, Co-Teaching, and Question Answer Relationships to Enhance Content Area Literacy  

ERIC Educational Resources Information Center

|Adolescents who struggle in the area of literacy tend to experience difficulty accessing texts across many different content areas. These students could benefit from increased collaborative interactions between general education content area teachers, special education teachers, and other school personnel with expertise in the area of literacy…

Fenty, Nicole S.; McDuffie-Landrum, Kim; Fisher, Gary

2012-01-01

241

Inquiry-Based Learning: An Educational Reform Based upon Content-Centred Teaching  

ERIC Educational Resources Information Center

The author of this paper posits that inquiry-based learning (IBL) enacted via a modified Moore method (MMM) is a content-driven pedagogy; as such it is content-centred not instructor-centred or student-centred. The MMM is a philosophy of education where student must master material by doing; not simply discussing, reading, or seeing it and that…

McLoughlin, M. Padraig M. M.

2009-01-01

242

Science Sampler: A project-based environmental unit for teaching content through inquiry  

NSDL National Science Digital Library

Recent science education reform efforts for adolescents have attempted to engage students in science by using project-based instruction (Rivet and Krajcik 2008). The features of project-based learning (PBL) are consistent with the learning needs of many types of students and hold promise as an effective tool for teaching complex topics such as environmental issues. The goal for this project-based waste management unit is to help teachers improve studentsâ understanding of their local environment through a relevant, inquiry-based approach.

Cook, Kristin; Weiland, Ingrid

2010-04-01

243

Discernible difference and change in object depth afforded by stereoscopic three-dimensional content  

NASA Astrophysics Data System (ADS)

Purpose: Stereoscopic three-dimensional (S3D) viewing enhances depth perception of two-dimensional (2D) images. The present study measured viewer's ability to discern depth differences and depth change afforded by image disparities presented on an S3D display. Methods: Sixty adults (age 24.8 +/- 3.4 years, 28% male) with binocular acuity better than 20/25 and stereoacuity better than 60 arcsec viewed test images presented on a 55" 3D TV (1920 x 1080 pixels) at 2.4m distance. In each trial, three of the four circles in the test image were with the same crossed baseline disparity of 12, 24, 36, 48, and 60 pixels, and the other (target) circle with added crossed disparity (delta disparity) of 2, 4, and 6 pixels. A subsequent change in delta disparity of the target circle (+/-2 pixels) was presented. Participant's response time and accuracy for identifying the target circle and its direction of depth change, as well as their vergence eye position, was recorded. Results: Larger baseline disparity resulted in lower accuracy and longer response times in identifying the target circle. The change of delta disparity was more accurately discerned when the delta disparity was larger and the change resulted in increased crossed disparity. Direction of vergence change and the final vergence error reflected an averaging of screen and image depths. Conclusion: S3D-induced depth difference and motion in depth is more easily discerned with smaller crossed disparity for background objects (< 43.3 arcmin or 48 pixels) and larger separation between image disparities (>3.6 arcmin or 4 pixels).

Yang, Shun-nan; Gowrisankaran, Sowjanya; Younkin, Audrey C.; Corriveau, Philip J.; Sheedy, James E.; Hayes, John R.

2013-03-01

244

Use of interactive teaching methods in tobacco cessation program and examine it by using objective structured clinical exam  

PubMed Central

Background: Tobacco addiction is an important public health issue. It is important for health professional to counsel the tobacco users for cessation. Aim: To enhance communication skills of MBBS (Bachelor of Medicine and Bachelor of Surgery) students in counseling of tobacco users by using interactive teaching methods and examine it by using OSCE. Materials and Methods: It was a before and after comparison study. Communication skills of students were examined by standardized patients (investigators) by objective structured clinical examination (OSCE) method before and after intervention. All the students were trained to enhance the communication skills by role play, interactive session, anecdotes. Statistical analysis was done by using Paired t-test. Results: The difference in scores at all the 3 stations before and after the intervention and also global scores before and after the intervention was statistically highly significant (P = 0.0001). Conclusion and Recommendation: Communication skills of students in counseling tobacco users improved after they were given role play, interactive session, anecdotes. Similar model can be used to improve the communication/counseling skills in other important health hazards.

Fernandez, Kevin; Pandve, Harshal T.; Debnath, Dhrubajyoti J.

2013-01-01

245

Teaching Multicultural Counseling Prepracticum.  

ERIC Educational Resources Information Center

|Focuses on the value of a multicultural counseling prepracticum course for counselors in training at Virginia Commonwealth University (Richmond). States that the course helps students develop their skills in multicultural counseling. Offers suggestions for teaching the course and discusses course objectives, course content, and student responses.…

McCreary, Micah L.; Walker, Tamara D.

2001-01-01

246

Muscle Repositioning: Combining Subjective and Objective Feedbacks in the Teaching and Practice of a Reflex-Based Myofascial Release Technique  

PubMed Central

Muscle Repositioning (MR) is a new style of myofascial release that elicits involuntary motor reactions detectable by electromyography. This article* describes the principal theoretical and practical concepts of MR, and summarizes a workshop presented October 31, 2009, after the Second International Fascia Research Congress, held at Vrije Universitiet, Amsterdam. The manual mechanical input of MR integrates the client’s body segments into a block, which is evident as a result of the diagnostic manual oscillations the practitioner imparts to the client’s body. Segmental integration is achieved when the client’s body responds as a unit to the oscillatory assessment. It appears that manually sustaining the condition of segmental integration evokes involuntary muscle reactions, which reactions might correspond to mechanisms that maintain homeostasis, such as pandiculation. It might be that these reactions are part of the MR mechanism of action and underlie its clinically observed efficacy in the treatment of musculoskeletal disorders. For the practitioner and the client alike, segmental integration provides unique sensations. In teaching MR, these paired sensations can be used as kinesthetic feedback resources, because quality of touch can be guided by the client’s reported sensations, which should match the practitioner’s sensations. Another form of feedback with respect to quality of touch is the visually discernable degree of segmental integration. Finally, because the involuntary motor activity elicited by the MR touch can be objectively monitored through electromyography and possibly other instrumented measurements, the MR approach might yield objectivity, precision, and reproducibility—features seldom found in manual therapies.

Bertolucci, Luiz Fernando

2010-01-01

247

Engaging Elementary Teachers' Pedagogical Content Knowledge: Adopting Problem-Based Learning in the Context of Science Teaching and Learning  

Microsoft Academic Search

This study examined how facets of elementary teachers' pedagogical content knowledge are “engaged in practice” in the context of Problem-Based Learning (PBL). A secondary objective was to identify challenges teachers experienced during the development and implementation of PBL learning experiences. Collaborative Inquiry (Bray, Lee, Smith, & Yorks, 2000), a participatory, action-based inquiry approach was used as a means to develop

Karen Goodnough; Bruce Nolan

2008-01-01

248

Teaching General Business. Delta Pi Epsilon Rapid Reader No. 1.  

ERIC Educational Resources Information Center

|This guide provides business teachers with practical ideas for teaching general business. Content is presented in seven sections. The first two sections list fourteen behavioral objectives for a general business course and offer suggestions for course content. Section 3 discusses problems in teaching general business, including reading,…

Brown, Betty Jean

249

Why Do We Have to Learn This? Teaching Goals beyond Content  

ERIC Educational Resources Information Center

Schools often struggle to create lasting learning experiences for students. Teachers can enhance instruction by creating and promoting goals that extend beyond content knowledge. The development of long-term traits such as critical thinking, creativity, cooperation, and others adds meaning to student learning and purposeful teacher planning.

Bergman, Daniel J.

2010-01-01

250

Teaching to Learn: The Colorado Learning Assistant program's impact on learning content  

NSDL National Science Digital Library

As part of the PTEC coalition, the Colorado Learning Assistant (LA) program has been expanded in order to address the needs of teacher preparation and support. This piece discusses the Colorado Learning Assistant (LA) program, and focuses on its impact on the content expertise of future physics teachers.

Finkelstein, Noah D.; Otero, Valerie K.; Pollock, Steven J.

2007-11-01

251

Sustained Content Teaching in Academic ESL/EFL: A Practical Approach.  

ERIC Educational Resources Information Center

|This edited volume provides a rationale for and classroom examples of the effective use of content-based instruction in English-as-Second/English-as-a-Foreign-Language (ESL/EFL), in which the study of an academic subject is sustained over time. Each chapter provides the following: detailed course descriptions; practical suggestions for developing…

Pally, Marcia, Ed.

252

Oceans of Meaning: Using Children's Ideas as Content in Preschool Teaching.  

ERIC Educational Resources Information Center

|The experience-oriented approach to early childhood learning assumes that the way children see, understand, and conceptualize is more basic than skills and knowledge, and that preschools should systematically work on developing children's awareness of different phenomena in the world around them. Content areas in this approach foster children's:…

Pramling, Ingrid

253

Teaching Psychology in the 1980s: A Content Analysis of Leading Introductory Psychology Textbooks.  

ERIC Educational Resources Information Center

Introductory psychology textbooks were analyzed to determine what percentage of space they devoted to the following content areas: experimental/learning, physiological/biological, developmental, social/personality, cognitive, clinical, educational, industrial/organizational, tests and measurements, and other. Results showed a clear preponderance…

Harari, Herbert; Jacobson, Adela

1984-01-01

254

Evaluating Evidence-Based Practice in Teaching Science Content to Students with Severe Developmental Disabilities  

ERIC Educational Resources Information Center

|A comprehensive review of the literature was conducted for articles published between 1985 and May 2009 to (a) examine the degree to which science content was taught to students with severe developmental disabilities and (b) and evaluate instructional procedures in science as evidence-based practices. The review was organized by a conceptual…

Spooner, Fred; Knight, Vicki; Browder, Diane; Jimenez, Bree; DiBiase, Warren

2011-01-01

255

Why Do We Have to Learn This? Teaching Goals beyond Content  

ERIC Educational Resources Information Center

|Schools often struggle to create lasting learning experiences for students. Teachers can enhance instruction by creating and promoting goals that extend beyond content knowledge. The development of long-term traits such as critical thinking, creativity, cooperation, and others adds meaning to student learning and purposeful teacher planning.|

Bergman, Daniel J.

2010-01-01

256

Teaching the content in context: Preparing "highly qualified" and "high quality" teachers for instruction in underserved secondary science classrooms  

NASA Astrophysics Data System (ADS)

This dissertation research project presents the results of a longitudinal study that investigates the knowledge, beliefs, and practices of 13 preservice secondary science teachers participating in a science teacher credentialing/Masters program designed to integrate issues of equity and diversity throughout coursework and seminars. Results are presented in the form of three papers: The first paper describes changes in preservice teacher knowledge about contextualization in science instruction, where contextualization is defined as facilitating authentic connections between science learning and relevant personal, social, cultural, ecological, and political contexts of students in diverse secondary classrooms; the second paper relates changes in the self-efficacy and content-specific beliefs about science, science teaching, diversity, and diversity in science instruction; and the final paper communicates the experiences and abilities of four "social justice advocates" learning to contextualize science instruction in underserved secondary placement classrooms. Results indicate that secondary student teachers developed more sophisticated understandings of how to contextualize science instruction with a focus on promoting community engagement and social/environmental activism in underserved classrooms and how to integrate science content and diversity instruction through student-centered inquiry activities. Although most of the science teacher candidates developed more positive beliefs about teaching science in underrepresented classrooms, many teacher candidates still attributed their minority students' underperformance and a (perceived) lack of interest in school to family and cultural values. The "social justice advocates" in this study were able to successfully contextualize science instruction to varying degrees in underserved placement classrooms, though the most significant limitations on their practice were the contextual factors of their student teaching placements---in particular, the extent to which their cooperating teachers gave them the autonomy and planning time to design and implement their own activities and lessons. While the "integrated approach" to diversity and equity in science teacher education was, overall, successful in helping preservice teachers' move closer toward developing the beliefs, knowledge, and practices necessary for effective instruction in underserved classrooms, suggestions are given for increasing the effectiveness of the "integrated approach," particularly in the context of a one-year credentialing program.

Tolbert, Sara E.

257

Addressing student beliefs about climate change while teaching climate science content  

NASA Astrophysics Data System (ADS)

Teachers often keep conversations about beliefs out of the classroom when teaching their students about climate science and climate change. But it has become apparent that students, like the general public, don't always separate their beliefs from knowledge and facts, so it might not work to separate educating students with the intent to improve their knowledge on the subject without also addressing beliefs. We're working with several teachers who have decided to include conversations about knowledge versus belief in their science classrooms. These teachers want to find out if bringing up the subject and talking to students about how scientists know what they know, and that scientists don't bring beliefs into their science, will change some students perceptions of climate change. Teachers and students will have conversations about knowledge versus belief in climate science. Teachers will also conduct pre- and post- assessments of their students' knowledge and beliefs about climate science and climate change. Results will be available to share in this session, in addition to anecdotal evidence about successes and challenges in these efforts.

Hatheway, B.; Bruemmer, S.

2011-12-01

258

Young Children's Motivation in the Context of Classroom Music: An Exploratory Study about the Role of Music Content and Teaching Style.  

ERIC Educational Resources Information Center

Explores the link among music content and teaching style and the changes in children's ratings of musical self-competence and their motivation to continue in music. Tested 100 Portuguese children over three years. Finds that declines in both motivation and evaluation of self-competence may be explained by excessive emphasis on aural skills and…

Mota, Graca

1999-01-01

259

Teaching Spelling of Social Studies Content Vocabulary Prior to Using the Vocabulary in Inclusive Learning Environments: An Examination of Constant Time Delay, Observational Learning, and Instructive Feedback  

Microsoft Academic Search

This study evaluated the effectiveness of using a 5 s constant time delay (CTD) procedure to teach the written spelling of social studies vocabulary words taken from the general education social studies content to students with mild disabilities. Subjects were 3 elementary students with mild disabilities. Instruction was delivered in a small group setting. Vocabulary words were different for each

Anne H. Ross; Kay B. Stevens

2003-01-01

260

Teaching Three-Dimensional Structural Chemistry Using Crystal Structure Databases. 3. The Cambridge Structural Database System: Information Content and Access Software in Educational Applications  

ERIC Educational Resources Information Center

|Parts 1 and 2 of this series described the educational value of experimental three-dimensional (3D) chemical structures determined by X-ray crystallography and retrieved from the crystallographic databases. In part 1, we described the information content of the Cambridge Structural Database (CSD) and discussed a representative teaching subset of…

Battle, Gary M.; Allen, Frank H.; Ferrence, Gregory M.

2011-01-01

261

Understanding the Theoretical Framework of Technological Pedagogical Content Knowledge: A Collaborative Self-Study to Understand Teaching Practice and Aspects of Knowledge  

ERIC Educational Resources Information Center

|This paper describes a self-study research project that focused on our experiences when planning, teaching, and evaluating a course in initial teacher education. The theoretical framework of technological pedagogical content knowledge (TPACK) was used as a conceptual structure for the self-study. Our understanding of the framework in relation to…

Fransson, Goran; Holmberg, Jorgen

2012-01-01

262

The Place of Subject Matter Knowledge in Pedagogical Content Knowledge: A Case Study of South African Teachers Teaching the Amount of Substance and Chemical Equilibrium  

ERIC Educational Resources Information Center

|This paper presents two South African case studies designed to explore the influence of subject matter knowledge on pedagogical content knowledge (PCK). In the first case study on teaching the mole in two township schools, the findings illustrate that the participant teachers favoured procedural approaches at the expense of conceptual…

Rollnick, Marissa; Bennett, Judith; Rhemtula, Mariam; Dharsey, Nadine; Ndlovu, Thandi

2008-01-01

263

Using citizen science beyond teaching science content: a strategy for making science relevant to students' lives  

NASA Astrophysics Data System (ADS)

I respond to Pike and Dunne by exploring the utilization of citizen science in science education. Their results indicate that students fail to pursue science beyond the secondary level, in part, because of prior educational experiences with science education. Students lack motivation to pursue degrees and careers in science because they feel science is not relevant to their lives or they are simply not good at science. With this understanding, the science education community now needs to move beyond a discussion of the problem and move forward with continued discourse on possible solutions. Science educators need to focus on developing connections between students' everyday lives and science so that they will have tangible reasons for continuing with the lifelong learning of science. In this response, I will show that citizen science as an educational context holds much promise, respectively. Participation in citizen science projects moves scientific content from the abstract to the tangible involving students in hands-on, active learning. In addition, if civic projects are centered within their own communities, then the science becomes relevant to their lives because it is focused on topics in their own backyards.

Jenkins, Lynda L.

2011-06-01

264

Principles of Effective Learning Objects. Guidelines for Development and Use of Learning Objects for the SCORE Initiative of the Southern Regional Education Board  

ERIC Educational Resources Information Center

|Learning objects are digital content that can be used and reused for teaching and learning. They are modular, flexible, portable, transferable (interoperable) and accessible. Learning objects may be used to teach a particular skill or concept, or to provide stimulating thinking and learning experiences for the teacher or student. A learning…

Southern Regional Education Board, 2005

2005-01-01

265

PRE-SERVICE TEACHERS' KNOWLEDGE AND TEACHING COMFORT LEVELS FOR APPLIED AGRICULTURAL SCIENCE AND TECHNOLOGY AREA OBJECTIVES  

Microsoft Academic Search

Self-efficacy beliefs, context-specific assessments of one's competence to perform specific tasks, influence one's efforts, persistence, and resilience to succeed in a given task; an important determinant when considering agricultural science teachers' subject matter knowledge, teaching comfort levels, and their likelihood for success in the classroom. The purpose of this study was to assess selected Texas pre-service agricultural science teachers' knowledge

Shannon Degenhart; Tim Pannkuk; Gary J. Wingenbach

266

Inquiry, Nature of Science, and Evolution: The Need for a More Complex Pedagogical Content Knowledge in Science Teaching.  

ERIC Educational Resources Information Center

Studies the inquiry-based practices of secondary science student teachers (n=12) including their views of inquiry in science; their views of inquiry in science teaching; and their conceptions of facts, laws, and theories in science, or nature of science (NOS). Recommends explicit teaching of science as a discipline, including scientific…

Eick, Charles J.

2000-01-01

267

Conceptual Change and Science Teaching  

NSDL National Science Digital Library

The authors address themselves to the important question of how learning in science education relates to the growth of scientific knowledge. After discussing how changes in scientific concepts come about, they offer suggestions for modifying the objectives and content of science curricula and teaching approaches in science education in the light of knowledge and understanding of the history and philosophy of science.

Strike, Kenneth A.; Posner, George J.

2006-12-07

268

Teaching and Learning in a Community of Thinking  

ERIC Educational Resources Information Center

|The article develops a theory and practice for teaching and learning in a Community of Thinking. According to the theory, the practice of traditional schooling is based on four "atomic pictures": learning is listening; teaching is telling; knowledge is an object; and to be educated is to know valuable content. To change this practice of…

Harpaz, Yoram

2005-01-01

269

Object-Based 2D-to-3D Video Conversion for Effective Stereoscopic Content Generation in 3DTV Applications  

Microsoft Academic Search

Three-dimensional television (3D-TV) has gained in- creasing popularity in the broadcasting domain, as it enables en- hanced viewing experiences in comparison to conventional two-di- mensional (2D) TV. However, its application has been constrained due to the lack of essential contents, i.e., stereoscopic videos. To al- leviate such content shortage, an economical and practical solution is to reuse the huge media

Yue Feng; Jinchang Ren; Jianmin Jiang

2011-01-01

270

Flourishing Craft: Teaching Intelligence Studies.  

National Technical Information Service (NTIS)

Contents: Foreward; Teaching Intelligence: The Intellectual Challenges; Teaching Intelligence: Getting Started; A Virtual UN Security Council: Educating for Multilateral Strategic Decisionmaking; Teaching Intelligence: Diagnosing the Threat of Weapons of ...

M. M. Lowenthal J. Macartney P. L. Pickert R. E. Burnett R. Pringel M. G. Marshall K. M. Shelfer D. B. Bobrow M. J. Rattie F. J. Smist

1999-01-01

271

The Teaching of Teaching: A Seminar on College Teaching  

ERIC Educational Resources Information Center

|Describes a seminar on teaching techniques for graduate students and college faculty in terms of course design, teaching assumptions, content, format, and evaluation techniques. Initially designed for psychology graduates, the course recently has included participants from 11 other disciplines. The seminar stresses broad topic coverage, teaching

Grasha, Anthony F.

1978-01-01

272

Seeing (and Inferring) is Believing: Using the Nature of Science to reinforce process skills and teach relevant science content.  

NASA Astrophysics Data System (ADS)

If science education can be compared to building a house, then conceptually it can be divided into three parts: content knowledge, process skills, and nature of science or science as a way of thinking. The basis of understanding any discipline begins with the accumulation of facts, theories and concepts. These are the building blocks which are used to construct and strengthen a foundation. Next are the investigatory processes and the methods; these are the tools necessary to create new knowledge and enable students to strengthen and expand their foundation. Closely linked with processes and methods are the values and assumptions that are intertwined with interpretations and conclusions. Students must be taught that science is not infallible or an absolute field. Theories and relationships are created and refuted based on the availability of data, and are heavily laden with personal and cultural bias. Teachers need to emphasize the importance of the different aspects of the nature of science—for example the connection between creativity and science—so that students will know there is not merely a single set of blueprints to build the house but an infinite number that merely await discovery. In the United States, the National Science Education Standards recognize the importance of the nature of science as an instructional objective. As a consequence many states have incorporated the nature of science into their standards. In this presentation we will clarify what is meant by "nature of science" and relate it to the more traditional topics of science content and process skills. The focus of the presentation will be on introducing a sequence of teacher-tested activities designed for middle and secondary school students. These activities address specific aspects of the nature of science; they are designed to be engaging and student-centered and to link abstract concepts of the nature of science to more familiar science process-skills.

Egge, Noah; Bell, Randy

2010-05-01

273

Reasoning about the objects of attitudes and operators: towards a disquotation theory for representation of propositional content  

Microsoft Academic Search

S believes that P, S promises that P, S says that P, and so on are examples of sentences with embedded propositional content (that P in these examples.). Such sentences are ubiquitous in everyday reasoning, in legal reasoning, and in conducting business. This paper sketches an approach to formalizing such sentences for purposes of automated reasoning. The method advocated, called

Steven Orla Kimbrough

2001-01-01

274

Creation of reusable learning objects to support the teaching and learning of key introductory concepts in Database Systems  

Microsoft Academic Search

Databases are a fundamental area of study in information and computer sciences courses. Lack of understanding of basic concepts related to data modelling and database analysis and design have a negative impact on student understanding of more complex topics which in turn hinders student achievement. This overview reports on a project exploring the potential of reusable learning objects for supporting

Susan Curtis; Matthew Love; Elizabeth Uruchurtu

275

An Implementation of SCORM-Compliant Learning Content Management System - Content Repository Management System  

Microsoft Academic Search

The purpose is to promote the productivity of authoring teaching materials for teachers at primary and junior high school levels in Taiwan. Therefore, we develop a content repository management system (CRMS) for management of learning objects on Web-based learning environment. The ultimate goal is to pursue cost-effective and high quality content on the Web for schoolteachers.

Jin-Tan David Yang; Chun-yen Tsai

2003-01-01

276

The contents of predictions in sentence comprehension: activation of the shape of objects before they are referred to.  

PubMed

When comprehending concrete words, listeners and readers can activate specific visual information such as the shape of the words' referents. In two experiments we examined whether such information can be activated in an anticipatory fashion. In Experiment 1, listeners' eye movements were tracked while they were listening to sentences that were predictive of a specific critical word (e.g., "moon" in "In 1969 Neil Armstrong was the first man to set foot on the moon"). 500 ms before the acoustic onset of the critical word, participants were shown four-object displays featuring three unrelated distractor objects and a critical object, which was either the target object (e.g., moon), an object with a similar shape (e.g., tomato), or an unrelated control object (e.g., rice). In a time window before shape information from the spoken target word could be retrieved, participants already tended to fixate both the target and the shape competitors more often than they fixated the control objects, indicating that they had anticipatorily activated the shape of the upcoming word's referent. This was confirmed in Experiment 2, which was an ERP experiment without picture displays. Participants listened to the same lead-in sentences as in Experiment 1. The sentence-final words corresponded to the predictable target, the shape competitor, or the unrelated control object (yielding, for instance, "In 1969 Neil Armstrong was the first man to set foot on the moon/tomato/rice"). N400 amplitude in response to the final words was significantly attenuated in the shape-related compared to the unrelated condition. Taken together, these results suggest that listeners can activate perceptual attributes of objects before they are referred to in an utterance. PMID:23238371

Rommers, Joost; Meyer, Antje S; Praamstra, Peter; Huettig, Falk

2012-12-10

277

Pre-Service Physics Teachers' Understanding of the Relational Structure of Physics Concepts: Organising Subject Contents for Purposes of Teaching  

ERIC Educational Resources Information Center

|Good conceptual understanding of physics is based on understanding what the key concepts are and how they are related. This kind of understanding is especially important for physics teachers in planning how and in what order to introduce concepts in teaching; connections which tie concepts to each other give direction of progress--there is "flux…

Koponen, Ismo; Nousiainen, Maija

2013-01-01

278

Content Area Literacy in the Primary Grades: Teachers' Sense of Efficacy in Teaching Narrative and Informational Text  

ERIC Educational Resources Information Center

|Research has documented the scarcity of informational text and the overabundance of narrative text in the primary grades (Duke, 2000; Yopp & Yopp, 2006). The purpose of this quantitative study was to determine primary teachers' beliefs, or efficacy, in teaching narrative and informational text as well as assess their use of both text types in…

Selman, Christine Cherry

2011-01-01

279

A Triarchic Model for Teaching "Introduction to Special Education": Case Studies, Content Acquisition Podcasts, and Effective Feedback  

ERIC Educational Resources Information Center

|Those who teach introductory level courses in special education to preservice teacher candidates often face a paradox in terms of whether to use limited instructional time to either focus on characteristics of students with disabilities or emphasize evidence-based practices (EBPs). The issue of limited instructional time is also an issue in other…

Kennedy, Michael J.; Newton, Jennier R.; Haines, Shana J.; Walther-Thomas, Christine S.; Kellems, Ryan O.

2012-01-01

280

Inhalte und Methoden der informellen Schuelerbefragung im Fremdsprachenunterricht (Contents and Methods of Informal Interrogation of Pupils in Teaching Foreign Languages)  

ERIC Educational Resources Information Center

|Because of the lack of standardized questionnaires for ascertaining pupil attitudes toward foreign language teaching in the Federal Republic, hints are given for questioning pupils informally. Along with the presentation of different methods, the possible areas of interrogation are discussed, with examples. (Text is in German.) (IFS/WGA)|

Duewell, Henning

1974-01-01

281

Inhalte und Methoden der informellen Schuelerbefragung im Fremdsprachenunterricht (Contents and Methods of Informal Interrogation of Pupils in Teaching Foreign Languages)  

ERIC Educational Resources Information Center

Because of the lack of standardized questionnaires for ascertaining pupil attitudes toward foreign language teaching in the Federal Republic, hints are given for questioning pupils informally. Along with the presentation of different methods, the possible areas of interrogation are discussed, with examples. (Text is in German.) (IFS/WGA)

Duewell, Henning

1974-01-01

282

Emerging Technologies: Learning Objects--Scorn or SCORM?  

ERIC Educational Resources Information Center

In the communities dealing with the design and implementation of on-line teaching and training (higher education, government, industry), SCORM is a hot topic these days. The "Sharable Content Object Reference Model" is a standard for the packaging and deployment of Web-based "learning objects," defined by Bob Banks as "a relatively small, reusable…

Godwin-Jones, Robert

2004-01-01

283

Preservice Teachers' Objectives and Their Experience of Practical Work  

ERIC Educational Resources Information Center

|This study explores third-year preservice physics teachers' (n=32) views concerning the objectives of practical work at school and university. Content analysis of their essays about practical work revealed not only the objectives of the practical work undertaken but also how they had experienced teaching as school and university students. The…

Nivalainen, V.; Asikainen, M. A.; Hirvonen, P. E.

2013-01-01

284

Teaching tools in Evidence Based Practice: evaluation of reusable learning objects (RLOs) for learning about Meta-analysis  

PubMed Central

Background All healthcare students are taught the principles of evidence based practice on their courses. The ability to understand the procedures used in systematically reviewing evidence reported in studies, such as meta-analysis, are an important element of evidence based practice. Meta-analysis is a difficult statistical concept for healthcare students to understand yet it is an important technique used in systematic reviews to pool data from studies to look at combined effectiveness of treatments. In other areas of the healthcare curricula, by supplementing lectures, workbooks and workshops with pedagogically designed, multimedia learning objects (known as reusable learning objects or RLOs) we have shown an improvement in students' perceived understanding in subjects they found difficult. In this study we describe the development and evaluation of two RLOs on meta-analysis. The RLOs supplement associated lectures and aim to improve students' understanding of meta-analysis in healthcare students. Methods Following a quality controlled design process two RLOs were developed and delivered to two cohorts of students, a Master in Public Health course and Postgraduate diploma in nursing course. Students' understanding of five key concepts of Meta-analysis were measured before and after a lecture and again after RLO use. RLOs were also evaluated for their educational value, learning support, media attributes and usability using closed and open questions. Results Students rated their understanding of meta-analysis as improved after a lecture and further improved after completing the RLOs (Wilcoxon paired test, p < 0.01 in all cases) Whilst the media components of the RLOs such as animations helped most students (86%) understand concepts including for example Forest plots, 93% of students rated usability and control as important to their learning. A small number of students stated they needed the support of a lecturer alongside the RLOs (7% 'Agreed' and 21% 'Neutral'). Conclusions Meta-analysis RLOs that are openly accessible and unrestricted by usernames and passwords provide flexible support for students who find the process of meta-analysis difficult.

2011-01-01

285

A search of CO emission lines in blazars: the low molecular gas content of BL Lac objects compared to quasars  

NASA Astrophysics Data System (ADS)

BL Lacertae (Lac) objects that are detected at very high energies (VHE) are of fundamental importance to study multiple astrophysical processes, including the physics of jets, the properties of the extragalactic background light and the strength of the intergalactic magnetic field. Unfortunately, since most blazars have featureless optical spectra that preclude a redshift determination, a substantial fraction of these VHE extragalactic sources cannot be used for cosmological studies. To assess whether molecular lines are a viable way to establish distances, we have undertaken a pilot programme at the Institut of Millimétrique (IRAM) 30 m telescope to search for CO lines in three BL Lac objects with known redshifts. We report a positive detection of 12 MH_2 ˜ 3 × 10>8 M? towards 1ES 1959+650, but due to the poor quality of the baseline, this value is affected by a large systematic uncertainty. For the remaining two sources, W Comae and RGB J0710+591, we derive 3? upper limits at, respectively, H2 < 8.0 × 108 and 1.6 × 109 M?, assuming a line width of 150 km s-1 and a standard conversion factor ? = 4 M? (K km s-1 pc2)-1. If these low molecular gas masses are typical for blazars, blind redshift searches in molecular lines are currently unfeasible. However, deep observations are still a promising way to obtain precise redshifts for sources whose approximate distances are known via indirect methods. Our observations further reveal a deficiency of molecular gas in BL Lac objects compared to quasars, suggesting that the host galaxies of these two types of active galactic nuclei (AGN) are not drawn from the same parent population. Future observations are needed to assess whether this discrepancy is statistically significant, but our pilot programme shows how studies of the interstellar medium in AGN can provide key information to explore the connection between the active nuclei and the host galaxies. Based on observations carried out with the IRAM 30 m telescope. IRAM is supported by INSU/CNRS (France), MPG (Germany) and IGN (Spain).

Fumagalli, Michele; Dessauges-Zavadsky, Miroslava; Furniss, Amy; Prochaska, J. Xavier; Williams, David A.; Kaplan, Kyle; Hogan, Matthew

2012-08-01

286

Teaching Design Patterns  

Microsoft Academic Search

This paper presents an argument in favor of the systematic teaching of object-oriented design patterns in academic institutions and provides some recommendations for organizing the teaching process. It is intended for students, teachers, software engineers, architects, and managers.

Asher Sterkin

2006-01-01

287

A Place for Content Literacy  

NSDL National Science Digital Library

To help students learn and apply science content, teachers can embed content literacy instruction within science instruction. This involves teaching the content and the literacy skills students need to learn that content, such as vocabulary and c

Misulis, Katherine E.

2011-01-01

288

Objectives, methods and content of patient education programmes for adults with asthma: systematic review of studies published between 1979 and 1998  

PubMed Central

BACKGROUND—Education programmes for adults with asthma vary widely. Such variability suggests a lack of consensus on what works and what does not. The objectives of this paper are to describe asthma education programmes and assess their variability.?METHODS—A systematic review of reports published between 1979 and 1998 was conducted. Medline, the CINAHL database, the PsycINFO database, the Cochrane collaboration database, the Dissertation Index database, and cross referencing were used to identify educational interventions; 77 projects including 94 interventions that involved 7953 patients were analysed. A standard form was used to record characteristics of studies (design, setting, size, year, and country of publication), projects (theoretical framework, objectives), and education (methods, duration, intensity, educator, and content).?RESULTS—Most reports did not specify the general (56%) and educational objectives (60%) of the intervention. Important training characteristics were often not available: duration of education (45%) and number of sessions (22%), who delivered education (15%), whether training was conducted in groups or was individualised (28%). When this information was available there were wide variations in training methods and content: training duration ranged from 0 (self-education) to 58 hours and the number of sessions from 0 to 36; training tools such as peak flow meters, diary cards or books were used in various proportions of interventions (19%, 27%, and 23%, respectively). The content of education also differed widely between programmes.?CONCLUSIONS—Insufficient documentation of asthma education programmes for adults precludes their replication. This, together with excessive variability, reduces the possibility of identifying their most effective components. A more systematic description of asthma training programmes should be promoted.??

Sudre, P.; Jacquemet, S.; Uldry, C.; Perneger, T.

1999-01-01

289

Seeing (and Inferring) is Believing: Using the Nature of Science to reinforce process skills and teach relevant science content  

Microsoft Academic Search

If science education can be compared to building a house, then conceptually it can be divided into three parts: content knowledge, process skills, and nature of science or science as a way of thinking. The basis of understanding any discipline begins with the accumulation of facts, theories and concepts. These are the building blocks which are used to construct and

Noah Egge; Randy Bell

2010-01-01

290

Teaching science in museums  

NASA Astrophysics Data System (ADS)

Museums are free-choice, non-threatening, non-evaluative learning and teaching environments. They enable learners to revisit contents, authentic objects, and experiences at their own leisure as they continually build an understanding and appreciation of the concepts. Schools in America have used museums as resources to supplement their curriculum since the 19 th century. Field trip research is predominantly from the teachers' and students' perspectives, and draws attention to the importance for classroom teachers and students to prepare prior to field trips, have tasks, goals, and objectives during their time at the museum, and follow up afterwards. Meanwhile, museum educators' contributions to field trip experiences have been scantily addressed. These educators develop and implement programs intended to help students' explore science concepts and make sense of their experiences, and despite their limited time with students, studies show they can be memorable. First, field trips are a break in the usual routine, and thus have curiosity and attention attracting power. Second, classroom science teaching literature suggests teachers' teaching knowledge and goals can affect their behaviors, and in turn influence student learning. Third, classroom teachers are novices at planning and implementing field trip planners, and museum educators can share this responsibility. But little is reported on how the educators teach, what guides their instruction, how classroom teachers use these lessons, and what is gained from these lessons. This study investigates two of these inquiries. The following research questions guided this investigation. (1) How do educators teaching one-hour, one-time lessons in museums adapt their instruction to the students that they teach? (2) How do time limitations affect instruction? (3) How does perceived variability in entering student knowledge affect instruction? Four educators from two museums took part in this participant observation study to examine one aspect of the teaching culture in museums, that is instruction during one-time science lessons. The researcher remained a passive participant in all 23 lessons observed. Data included observations, interviews, and researcher field notes. An inductive analysis model incorporating constant comparison and domain analysis methods was adopted to analyze the data. Five major findings emerged from this analysis. (1) Repeating lessons develop comfort and insight to compensate one-time nature of lessons. (2) Details within science lessons can vary according to the students. (3) A lifelong learning perspective forms the foundation for educators' choices. (4) Refine teaching to use time efficiently. (5) Educators designate roles to teachers and chaperones to maximize time. These findings had implications for museum educators, classroom teachers, and all those involved in school field trips. Recommendations for action and future research emerging from this study were listed and discussed.

Tran, Lynn Uyen

291

Teaching reform of ASP.NET Programming Design curriculum based on CDIO teaching concept  

Microsoft Academic Search

Aiming at the traditional teaching defects of ‘ASP.NET Programming Design’, teaching reform is carried out for the curriculum by applying CDIO teaching concept. It introduces the teaching system taking students as the center, ‘learning through doing’, summarizing the reform contents and detailed implementation plan in terms of the teaching organization, teaching methods and the assessment mode of the curriculum.

Wen-chao Fan; Cang Zhou

2011-01-01

292

Transferring ANDRILL Research on Antarctic Cenozoic Climate Change into the Classroom: Teaching Exercises that build Student Skills and Content Knowledge  

NASA Astrophysics Data System (ADS)

This set of undergraduate student-active learning exercises focuses on the status and role of Antarctica in Cenozoic climate change, and builds skills and knowledge required to evaluate sediment cores retrieved from the floor of McMurdo Sound by the ANDRILL Project. Students discover new advances in understanding late Neogene Antarctic glacial history based on recent ANDRILL results. These exercises are part of the larger suite of activities in the project “Building Core Knowledge and Reconstructing Earth History”, which use authentic data to teach foundational concepts of climate change through sediment core archives (NSF Grant # 0737335). The Antarctic exercises involve a review of the composite benthic foraminifer oxygen isotope curve, and of global climate interpretations based in part on this record. Basic geographic and geologic knowledge of Antarctica and cryospheric processes are constructed in order to build the rationale for selecting drillsites in McMurdo Sound. Student attention is then focused on the use of sedimentary facies and depositional environments in core interpretation, with particular attention to the facies associations that are diagnostic of ice-proximal and ice-distal settings in high latitudes. This is constructed through diagrams, geological reasoning, use of core images and core logs, and culminates in the construction of models for ice-retreat and ice-advance sequences. The general climate record of the entire ANDRILL 1-B core log (1285 m) is then interpreted, by characterizing each of the key lithostratigraphic sub-units in terms of the dominant depositional environments represented. Students write a brief history of the late Miocene-Pliocene climatic and environmental conditions in the Ross Sea region. Students conclude by evaluating facies patterns in the ANDRILL 1-B Pliocene sequence completing calculations that lead to interpretations of orbitally paced Pliocene ice sheet oscillations.

Pound, K. S.; Krissek, L. A.; Jones, M. H.; Leckie, R. M.; St. John, K.

2009-12-01

293

Significant improvement of a clinical training course in physical examination after basic structural changes in the teaching content and methods  

PubMed Central

Background: Regular student evaluations at the Technical University Munich indicate the necessity for improvement of the clinical examination course. The aim of this study was to examine if targeted measures to restructure and improve a clinical examination course session lead to a higher level of student satisfaction as well as better self-assessment of the acquired techniques of clinical examination. Methods: At three medical departments of the Technical University Munich during the 2010 summer semester, the quantitative results of 49 student evaluations (ratings 1-6, German scholastic grading system) of the clinical examination course were compared for a course before and a course after structured measures for improvement. These measures included structured teaching instructions, handouts and additional material from the Internet. Results: 47 evaluations were completed before and 34 evaluations after the measures for improvement. The measures named above led to a significant improvement of the evaluative ratings in the following areas: short introduction to the topic of each clinical examination course (from 2.4±1.2 to1.7±1.0; p=0.0020) and to basic measures of hygiene (from 3.8±1.9 to 2.5±1.8; p=0.004), structured demonstration of each clinical examination step (from 2.9±1.5 to 1.8±1.0; p=0.001), sufficient practice of each clinical examination step (from 3.1±1.8 to 2.2±1.4; p=0.030) structured feedback on each clinical examination step (from 3.0±1.4 to 2.3±1.0; p=0.0070), use of handouts (from 5.2±1.4 to 1.8±1.4; p<0.001), advice on additional learning material (from 5.0±1.4 to 3.4±2.0; p<0.001), general learning experience (from 2.4±0.9 to 1.9±0.8; p=0.017), and self-assessment of the acquired techniques of clinical examination (from 3.5±1.3 to 2.5±1.1; p<0.01). Conclusion: Structured changes led to significant improvement in the evaluative ratings of a clinical examination course session concerning preparation of the tutors, structure of the course, and confidence in performing physical examinations.

Sonne, Carolin; Vogelmann, Roger; Lesevic, H.; Bott-Flugel, Lorenz; Ott, I.; Seyfarth, Melchior

2013-01-01

294

Teaching for Understanding.  

ERIC Educational Resources Information Center

|Provides a chart comparing state and national objectives. Assesses student understanding of photosynthesis and explains the process of teaching students producer-consumer relationships. (Contains 14 references.) (YDS)|

Smith, Deborah C.; Wesley, Ann

2000-01-01

295

A Longitudinal "Teaching-to-Teach" Curriculum for Psychiatric Residents  

ERIC Educational Resources Information Center

Objective: Psychiatric residents' self-reported confidence levels related to teaching medical students were assessed before and after a five-part teaching seminar series. Methods: Five 1-hour seminars on teaching medical students in the psychiatry clerkship were presented to second postgraduate year (PGY-2) residents. Topics included how to teach

Lehmann, Susan W.

2010-01-01

296

Mastery Teaching.  

ERIC Educational Resources Information Center

|This book presents 16 teaching techniques organized in lessons to be used by teachers who work with adolescents or young adults. The lessons may be used by individuals or in groups to improve instructional skills. A study guide or meeting plan precedes each chapter and suggests objectives, anticipatory set, input and modeling, means to check…

Hunter, Madeline

297

Teaching Otherwise  

Microsoft Academic Search

In this paper I discuss some conditions forunderstanding teaching as an act ofresponsibility towards an other, rather than asan instrumental act identified throughepistemology. I first put the latter intocontext through a critical reading of teachingas it is inscribed in humanistic discourses oneducation. Within these discourses, I explorehow students are treated as objects ofknowledge that reinforce the teacher's ego. Icontend that

Carl Anders Säfström; Graham Greene

2003-01-01

298

Relationships between Mathematical Knowledge for Teaching and Teaching Practice: The Case of Proof  

ERIC Educational Resources Information Center

|Teachers of mathematics orchestrate opportunities for interactions between learners and subject matter. Therefore, mathematics teachers need rich, multidimensional content knowledge for teaching mathematics, which incorporates knowledge of the subject matter, students, and teaching. Studying this mathematical knowledge for teaching (MKT)…

Steele, Michael D.; Cervello Rogers, Kimberly

2012-01-01

299

Teaching Math  

NSDL National Science Digital Library

Four courses, one at each NCTM grade band (Pre-K-2, 3-5, 6-8, and 9-12), help teachers develop effective ways to use the five NCTM Process Standards to teach all students. The goals of the courses are: to increase understanding of the NCTM process standards; to model effective application of the process standards and their integration with content goals; to help teachers develop habits and practices that improve their teaching and strengthen their students' mathematical process and content skills. Text, illustrations, animations, video, and interactive activities are used to present the material. The courses may be used in various scenarios, e.g., as a self-paced course, in a facilitated online mode, in a face-to-face course or workshop.

Boston, Wgbh

2003-01-01

300

Les fins et les moyens d'un enseignement de l'anglais en vue d'objectifs specifiques (Teaching English for Special Purposes: Objectives and Approaches).  

ERIC Educational Resources Information Center

Argues against the thesis that a thorough study of the language used in the relevant professional environments is necessary and sufficient to produce adequate instructional materials for special purposes language courses. Maintains that this purely functional approach to language teaching ignores fundamental communication needs and impairs student…

Widdowson, H. G.

1981-01-01

301

Teaching Notes  

NASA Astrophysics Data System (ADS)

If you would like to contribute a teaching note for any of these sections please contact ped@iop.org. Contents: LET'S INVESTIGATE: Standing waves on strings MY WAY: Physics slips, trips and falls PHYSICS ON A SHOESTRING The McOhm: using fast food to explain resistance Eggs and a sheet STARTING OUT: After a nervous start, I'm flying ON THE MAP: Christ's Hospital CURIOSITY: The Levitron TECHNICAL TRIMMINGS: Brownian motion smoke cell LET'S INVESTIGATE

2001-05-01

302

Building Communities for the Exchange of Learning Objects: Theoretical Foundations and Requirements  

ERIC Educational Resources Information Center

|In order to reduce overall costs of developing high-quality digital courses (including both the content, and the learning and teaching activities), the exchange of learning objects has been recognized as a promising solution. This article makes an inventory of the issues involved in the exchange of learning objects within a community. It explores…

Koper, Rob; Pannekeet, Kees; Hendriks, Maaike; Hummel, Hans

2004-01-01

303

Teaching criminal justice ethics  

Microsoft Academic Search

The purpose of this paper is to discuss the teaching of ethics in criminal justice programs. The purpose content and value of an ethics course taught in a criminal justice program will be explored. Also, methods for teaching ethics in criminal justice are suggested.

1988-01-01

304

Those Who Can, Teach.  

ERIC Educational Resources Information Center

|Much of what teachers know about how to teach and how to conceptualize specific academic content is learned from their undergraduate professors. In 1990, California State University, Fullerton, received a grant from the Fund for the Improvement of Postsecondary Education (FIPSE), Project Teach, to improve the quality of instruction which…

Barnes, Carol P., Ed.; Goodhue-McWilliams, Kenneth, Ed.

305

Enthusiasm in Teaching.  

ERIC Educational Resources Information Center

Explores the role of teachers focusing on the importance of their enthusiasm for teaching. Discusses such topics as teaching styles, the topical coverage of courses, and the attitudes teachers have toward students. Addresses the issues of personal taste and relevance within the realm of topical content. (CMK)

Baum, Lawrence

2002-01-01

306

Using Social Studies Skill Lessons to Teach Economic Concepts and Economic Analysis.  

ERIC Educational Resources Information Center

|Lessons from a ninth-grade course which integrates social studies skills development and economic concept teaching are outlined. An overview describes the content of the year-long course and the skill objectives. Course content is divided into three sections: a basic introduction to economics, student interest topics such as the economics of…

Jasper, Bruce

307

ANALOGIES IN CHEMISTRY TEACHING AS A MEANS OF ATTAINMENT OF COGNITIVE AND AFFECTIVE OBJECTIVES: A LONGITUDINAL STUDY IN A NATURALISTIC SETTING, USING ANALOGIES WITH A STRONG SOCIAL CONTENT  

Microsoft Academic Search

A longitudinal study of the use of chemical analogies and their effect on cognitive and affective factors of tenth- and eleventh-grade Greek students in a naturalistic setting is reported. Attention was paid to the structural correspondence between the analogue and the target. Regarding the analogue domain, emphasis was placed on using analogies with a strong and familiar social context. An

Panagiotis SARANTOPOULOS; Georgios TSAPARLIS

308

TEACHING ENGLISH THROUGH ENGLISHNESS OR ENGLISHNESS IN ENGLISH  

Microsoft Academic Search

The paper presents the author's experience in teaching the course in Anglophone Area Studies (AAS) as part of the Bachelor's Degree Programme in European Studies and International Economic Relations at the University of Rousse, Bulgaria. The objectives of the course, the means to achieve them, and the students' share in the subject content of the course are discussed in relation

ROUMYANA PETROVA

309

A Health Newsletter To Teach Science Knowledge: BioRAP!  

ERIC Educational Resources Information Center

|This research describes the evaluation of a science curriculum newsletter called BioRAP which serves as a vehicle to teach current health science content. The research objectives were to estimate the relationships of socioeconomic status, ethnic group, gender, grade, student ability, and classroom use characteristics with student knowledge and…

Froman, Robin D.; Owen, Steven V.; Del Rio-Parent, Lourdes

310

Teaching Photosynthesis with ELL Students  

ERIC Educational Resources Information Center

|Although the teaching of photosynthesis occurs yearly in elementary classrooms, one thing that makes it challenging is the inclusion of English language learners (ELLs). This article presents several activities for teaching and assessing of photosynthesis in a third grade classroom. The activities incorporate the photosynthesis content, teaching

Piper, Susan; Shaw, Edward Lewis, Jr.

2010-01-01

311

Object Oriented Learning Objects  

ERIC Educational Resources Information Center

|We apply the object oriented software engineering (OOSE) design methodology for software objects (SOs) to learning objects (LOs). OOSE extends and refines design principles for authoring dynamic reusable LOs. Our learning object class (LOC) is a template from which individualised LOs can be dynamically created for, or by, students. The properties…

Morris, Ed

2005-01-01

312

Executive summary: Developing objectives, content, and competencies for the training of Emergency Medical Technicians, Emergency Physicians, and Emergency Nurses to care for casualties resulting from Nuclear, Biological, or Chemical (NBC) incidents  

Microsoft Academic Search

Study objective: The task force assessed the needs, demands, feasibility, and content of training for US civilian emergency medical responders (paramedics, nurses, and physicians) for nuclear\\/biological\\/chemical (NBC) terrorism. Methods: A task force representing key professional organizations, stakeholders, and disciplines involved in emergency medical response conducted an iterated instructional-design analysis on the feasibility and content of such training with input from

Joseph F. Waeckerle; Sandra Seamans; Mary Whiteside; Peter T. Pons; Suzanne White; Jonathan L. Burstein; Rick Murray

2001-01-01

313

A Collection of Problems for Physics Teaching  

ERIC Educational Resources Information Center

|Problems are an important instrument for teachers to mediate physics content and for learners to adopt this content. This collection of problems is not only suited to traditional teaching and learning in lectures or student labs, but also to all kinds of new ways of teaching and learning, such as self-study, long-distance teaching,…

Grober, S.; Jodl, H. -J.

2010-01-01

314

Teaching Psychiatry Residents to Teach: A National Survey  

ERIC Educational Resources Information Center

|Objective: Because there have been no previously published national surveys on teaching psychiatry residents about how to teach, the authors surveyed United States psychiatry program directors on what and how residents are taught about teaching. Methods: All psychiatry training programs across the United States were mailed a semistructured…

Crisp-Han, Holly; Chambliss, R. Bryan; Coverdale, John

2013-01-01

315

Experience and ideas on basic computer teaching in independent colleges  

Microsoft Academic Search

With the particularity of basic computer education in independent colleges and the target to train computer application talented person into consideration, this paper expounds the author's experience and ideas on the teaching content, teaching method and teaching measure in basic computer teaching in independent colleges as well as the author's teaching reform practice and exploration.

Wu Peng

2010-01-01

316

Research on Case Teaching Method of Photoshop Course  

Microsoft Academic Search

Considering of the application fields of Photoshop and vocational education ideas, the teaching contents of Photoshop course have been done by cases based on the teaching characteristics of Computer Image Processing course at graphic design module. This paper has given the teaching flowchart of Photoshop image processing case teaching. According to the teachers and the students, the case teaching is

Xie Nan; Sun Xinxin; Zhang Haibo; Zhu Yijia

2010-01-01

317

An Ontology-Based Course Editor (OBCE) for SCORM-Compliant Learning Objects  

Microsoft Academic Search

The purpose of this study is to develop an ontology-based course editor (OBCE) for authoring learning materials on content repository management system (CRMS). Ontologies play a pivotal role in authoring a SCORM-compliant learning objects, where they will provide an outline of precisely defined terms that can be communicated across teachers by visualized presentations. The outlines of teaching materials likely rely

Jin-Tan David Yang; Pao-Tan Yu; Wen Chih Chen

2004-01-01

318

Teaching Educational Psychology in an Online Environment  

ERIC Educational Resources Information Center

|According to David Berliner (1992), Regents Professor and noted expert in teaching educational psychology, the goal of teaching educational psychology is to influence the practice of teaching. Whether it is teaching preservice teachers how to motivate their students or how to write appropriate behavioral objectives and lesson plans, educational…

Verdi, Michael P.; Johnson, Janet T.

2005-01-01

319

Developing Effective Teaching in Mathematical Equations Course  

Microsoft Academic Search

Teaching methods should actively give service to the talent training objective. Good teaching methods are important in improving the teaching effect. This paper discusses on how to adopt a variety of teaching methods of mathematical equations and puts forward four elements which has been proved to be effective.

Yuxia Tong; Xianrui Meng; Jiantao Gu

2009-01-01

320

A Content Standard for Computational Models; Digital Rights Management (DRM) Architectures; A Digital Object Approach to Interoperable Rights Management: Finely-Grained Policy Enforcement Enabled by a Digital Object Infrastructure; LOCKSS: A Permanent Web Publishing and Access System; Tapestry of Time and Terrain.  

ERIC Educational Resources Information Center

|Includes five articles. Topics include requirements for a content standard to describe computational models; architectures for digital rights management systems; access control for digital information objects; LOCKSS (Lots of Copies Keep Stuff Safe) that allows libraries to run Web caches for specific journals; and a Web site from the U.S.…

Hill, Linda L.; Crosier, Scott J.; Smith, Terrence R.; Goodchild, Michael; Iannella, Renato; Erickson, John S.; Reich, Vicky; Rosenthal, David S. H.

2001-01-01

321

A Web-based Tool for Teaching Pharmacy Practice Competency  

PubMed Central

Objective To implement and assess the effectiveness of the Strathclyde Computerized Randomized Interactive Prescription Tutor (SCRIPT) in teaching a competency-based undergraduate pharmacy course. Design Data on students' access to SCRIPT, collected by quantitative electronic data capture, were analyzed to determine student usage patterns and correlations between usage and grades in class assessments. Data on students' perceptions were collected by electronic questionnaire and semi-structured interviews. Teaching staff members also were interviewed. Assessment Two hundred forty-three students accessed SCRIPT a median of 23 times each. Students accessed SCRIPT predominantly at times outside normal teaching hours and tended to access the tool more often in the 48 hours preceding class assessments. Feedback from students indicated overall satisfaction with the tool to compliment the timetabled teaching sessions but highlighted that more specific feedback on the examples was required. All staff comments were positive. Conclusions Students and teaching staff members valued SCRIPT as a tool to compliment teaching of the competency-based pharmacy practice classes in the MPharm degree. Future developments of SCRIPT will include expanded feedback for students, the capability to link the release of each SCRIPT exercise with the date the content is taught in class, and additional tools to facilitate “just in time” teaching.

Zlotos, Leon; Kayne, Lee; Thompson, Ian; Kane, Kathleen A.

2010-01-01

322

Teach Engineering: Floaters and Sinkers  

NSDL National Science Digital Library

This inquiry-based curricular unit introduces middle school students to the concept of density through five hands-on experiments. In Activity 1, they handle five identical boxes, each filled with a material of differing density, to get a feel for the relationship among mass, volume, and density. Next, they devise methods to figure out the density of solid objects by using water displacement. Finally, they use their knowledge to determine how to calculate density without being given a formula. Activities come with learning objectives, student guides, teacher content support, and ideas for assessment. All are aligned to national math and science standards. Teach Engineering is an NSF-funded Pathway developed to provide high-quality experiential learning materials for K-12 classrooms.

Hebrank, Mary

2011-02-15

323

Specification of Learning Content Using Feature Diagrams  

NASA Astrophysics Data System (ADS)

The main idea of a learning object (LO) is to break educational content down into small chunks that can be reused in various learning environments. When reused, such small chunks of educational content are combined in various ways leading to a great variability of the learning content. We propose using feature diagrams (FDs) for the specification of learning content at different layers of abstraction starting from the organization of teaching material in a lecture down to the specification and demonstration of particular software/hardware components. FDs can be used by (1) designers, teachers, and learners for graphical representation of domain knowledge in LOs; (2) programmers to specify and express variability-commonality relationships of LOs at a higher abstraction level to allow the development and implementation of generative LOs; and (3) researchers as a vehicle for analysis and better understanding of the e-Learning domain itself.

Damaševi?ius, Robertas

324

Multicultural Teaching in the University.  

ERIC Educational Resources Information Center

|This book provides a collection of papers that address the enhancement of faculty teaching and learning in an increasingly interconnected multicultural society. Three interconnected dimensions of multicultural teaching are focused upon: content, process and discourse, and diversity of faculty and students. Papers and their authors are as follows:…

Schoem, David, Ed.; And Others

325

Reordering American Constitutional Law Teaching.  

ERIC Educational Resources Information Center

Maintains that constitutional law is the cornerstone of an undergraduate public law curriculum. Asserts that there is a welcome trend toward teaching the subject over a two-semester sequence, instead of only one. Describes course content and teaching strategies used in a college constitutional law course. (CFR)

Gerber, Scott D.

1994-01-01

326

Teaching about Death to Undergraduates.  

ERIC Educational Resources Information Center

|Development, implementation, and teaching of a college-level course on dying and death are described. The authors review their own experiences in becoming involved with death education and describe teaching methods, problems, and content of their current course in dying and death at the State University of New York, College at New Paltz. Because…

Pine, Vanderlyn R.; And Others

327

Collegiality and Better Science Teaching  

ERIC Educational Resources Information Center

|For the past five years, teachers from four Houston-area school districts have joined together in a professional learning community (PLC) to improve their science teaching. Through the University of Houston-Clear Lake (UHCL) Regional Collaborative for Excellence in Science and Mathematics Teaching, the teachers strengthen content knowledge and…

Weiser, Brenda

2012-01-01

328

An Introduction to Numeracy Teaching.  

ERIC Educational Resources Information Center

This book provides practical ideas and information for volunteer tutors and teachers about teaching numeracy, as well as a reference section that concentrates on specific content areas. The first part of the book considers teaching techniques, the planning and presentation of numeracy material, evaluation of progress, reinforcement of newly…

Adult Literacy and Basic Skills Unit, London (England).

329

Teaching about Food and Hunger: 33 Activities. Environmental Education Series, Volume 1.  

ERIC Educational Resources Information Center

Thirty-three supplementary teaching activities are provided to complement existing curricula related to food. Content covers food production and distribution, nutrition, food shortages, food habits, meal planning, and other topics appropriate for secondary and adult programs. Although the objectives are varied for each lesson, taken as a whole…

Otero, George G.; Smith, Gary R.

330

Teaching Physical Science through Children's Literature. 20 Complete Lessons for Elementary Grades.  

ERIC Educational Resources Information Center

|This guide focuses on teaching hands-on, discovery-oriented physical science in the elementary classroom using children's literature. Each lesson is an integrated learning episode with a clearly defined science content objective which is supported and enriched through literature, writing, and mathematics. The three sections are: (1) "Properties…

Gertz, Susan E.; Portman, Dwight J.; Sarquis, Mickey

331

The Case for Improved College Teaching. Instructing High-Risk College Students.  

ERIC Educational Resources Information Center

|Assuming that nontraditional institutions espouse teaching and learning approaches that differ from conventional elitist college education, this book shows what can be done for high-risk students, and also how it can be done. Their philosophical orientations are identified and related to instructional content, objectives, and strategies. Chapters…

Newton, Eunice Shaed

332

Teaching Physical Science through Children's Literature. 20 Complete Lessons for Elementary Grades.  

ERIC Educational Resources Information Center

This guide focuses on teaching hands-on, discovery-oriented physical science in the elementary classroom using children's literature. Each lesson is an integrated learning episode with a clearly defined science content objective which is supported and enriched through literature, writing, and mathematics. The three sections are: (1) "Properties of…

Gertz, Susan E.; Portman, Dwight J.; Sarquis, Mickey

333

The Metadata Education and Research Information Commons (MERIC): A Collaborative Teaching and Research Initiative  

ERIC Educational Resources Information Center

|The networked environment forced a sea change in Library and Information Science (LIS) education. Most LIS programs offer a mixed-mode of instruction that integrates online learning materials with more traditional classroom pedagogical methods and faculty are now responsible for developing content and digital learning objects. The teaching

Vellucci, Sherry L.; Hsieh-Yee, Ingrid; Moen, William E.

2007-01-01

334

The Object of Their Attention  

ERIC Educational Resources Information Center

|Tishman argues that directing students to closely examine physical objects is an excellent way to motivate and strengthen thinking. Even simple objects reflect the social and physical contexts in which they were created and can spur deeper observations and questions. Teaching thinking through objects appeals to many different kinds of learners…

Tishman, Shari

2008-01-01

335

Effective Teaching Pedagogies for Undergraduate Computer Science  

ERIC Educational Resources Information Center

|Teaching is a scholarly activity and a life-long learning process with no single method or pedagogy that is always most effective. Applications of teaching pedagogies properly vary from content-based to discipline-based areas. In this paper, various teaching pedagogies, including scaffolding, concept mapping, constructivism, and learning…

Ali, Sanwar

2005-01-01

336

The Popcorn Book: A Diagnostic Teaching Unit.  

ERIC Educational Resources Information Center

Presents a diagnostic teaching unit designed to identify effective teaching strategies for fourth- or fifth-grade students with learning or behavior disorders. The unit uses "The Popcorn Book" (de Paola) for activities to evaluate the effectiveness of teaching strategies across the content areas of reading, writing, and mathematics. (CR)

Bock, Marjorie A.; Barger, Rita.

1998-01-01

337

Operations management teaching on European MBA programmes  

Microsoft Academic Search

A comprehensive review of the literature established that several investigations have been made of operations management teaching in the USA, whereas almost nothing has been published on European teaching. Therefore, an exploratory investigation was made of operations management teaching on the MBA courses of ten leading European business schools. The results show that course content is similar across schools, but

Keith Goffin

1998-01-01

338

Weaving interdisciplinary and discipline-specific content into palliative care education: one successful model for teaching end-of-life care.  

PubMed

While palliative care is best delivered in an interdisciplinary format, courses teaching the interdisciplinary approach to palliative care are rare in healthcare education. This article describes a graduate-level course in palliative care for students in nursing, pharmacy, social work, and gerontology taught by faculty from each discipline. The overarching goals of this course are to convey core palliative care knowledge across disciplines, articulate the essential contribution of each discipline in collaborative care, and to define interdisciplinary processes learners need to understand and navigate interdisciplinary palliative care. Learning outcomes included increased knowledge in palliative care, enhanced attitudes in practice and application of skills to clinical practice settings, increased ability to contribute discipline-specific knowledge to their teams' discussions, and a sense of increasing confidence in participating in the care of complex patients, communicating with families, and contributing to the team as a member of their own discipline. PMID:23977797

Supiano, Katherine P

2013-01-01

339

Teaching Mediated Public Relations.  

ERIC Educational Resources Information Center

Discusses approaches to teaching a mediated public relations course, emphasizing the World Wide Web. Outlines five course objectives, assignments and activities, evaluation, texts, and lecture topics. Argues that students mastering these course objectives will understand ethical issues relating to media use, using mediated technology in public…

Kent, Michael L.

2001-01-01

340

Toolbox: Textbook Circles for Teaching Comprehension  

ERIC Educational Resources Information Center

|Teach students to use their literacy skills in the content areas. Textbook circles are a great way to make the most of the skills students learn during literature circles and help them transfer these skills to assigned content area texts.|

Reading Teacher, 2010

2010-01-01

341

Sustaining Collaboration: English-as-a-Second-Language, and Content-Area Teachers  

ERIC Educational Resources Information Center

|This research is an investigation into English as a Second Language (ESL) and content area teachers' perceptions of collaboration after they completed a joint professional development program called the Collaborative Teaching Institute (CTI). The overall objective of the study was to identify how CTI and other joint professional development…

Pawan, Faridah; Ortloff, Jeremy H.

2011-01-01

342

An Approach to the Teaching of Psychiatric Nursing in Diploma and Associate Degree Programs: A Method for Content Integration and Course Development in the Curriculum.  

ERIC Educational Resources Information Center

|This report is for use by nurse educators concerned with curriculum development and by nursing service personnel wishing to provide quality care. Eight diploma schools and eight associate-degree programs were chosen to participate in the project as testing centers for the methods and materials. Content and learning experiences in…

Walsh, Joan E.; Taylor, Cecelia Monat

343

Teaching about Modern Germany: Instructional Materials for the Social Studies Classroom. Correlation Charts Indicating Content and Skills Addressed by Each Lesson.  

ERIC Educational Resources Information Center

|This instructional booklet for the social studies classroom is a companion to a series about modern day Germany. The materials describe the documents in the series and present correlation charts for content and skills: (1) "A Kid Like Me across the Sea"; (2) "Communities and Regions"; (3) "Overview of Germany"; (4) "Germany in Europe"; (5)…

Goethe House, New York, NY.

344

Research and Teaching: Improving Students' Perceptions of Benefits of Science Demonstrations and Content Mastery in a Large-Enrollment Chemistry Lecture Demonstration Course for Nonscience Majors  

NSDL National Science Digital Library

A large enrollment, instructor-centered chemistry course taught with science demonstrations was transformed into one that was more student-centered. Course survey and examination results revealed more positive perceptions of the benefits of demonstrations and greater content mastery for students in the modified course than for those in the traditional course.

Majerich, David M.; Schmuckler, Joseph S.

2007-05-01

345

Objective video quality metrics  

Microsoft Academic Search

This paper discusses methods used in different objective video quality metrics. An experimental comparison of different objective methods is also conducted. This experiment shows the importance of video content for a subjective quality evaluation not comprised well by the objective metrics used.

M. Vranjes; S. Rimac-Drlje; D. Zagar

2007-01-01

346

Web-based nephropathology teaching modules and user satisfaction: the nephrology on-demand experience.  

PubMed

Nephropathology is an integral component of nephrology education. Online teaching sites provide valuable educational materials to learners, but learner satisfaction has not been measured. We developed a nephropathology website and measured learners' satisfaction. The Nephrology On-Demand Histopathology website (http://blog.ecu.edu/sites/nephrologyondemand/?page_id=4502) provided nephropathologic specimens with explanations. Users were asked to complete a Likert-based survey (1-strongly agree . . . 5-strongly disagree) regarding four key areas of content quality: accuracy, currency, objectivity, and usefulness. Learners of all training levels perceived the content quality favorably. The mean (±SD) for accuracy was 1.70 (0.89), currency 1.62 (0.90), objectivity 1.80 (1.01), and usefulness 1.72 (0.95). Nephrology On-Demand Histopathology is a well-received teaching tool to learners of all training levels. Educators may consider using it, as well as other online nephropathology sites, as adjunctive teaching tools. PMID:22013941

Desai, Tejas; Talento, Romualdo; Christiano, Cynthia; Ferris, Maria; Hewan-Lowe, Karlene

2011-01-01

347

Reflections on Aesthetic Teaching  

ERIC Educational Resources Information Center

|This article examines how it is possible to use the aesthetic process to enrich teaching practices in preschool and elementary school education. What is under scrutiny is the aesthetic dimension of a core curricular subject, the ultimate goal being to achieve an understanding of curricular content through aesthetic learning processes. For this…

Sotiropoulou-Zormpala, Marina

2012-01-01

348

Accomplished Urban Teaching  

ERIC Educational Resources Information Center

|This article discusses the relevance of four dimensions of urban teaching: foci on relationships and shared authority, linking classroom content with student experience, incorporation of familiar and culturally compatible communication patterns, and development of counter narratives that challenge stereotypical conceptions of at-risk students and…

Abbate-Vaughn, Jorgelina; Frechon, Olga; Wright, Brian L.

2010-01-01

349

Strand Tracker: Non-Fiction Objectives. The National Literacy Strategy.  

ERIC Educational Resources Information Center

These materials aim to help teachers make explicit links between teaching in the Literacy Hour and in the rest of the curriculum. The materials map teaching objectives from England's National Literacy Strategy's (NLS) Framework for Teaching to various text types and lists NLS resources which can be used to support teaching and learning. Text types…

Department for Education and Skills, London (England).

350

Using Explicit Instruction to Teach Science Descriptors to Students with Autism Spectrum Disorder  

Microsoft Academic Search

Science content is one area of general curriculum access that needs more investigation. Explicit instruction is effective\\u000a for teaching students with high incidence disabilities a variety of skills, including science content. In this study, we taught\\u000a three elementary aged students with autism spectrum disorder to acquire science descriptors (e.g., wet) and then generalization\\u000a to novel objects, pictures, and within a

Victoria F. Knight; Bethany R. Smith; Fred Spooner; Diane Browder

351

Teaching Heritage  

NSDL National Science Digital Library

Subtitled "a professional development Website for teachers," Teaching Heritage is an impressive collection of information and resources for teaching Australian history and culture. There are eight main sections to the site: four offer teaching resources and four provide teaching units. The resource sections include an examination of different ways of defining heritage, an Australian heritage timeline, discussions of different approaches to teaching heritage through media, and outcomes-based approaches in teaching and assessing heritage coursework. The teaching units deal in depth with issues of citizenship, nationalism, Australian identities, and new cultural values. A Heritage Gallery features images of various culturally significant or representative places in Australia, such as New Italy, the Dundullimal Homestead, Australian Hall, Kelly's Bush, and many more. Obviously, teachers of Civics on the southern continent will find this site extremely useful, but the teaching units -- rich with texts and images -- also offer fascinating introductions for anyone interested in the issues of Australian nation-making.

352

Reform and Practice in Teaching J2EE Programming  

Microsoft Academic Search

This paper starts from the introduction of J2EE programming, puts forward the ideas and practices of the curriculum construction and teaching reform, especially expounds the innovative attempts on teaching contents, education methods, curriculum assessment and so on. The teaching reform emphasizes on improving the applied ability in practice, and has obtained some good results after the three-year teaching process.

Guanlin Chen; Wenyong Weng

2008-01-01

353

An Integrated Strategy for Teaching Biochemistry to Biotechnology Specialty Students  

ERIC Educational Resources Information Center

|The faculty of biochemistry established an integrated teaching strategy for biotechnology specialty students, by intermeshing the case-study method, web-assistant teaching, and improved lecture format with a brief content and multimedia courseware. Teaching practice showed that the integrated teaching strategy could retain the best features of…

Ouyang, Liming; Ou, Ling; Zhang, Yuanxing

2007-01-01

354

Teaching the Human Dimension of Science  

ERIC Educational Resources Information Center

Teachers have the important responsibility of providing students with accurate and engaging science content while also helping them establish authentic views of scientists. Though there are numerous curriculum materials to assist in the teaching of science content, the authors have found that methods and materials to teach science as a human…

Farland-Smith, Donna; McComas, William

2009-01-01

355

Teaching familynursing  

Microsoft Academic Search

This study looks at the teaching of familynursing in the broader context of nursing education. The aim was to find out how Finnish teachers in nursing colleges define the concept of family, what sort of theoretical premises lie behind their teaching, and what kind of teaching methods they use. Teachers' information needs, as well as the use of knowledge concerning

Katri Vehviläinen-Julkunen; Tuovi Sohlberg

1995-01-01

356

Teaching English.  

ERIC Educational Resources Information Center

|Articles in this volume of the "Illinois English Bulletin" include "Competencies in Teaching English" by Alan C. Purves, which sets forth a tentative model for planning competency-based instruction and certification based on concepts, teaching acts, skills, and strategies; "Passing the Buck Versus the Teaching of English" by Dennis Q. McInerny,…

Nemanich, Donald, Ed.

1975-01-01

357

Power Teaching  

ERIC Educational Resources Information Center

|Power Teaching weaves four factors into a seamless whole: standards, teaching thinking, research based strategies, and critical inquiry. As a prototype in its first year of development with an urban fifth grade class, the power teaching model connects selected district standards, thinking routines from Harvard University Project Zero Research…

Fluellen, Jerry E., Jr.

2007-01-01

358

An Introduction to Object-Oriented Programming with a Didactic Microworld: "objectKarel"  

ERIC Educational Resources Information Center

|The objects-first strategy to teaching programming has prevailed over the imperative-first and functional-first strategies during the last decade. However, the objects-first strategy has created added difficulties to both the teaching and learning of programming. In an attempt to confront these difficulties and support the objects-first strategy…

Xinogalos, Stelios; Satratzemi, Maya; Dagdilelis, Vassilios

2006-01-01

359

Development of a burn prevention teaching tool for Amish children.  

PubMed

Although there are inherent risks for burn injury associated with the Amish lifestyle, burn prevention is not taught in Amish schools. The purpose of this study was to develop a burn prevention teaching tool for Amish children. An anonymous parental survey was designed to explore the content and acceptability of a teaching tool within an Old Order Amish community. After institutional review board approval, the Amish teacher distributed surveys to 16 families of the 30 children attending the one-room school. Fourteen (88%) of the families responded to identify these burn risks in and around their homes, barns, and shops: lighters, wood and coal stoves, kerosene heaters, gasoline-powered engines, and hot liquids used for canning, butchering, mopping, washing clothes, and making lye soap. All respondents were in favor of teaching familiar safety precautions, fire escape plans, burn first aid, and emergency care to the children. There was some minor objection to more modern devices such as bath tub thermometers (25%), fire extinguishers (19%), and smoke detectors (6%). The teacher was interested in a magnetic teaching board depicting Amish children and typical objects in their home environment. Movable pieces could afford the opportunity to identify hazards and to rearrange them for a safer situation. This survey served to introduce burn prevention to one Amish community and to develop an appropriate teaching tool for the school. It is anticipated that community participation would support its acceptance and eventual utilization within this tenaciously traditional culture. PMID:21983647

Rieman, Mary T; Kagan, Richard J

360

Teaching Morally and Teaching Morality  

ERIC Educational Resources Information Center

In this article, the authors introduce what they believe is an important distinction between teaching morality and teaching morally. In P-12 schools, the moral education debate often focuses on character education programs or other moral curricula. Such programs and curricula are championed as a means of teaching morality and transmitting moral…

Fenstermacher, Gary D.; Osguthorpe, Richard D.; Sanger, Matthew N.

2009-01-01

361

Teaching English as a Second Language as a Model for Foreign Language Teaching.  

ERIC Educational Resources Information Center

|Foreign language teaching is held up and mirrored against current social realities and the "contemporary scene" and found to be lacking in both content and appeal. To combat certain negative trends in the teaching profession, the author discusses five characteristics of education now considered to be vital to successful teaching. They include the…

Roeming, Robert F.

362

Welding. Performance Objectives. Basic Course.  

ERIC Educational Resources Information Center

|Several intermediate performance objectives and corresponding criterion measures are listed for each of eight terminal objectives for a basic welding course. The materials were developed for a 36-week (2 hours daily) course developed to teach the fundamentals of welding shop work, to become familiar with the operation of the welding shop…

Vincent, Kenneth

363

Welding. Performance Objectives. Basic Course.  

ERIC Educational Resources Information Center

Several intermediate performance objectives and corresponding criterion measures are listed for each of eight terminal objectives for a basic welding course. The materials were developed for a 36-week (2 hours daily) course developed to teach the fundamentals of welding shop work, to become familiar with the operation of the welding shop…

Vincent, Kenneth

364

Teaching Strategies You Can Use.  

ERIC Educational Resources Information Center

|Reproduces a teaching strategy from the "Beginning and Intermediate Band" volume of the "Strategies for Teaching" series. The reproduction includes the objective, procedures, materials used, prior knowledge and experiences, indicators of success, and follow-up activities. The strategy supports the musical instructional standard 4C: composing and…

Spaeth, Jeanne, Comp.

1997-01-01

365

Swallowed Object  

MedlinePLUS

... toys, coins, safety pins, buttons, bones, wood, glass, magnets, batteries or other foreign objects. Problems may arise ... toys, coins, safety pins, buttons, bones, wood, glass, magnets, batteries or other foreign objects. These objects often ...

366

Teaching practice experience: linking theory to practice.  

PubMed

This paper analyses the relationship between the theory and practice of the art of teaching as experienced by the author during a period of teaching practice in a school of nursing. It examines such concepts as 'aims', 'objectives', 'scheme of work' and 'lesson plans' and sets these in the context of practical classroom teaching. PMID:3639891

Ayer, S J

1986-09-01

367

Women and Teaching in Academic Psychiatry  

Microsoft Academic Search

Objective: This article explores past, present, and future issues for women and teaching in academic psychiatry. A small study of didactic teaching responsibilities along faculty groups in one academic psychiatry department helps to illustrate challenges and opportuni- ties for women in psychiatric teaching settings. Background: Although women have com- prised half of all medical school admissions for over a decade,

Laura D. Hirshbein; Kate Fitzgerald; Michelle Riba

2004-01-01

368

A substantive-level theory of highly regarded secondary biology teachers' science teaching orientations  

Microsoft Academic Search

Pedagogical content knowledge (PCK) has been used as a heuristic for examining a specialized knowledge base for teaching. One proposed overarching component within the PCK model for science teaching is teaching orientations, defined as teachers' knowledge and beliefs about the purposes and goals for teaching science at a particular grade level. Nine different orientations to teaching science have been identified

Patricia Jean Friedrichsen

2002-01-01

369

Evaluating the Effectiveness of Andragogical Teaching in Adult Bible Fellowships at the Chapel, Akron, Ohio  

ERIC Educational Resources Information Center

This project evaluated the effectiveness of andragogical teaching in adult Bible fellowships at The Chapel in Akron, Ohio. The project found that andragogical teaching was more effective than pedagogical teaching in students learning factual content on Ephesians. Both andragogical teaching and pedagogical teaching had no effect, or even a negative…

Martell, Jeffrey Ronald

2011-01-01

370

Creating the First SCORM Object  

ERIC Educational Resources Information Center

The creation of the first SCORM (Shareable Content Object Reference Model) object offers some challenges and difficulties which go beyond the facilities offered by content generation applications. In particular, the creation of really reusable, searchable learning objects requires a detailed consideration of metadata, where some institutional…

Gonzalez-Barbone, Victor; Anido-Rifon, Luis

2008-01-01

371

Creating the First SCORM Object  

ERIC Educational Resources Information Center

|The creation of the first SCORM (Shareable Content Object Reference Model) object offers some challenges and difficulties which go beyond the facilities offered by content generation applications. In particular, the creation of really reusable, searchable learning objects requires a detailed consideration of metadata, where some institutional…

Gonzalez-Barbone, Victor; Anido-Rifon, Luis

2008-01-01

372

Teaching Tips.  

ERIC Educational Resources Information Center

|Contributors offer six teaching tips concerning (1) news writing, (2) editing, (3) laboratory time utilization, (4) legal responsibility, (5) telephone interviews, and (6) investigative reporting. (HOD)|

Journalism Educator, 1982

1982-01-01

373

Ecology, Elementary Teaching Guide.  

ERIC Educational Resources Information Center

|In an effort to provide background information and encourage incorporation of ecological understandings into the curriculum, this teacher's guide has been devised for fourth and fifth grade teachers. It utilizes an activity-oriented approach to discovery and inquiry, outlining behavioral objectives, learning activities, teaching suggestions, and…

Gross, Iva Helen

374

Affective Objects  

Microsoft Academic Search

This paper will attempt t o d efine a new area of research: affective c ommunication through the use of affective objects. An affective object may be defined as any physical object which has the ability to sense emotional data from a person, map that information to an abstract form of expression and communicate that information expressively, either back to

Jocelyn Scheirer; Rosalind W. Picard

375

Teaching Otherwise.  

ERIC Educational Resources Information Center

|Discusses some conditions for understanding teaching as an act of responsibility towards others, rather than as an instrumental act identified through epistemology. Argues that in order to make teaching an ethical relationship between individuals, teachers must give up their position on the safe side of knowledge and participate in the risk…

Safstrom, Carl Anders

2003-01-01

376

Teaching Ideas.  

ERIC Educational Resources Information Center

|Ideas to aid the classroom teacher include integration of emphasis on reading into health education; definitions pertinent to contemporary health education; teaching students to read food labels; identification of implications of scientific advances such as test tube reproduction; and a card game to teach food groups to middle school children.…

Middleton, Kathleen, Ed.

1979-01-01

377

Teaching Ideas.  

ERIC Educational Resources Information Center

Ideas to aid the classroom teacher include integration of emphasis on reading into health education; definitions pertinent to contemporary health education; teaching students to read food labels; identification of implications of scientific advances such as test tube reproduction; and a card game to teach food groups to middle school children.…

Middleton, Kathleen, Ed.

1979-01-01

378

Teaching Behavior Patterns and Personal Teacher Attributes Related to Success and Failure in Specific Social Studies Teaching Tasks.  

ERIC Educational Resources Information Center

|This paper examines the relationships between both low- and high-inference teaching process variables and success in specific teaching tasks performed in a laboratory setting. Two minor objectives are also included: teacher characteristics are related to success in the teaching tasks, and the relationships between low- and high-inference teaching

Ehman, Lee H.

379

Handbook of College Science Teaching  

NSDL National Science Digital Library

Are you still using 20th century techniques to teach science to 21st century students? Update your practices as you learn about current theory and research with the authoritative new Handbook of College Science Teaching . The Handbook offers models of teaching and learning that go beyond the typical lecture-laboratory format and provides rationales for new practices in the college classroom. The 38 chapters--each written by experienced, award-winning science faculty--are organized into eight sections: � Attitudes and motivations (including research on science anxiety) � Active learning � Factors affecting learning � Innovative teaching approaches (such as the use of primary literature, fieldwork, and inquiry labs) � Use of technology for both teaching and student research � Special challenges, such as teaching effectively to culturally diverse or learning disabled students � Pre-college science instruction � Improving instruction No other book fills the Handbook's unique niche as a definitive guide for science professors in all content areas. It even includes special help for those who teach non-science majors at the freshman and sophomore levels. The Handbook is ideal for graduate teaching assistants in need of a solid introduction, senior faculty and graduate coordinators in charge of training new faculty and grad students, and mid-career professors in search of reinvigoration.

2006-01-01

380

Teach Engineering: Discovering Friction  

NSDL National Science Digital Library

This inquiry-based lesson for Grades 6-9 introduces the concept of friction as a force that impedes motion when two surfaces are in contact. Students use a spring scale to measure the frictional force between a moving coffee mug and the surface it slides on. This resource includes background information for teachers, suggestions for lesson introduction and closure, and extension activities. TeachEngineering is a Pathway project of the National Science Digital Library. It provides a large collection of teacher-tested, research-based content for K-12 teachers to connect real-world experiences with curricular content.

2011-10-11

381

[The teaching of management in Brazil: the process of construction of managerial competences].  

PubMed

The study had as objectives: the identification of the conceptual, methodological and pedagogical bases adopted in the teaching of Management in Nursing Schools in Brazil; the identification and characterization of managerial competences which have been developed in educational practices. The approach adopted was a quantitative-qualitative one, carried out in two moments: the first had as a scenario eight schools; the second had five, representing the five geo-political regions. Data was collected from the teaching guidelines, into consideration: objectives, hour load, duration, the moment of insertion, program content, pedagogical strategies and the form of evaluation. Results showed that, although there has been advancement in the conceptual bases, development of managerial competences is not made explicit in the teaching guidelines; moreover, the pedagogical proposals are traditional. PMID:15603475

Ciampone, Maria Helena Trench; Kurcgant, Paulina

382

The Relationship between Approaches to Teaching, Approaches to E-Teaching and Perceptions of the Teaching Situation in Relation to E-Learning among Higher Education Teachers  

ERIC Educational Resources Information Center

This study extends prior research on approaches to teaching and perceptions of the teaching situation by investigating these elements when e-learning is involved. In this study, approaches to teaching ranged from a focus on the teacher and the taught content to a focus on the student and their learning, resembling those reported in previous…

Gonzalez, Carlos

2012-01-01

383

The Relationship between Approaches to Teaching, Approaches to E-Teaching and Perceptions of the Teaching Situation in Relation to E-Learning among Higher Education Teachers  

ERIC Educational Resources Information Center

|This study extends prior research on approaches to teaching and perceptions of the teaching situation by investigating these elements when e-learning is involved. In this study, approaches to teaching ranged from a focus on the teacher and the taught content to a focus on the student and their learning, resembling those reported in previous…

Gonzalez, Carlos

2012-01-01

384

Preservice teachers' objectives and their experience of practical work  

NASA Astrophysics Data System (ADS)

This study explores third-year preservice physics teachers’ (n=32) views concerning the objectives of practical work at school and university. Content analysis of their essays about practical work revealed not only the objectives of the practical work undertaken but also how they had experienced teaching as school and university students. The objectives most commonly referred to were related to the connections between theory and practice, motivation, understanding phenomena, learning how to observe, and learning how to report. In contrast, some objectives were recognized only rarely, which is an important issue for discussion as a future challenge. Preservice teachers’ positive experiences of practical work resulted from the successful implementation of practical work. According to our findings, practical work can in many cases be regarded as successful, especially when the participants understand the objectives of the teaching. In contrast, negative experiences reflected failures or difficulties in implementation. We conclude by suggesting that preservice teachers should be offered opportunities to reflect on their previous experiences and to see and experience in practice the advantages of practical work.

Nivalainen, V.; Asikainen, M. A.; Hirvonen, P. E.

2013-06-01

385

Nursing Objects Library  

NSDL National Science Digital Library

Created and maintained by Mesa Community College this large collection of material offers hands on tools and learning objects and would be of great use to nursing faculty, staff and students alike. The easy to navigate site is well organized with a topical set of links including assessments, systems, concepts, disciplines, basics and pharmacology. There is also a search box which remains displayed no matter where a user roams on the site. By navigating through the menu and choosing from topical areas like hematology, cardiac or neurological, users can then go on to explore case studies, assessments, diagnostic tools, patient teaching and much more.

2006-11-01

386

Teaching astronomy through the news media  

NASA Astrophysics Data System (ADS)

Why are big science ideas like the big-bang theory accepted as true? Science demands that evidence be used to support its claims; however, as we sometimes seek to cram more and more content into our courses, we often forget that teaching scientific habits of mind is as important as teaching the subject. In this column, I describe an effective teaching technique that uses news media stories to help students see the importance of evidence.

Shipman, Harry

2000-12-01

387

Comparing Objects  

NSDL National Science Digital Library

Clifford, the big red dog, hosts an animated game where students click on the object that Clifford describes. The objects are in sets and students click on the smallest, tallest, shortest, etc. Clifford gives a "good job" reinforcement for the correct answer. Students are prompted to try again if they select the incorrect answer. No reading is required.

Pbskids.org

2011-06-28

388

Melting Objects  

Microsoft Academic Search

This paper describes a technique for producing realistic animations of melting objects. The work presented here introduces a method that accurately models both thermal flow and the latent heat during the phase change. The mechanism for energy transfer to the model is via both boundary conditions and radiation. Emphasis is made on accurately modelling the solid object and the method

Mark W. Jones

2003-01-01

389

With Objects  

Microsoft Academic Search

OSUIF is an extension to SUIF 2.0 that provides support for the compilation of object-oriented languages. OSUIF extends standard SUIF in three main areas: symbol table, intermediate language, and exception handling. The resulting system should be able to support compilers for many (but not all) object-oriented languages. The two initial OSUIF front ends will support C++ and Java.

Andrew Duncan; Bogdan Cocosel; Costin Iancu; Holger Kienle; Radu Rugina; Urs Hölzle; Martin Rinard

390

Quantifying and Assessing Learning Objectives  

Microsoft Academic Search

A number of studies have been conducted which use the Bloom taxonomy to improve teaching and learning. However, to our knowledge, neither the Bloom taxonomy nor any other established learning taxonomy has been used as a basis to develop a quantifiable tool that will enable teachers to analyse the cognitive process embedded in the objectives and assessment of a subject,

Julian D Gribble; Lois Meyer; Anna Jones

391

SODA: Smart Objects, Dumb Archives  

Microsoft Academic Search

We present the Smart Object, Dumb Archive (SODA) model for digital libraries (DLs). The SODA model transfers functionality traditionally associated with archives to the archived objects themselves. We are exploiting this shift of responsibility to facilitate other DL goals, such as interoperability, object intelligence and mobility, and heterogeneity. Objects in a SODA DL negotiate presentation of content and handle their

Michael L. Nelson; Kurt Maly; Mohammad Zubair; Stewart N. T. Shen

1999-01-01

392

Teaching Language Minority Students through the Newspapers.  

ERIC Educational Resources Information Center

|The newspaper can be a stimulating and effective teaching resource in the English-as-a-Second-Language (ESL) classroom, bilingual classroom, or any class with limited-English-proficient (LEP) students. ESL teachers can use English-language newspapers to teach both basic language skills and content areas (math, science, social studies). Mainstream…

Olivares, Rafael; Lisi-Pawlak, Clorinda

393

Advice for New Faculty Teaching Undergraduate Science  

Microsoft Academic Search

This article contains advice for our colleagues and is a product of experience gained in our first years of teaching undergraduate chemistry at the university level. Our intent is to help new professors conserve time in performing the administrative tasks of undergraduate lecture courses so that they can devote more attention to developing teaching methods and course content. Our hope

Sarah L. Keller; Andri L. Smith

2006-01-01

394

Using Trade Books to Teach about Pocahontas.  

ERIC Educational Resources Information Center

|Discussing the inadequacies in primary social studies instruction about the colonial period of U.S. history, Larkins advocates adding substance by teaching history with stories and biographies. Illustrates how to teach about Pocahontas using children's trade books and provides suggestions for selecting appropriate course content. (GEA)|

Larkins, Sharon

1988-01-01

395

Preservice Elementary Teachers' Beliefs about Science Teaching  

ERIC Educational Resources Information Center

|In this study, a Beliefs About Teaching (BAT) scale was created to examine preservice elementary science teachers' self-reported comfort level with both traditional and reform-based teaching methods, assessment techniques, classroom management techniques, and science content. Participants included 166 preservice teachers from three different US…

Yilmaz-Tuzun, Ozgul

2008-01-01

396

Team Teaching: Plus or Minus ESP.  

ERIC Educational Resources Information Center

Describes the practical experience of team teaching English for Specific Purposes (ESP) in the same class as a content instructor in engineering at the United Arab Emirates University. Examines classroom dynamics as they evolved and advantages and drawbacks. The team teaching approach enabled instructors to build a bottom up ESP curriculum based…

Bynom, Anthony

2000-01-01

397

Teaching secure software engineering: Writing secure code  

Microsoft Academic Search

Writing secure code is critical because a large fraction of security incidents result from flaws in the code. In order to effectively teaching knowledge of secure software engineering we have developed a course module titled “Introduction to Writing Secure Code”. This paper presents the content of this module and reports our teaching experiences. This module has been successfully taught in

Huiming Yu; Nadia Jones; Gina Bullock; Xiaohong Yuan Yuan

2011-01-01

398

Guidelines for Teaching Grade 3 Mathematics.  

ERIC Educational Resources Information Center

|This document is designed to assist teachers and other school personnel in the planning and teaching of the third grade mathematics course. Contents include: (1) Overview of Grade 3 Mathematics (mission statement, purpose and philosophy, goals, National Council of Teachers of Mathematics' Professional Standards for Teaching Mathematics,…

Texas Education Agency, Austin. Div. of Curriculum Development.

399

Guidelines for Teaching Grade 2 Mathematics.  

ERIC Educational Resources Information Center

|This document is designed to assist teachers and other school personnel in the planning and teaching of the second grade mathematics course. Contents include: (1) Overview of Grade 2 Mathematics (mission statement, purpose and philosophy, goals, National Council of Teachers of Mathematics' Professional Standards for Teaching Mathematics,…

Texas Education Agency, Austin. Div. of Curriculum Development.

400

Guidelines for Teaching Grade 6 Mathematics.  

ERIC Educational Resources Information Center

|This document is designed to assist teachers and other school personnel in the planning and teaching of the sixth grade mathematics course. Contents include: (1) Overview of Grade 6 Mathematics (mission statement, purpose and philosophy, goals, National Council of Teachers of Mathematics' Professional Standards for Teaching Mathematics, and uses…

Texas Education Agency, Austin. Div. of Curriculum Development.

401

Guidelines for Teaching Grade 5 Mathematics.  

ERIC Educational Resources Information Center

|This document is designed to assist teachers and other school personnel in the planning and teaching of the fifth grade mathematics course. Contents include: (1) Overview of Grade 5 Mathematics (mission statement, purpose and philosophy, goals, National Council of Teachers of Mathematics' Professional Standards for Teaching Mathematics, and uses…

Texas Education Agency, Austin. Div. of Curriculum Development.

402

Guidelines for Teaching Grade 1 Mathematics.  

ERIC Educational Resources Information Center

|This document Agency is designed to assist teachers and other school personnel in the planning and teaching of the first grade mathematics course. Contents include: (1) Overview of Grade 1 Mathematics (mission statement, purpose and philosophy, goals, National Council of Teachers of Mathematics' Professional Standards for Teaching Mathematics,…

Texas Education Agency, Austin. Div. of Curriculum Development.

403

Guidelines for Teaching Grade 4 Mathematics.  

ERIC Educational Resources Information Center

|This document is designed to assist teachers and other school personnel in the planning and teaching of the fourth grade mathematics course. Contents include: (1) Overview of Grade 4 Mathematics (mission statement, purpose and philosophy, goals, National Council of Teachers of Mathematics' Professional Standards for Teaching Mathematics,…

Texas Education Agency, Austin. Div. of Curriculum Development.

404

Teaching and Research: Independent, Parallel, Unequal.  

ERIC Educational Resources Information Center

|Empirical findings from reports appearing between 1949 and 1984 were studied to determine (1) whether research activities contribute to perceived effectiveness of classroom teaching and (2) to what extent good teaching and scholarly productivity contribute to salary improvements. Based on previous content analyses found in the literature search,…

White, Arden

405

Teaching Criminology.  

ERIC Educational Resources Information Center

|This article surveys information resources, contemporary issues and trends, and selected instructional strategies useful in teaching undergraduate criminology. Instructional resources reviewed include textbooks, professional journals, and reference works. Twelve issues and trends are identified and three exemplary learning activities are…

Rogers, Joseph W.

1986-01-01

406

Teaching & Learning  

NSDL National Science Digital Library

This website is a compilation of information for the development and production of online teaching and learning experiences. The information covers critical questions that one may have before utilizing technology in a course.

Virtual University Design and Technology (Michigan State University)

2012-01-04

407

Teaching Telescopes  

ERIC Educational Resources Information Center

|Discusses experience of teaching optical experiments with emphasis upon the student's design and construction of refracting and reflecting telescopes. Concludes that the student's interest and acquired knowledge are greatly enhanced through the use of realistic experiments. (CC)|

Reid, John S.

1974-01-01

408

Teaching Backpacking.  

ERIC Educational Resources Information Center

A backpacking course offered at the Pennsylvania State University teaches safety and proper use of equipment. This well planned course resulted in an appreciation for the outdoors, ecological awareness, self-reliance, and attainment of new experiences and skills. (CJ)

Felton, Harry F.

1980-01-01

409

Teaching Propaganda.  

ERIC Educational Resources Information Center

Outlines ideas for teaching an introductory course in propaganda, including an historical perspective and review of the etymology of the word and an examination of those characteristics that separate propaganda from other communication arts. (JMF)

Hosterman, Craig A.

1981-01-01

410

Tracking unique objects  

Microsoft Academic Search

Is content addressable in the representation that subserves performance in multiple-object-tracking (MOT) experiments? We\\u000a devised an MOT variant that featured unique, nameable objects (cartoon animals) as stimuli. There were two possible response\\u000a modes: standard, in which observers were asked to report the locations of all target items, and specific, in which observers\\u000a had to report the location of a particular

Todd S. Horowitz; Sarah B. Klieger; David E. Fencsik; Kevin K. Yang; George A. Alvarez; Jeremy M. Wolfe

2007-01-01

411

Personal Ad Content Analysis Teaches Statistical Applications.  

ERIC Educational Resources Information Center

Focuses on an undergraduate student project which asked students to write a paper based on their examination of age preferences indicated by writers of personal advertisements appearing in newspapers. Reports on the student responses to this project using a questionnaire. Examines the student scores on the final examination for the course. (CMK)

Rajecki, D. W.

2002-01-01

412

Extended Objects.  

National Technical Information Service (NTIS)

After some disconnected comments on the MIT bag and string models for extended hadrons, I review current understanding of extended objects in classical conventional relativistic field theories and their quantum mechanical interpretation. (ERA citation 02:...

M. Creutz

1976-01-01

413

Objects first with Java and BlueJ (seminar session)  

Microsoft Academic Search

Object-oriented languages have been taught for some time at universities. The most common approach has been to teach those constructs required for imperative programming first and to introduce the notion of classes and objects somewhat later in the course. More recently, many educators have been promoting the notion of teaching about classes and objects first. This helps students to adopt

Michael Kölling; John Rosenberg

2000-01-01

414

Teaching the Human Dimension of Science  

NSDL National Science Digital Library

Teachers have the important responsibility of providing students with accurate and engaging science content while also helping them establish authentic views of scientists. Though there are numerous curriculum materials to assist in the teaching of scienc

Farland-Smith, Donna; Mccomas, William

2009-07-01

415

Development and Validation of a Scale for Measuring Instructors' Attitudes toward Concept-Based or Reform-Oriented Teaching of Introductory Statistics in the Health and Behavioral Sciences  

Microsoft Academic Search

Despite more than a decade of reform efforts, students continue to experience difficulty understanding and applying statistical concepts. The predominant focus of reform has been on content, pedagogy, technology and assessment, with little attention to instructor characteristics. However, there is strong theoretical and empirical evidence that instructors' attitudes impact the quality of teaching and learning. The objective of this study

Rossi A. Hassad

2010-01-01

416

Development and Initial Validation of a Scale to Measure Instructors' Attitudes toward Concept-Based Teaching of Introductory Statistics in the Health and Behavioral Sciences  

Microsoft Academic Search

Despite more than a decade of reform efforts, students continue to experience difficulty understanding and applying statistical concepts. The predominant focus of reform has been on content, pedagogy, technology and assessment, with little attention to instructor characteristics. However, there is strong theoretical and empirical evidence that instructors' attitudes impact the quality of teaching and learning. The objective of this study

Rossi A. Hassad; Anthony P. M. Coxon

2010-01-01

417

Consonance and Dissonance in Descriptions of Teaching of University Teachers  

ERIC Educational Resources Information Center

|Studies on teachers' approaches to teaching have identified two qualitatively different categories of approaches. The learning-focused approach is about teaching as facilitating students' learning and learning as knowledge construction, while the content-focused approach concerns teaching as transmission of knowledge and learning as absorbing the…

Postareff, Liisa; Katajavuori, Nina; Lindblom-Ylanne, Sari; Trigwell, Keith

2008-01-01

418

Critical Values and Transforming Data: Teaching Statistics with Social Justice  

ERIC Educational Resources Information Center

Despite the dearth of literature specifically on teaching statistics using social justice, there is precedent in the more general realm of teaching using social justice, or even in teaching mathematics using social justice. This article offers an overview of content examples, resources, and references that can be used in the specific area of…

Lesser, Lawrence M.

2007-01-01

419

Effective Evaluation of Teaching: A Guide for Faculty and Administrators  

ERIC Educational Resources Information Center

|This book compiles several essays about effective evaluation of teaching. Contents of this publication include: (1) Conducting Research on Student Evaluations of Teaching (William E. Addison and Jeffrey R. Stowell); (2) Choosing an Instrument for Student Evaluation of Instruction (Jared W. Keeley); (3) Formative Teaching Evaluations: Is Student…

Kite, Mary E., Ed.

2012-01-01

420

Student Perception of Caring Teaching in Physical Education  

ERIC Educational Resources Information Center

Student perceptions of caring physical education teaching were examined. Critical incident forms eliciting descriptions of caring teaching were administered to 518 United States elementary and secondary students. The forms were content analyzed and coded inductively to reveal 11 clusters of perceived caring teaching: showed me how to do a skill,…

Larson, Anne

2006-01-01

421

Student Perception of Caring Teaching in Physical Education  

ERIC Educational Resources Information Center

|Student perceptions of caring physical education teaching were examined. Critical incident forms eliciting descriptions of caring teaching were administered to 518 United States elementary and secondary students. The forms were content analyzed and coded inductively to reveal 11 clusters of perceived caring teaching: showed me how to do a skill,…

Larson, Anne

2006-01-01

422

In the Moment: Honoring the Teaching and Learning Lived Experience  

ERIC Educational Resources Information Center

|What is it about teaching that draws teachers to a culture of education? What kinds of experiences influence teachers' selection of content and pedagogy? It is often the teaching moments that fall outside of the planned course of tasks that become collaborative constructions of the teaching and learning experience. In order to enjoy and benefit…

Cone, Theresa Purcell

2007-01-01

423

A System for Concerned Teaching of Musical Aural Skills  

Microsoft Academic Search

We present teaching concerns, a domain-independent mechanism for controlling the content and form of automated teaching interactions. Concerns represent commonsense teaching requirements such as challenging a student. Concerns have been implemented in Tapper, a new system for musical ear training. We describe and give real examples of concerns in action within Tapper. We claim that this approach produces sensible and

Geraint A. Wiggins; Shari Trewin

2000-01-01

424

Critical Values and Transforming Data: Teaching Statistics with Social Justice  

ERIC Educational Resources Information Center

|Despite the dearth of literature specifically on teaching statistics using social justice, there is precedent in the more general realm of teaching using social justice, or even in teaching mathematics using social justice. This article offers an overview of content examples, resources, and references that can be used in the specific area of…

Lesser, Lawrence M.

2007-01-01

425

Toward a Student-Centred Process of Teaching Arithmetic  

ERIC Educational Resources Information Center

This article describes a way toward a student-centred process of teaching arithmetic, where the content is harmonized with the students' conceptual levels. At school start, one classroom teacher is guided in recurrent teaching development meetings in order to develop teaching based on the students' prerequisites and to successively learn the…

Eriksson, Gota

2011-01-01

426

Objective fronts  

NASA Astrophysics Data System (ADS)

This paper addresses the long-standing problem of plotting atmospheric fronts objectively. A thermodynamic definition of a front is proposed. Time-independent diagnostic quantities are then devised according to this definition. These can be computed from any gridded dataset. Fronts are then plotted, without human intervention, by utilising standard graphics package facilities, such as contouring, to represent the diagnostics. The methodology includes applying threshold criteria to erase automatically fronts which are thermally weak. By tuning these criteria a good match with subjective fronts is obtained. In addition, the objective surface fronts very often coincide with troughs in surface pressure, implying that a thermodynamic definition is sufficient. The objective front-plotting is further developed to recognise split fronts, and ana- and kata-front characteristics. Many examples are presented; these illustrate how objective fronts are potentially a very powerful tool for both forecasting and research. At the Joint Centre for Mesoscale Meteorology plots and animations showing objective fronts have been produced on a daily basis for many months now.

Hewson, T. D.

1998-03-01

427

Home Management 7: Child Care Unit. Course Objectives, Content Analysis, Supporting Objectives and Content Generalizations.  

ERIC Educational Resources Information Center

|These curriculum materials represent a child care unit in a home management program which is concerned with consumer and family studies. The curriculum unit is designed to help young adolescents work successfully with small children. A career focus, that of baby sitter or child caregiver, forms the unit's conceptual framework. This publication…

Erickson, Susan, Comp.; Martin, Joan, Ed.

428

Teaching Materials for German. G3: Readers. Teaching Materials Lists.  

ERIC Educational Resources Information Center

|This publication, part of a bibliography of language teaching materials, lists 91 readers. It contains a contents list, annotated entries, an index of authors, editors, compilers and adapters, and a title index. In addition to basic bibliographical details, the following are provided for each entry: an annotation describing the reader, a…

Centre for Information on Language Teaching, London (England).

429

Objective structured clinical examination in radiology.  

PubMed

There is a growing need for introducing objective structured clinical examination (OSCE) as a part of radiology practical examinations in India. OSCE is an established, reliable, and effective multistation test for the assessment of practical professional skills in an objective and a transparent manner. In India, it has been successfully initiated and implemented in specialties like pediatrics, ophthalmology, and otolaryngology. Each OSCE station needs to have a pre-agreed "key-list" that contains a list of objective steps prepared for uniformly assessing the tasks given to students. Broadly, OSCE stations are classified as "manned" or "unmanned" stations. These stations may include procedure or pictorial or theory stations with clinical oriented contents. This article is one of a series of measures to initiate OSCE in radiology; it analyzes the attributes of OSCE stations and outlines the steps for implementing OSCE. Furthermore, important issues like the advantages of OSCE, its limitations, a strengths, weaknesses, opportunities, and threats (SWOT) analysis, and the timing of introduction of OSCE in radiology are also covered. The OSCE format in radiology and its stations needs to be validated, certified, and finalized before its use in examinations. This will need active participation and contribution from the academic radiology fraternity and inputs from faculty members of leading teaching institutions. Many workshops/meetings need to be conducted. Indeed, these collaborative measures will effectively sensitize universities, examiners, organizers, faculty, and students across India to OSCE and help successfully usher in this new format in radiology practical examinations. PMID:20607015

Agarwal, Anurag; Batra, Bipin; Sood, Ak; Ramakantan, Ravi; Bhargava, Satish K; Chidambaranathan, N; Indrajit, Ik

2010-05-01

430

Content Area Reading and Learning: Instructional Strategies.  

ERIC Educational Resources Information Center

|This book offers strategies to help educators become increasingly effective in teaching various areas in content area reading and learning. The book includes the following chapters: "Content Area Reading: A Historical Perspective" (E. Dishner and M. Olson); "Content Area Reading: Current State of the Art" (T. Bean and J. Readence); "The Role of…

Lapp, Diane; And Others

431

Patterns for E-Learning Content Development  

ERIC Educational Resources Information Center

|Content development plays a key role in e-learning. Designing of content with good interactivity is essential for an effective teaching and learning system. Development of such an interactive content is not an easy task for instructors who lack technical knowledge. It requires a collaborative work among experts from various fields. To overcome…

Jegan, Thayanithy; Eswaran, Chikkannan

2004-01-01

432

Voluntary National Content Standards in Economics.  

ERIC Educational Resources Information Center

This book provides a tool for educators, specifying what K-12 grade students should learn about basic economics as they go through school. The standards are written for teachers and classroom use, offering benchmarks, guides, teaching suggestions, and teaching strategies. The essential principles of economics are identified in the 20 content

National Council on Economic Education, New York, NY.

433

Objective functions.  

PubMed

Multiple sequence alignment involves alignment of more than two sequences and is an NP-complete problem. Therefore, heuristic algorithms that use different criteria to find an approximation to the optimal solution are employed. At the heart of these approaches lie the scoring and objective functions that a given algorithm uses to compare competing solutions in constructing a multiple sequence alignment. These objective functions are often motivated by the biological paradigms that govern functional similarities and evolutionary relations. Most existing approaches utilize a progressive process where the final alignment is constructed sequentially by adding new sequences into an existing multiple sequence alignment matrix, which is dynamically updated. In doing this, the core scoring function to assess accuracies of pairwise alignments generally remains the same, while the objective functions used in intermediary steps differ. Nevertheless, the overall assessment of the final multiple sequence alignment is generally calculated by an extension of pairwise scorings. In this chapter, we explore different scoring and objective functions used in calculating the accuracy and optimization of a multiple sequence alignment and provide utilization of these criteria in popularly used multiple sequence alignment algorithms. PMID:24170394

Do?an, Haluk; Otu, Hasan H

2014-01-01

434

Objectively Speaking  

NSDL National Science Digital Library

This resources is a column on how to write learning objectives for a course and why they make everything you do thereafter (e.g. planning syllabi and class sessions, making up assignments and exams, and reviewing departmental curricula) easier and more effective. Target Audience: 2-4 Year College Faculty/Administrators

Felder, Richard M., 1939-; Brent, Rebecca, 1956-

2009-12-18

435

Teaching Theoretical Criminology to Undergraduates.  

ERIC Educational Resources Information Center

|Maintains that U.S. society's emphasis on individuality and pragmatism renders theoretical study of criminal deviance difficult for many students. Presents a structured approach to this problem that includes an emphasis on practical applications, comparative analysis, analytical skills, and the substantive content of theories. Describes teaching

Williams, James L.; And Others

1995-01-01

436

Teaching Undergraduates to Think Archivally  

ERIC Educational Resources Information Center

This case study describes efforts in the L. Tom Perry Special Collections to build and teach an undergraduate course to develop archival literacy skills in undergraduate students. The article reviews current models of archival instruction and describes how these were applied in creating the course content. An evaluation of the course's outcomes…

Nimer, Cory L.; Daines, J. Gordon, III

2012-01-01

437

New Pedagogy and New Content: The Case of Statistics  

Microsoft Academic Search

Summary Statistical education now takes place in a new social context. It is in?uenced by a movement to reform the teaching of the mathematical sciences in general. At the same time, the changing nature of our discipline demands revised content for introductory instruction, and technology strongly in?uences both what we teach and how we teach. The case for substantial change

David S. Moore

1997-01-01

438

How Does Inquiry-Based Instruction Affect Teaching Majors' Views about Teaching and Learning Science?  

Microsoft Academic Search

A previous study showed that elementary teaching majors enrolled in an inquiry-based physical science course developed chemistry content knowledge comparable to that of students enrolled in traditional lecture-based courses. This current study compares the views of these elementary teaching majors regarding how chemistry is taught and learned to the views of secondary science teaching majors enrolled in science-specific methods courses.

Michael J. Sanger

2008-01-01

439

Exploration of teaching model of the database course based on constructivism learning theory  

Microsoft Academic Search

Applying constructivism learning theory, this article puts forward the constructive teaching model of the database course through analyzing the existing problems in the traditional teaching method of database. This constructive teaching model elaborates a process in which the contents in the textbooks including relationship normalization requirement analysis, conceptual design, logical design, and physical design are integrated in teaching skillfully through

Chen Zhuoyi; Li Na; Zhang Hongjie

2012-01-01

440

Teaching reform of “Automatic Control Theory” course for the independent college students  

Microsoft Academic Search

According to the characters of relatively weak cultural foundation though the overall quality relatively high of independent college students, the “Automatic Control Theory” teaching reform ideas and methods are proposed combining with long-term teaching experience and the application of network and information technology. The curriculum reform includes many aspects such as teaching content, teaching mode, and practice areas, assessment models

Xueling Song; Zheying Song; Chaoying Liu

2010-01-01

441

The Development of Diploma in Education Student Teachers’ Mathematics Pedagogical Content Knowledge  

Microsoft Academic Search

Mathematics pedagogical content knowledge (MPCK) of teachers cannot be easily defined but is a complex concept integrating\\u000a generic pedagogical knowledge, mathematics teaching methodology as well as knowledge of the discipline of mathematics. It\\u000a is the objective of mathematics methodology courses in teacher preparation programmes to begin the development of MPCK in\\u000a their pre-service teachers. As part of a research study

Suat Khoh Lim-Teo; Kwee Gek Chua; Wai Kwong Cheang; Joseph K. Yeo

2007-01-01

442

Incorporating English Language Teaching through Science for K-2 Teachers  

ERIC Educational Resources Information Center

|English learners are faced with the dual challenge of acquiring English while learning academic content through the medium of the new language (Lee et al. in "J Res Sci Teach" 45(6):726-747, 2008; Stoddart et al. in "J Res Sci Teach" 39(8):664-687, 2002) and therefore need specific accommodations to achieve in both English and the content areas.…

Shanahan, Therese; Shea, Lauren M.

2012-01-01

443

Teaching Thinking Skills in Context-Based Learning: Teachers' Challenges and Assessment Knowledge  

NASA Astrophysics Data System (ADS)

For an educational reform to succeed, teachers need to adjust their perceptions to the reform's new curricula and strategies and cope with new content, as well as new teaching and assessment strategies. Developing students' scientific literacy through context-based chemistry and higher order thinking skills was the framework for establishing a new chemistry curriculum for Israeli high school students. As part of this endeavor, we developed the Taste of Chemistry module, which focuses on context-based chemistry, chemical understanding, and higher order thinking skills. Our research objectives were (a) to identify the challenges and difficulties chemistry teachers faced, as well as the advantages they found, while teaching and assessing the Taste of Chemistry module; and (b) to investigate how they coped with teaching and assessing thinking skills that include analyzing data from graphs and tables, transferring between multiple representations and, transferring between chemistry understanding levels. Research participants included eight teachers who taught the module. Research tools included interviews, classroom observations, teachers-designed students' assignments, and developers-designed students' assignments. We documented different challenges teachers had faced while teaching the module and found that the teachers developed different ways of coping with these challenges. Developing teachers' assessment knowledge (AK) was found to be the highest stage in teachers' professional growth, building on teachers' content knowledge (CK), pedagogy knowledge (PK), and pedagogical-content knowledge (PCK). We propose the use of assignments designed by teachers as an instrument for determining their professional growth.

Avargil, Shirly; Herscovitz, Orit; Dori, Yehudit Judy

2011-05-01

444

Improving residents’ teaching skills and attitudes toward teaching  

Microsoft Academic Search

OBJECTIVE: To determine whether a short, 3-hour teaching skills workshop could improve residents’ teaching performances and attitudes\\u000a toward teaching.\\u000a \\u000a \\u000a DESIGN: Controlled study.\\u000a \\u000a \\u000a \\u000a \\u000a PARTICIPANTS AND SETTING: Forty-four second- and third-year residents in a university-based internal medicine residency program.\\u000a \\u000a \\u000a \\u000a \\u000a INTERVENTIONS: Twenty-two residents were assigned to a nonparticipant (control) group, and 22 residents were assigned to a 3-hour teaching\\u000a skills workshop designed to

Anderson Spickard; Eugene C. Corbett; John B. Schorling

1996-01-01

445

Variation in teachers' descriptions of teaching: Broadening the understanding of teaching in higher education  

Microsoft Academic Search

In the present study 71 university teachers from several disciplines were interviewed in order to capture the variation in descriptions of teaching. Two broad categories of description were identified: the learning-focused and the content-focused approaches to teaching. The results showed that the relationship between the two approaches was complex and variation could be captured in detail only after considering the

Liisa Postareff; Sari Lindblom-Ylänne

2008-01-01

446

Re-Interpreting Teaching: A Divided Task in Self-Regulated Teaching Practices  

ERIC Educational Resources Information Center

|The article concerns the increased use of self-regulated teaching in Swedish schools, where teachers perceive self-regulated teaching as an ideal way of organising schoolwork. Students make their own plans concerning time, content, grades and their own learning. What and how to learn is no longer a question for the teacher only. If self-regulated…

Eriksson, I.

2009-01-01

447

Faculty Views on the Appropriateness of Teaching Undergraduate Psychology Courses Online  

ERIC Educational Resources Information Center

|This study examines faculty views concerning the appropriateness of teaching specific undergraduate psychology courses in an online format. Faculty express concern about teaching methodology and counseling/clinical content courses online, but endorse teaching introductory and nonclinical content courses in either format; faculty report diverse…

Mandernach, B. Jean; Mason, Teresa; Forrest, Krista D.; Hackathorn, Jana

2012-01-01

448

Teaching "Tropismes."  

ERIC Educational Resources Information Center

An approach to teaching Nathalie Sarrault's "Tropismes" in second-, third-, and fourth-year French class is outlined. The technique begins with analysis of elements of the tropism, establishing patterns, and requiring students to write a companion tropism to one of the author's. (MSE)

O'Neill, Kevin C.

1988-01-01

449

Tacit Teaching  

ERIC Educational Resources Information Center

This essay reflects upon certain aspects of Wittgenstein's own practices as a teacher. "Doing" philosophy always took priority for Wittgenstein, whether this was in oral or written form: it was important to show the deep puzzles in our language (and our culture and thinking) as a step toward dissolving them. In this respect, one can teach only as…

Burbules, Nicholas C.

2008-01-01

450

Teaching Green  

ERIC Educational Resources Information Center

|It has been 41 years since the late Wisconsin Senator Gaylord Nelson launched the first nationwide grassroots demonstration on behalf of the environment, known as Earth Day. The event was a national "teach-in" about environmental causes, and it is widely considered the spark that ignited the modern environmental education movement. Within months,…

Waters, John K.

2011-01-01

451

Teaching Tips.  

ERIC Educational Resources Information Center

Presents a variety of journalism classroom techniques, including an editing scavenger hunt, a discovery method for compiling news sources, intense instruction in news technology, criteria for evaluating ad copy, a course combining print and broadcast journalism, use of the Teletext, and teaching ad forms for the new media. (HTH)

Journalism Educator, 1985

1985-01-01

452

Teaching Writing.  

ERIC Educational Resources Information Center

|This book, which is written for English teachers in secondary schools and colleges, particularly junior college, is an attempt to provide a convenient and concise statement regarding prevailing tendencies and issues in teaching writing. These are related to correction, the tutorial conference, motivating composition, grammar, research, and lack…

Pierson, Howard

453

Teaching Symbiosis.  

ERIC Educational Resources Information Center

|Argues that the meaning of the word "symbiosis" be standardized and that it should be used in a broad sense. Also criticizes the orthodox teaching of general principles in this subject and recommends that priority be given to continuity, intimacy, and associated adaptations, rather than to the harm/benefit relationship. (Author/JN)|

Harper, G. H.

1985-01-01

454

Teaching Thinking  

ERIC Educational Resources Information Center

If history teachers' aim is to teach students how to think, why not ask: What forms of thought do historians use, and what specific techniques will inculcate these forms? In this article, the author proposes a fundamental shift, from courses with a focus on the mastery of data to courses with a priority on learning the historian's craft. The…

Gibb, Dwight

2002-01-01

455

On Teaching.  

ERIC Educational Resources Information Center

|This collection of lectures includes the following contributions from faculty at the University of Colorado at Boulder: (1) "Aloof Professors and Shy Students" (Patricia Nelson Limerick); (2) "Teaching the Thundering Herd: Surviving in a Large Classroom" (Charles R. Middleton); (3) "The Scientist as a Story Teller" (R. Igor Gamow); (4) "Active…

Shea, Mary Ann, Ed.

456

Teaching Intelligence  

Microsoft Academic Search

Efforts to improve human intelligence and thinking have a long history and a lively presence in a number of programs and approaches. Many studies have demonstrated that targeted interventions can teach people to think better within particular subject matters and in some general ways as well, with transfer beyond the kinds of tasks used in instruction and moderate persistence. Effective

David N. Perkins; Tina A. Grotzer

1997-01-01

457

Teaching Peace.  

ERIC Educational Resources Information Center

|Information about nuclear weapons and their effects must be taught without imparting hopelessness and despair. Suggestions for teaching about the arms race from an historical perspective and about alternative security systems--international law, conventional weapons, nonviolent resistance--are given. (PP)|

Barnet, Richard J.

1982-01-01

458

Teaching Integrity  

ERIC Educational Resources Information Center

Articles about academic honesty seem either to begin with an example of egregious deceit in American schools or to claim that dishonesty is worse than ever. However great may be the forces influencing students to lie or cheat, educators, at all levels and in all settings, must push back by holding students accountable and by teaching about…

Dichtl, John

2003-01-01

459

Visualizing the Structure of Object-Oriented Systems  

Microsoft Academic Search

Executing object-oriented programs have a complex structure consisting of numerous objects connected by interobject references. This structure, called the program's object graph, is hard to understand, and this complicates learning, teaching, debugging and maintaining object-oriented programs. While visualisation can be used to display object graphs, the size and complexity of typical object graphs also makes visualisation difficult. We have developed

Trent Hill; James Noble; John Potter

2000-01-01

460

Scalable Visualizations of Object-Oriented Systems with Ownership Trees  

Microsoft Academic Search

Executing object-oriented programs have a complex structure consisting of numerous objects connected by interobject references. This structure, called the program's object graph, is hard to understand, and this complicates learning, teaching, debugging and maintaining object-oriented programs. While visualization can be used to display object graphs, the size and complexity of typical object graphs also makes visualization difficult. We have developed

Trent Hill; James Noble; John Potter

2002-01-01

461

Effective Teaching/Effective Urban Teaching  

ERIC Educational Resources Information Center

|This article considers the ways in which 17 novice teachers define and describe effective urban teaching and the stark contrasts that these teachers draw between effective urban teaching and effective teaching. The authors find that descriptions of students played a considerable role when participants made distinctions between effective teaching

Watson, Dyan; Charner-Laird, Megin; Kirkpatrick, Cheryl L.; Szczesiul, Stacy Agee; Gordon, Pamela J.

2006-01-01

462

The Contents of My Backpack  

ERIC Educational Resources Information Center

As Mr. Goldman empties his backpack, his philosophy of teaching spills out, along with an interesting assortment of odds and ends. In this article Mr. Goldman describes the contents of his L.L. Bean daypack with two large compartments in the back, a smaller forward compartment, and a little zippered pocket in the very front, along with his…

Goldman, Arthur

2004-01-01

463

Teaching Astronomy Online  

NASA Astrophysics Data System (ADS)

Swinburne Astronomy Online (SAO) is a fully online graduate astronomy program with students and instructors located in over 30 countries around the globe. SAO uses a hybrid online form of delivery with image and animation-rich course content provided on CD-ROMs and the Internet used for communication research and assessment purposes. Now in its nineth semester and continuing to grow SAO can be considered a 'success story' in new teaching methods and used as an example for online education programs. One of the key distinguishing features of online education as compared to other forms of distance education is the opportunity for instructors and students to interact via online asynchronous discussion forums. Asynchronous discussion forums are used to a varying degree in different online academic programs and in widely different ways. In this paper we will give a historical overview of SAO and how it operates what astronomy we teach online and why specifically focusing on the use of asynchronous discussion forums - which are a central feature of the SAO program - as a learning and teaching tool

Maddison, Sarah T.; Mazzolini, Margaret M.

464

Teaching Practice: A Cross-Professional Perspective  

ERIC Educational Resources Information Center

Background/Context: This study investigates how people are prepared for professional practice in the clergy, teaching, and clinical psychology. The work is located within research on professional education, and research on the teaching and learning of practice. Purpose/Objective/Research Question/Focus of Study: The purpose of the study is to…

Grossman, Pamela; Compton, Christa; Igra, Danielle; Ronfeldt, Matthew; Shahan, Emily; Williamson, Peter

2009-01-01

465

An Experiment in Teaching Ratio and Proportion  

ERIC Educational Resources Information Center

|This paper summarizes our analysis of the complexity of ratio problems at Grades 6 and 7, and reports a two-year experiment related to the teaching and learning of rational numbers and proportionality in these grades. Two classes were followed and observed. Part of the teaching material was common to both classes, mainly the objectives and the…

Adjiage, Robert; Pluvinage, Francois

2007-01-01

466

Teaching Physical Education to Mentally Retarded Children.  

ERIC Educational Resources Information Center

Methods for teaching physical education activities and skills to mentally retarded children are presented. General objectives are listed and the physical education program is outlined. Hints are offered for teaching the retarded child; and basic skills and rhythms are described. The following are then described; rhythm games, a volleyball unit and…

Davis, Patricia A.

467

Teaching War Literature, Teaching Peace  

ERIC Educational Resources Information Center

|This article explores literature taught in three different courses and the peace education approaches used for each, including epics in literature courses, Vietnam War literature, and literature of anger and hope. The author recommends the teaching of war literature as an essential part of a peace education curriculum. Devastating events such as…

Powers, Janet M.

2007-01-01

468

The Modern Geometry Course Works Overtime: Preservice Teachers Learn Content and Technological Pedagogical Content Knowledge with Geometer's Sketchpad  

Microsoft Academic Search

The concept of Technological Pedagogical Content Knowledge (TPCK) is used to describe what teachers need to know in order to effectively integrate technology into their teaching practice (Mishra & Koehler, 2006). A current issue facing teacher education programs is the task of preparing mathematics teacher candidates to teach with a high level of TPCK, Technological Content Knowledge (TCK), and Technological

Kathryn G. Shafer

469

Content Types  

Microsoft Academic Search

\\u000a If you ask Drupal developers what the most powerful feature of Drupal is, many will say it’s Drupal’s ability to create custom\\u000a content types. What is a content type? Think of a content type as a template that you provide to users who author content\\u000a on your site. You may decide that the standard content types that come with Drupal

Todd Tomlinson

470

Lecture-Free Teaching in Seven Steps  

ERIC Educational Resources Information Center

Seven chronological steps for transforming previously taught lecture courses into an active learning format are provided to help the biology educators who want to replace lectures with active learning while covering the same content they would teach in a lecture. These lecture-free courses do not sacrifice content and get little or no additional…

Wood, Bonnie S.

2005-01-01

471

A Process Approach to Teaching Thematic Instruction.  

ERIC Educational Resources Information Center

|This paper presents information on using a process approach to teaching thematic instruction in preservice teacher education. Section 1 offers a junior block thematic mini-unit designed to give students intensive practice in a specific content area by designing a thematic topic in the content area and by developing lessons on three or four…

Murray, Ann

472

The Limited Role of Expert Guidelines in Teaching Psychopharmacology  

ERIC Educational Resources Information Center

|Objective: To consider the limited usefulness of expert guidelines for teaching psychopharmacology. Method: Potential problems using expert guidelines for teaching psychopharmacology are reviewed. Results: Expert guidelines are an important contribution to the growth of evidence-based psychiatry. As such, they may also be used to teach

Salzman, Carl

2005-01-01

473

Psychiatrists' Role in Teaching Human Sexuality to Other Medical Specialties  

ERIC Educational Resources Information Center

|Objectives: This article addresses the potential role for psychiatrists in teaching sexuality to other medical disciplines. Methods: The authors searched PsycNet and PubMed/MEDLINE for pertinent articles and studies from the period between 1990 and 2009 using the terms human sexuality; teaching human sexuality; teaching methods; education and…

Dunn, Marian E.; Abulu, John

2010-01-01

474

The Limited Role of Expert Guidelines in Teaching Psychopharmacology  

ERIC Educational Resources Information Center

Objective: To consider the limited usefulness of expert guidelines for teaching psychopharmacology. Method: Potential problems using expert guidelines for teaching psychopharmacology are reviewed. Results: Expert guidelines are an important contribution to the growth of evidence-based psychiatry. As such, they may also be used to teach

Salzman, Carl

2005-01-01

475

Analysis of interaction and learning in instrumental teaching  

Microsoft Academic Search

The object of the study was to describe and analyse instrumental teaching and learning, and increase our knowledge about how different patterns of interaction affect students' opportunities to learn. Data consisted of 5 hours of videotaped and transcribed guitar and brass teaching sessions. In order to elucidate the complex phenomenon of instrumental teaching, the study combines compatible theories for application

Anna-Lena Rostvall; Tore West

2003-01-01

476

Teaching UML Modeling Before Programming at the High School Level  

Microsoft Academic Search

This paper describes experience teaching modeling at the high school level prior to teaching programming and embedded control. An implementation- independent form of UML modeling is being used to teach students to analyze various applications, systems and problem domains. The objective is to introduce the abstract thinking processes involved in modeling before introducing the more concrete thought processes involved in

Cortland Starrett

2007-01-01

477

Progressive Inquiry Learning Object Templates (PILOT)  

ERIC Educational Resources Information Center

In most cases digital learning objects are used for individual learning (reading, looking, playing, quizzes) or by teachers in their class-room or online teaching (presentations). In PILOT project we argue that learning objects should be designed and presented in a special way in order to promote truly social constructivist learning. The project…

Poldoja, Hans; Leinonen, Teemu; Valjataga, Terje; Ellonen, Antti; Priha, Marjo

2006-01-01

478

Medicalization of pharmacology teaching: an urgent need in the medical curriculum.  

PubMed

Information overload, proliferation of new drugs and curricular reforms have been recognized as three of the major factors contributing to the insufficient pharmacological education of medical students. To remedy this situation, it has been recommended that a curriculum more selective in knowledge content coupled with a restricted list of drugs be developed. Based on our own teaching experience, common educational objectives, competencies to be achieved, profiles of morbidity and mortality of the Mexican population, and knowledge of the literature, we have identified what should constitute the core content of pharmacology courses in medical schools. Selected themes were grouped in three categories and the number of drugs that undergraduate medical students have to manage is limited to 139. We have developed a concrete, medicine-focused, core pharmacology program dealing with themes and drugs that will best constitute the primary teaching/learning material for undergraduate medical students. PMID:22128440

Rodriguez, Rodolfo; Vidrio, Horacio; Campos-Sepulveda, Efrain

2009-01-01

479

Teaching innovation.  

PubMed

Innovation in healthcare is essential to solve the "wicked problems" currently facing healthcare. This article focuses on nature of innovation and how it operates, how innovators think and view problems, how the theory and practice of innovation can be taught in novel ways, and how organizational cultures foster or suppress innovation. Examples of teaching strategies and nurse-driven innovation illustrate the theory and practice of innovation. PMID:19546739

Lachman, Vicki D; Glasgow, Mary Ellen Smith; Donnelly, Gloria F

480

Localization of Learning Objects in Mathematics  

Microsoft Academic Search

Mathematics learning seems to be a demanding and time-consuming task for many learners. Information and communication technology (ICT) is an attractive tool of learning for students at any level and it can provide an effecti ve atmosphere for understanding mathematics. The question is how to combine mathematics teaching contents, approaches, curricula, and syllabus with new media. The key issue in

Valentina Dagiene

481

Teaching and learning apheresis medicine: The Bermuda Triangle in Education.  

PubMed

Apheresis Medicine has evolved markedly due to an explosion of knowledge and technology, whereas the time available for training has shrunk as curricula have become increasingly overloaded. Apheresis teaching has inherited a strong clinical context where real patient problems are used in a hands-on environment. To optimize instruction, those involved in the education of apheresis professionals need to have (1) knowledge of how clinical laboratory medicine education has developed as a field, (2) an understanding of what is known from theory and research about how people learn, and (3) the skills to design teaching/learning activities in ways consistent with literature-based principles of adult education. These developments in education provide a context for curriculum projects currently underway by the American Society for Apheresis. Teachers must determine which competencies are central to the essence of a trained professional. Specific, robust, learning objectives targeted toward the development of higher levels of thinking, professional attitudes, and requisite skills are formulated to guide the learner toward mastering those competencies. Curriculum is developed for each objective, consisting of content and the best teaching/learning methods to help learners attain the objective. Appropriate assessment strategies are identified to determine whether the objective is being achieved. The integration of objectives, curriculum, and assessment creates The Bermuda Triangle of Education (Richter, The Circle of Learning and Bermuda Triangle in Education, University of New Mexico School of Medicine, 2004). When educators do not effectively navigate The Bermuda Triangle of Education, learning may disappear into the murky depths of confusion and apathy. When successfully navigated, the result will be a significant learning experience that leads to transformation through education. PMID:20824624

Crookston, Kendall P; Richter, Deana M

2010-01-01

482

Who Is Teaching Psychopharmacology? Who Should Be Teaching Psychopharmacology?  

ERIC Educational Resources Information Center

|Objective: To review the current status of psychopharmacology education for medical students, residents, and practitioners in psychiatry and other specialties. Methods: A search of the MEDLINE and PsychInfo data bases was conducted using four keywords: pharmacology, psychopharmacology, teaching, and student. Additional references were obtained…

Dubovsky, Steven L.

2005-01-01

483

mEducator: A Best Practice Network for Repurposing and Sharing Medical Educational Multi-type Content  

NASA Astrophysics Data System (ADS)

Although there is an abundance of medical educational content available in individual EU academic institutions, this is not widely available or easy to discover and retrieve, due to lack of standardized content sharing mechanisms. The mEducator EU project will face this lack by implementing and experimenting between two different sharing mechanisms, namely, one based one mashup technologies, and one based on semantic web services. In addition, the mEducator best practice network will critically evaluate existing standards and reference models in the field of e-learning in order to enable specialized state-of-the-art medical educational content to be discovered, retrieved, shared, repurposed and re-used across European higher academic institutions. Educational content included in mEducator covers and represents the whole range of medical educational content, from traditional instructional teaching to active learning and experiential teaching/studying approaches. It spans the whole range of types, from text to exam sheets, algorithms, teaching files, computer programs (simulators or games) and interactive objects (like virtual patients and electronically traced anatomies), while it covers a variety of topics. In this paper, apart from introducing the relevant project concepts and strategies, emphasis is also placed on the notion of (dynamic) user-generated content, its advantages and peculiarities, as well as, gaps in current research and technology practice upon its embedding into existing standards.

Bamidis, Panagiotis D.; Kaldoudi, Eleni; Pattichis, Costas

484

Automatic segmentation of moving objects for video object plane generation  

Microsoft Academic Search

The new video coding standard MPEG-4 is enabling content-based functionalities. It takes advantage of a prior decomposition of sequences into video object planes (VOPs) so that each VOP represents one moving object. A comprehensive review summarizes some of the most important motion segmentation and VOP generation techniques that have been proposed. Then, a new automatic video sequence segmentation algorithm that

Thomas Meier; King N. Ngan

1998-01-01

485

Teaching the Vietnam War in the 1990s.  

ERIC Educational Resources Information Center

For an instructor who has been teaching the Vietnam War for over 30 years, the War has been teaching him for even longer. One of the objectives in teaching the Vietnam War in the 1990s is what it meant to teach the Vietnam War in the 1960s. It is easy to forget that the antiwar movement began as an attempt to educate the government and the nation,…

Franklin, H. Bruce

486

Improving Teaching by Talking about It.  

ERIC Educational Resources Information Center

Encourages professors to become aware of and improve teaching skills through developing staff communication, writing effective learning objectives, constructing better tests and measures, and recognizing states of student intellectual development. (JD)

Ashdown, Paul G.

1980-01-01

487

Patients' perceptions of hospital discharge informational content.  

PubMed

Ensuring that patients' informational needs have been met prior to hospital discharge sets the stage for successful self-management of recovery at home. This secondary analysis study aims to identify differences in the amount of discharge teaching content needed and received by adult medical-surgical patients on the basis of their sociodemographic characteristics and hospitalization-related factors. The Quality of Discharge Teaching Scale (QDTS) is used to measure patients' perceptions of the amount of discharge-related informational content they needed and received. Eighty-nine percent of patients receive more informational content than they perceived they needed. Nonwhite patients report more content needed than White patients. Patients with prior hospitalizations and cardiac patients report greater amounts of content received. The QDTS content subscales provide a mechanism for assessing patient perceptions of discharge informational needs and discharge content received that can be used for clinical practice and quality monitoring. PMID:18617708

Maloney, Lynn R; Weiss, Marianne E

2008-08-01

488

Teaching the concept curricula: theory and method.  

PubMed

Conceptual teaching in nursing education offers benefits over traditional content and fact-laden curricula, including the development of cognitive skills necessary for knowledge transfer across contexts and the ability to transform students into lifelong learners. The recent focus on active and learner-centered teaching techniques does not equate to learning conceptually, although it is a positive move away from teacher-centered techniques. A paucity of educational nursing literature exists that delineates both the theory and methods used to teach conceptually. We present a semiotic framework for teaching conceptually, in addition to outlining three core components necessary for conceptual learners: addressing misconceptions, developing enduring understandings, and acquiring metacognitive skills. Five teaching methods that are particularly fitting for concept-based curricula and useful across all program levels are described and outlined. Active and learner-centered activities can also be designed and adapted to develop the mindset necessary to learn conceptually. PMID:22283151

Hardin, Pamela K; Richardson, Stephanie J

2012-01-27

489

Teaching Psychopharmacology: Two Trainees' Perspectives  

ERIC Educational Resources Information Center

Objective: To describe our experience of learning clinical psychopharmacology during residency, in order to assist educators planning psychopharmacology curricula. Methods: We describe how psychopharmacology teaching was structured in our program, dividing our experience into two phases, early residency (PGY-I and PGY-II) and late residency…

Georgiopoulos, Anna M.; Huffman, Jeff C.

2005-01-01

490

Alternate Methods of Teaching Psychopharmacology  

ERIC Educational Resources Information Center

Objective: This article reviews methods used to teach psychopharmacology to psychiatry residents that utilize principles of adult learning, enlist active participation of residents, and provide faculty with skills to seek, analyze, and use new information over the course of their careers. Methods: The pros and cons of five "nonlecture" methods of…

Zisook, Sidney; Benjamin, Sheldon; Balon, Richard; Glick, Ira; Louie, Alan; Moutier, Christine; Moyer, Trenton; Santos, Cynthia; Servis, Mark

2005-01-01

491

Teaching Social Studies with Artifacts.  

ERIC Educational Resources Information Center

|Considers the reasons for utilizing artifacts when teaching social studies to children. Describes seven artifact kits: (1) an object box; (2) resource kit; (3) primary source enhancement kit; (4) symbol kits; (5) economic process kit; (6) packs; and (7) a kit for an archaeology dig. Provides an appendix for sources of artifacts. (CMK)|

Morris, Ronald Vaughan

2000-01-01

492

Teaching in a Cold Environment.  

ERIC Educational Resources Information Center

|Instructors who teach outdoors in an environment so cold as to cause injury must satisfy program objectives while avoiding cold injury to themselves and students, help students focus on learning instead of discomfort, and alleviate some students' intense fear of the cold. Dealing with the cold successfully requires a thorough knowledge of:…

Ewert, Alan

493

Goal Making for English Teaching.  

ERIC Educational Resources Information Center

|Originally presented at a series of NCTE Spring Institutes on the topic "Behavioral Objectives/Humanistic Goals: Bridging the Gap," the papers in this monograph are divided into four sections. Sections one contains personal credos on the goals of English teaching: "McNamara's Band and the Educational Edsel" by Charles Weingartner; "English…

Maloney, Henry B., Ed.

494

Teaching Social Studies with Artifacts.  

ERIC Educational Resources Information Center

Considers the reasons for utilizing artifacts when teaching social studies to children. Describes seven artifact kits: (1) an object box; (2) resource kit; (3) primary source enhancement kit; (4) symbol kits; (5) economic process kit; (6) packs; and (7) a kit for an archaeology dig. Provides an appendix for sources of artifacts. (CMK)

Morris, Ronald Vaughan

2000-01-01

495

[Teaching staff, student, and performance evaluation in nursing administration at nursing schools in Brazil].  

PubMed

The objective of this study was to analyze the theoretical references related to the performance evaluation process, establishing their correlation to different pedagogical lines. These references constitute the foundation for the analysis of data being collected and studied. This study is part of a broader project, currently in progress, whose objective is to determine how to evaluate teachers, students and achievement in courses dealing with content related to Nursing Administration at the graduate and undergraduate levels in Brazil. We hope to be contributing to a clearer and better understanding of this concrete reality, and of the performance evaluation process in light of the changes in the teaching of such courses. PMID:12483982

Kurcgant, P; Ciampone, M H; Felli, V E

2001-12-01

496

Teach Engineering: May the Force Be With You: Thrust  

NSDL National Science Digital Library

This lesson is the third of a four-part unit for Grades 5-8 on the key forces in flight: lift, weight, thrust, and drag. In this lesson students will study how propellers and jet turbines generate thrust. It focuses on Newton's Third Law of Motion, which states that for every action there is an equal and opposite reaction. The lesson includes objectives, warm-up questions, background information for teachers, assessment questions, classroom activity, and web-based reference material. TeachEngineering is a Pathway project of the National Science Digital Library. It provides a large collection of teacher-tested, research-based content for K-12 teachers to connect real-world experiences with curricular content.

2011-10-10

497

Co-Teaching and Cognitive Spaces: An Interdisciplinary Approach to Teaching Science to Nonmajors  

NASA Astrophysics Data System (ADS)

This paper describes a course, Science, Technology and the Public in the Nineteenth Century, which is both interdisciplinary and co-taught by a biologist and an historian. The rationale for including social history in such a course is to make nonscience majors more aware of both the process of science and its relationship to society. An example of the social history component of the course is offered in a discussion of Louis Pasteur and his adulation by the French public. Since Pasteur's popularity was based as much on nonscientific as on scientific factors, we use his career to illustrate concepts about science in its cultural context that we want our students to understand. The course's content is then presented with reference to objectives we hope to achieve. Finally we indicate how, with our varied backgrounds, co-teaching this course led to a sharing of our cognitive spaces and how this was a positive experience for both ourselves and our students.

Flannery, Maura C.; Hendrick, Robert

498

Multicultural Content in Social Work Graduate Programs  

Microsoft Academic Search

This paper reports the results of a national survey of Deans and Directors of graduate social work programs and of social work faculty responsible for teaching graduate-level multicultural courses. The findings indicate the use of a combined infusion and designated course model is the most prominent in addressing the CSWE diversity curriculum content requirement. Although there is substantive content on

Cora Ledoux; Frank F. Montalvo

1999-01-01

499

Teaching Science Through Inquiry  

NSDL National Science Digital Library

The word inquiry brings many different ideas to mind. For some teachers, it may evoke fears of giving up control in the classroom or spending countless hours preparing lessons. For others, it may imply losing the focus of instructional objectives while students pursue answers to their own questions. And for many, teaching science through inquiry is perceived as intriguing but unrealistic. But inquiry doesn't have to cause anxiety for teachers. Simply stated, inquiry is an approach to learning that involves exploring the world and that leads to asking questions, testing ideas, and making discoveries in the search for understanding.

Morgan, Emily; Ansberry, Karen

2007-01-01

500

Improving Teaching and Learning  

ERIC Educational Resources Information Center

|Focusing on the professional aspects of teaching, student-centered instruction, problem solving, and laboratory techniques are suggested as teaching aids for the vocational agriculture teacher. (MW)|

Newcomb, L. H.

1974-01-01