Primary Student Teachers' Ideas about Teaching a Physics Topic

ERIC Educational Resources Information Center

Ahtee, Maija; Johnston, Jane

2006-01-01

This study examines Finnish and English primary student teachers' ideas when planning to teach a physics topic during their science education studies. Many primary student teachers lack sufficient subject knowledge, which prevents them from constructing the scientific pedagogical content knowledge that enables them to concentrate on pupils'…

The Effects of Animation Technique on Teaching of Acids and Bases Topics

ERIC Educational Resources Information Center

Dasdemir, Ikramettin; Doymus, Kemal; Simsek, Ümit; Karaçöp, Ataman

2008-01-01

This study has been carried out in order to determine the effect of computer animations in teaching acid and base topics in science and technology courses on the academic success of the primary school students and the opinions of students related to teaching with the animations. This research was conducted by the participation of 55 students from…

Visceral Pedagogy: Teaching Challenging Topics Emotionally as Well as Cognitively

ERIC Educational Resources Information Center

Pierce, Joseph; Widen, Holly

2017-01-01

This article explores the pedagogical implications of students' embodied and emotional reactions to difficult course material inside and outside of the classroom. Scholarship on teaching typically focuses on dimensions of students' cognitive engagement and development, yet geographical coursework often involves emotionally fraught topics:…

Teaching prevention on sensitive topics: key elements and pedagogical techniques.

PubMed

Russell, Beth S; Soysa, Champika K; Wagoner, Marc J; Dawson, Lori

2008-09-01

This paper presents a set of topical and pedagogical considerations for instructors teaching material on sensitive topics with either the primary or secondary aim of addressing prevention. Prevention can be approached as an effort to create changes in an individual's attitudes/beliefs, knowledge, and behavior. Following this framework, classroom content that challenges students' perceptions, preconceived notions, and attitudes can be seen as preventive in nature. Preparing students to work through the same layers of complexity that thoroughly trained and experienced researchers and practitioners struggle with requires particular attention to the classroom environment.

Second Language Vocabulary Learning and Teaching: Still a Hot Topic

ERIC Educational Resources Information Center

Larrotta, Clarena

2011-01-01

For many reasons second language vocabulary learning and teaching continues to be a topic of interest for learners, instructors, and researchers. This article describes the implementation of personal glossaries in a community program offering English as second language classes to Latina/o Spanish speaking adults. Field notes, interviews, and…

Experiences of Teaching the Heat Energy Topic in English as a Second Language

ERIC Educational Resources Information Center

Halim, Lilia; Dahlan, Fathiyah; Treagust, David F.; Chandrasegaran, A. L.

2012-01-01

In view of the current debate in Malaysia about the teaching of science and mathematics in English, a qualitative study was undertaken involving a purposeful sampling of three non-physics teachers to ascertain how well equipped they were with the necessary pedagogical content knowledge relating to the teaching of the topic of "heat…

Learning about Teaching the Extracurricular Topic of Nanotechnology as a Vehicle for Achieving a Sustainable Change in Science Education

ERIC Educational Resources Information Center

Blonder, Ron; Mamlok-Naaman, Rachel

2016-01-01

This study focused on teachers' transfer of a variety of teaching methods from a teaching module on nanotechnology, which is an example of a topic outside the science curriculum, to teaching topics that are part of the chemistry curriculum. Nanotechnology is outside the science curriculum, but it was used in this study as a means to carry out a…

Developing Pedagogical Content Knowledge for Teaching a New Topic: More Than Teaching Experience and Subject Matter Knowledge

NASA Astrophysics Data System (ADS)

Chan, Kennedy Kam Ho; Yung, Benny Hin Wai

2017-03-01

Teaching experience has been identified as an important factor in pedagogical content knowledge (PCK) development. However, little is known about how experienced teachers may draw on their previous experience to facilitate their PCK development. This study examined how two experienced high school biology teachers approached the teaching of a newly introduced topic in the curriculum, polymerase chain reaction and their PCK development from the pre-lesson planning phase through the interactive phase to the post-lesson reflection phase. Multiple data sources included classroom observations, field notes, semi-structured interviews and classroom artefacts. It was found that the teachers' previous experience informed their planning for teaching the new topic, but in qualitatively different ways. This, in turn, had a bearing on their new PCK development. Subject matter knowledge (SMK) can not only facilitate but may also hinder this development. Our findings identify two types of experienced teachers: those who can capitalise on their previous teaching experiences and SMK to develop new PCK and those who do not. The critical difference is whether in the lesson planning stage, the teacher shows the disposition to draw on a generalised mental framework that enables the teacher to capitalise on his existing SMK to develop new PCK. Helping teachers to acquire this disposition should be a focus for teacher training in light of continuous curriculum changes.

Problems in Teaching the Topic of Redox Reactions: Actions and Conceptions of Chemistry Teachers.

ERIC Educational Resources Information Center

De Jong, Onno; And Others

1995-01-01

Presents a case study of problems that can occur when teaching the topic of redox reactions to grade-11 students. Concludes that the teachers' scientific expertise is an important source of difficulties when teaching redox reactions. Discusses implications for improvement of current chemistry classroom practice and content-related teacher…

Teaching Contemporary Physics Topics Using Real-Time Data Obtained via the World Wide Web

NASA Astrophysics Data System (ADS)

Post-Zwicker, A. P.; Davis, W.; Grip, R.; McKay, M.; Pfaff, R.; Stotler, D. P.

1999-12-01

As a teaching tool, the World Wide Web (WWW) is unprecedented in its ability to transmit information and enhance communication between scientist and student. Just beginning to be developed are sites that actively engage the user in the learning process and provide hands-on methods of teaching contemporary topics. These topics are often not found in the classroom due to the complexity and expense of the laboratory equipment and the WWW is an ideal tool for overcoming this difficulty. This paper presents a model for using the Internet to teach high school students about plasma physics and fusion energy. Students are given access to real-time data, virtual experiments, and communication with professional scientists via email. Preliminary data indicate that student collaboration and student-led learning is encouraged when using the site in the classroom. Scientist/student mentoring is enhanced with this form of communication.

Topic-Specific Pedagogical Content Knowledge (TSPCK) in Redox and Electrochemistry of Experienced Teachers

NASA Astrophysics Data System (ADS)

O'Brien, Stephanie

Topic specific pedagogical content knowledge (TSPCK) is the basis by which knowledge of subject matter of a particular topic is conveyed to students. This includes students' prior knowledge, curricular saliency, what makes a topic easy or difficult to teach, representations, and teaching strategies. The goal of this study is to assess the pedagogical content knowledge of chemistry teachers in a professional learning community in the areas of redox and electrochemistry, as this has been regarded in previous literature as conceptually challenging for students to learn. By acquiring information regarding the PCK development of experienced chemistry teachers, the education and practice of all science teachers can be advanced. This study builds upon previous research that developed validated instruments to evaluate TSPCK. The research questions sought to determine which components of TSPCK were evidenced by the instructional design decisions teachers made, what shared patterns and trends were evident, and how TSPCK related to student learning outcomes. To answer the research questions subjects completed a background questionnaire, a TSPCK assessment, and interview tasks to elicit information about pedagogical decision making and processes that influenced student learning in their classrooms. The TSPCK exam and interview responses were coded to align with thematic constructs. To determine the effect of TSPCK on student learning gains, pre/post-assessment data on redox and electrochemistry were compared to teachers' TSPCK. The chemistry teachers displayed varying levels of TSPCK in redox and electrochemistry, as evidenced by their knowledge of student learning obstacles, curricular saliency, and teaching methodologies. There was evidence of experienced teachers lacking in certain areas of TSPCK, such as the ability to identify student misconceptions, suggesting the need for programmatic improvements in pre-service and in-service training to address the needs of current

Discipline-Specific Practica for International Teaching Assistants

ERIC Educational Resources Information Center

Gorsuch, Greta J.

2006-01-01

A topic of continued discussion has been whether international teaching assistant (ITA) education is best done within academic departments, or within university-wide programs organized by English as a Second Language (ESL) specialists. This report describes a pilot ITA practicum which may potentially combine the best of both approaches: Academic…

Implementation of Active Teaching Methods and Emerging Topics in Photogrammetry and Remote Sensing Subjects

NASA Astrophysics Data System (ADS)

Kosmatin Fras, M.; Grigillo, D.

2016-06-01

Fast technological developments in photogrammetry and remote sensing areas demand quick and steady changes in the education programme and its realization. The university teachers and assistants are faced with ensuring the learning materials, data and software for practical lessons, as well as project proposals for student's team work and bachelor or master thesis. In this paper the emerging topics that already have a considerable impact in the practice are treated mostly from the educational aspect. These relatively new topics that are considered in this paper are unmanned aerial systems for spatial data collection, terrestrial and aerial laser scanning, mobile mapping systems, and novelties in satellite remote sensing. The focus is given to practical implementation of these topics into the teaching and learning programme of Geodesy and Geoinformation at the University of Ljubljana, Faculty of Civil and Geodetic Engineering, and experiences gained by the authors so far. Together with the technological advances, the teaching approaches must be modernized as well. Classical approaches of teaching, where a lecturer gives lecture ex cathedra and students are only listeners, are not effective enough. The didactics science of teaching has developed and proved in the practice many useful approaches that can better motivate students for more active learning. We can use different methods of team work like pro et contra debate, buzzing groups, press conference, moderated discussion etc. An experimental study on active teaching methods in the class of students of the Master programme of Geodesy and Geoinformation has been made and the results are presented. After using some new teaching methods in the class, the students were asked to answer two types of a questionnaire. First questionnaire was the standard form developed by Noel Entwistle, an educational psychologist who developed the Approaches to Studying Inventory (ASI) for identifying deep and surface approaches to

Japan: Teaching Units.

ERIC Educational Resources Information Center

Hadley, Marilyn, Ed.; And Others

This teaching guide was developed by undergraduate elementary education students as part of the requirements for a social studies methods course. The guide presents nine teaching units about various aspects of Japan. The unit topics range from the broad to the specific, and reflect a variety of approaches for teaching about Japan in the public…

"There is Space, and There are Limits": The Challenge of Teaching Controversial Topics in an Illiberal Democracy

ERIC Educational Resources Information Center

Ho, Li-Ching; Alviar-Martin, Theresa; Leviste, Enrique Niño P.

2014-01-01

Background/Context: Research indicates that across democratic societies, teachers face numerous intellectual and emotional challenges when handling controversial topics in the classroom. Less attention, however, has been paid to how teachers' willingness to teach controversial topics intersects with political and other societal factors in…

Creating Peer-Led Media to Teach Sensitive Topics: Recommendations from Practicing Health Educators

ERIC Educational Resources Information Center

Hudson, Heather K.; Bliss, Kadi R.; Bice, Matthew R.; Lodyga, Marc G.; Ragon, Bruce M.

2014-01-01

Purpose: The purpose of the study was to evaluate consumer (instructor) reception of Channel Surfing Contraceptives in order to determine components necessary for creation of peer-led educational videos to teach sensitive contraceptive topics. Methods: Two focus group interviews with introductory-level undergraduate personal health instructors…

Teaching of Computer Science Topics Using Meta-Programming-Based GLOs and LEGO Robots

ERIC Educational Resources Information Center

Štuikys, Vytautas; Burbaite, Renata; Damaševicius, Robertas

2013-01-01

The paper's contribution is a methodology that integrates two educational technologies (GLO and LEGO robot) to teach Computer Science (CS) topics at the school level. We present the methodology as a framework of 5 components (pedagogical activities, technology driven processes, tools, knowledge transfer actors, and pedagogical outcomes) and…

Teacher- or Learner-Centred? Science Teacher Beliefs Related to Topic Specific Pedagogical Content Knowledge: A South African Case Study

NASA Astrophysics Data System (ADS)

Mavhunga, Elizabeth; Rollnick, Marissa

2016-12-01

In science education, learner-centred classroom practices are widely accepted as desirable and are associated with responsive and reformed kinds of teacher beliefs. They are further associated with high-quality Pedagogical Content Knowledge (PCK). Topic-Specific Pedagogical Content Knowledge (TSPCK), a version of PCK defined at topic level, is known to enable the transformation of topic content into a form accessible to learners. However, little is known about teacher science beliefs in relation to TSPCK and therefore the nature of likely associated classroom practices. In this study, we investigated the relationship between TSPCK and underlying science teacher beliefs following an intervention targeting the improvement of TSPCK in the topic chemical equilibrium. Sixteen final year pre-service chemistry teachers were exposed to an intervention that explicitly focussed on knowledge for transforming the content of chemical equilibrium using the five knowledge components of TSPCK. A specially designed TSPCK instrument in chemical equilibrium and the Teacher Belief Instrument (TBI) were used to capture written responses in pre- and post-tests. Additional qualitative data was collected from audio-recorded discussions and written responses from an open-ended question asked before and after the intervention. Two key findings emerged from the study. Firstly, the development of TSPCK was linked to shifts in underlying science teacher beliefs in the direction of learner-centred teaching for the majority of pre-service teachers. Secondly, this shift was not evident for all, as for some there was development of TSPCK without a shift from teacher-centred beliefs about science teaching.

A Proposal to Introduce a Topic of Contemporary Physics into High-School Teaching

ERIC Educational Resources Information Center

Santos, Wilma M.S.; Luiz, Adir M.; de Carvalho, Carlos R.

2009-01-01

This article presents an approach to integrate contemporary physics into high-school teaching. We present a simple way to understand mass spectroscopy using basic physics concepts, so that high-school students may have contact with recent topics of modern research. The main features of a time-of-flight (TOF) mass spectrometer using secondary…

Agricultural Science Teachers' Barriers, Roles, and Information Source Preferences for Teaching Biotechnology Topics

ERIC Educational Resources Information Center

Mowen, Diana L.; Wingenbach, Gary J.; Roberts, T. Grady; Harlin, Julie F.

2007-01-01

The purpose of this study was to determine barriers, roles, and information source preferences for teaching agricultural biotechnology topics. Agricultural science teachers were described primarily as 37 year-old males who had taught for 12 years, had bachelor's degrees, and had lived or worked on a farm or ranch. Equipment was perceived as the…

Middle School Mathematics Teachers' Pedagogical Content Knowledge Regarding Teaching Strategies on Quadrilaterals

ERIC Educational Resources Information Center

Akkas, Elif Nur; Türnüklü, Elif

2014-01-01

Pedagogical content knowledge is consisted of two components: student knowledge and teaching strategies. Teaching strategies was defined under two sub-headings as strategies for specific topics and specific strategies for any topic. The purpose of this study was to examine the method with which quadrilaterals were taught by mathematics teachers…

Developing topic-specific search filters for PubMed with click-through data.

PubMed

Li, J; Lu, Z

2013-01-01

Search filters have been developed and demonstrated for better information access to the immense and ever-growing body of publications in the biomedical domain. However, to date the number of filters remains quite limited because the current filter development methods require significant human efforts in manual document review and filter term selection. In this regard, we aim to investigate automatic methods for generating search filters. We present an automated method to develop topic-specific filters on the basis of users' search logs in PubMed. Specifically, for a given topic, we first detect its relevant user queries and then include their corresponding clicked articles to serve as the topic-relevant document set accordingly. Next, we statistically identify informative terms that best represent the topic-relevant document set using a background set composed of topic irrelevant articles. Lastly, the selected representative terms are combined with Boolean operators and evaluated on benchmark datasets to derive the final filter with the best performance. We applied our method to develop filters for four clinical topics: nephrology, diabetes, pregnancy, and depression. For the nephrology filter, our method obtained performance comparable to the state of the art (sensitivity of 91.3%, specificity of 98.7%, precision of 94.6%, and accuracy of 97.2%). Similarly, high-performing results (over 90% in all measures) were obtained for the other three search filters. Based on PubMed click-through data, we successfully developed a high-performance method for generating topic-specific search filters that is significantly more efficient than existing manual methods. All data sets (topic-relevant and irrelevant document sets) used in this study and a demonstration system are publicly available at http://www.ncbi.nlm.nih.gov/CBBresearch/Lu/downloads/CQ_filter/

Developing Topic-Specific Search Filters for PubMed with Click-Through Data

PubMed Central

Li, Jiao; Lu, Zhiyong

2013-01-01

Summary Objectives Search filters have been developed and demonstrated for better information access to the immense and ever-growing body of publications in the biomedical domain. However, to date the number of filters remains quite limited because the current filter development methods require significant human efforts in manual document review and filter term selection. In this regard, we aim to investigate automatic methods for generating search filters. Methods We present an automated method to develop topic-specific filters on the basis of users’ search logs in PubMed. Specifically, for a given topic, we first detect its relevant user queries and then include their corresponding clicked articles to serve as the topic-relevant document set accordingly. Next, we statistically identify informative terms that best represent the topic-relevant document set using a background set composed of topic irrelevant articles. Lastly, the selected representative terms are combined with Boolean operators and evaluated on benchmark datasets to derive the final filter with the best performance. Results We applied our method to develop filters for four clinical topics: nephrology, diabetes, pregnancy, and depression. For the nephrology filter, our method obtained performance comparable to the state of the art (sensitivity of 91.3%, specificity of 98.7%, precision of 94.6%, and accuracy of 97.2%). Similarly, high-performing results (over 90% in all measures) were obtained for the other three search filters. Conclusion Based on PubMed click-through data, we successfully developed a high-performance method for generating topic-specific search filters that is significantly more efficient than existing manual methods. All data sets (topic-relevant and irrelevant document sets) used in this study and a demonstration system are publicly available at http://www.ncbi.nlm.nih.gov/CBBresearch/Lu/downloads/CQ_filter/ PMID:23666447

Anesthesia: A Topic for Interdisciplinary Study.

ERIC Educational Resources Information Center

Labianca, Dominick A.; Reeves, William J.

1977-01-01

Describes an interdisciplinary approach for teaching the topic of anesthesia as one aspect of a chemistry-oriented course for nonscience majors which focuses on timely topics such as the energy crisis and drugs. Historical treatment with the examination of literature is emphasized in teaching. (HM)

The Teaching of Ethics and the Ethics of Teaching.

ERIC Educational Resources Information Center

Matthews, Janet R.

This presentation covers the topic of psychological ethics from two perspectives. One part of the presentation considers how ethics is presented in the classroom through both textbook consideration and specifically designed courses. The other part of the presentation considers ethical issues as they are related to the activity of teaching. Each of…

The Backcountry Classroom: Lesson Plans for Teaching in the Wilderness.

ERIC Educational Resources Information Center

Bonney, Bruce F.; Drury, Jack K.

This book is designed to help instructors and students master and teach the Wilderness Education Association (WEA) curriculum while in the field. It is formatted in self-contained lesson plans which describe the overall goal, the specific objectives, the body of knowledge, and the materials necessary for teaching about a specific topic within the…

Topics in Safety--Topic 2: Teaching Health and Safety through Science

ERIC Educational Resources Information Center

School Science Review, 2016

2016-01-01

Science teachers always teach students the safety precautions that are necessary to carry out practical work as safely as possible. This article suggests that teachers can use these opportunities to teach students about health and safety so that they both understand why such precautions are needed and how working safely can be applied beyond the…

Some Teaching Topics from Space Science

ERIC Educational Resources Information Center

Balding, G. M.

1972-01-01

Short notes on a variety of science topics provide information derived from space sciences that can be used to add interest and up-to-date data to science lessons. Topics are arranged alphabetically from Alpha particles to X-rays, and include some from each of the physical, earth, and biological sciences. (AL)

Philosophical Approaches of Religious Jewish Science Teachers Toward the Teaching of 'Controversial' Topics in Science

NASA Astrophysics Data System (ADS)

Dodick, Jeff; Dayan, Aliza; Orion, Nir

2010-07-01

This research examines the problems that religious Jewish science teachers in Israeli high schools have in coping with science subjects (such as geological time) which conflict with their religious beliefs. We do this by characterizing the philosophical approaches within Judaism that such teachers have adopted for dealing with such controversy. Thus, we surveyed 56 religious teachers using a Likert-type questionnaire developed for this research, as well as interviewed 11 teachers to more deeply probe their approaches. In addition, we surveyed 15 religious scientists, so that we could both contrast their views with our teacher samples as well as to better understand their coping strategies when confronted by scientific topics that challenge their beliefs. Results indicated that no single philosophical approach earned overwhelming support from the teachers or scientists. Instead, most of the subjects relate separately to each source of possible conflict in accordance with the philosophical approach that appears to be the most fruitful for resolving such conflicts. Moreover, both the scientists and the teachers felt less conflicted toward the specific subject of geological time, in comparison to issues connected to creation of the earth and (especially) evolution. The teachers did differ from the scientists in their preference toward philosophical approaches which help them better integrate the domains of science and religion. Based on our findings, we are able to suggest a set of strategies to help teachers overcome their difficulties in teaching 'controversial' science topics to a religiously oriented student population.

A Unifying Framework for Teaching Nonparametric Statistical Tests

ERIC Educational Resources Information Center

Bargagliotti, Anna E.; Orrison, Michael E.

2014-01-01

Increased importance is being placed on statistics at both the K-12 and undergraduate level. Research divulging effective methods to teach specific statistical concepts is still widely sought after. In this paper, we focus on best practices for teaching topics in nonparametric statistics at the undergraduate level. To motivate the work, we…

The Structure of Scientific Arguments by Secondary Science Teachers: Comparison of experimental and historical science topics

NASA Astrophysics Data System (ADS)

Gray, Ron; Kang, Nam-Hwa

2014-01-01

Just as scientific knowledge is constructed using distinct modes of inquiry (e.g. experimental or historical), arguments constructed during science instruction may vary depending on the mode of inquiry underlying the topic. The purpose of this study was to examine whether and how secondary science teachers construct scientific arguments during instruction differently for topics that rely on experimental or historical modes of inquiry. Four experienced high-school science teachers were observed daily during instructional units for both experimental and historical science topics. The main data sources include classroom observations and teacher interviews. The arguments were analyzed using Toulmin's argumentation pattern revealing specific patterns of arguments in teaching topics relying on these 2 modes of scientific inquiry. The teachers presented arguments to their students that were rather simple in structure but relatively authentic to the 2 different modes. The teachers used far more evidence in teaching topics based on historical inquiry than topics based on experimental inquiry. However, the differences were implicit in their teaching. Furthermore, their arguments did not portray the dynamic nature of science. Very few rebuttals or qualifiers were provided as the teachers were presenting their claims as if the data led straightforward to the claim. Implications for classroom practice and research are discussed.

The Development of Veteran 9th-Grade Physics Teachers' Knowledge for Using Representations to Teach the Topics of Energy Transformation and Transfer

ERIC Educational Resources Information Center

West, Andrew

2011-01-01

The purpose of this study was to explore and identify the experiences that informed the development of three veteran (15+ years of teaching experience) 9th grade physics teachers' specialized knowledge, or PCK, for using representations to teach the topics of energy transformation and transfer. Through the lens of phenomenography, the study…

Teaching foundational topics and scientific skills in biochemistry within the conceptual framework of HIV protease.

PubMed

Johnson, R Jeremy

2014-01-01

HIV protease has served as a model protein for understanding protein structure, enzyme kinetics, structure-based drug design, and protein evolution. Inhibitors of HIV protease are also an essential part of effective HIV/AIDS treatment and have provided great societal benefits. The broad applications for HIV protease and its inhibitors make it a perfect framework for integrating foundational topics in biochemistry around a big picture scientific and societal issue. Herein, I describe a series of classroom exercises that integrate foundational topics in biochemistry around the structure, biology, and therapeutic inhibition of HIV protease. These exercises center on foundational topics in biochemistry including thermodynamics, acid/base properties, protein structure, ligand binding, and enzymatic catalysis. The exercises also incorporate regular student practice of scientific skills including analysis of primary literature, evaluation of scientific data, and presentation of technical scientific arguments. Through the exercises, students also gain experience accessing computational biochemical resources such as the protein data bank, Proteopedia, and protein visualization software. As these HIV centered exercises cover foundational topics common to all first semester biochemistry courses, these exercises should appeal to a broad audience of undergraduate students and should be readily integrated into a variety of teaching styles and classroom sizes. © 2014 The International Union of Biochemistry and Molecular Biology.

Topics of Astronomy in Physics Teaching: the study of the oceanic tides addressed to the significant learning

NASA Astrophysics Data System (ADS)

Dos Santos Neta, Maria Luiza

2017-02-01

In the Medium Teaching when topics of Astronomy are supplied happen in Physics discipline with the use of methodologies that don't contribute to the development of the learning significant, however to turn them effective it is fundamental, for the apprehension of habitual events. By this context intends to analyze and to understand the current contributions of the use of a proposal of Teaching of Physics promoted the significant learning again, when topics of Astronomy be worked with the students of the Medium Teaching of a public school of the State Net of Teaching located in the city of Sirinhaém, in the south coast of Pernambuco. This research presented characteristic qualitative, as well as quantitative contemplating methodological procedures, such as: the application of a Pre-Test, the didactic intervention/sequences stages of the Cycle of Experience and Post-Test, following by situation-problem. As central theme one worked contents regarding the Astronomy, with prominence for the oceanic tides, being the significant learning stimulated to each stage: exhibition of videos, slides groups, discussions and activities written. The results obtained in the Pre-Test demonstrated that, the conditions of the previous knowledge presented by the students, in relation to the theme to be worked - oceanic tides - if they found inadequate to begin the study on the phenomenon. However, after the application of the didactic intervention/ sequences stages and comparing the result of the Post-Test in function of the Pre-Test was verified that, the previous knowledge are in appropriate conditions for the understanding of the event, as well as, for they be used in situation-problem that demands her understanding They suggests her that, the application of the Cycle of Experience as didactic sequence frequently happens, because it is verified that her use potentiates the construction of the significant learning.

Moving Evolution Education Forward: A Systematic Analysis of Literature to Identify Gaps in Collective Knowledge for Teaching

ERIC Educational Resources Information Center

Ziadie, M. A.; Andrews, T. C.

2018-01-01

Evolution is a unifying theory in biology and is challenging for undergraduates to learn. An instructor's ability to help students learn is influenced by pedagogical content knowledge (PCK), which is topic-specific knowledge of teaching and learning. Instructors need PCK for every topic they teach, which is a tremendous body of knowledge to…

Effects of Subject-Matter Knowledge in the Teaching of Biology and Physics.

ERIC Educational Resources Information Center

Hashweh, Maher Z.

An analysis of science teacher's knowledge of specific biology and physics topics and the effects of this knowledge on their planning for instruction and on simulated teaching are discussed in this report. Six experienced secondary school teachers participated in the study. Each teacher's knowledge of a biology topic and a physics topic was…

Reflective teaching practices: an approach to teaching communication skills in a small-group setting.

PubMed

Fryer-Edwards, Kelly; Arnold, Robert M; Baile, Walter; Tulsky, James A; Petracca, Frances; Back, Anthony

2006-07-01

Small-group teaching is particularly suited for complex skills such as communication. Existing work has identified the basic elements of small-group teaching, but few descriptions of higher-order teaching practices exist in the medical literature. Thus the authors developed an empirically driven and theoretically grounded model for small-group communication-skills teaching. Between 2002 and 2005, teaching observations were collected over 100 hours of direct contact time between four expert facilitators and 120 medical oncology fellows participating in Oncotalk, a semiannual, four-day retreat focused on end-of-life communication skills. The authors conducted small-group teaching observations, semistructured interviews with faculty participants, video or audio recording with transcript review, and evaluation of results by faculty participants. Teaching skills observed during the retreats included a linked set of reflective, process-oriented teaching practices: identifying a learning edge, proposing and testing hypotheses, and calibrating learner self-assessments. Based on observations and debriefings with facilitators, the authors developed a conceptual model of teaching that illustrates an iterative loop of teaching practices aimed at enhancing learners' engagement and self-efficacy. Through longitudinal, empirical observations, this project identified a set of specific teaching skills for small-group settings with applicability to other clinical teaching settings. This study extends current theory and teaching practice prescriptions by describing specific teaching practices required for effective teaching. These reflective teaching practices, while developed for communication skills training, may be useful for teaching other challenging topics such as ethics and professionalism.

EFF HOT Topics. Volume 1, Number 1, Spring 2001

ERIC Educational Resources Information Center

National Institute for Literacy, 2001

2001-01-01

HOT Topics is a new quarterly publication from the Equipped for the Future (EFF) National Center. HOT stands for Highlights On Teaching, and this publication is committed to providing teachers and tutors with tools and ideas for teaching using the EFF Framework and Standards. This first issue of HOT Topics focuses on strategies that use the EFF…

Current Perspectives in Teaching English for Specific Purposes

ERIC Educational Resources Information Center

Garcia Laborda, Jesus; Litzler, Mary Frances

2015-01-01

Interest in Languages for Specific Purposes (LSP)courses has grown in recent years (Harding, 2007). For this reason a paper on the current situation in the field is of relevance. The present article provides a discussion of English for Specific Purposes and it does so by reviewing the history and background of this area of teaching, proposing a…

Students' Preferred Teaching Techniques for Biochemistry in Biomedicine and Medicine Courses

ERIC Educational Resources Information Center

Novelli, Ethel L.B.; Fernandes, Ana Angelica H.

2007-01-01

The aim of this study was to investigate the students' preferred teaching techniques, such as traditional blackboard, power-point, or slide-projection, for biochemistry discipline in biomedicine and medicine courses from Sao Paulo State University, UNESP, Botucatu, Sao Paulo, Brazil. Preferences for specific topic and teaching techniques were…

A Survey of Beginning Crop Science Courses at 49 U.S. Universities. I. Lecture Format, Teaching Methods, and Topical Content.

ERIC Educational Resources Information Center

Karnok, Keith J.; Connors, Krista L.

1986-01-01

This paper is the first of a two-part series which discusses the findings related to lecture information in beginning crop science courses offered in Land Grant institutions. Survey results revealed considerable differences regarding course organization and teaching methods, but similarities in overall goals and topic areas. (ML)

Science teacher orientations and PCK across science topics in grade 9 earth science

NASA Astrophysics Data System (ADS)

Campbell, Todd; Melville, Wayne; Goodwin, Dawne

2017-07-01

While the literature is replete with studies examining teacher knowledge and pedagogical content knowledge (PCK), few studies have investigated how science teacher orientations (STOs) shape classroom instruction. Therefore, this research explores the interplay between a STOs and the topic specificity of PCK across two science topics within a grade 9 earth science course. Through interviews and observations of one teacher's classroom across two sequentially taught, this research contests the notion that teachers hold a single way of conceptualising science teaching and learning. In this, we consider if multiple ontologies can provide potential explanatory power for characterising instructional enactments. In earlier work with the teacher in this study, using generic interview prompts and general discussions about science teaching and learning, we accepted the existence of a unitary STO and its promise of consistent reformed instruction in the classroom. However, upon close examination of instruction focused on different science topics, evidence was found to demonstrate the explanatory power of multiple ontologies for shaping characteristically different epistemological constructions across science topics. This research points to the need for care in generalising about teacher practice, as it reveals that a teacher's practice, and orientation, can vary, dependent on the context and science topics taught.

Teaching Triple Science: GCSE Physics

ERIC Educational Resources Information Center

Learning and Skills Network (NJ3), 2007

2007-01-01

This publication provides an introduction to teaching and learning approaches for the extension topics within GCSE Physics. It highlights some specific ideas that teachers can adopt and where to find further information. It also outlines issues for managing the change. This guide contains sevens sections: Section 1 presents the policy context;…

Teaching the Tyrants: Perspectives on Freedom of Speech and Undergraduates.

ERIC Educational Resources Information Center

Herbeck, Dale A.

Teaching freedom of speech to undergraduates is a difficult task, in part as a result of the challenging history of free expression in the United States. The difficulty is compounded by the need to teach the topic, in contrast to indoctrinating the students in an ideology of free speech. The Bill of Rights, and specifically the First Amendment,…

Mining Top K Spread Sources for a Specific Topic and a Given Node.

PubMed

Liu, Weiwei; Deng, Zhi-Hong; Cao, Longbing; Xu, Xiaoran; Liu, He; Gong, Xiuwen

2015-11-01

In social networks, nodes (or users) interested in specific topics are often influenced by others. The influence is usually associated with a set of nodes rather than a single one. An interesting but challenging task for any given topic and node is to find the set of nodes that represents the source or trigger for the topic and thus identify those nodes that have the greatest influence on the given node as the topic spreads. We find that it is an NP-hard problem. This paper proposes an effective framework to deal with this problem. First, the topic propagation is represented as the Bayesian network. We then construct the propagation model by a variant of the voter model. The probability transition matrix (PTM) algorithm is presented to conduct the probability inference with the complexity O(θ(3)log2θ), while θ is the number nodes in the given graph. To evaluate the PTM algorithm, we conduct extensive experiments on real datasets. The experimental results show that the PTM algorithm is both effective and efficient.

The Computer and English Teaching.

ERIC Educational Resources Information Center

Matthews, Dorothy, Ed.

1985-01-01

Written from a variety of perspectives, the 13 articles in this journal issue focus on the use of the computer in teaching English. Specific topics discussed in the articles are as follows: the era of the microcomputer, by R. Baird Shuman; pedagogical issues involving computers, by Duane Roen and Margaret Fleming; computer rhetoric at the…

Emotions in teaching environmental science

NASA Astrophysics Data System (ADS)

Quigley, Cassie

2016-09-01

This op-ed article examines the emotional impact of teaching environmental science and considers how certain emotions can broaden viewpoints and other emotions narrow them. Specifically, it investigates how the topic of climate change became an emotional debate in a science classroom because of religious beliefs. Through reflective practice and examination of positionality, the author explored how certain teaching practices of pre-service science teachers created a productive space and other practices closed down the conversations. This article is framed with theories that explore both divergent and shared viewpoints.

Video im Anfaengerunterricht. Modell: Vorgabe und Einuebung von Dialogsituationen und Sprechintentionen (Video in Teaching Beginners. Model: Example and Practice in Dialog Situations and Topics for Oral Practice)

ERIC Educational Resources Information Center

Bauer, Hans L.

1977-01-01

Describes the production, at the Goethe Institute in Osaka, of video programs for teaching beginners in German. Learning goals, actualization, sample topics and variation scenes are presented; the teaching process (in ten points) is discussed, theoretically and on the basis of experience. (Text is in German.) (IFS/WGA)

Money, the Banking System and Monetary Policy in Canada: A Teaching Unit.

ERIC Educational Resources Information Center

Curtis, Douglas C. A.; Staunton, Ted, Ed.

One of a series of teaching units designed to introduce secondary school students to the Canadian economy, this handbook contains instructional materials on Canada's monetary system and policy. Material is organized and presented in terms of specific topic readings and illustrative activities. The topics covered in six sections are money, the…

Effects of Epistemological Beliefs and Topic-Specific Beliefs on Undergraduates' Cognitive and Strategic Processing of Dual-Positional Text.

ERIC Educational Resources Information Center

Kardash, CarolAnne M.; Howell, Karen L.

2000-01-01

Investigates effects of epistemological beliefs and topic-specific beliefs on undergraduates' (N=40) cognitive and strategic processing of a dual-positional text. Findings reveal that epistemological beliefs about the speed of learning affected the overall number of cognitive processes exhibited, whereas topic-specific beliefs interacted with the…

Teaching about Radioactivity and Ionising Radiation: An Alternative Approach.

ERIC Educational Resources Information Center

Millar, Robin; And Others

1990-01-01

Children's ideas about radiation and radioactivity are reviewed and several common areas of misunderstanding are identified. An approach to teaching the topic at the secondary school level which seeks to specifically address known difficulties is outlined. (CW)

Diagnosis of Specific Learning Disabilities and Prescriptive Teaching.

ERIC Educational Resources Information Center

Alonso, Lou; And Others

The recent trend in special education toward individualized teaching based on the diagnosis of specific learning disabilities is reviewed. The concern of educators for emphasis on psychoeducational diagnosis to determine learning and behavioral problems, and their remediation, rather than primarily on classification and categorization along…

History, Rationality, Narrative, Imagery: A Four-Way Conversation on Teaching the Arab-Israeli Conflict

ERIC Educational Resources Information Center

Caplan, Neil; Pearlman, Wendy; Sasley, Brent E.; Sucharov, Mira

2012-01-01

The Arab-Israeli conflict can be a difficult topic to teach, for a variety of reasons. As such, this article represents a conversation by four scholar-teachers of the Middle East and the conflict about our approaches to teaching it. We discuss our motivations for the manner in which we teach the conflict and some of the specific tools we use to do…

Teaching Social Studies in the Secondary School. Description of Teacher Inservice Education Materials.

ERIC Educational Resources Information Center

National Education Association, Washington, DC. Project on Utilization of Inservice Education R & D Outcomes.

The teacher program described here focuses on why social studies should be part of the secondary school curriculum and attempts to delineate effective methods for teaching social studies. Specific topics in this program are thinking and social studies, multiple viewpoints as evidence, historiography as a teaching devise, developing an analytical…

The Nature of Psychology: Reflections on University Teachers' Experiences of Teaching Sensitive Topics

ERIC Educational Resources Information Center

Hulme, Julie A.; Kitching, Helen J.

2017-01-01

This paper describes one aspect of a larger scale qualitative study conducted to investigate psychology-specific issues in learning and teaching in higher education. Participants included academic psychologists from across the career spectrum and from diverse UK universities. A semi-structured focus group methodology was employed, and results were…

Improving College Teaching.

ERIC Educational Resources Information Center

Seldin, Peter; And Others

This volume contains 20 papers providing practical, ready-to-use, research-based information to foster effective college teaching. Four sections group the papers under the following topics: (1) key influences on teaching quality; (2) programs to improve teaching; (3) strategies for teaching improvement; and (4) approaches to nontraditional…

Teaching disability and rehabilitation to medical students. Steering Group on Medical Education and Disability.

PubMed

Kahtan, S; Inman, C; Haines, A; Holland, P

1994-09-01

A survey of UK medical schools was undertaken to determine the teaching that was being offered on disability and rehabilitation. In general, teaching on this topic appeared fragmented and inadequate but a number of interesting innovations were identified. These included: a drama workshop run by a group whose members mainly have learning disabilities at St George's Medical School, student-directed learning at the University of Dundee and structured teaching programmes at the Universities of Leeds and Edinburgh. The General Medical Council Education Committee's 1991 discussion document on the undergraduate curriculum specifically mentions disability as an important topic. A number of schools mentioned that they were in the process of revising their curriculum as a consequence. Recommendations arising from the findings of the survey include integration of disability and rehabilitation into clinical teaching, focus of teaching on those types of disability which are common in the community, greater emphasis on functional assessment in teaching the physical examination, and the wider use of standard assessment instruments, for example for activities of daily living, cognitive impairment and locomotor disability. There is a need for improved communication between medical schools to facilitate the spread of educational activities on this topic.

Peer-to-Peer Teaching Using Multi-Disciplinary Applications as Topics

ERIC Educational Resources Information Center

Sturdivant, Rodney X.; Souhan, Brian E.

2011-01-01

Most educators know that the best way to truly understand new material is to teach it. The use of students as peer educators provides numerous benefits to the student teacher and his or her classmates. Student-led instruction or peer-to-peer teaching is not a new concept or teaching technique. Peer teaching traces its roots back to the ancient…

Topics in Bioethics: A Development of Student Perspectives†

PubMed Central

Johnson, Keith A.

2014-01-01

Exposing students to current biotechnological and medical issues is eye-opening for many students in a way that is not always achieved through lecture-based learning. Lecture or investigative teaching styles provide a tremendous knowledge base for the students, but sometimes these teaching styles do not allow the student to fully develop, especially personal attitudes to issues in bioethics. Through online videos, Hollywood movies, guided readings and classroom discussions, students in this course are informed of some bioethical topics, encouraged to learn about other topics, and use this gained knowledge to develop personal positions regarding the value and/or risk of the issues. This course has been well-received by previous students as a favorite in terms of both topics covered and style. PMID:25574290

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

ERIC Educational Resources Information Center

Lehmann, Susan W.

2010-01-01

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…

Key Topics in Education in Europe, Volume 3. The Teaching Profession in Europe: Profile, Trends and Concerns. Report IV: Keeping Teaching Attractive for the 21st Century--General Lower Secondary Education

ERIC Educational Resources Information Center

Coghlan, Misia; Forsthuber, Bernadette; Minguez, Maria Luisa Garcia; Sabadie, Jesus Alquezar; Delhaxhe, Arlette

2004-01-01

The study by Eurydice on the teaching profession, which has been the subject of four reports published in the "Key topics in education in Europe" series, examines the position of teachers in lower secondary education in 30 countries. The first report considered how the initial training of teachers prepared them for their occupation along…

Manual for Teaching Assistants.

ERIC Educational Resources Information Center

Wisconsin Univ., Madison. Coll. of Letters and Science.

Information on teaching techniques, student evaluation, and campus resources is presented for new teaching assistants. Topics include: lecturing, leading discussion sessions (especially in the humanities and social sciences), teaching the laboratory section, teaching a section of a course, teaching a foreign language, office hours, and use of the…

Occupation-Specific VESL Teaching Techniques. A VESL Staff Development Training Resource Packet.

ERIC Educational Resources Information Center

West, Linda; Wilkinson, Betty

Materials for a workshop on teaching vocational English as a Second Language (VESL) are gathered. An annotated outline presents the content and sequence of the workshop, including an icebreaker activity, general techniques for teaching occupation-specific vocabulary, sample lesson plans and accompanying instructional materials for teaching…

Difficulties in Teaching English for Specific Purposes: Empirical Study at Vietnam Universities

ERIC Educational Resources Information Center

Hoa, Nguy?n Th? T?; Mai, Ph?m Th? Tuy?t

2016-01-01

In recent years, teaching English, especially English for specific purposes at Vietnam universities has received a lot of attention from students, teachers, and relevant authorities because of not high teaching effectiveness. This results in the fact that students after graduation do not meet English requirements of employers, so unemployment…

Classroom Experiments: Teaching Specific Topics or Promoting the Economic Way of Thinking?

ERIC Educational Resources Information Center

Emerson, Tisha L. N.; English, Linda K.

2016-01-01

The authors' data contain inter- and intra-class variations in experiments to which students in a principles of microeconomics course were exposed. These variations allowed the estimation of the effect on student achievement from the experimental treatment generally, as well as effects associated with participation in specific experiments. The…

Developing New Pedagogy to Teach Planet Formation to Undergraduate Non-Science Majors

NASA Astrophysics Data System (ADS)

Simon, Molly; Impey, Chris David; Buxner, Sanlyn

2016-06-01

A first order understanding of planet formation and the scientific concepts therein is critical in order for undergraduate students to understand our place in the Universe. Furthermore, planet formation integrates the topics of gravity, angular momentum, migration, and condensation in a “story-book” fashion where students can apply these concepts to a specific event. We collected syllabi and course topics from over 30 undergraduate general-education astrobiology courses from around the globe in order to determine the extent to which professors address planet formation. Additionally, we were looking to see if faculty had developed specific or original pedagogy to teach this topic. We find on average, instructors spend ½ of a lecture discussing planet formation or they leave it out all together. In the classes where planet formation is taught more extensively, instructors use PowerPoint slides or occasional videos to teach the topic. We aim to develop new pedagogy that will allow us to better determine learning gains and student understanding of this critical topic. If students in an astrobiology class are unable to understand how our own Solar System forms, it is significantly more challenging to make parallels (or find differences) between our home in the Universe and extrasolar planetary systems.

The Procedurally Directive Approach to Teaching Controversial Issues

ERIC Educational Resources Information Center

Gregory, Maughn Rollins

2014-01-01

Recent articles on teaching controversial topics in schools have employed Michael Hand's distinction between "directive teaching," in which teachers attempt to persuade students of correct positions on topics that are not rationally controversial, and "nondirective teaching," in which teachers avoid persuading students on…

Use of the Rasch measurement model to explore the relationship between content knowledge and topic-specific pedagogical content knowledge for organic chemistry

NASA Astrophysics Data System (ADS)

Davidowitz, Bette; Potgieter, Marietjie

2016-06-01

Research has shown that a high level of content knowledge (CK) is necessary but not sufficient to develop the special knowledge base of expert teachers known as pedagogical content knowledge (PCK). This study contributes towards research to quantify the relationship between CK and PCK in science. In order to determine the proportion of the variance in PCK accounted for by the variance in CK, instruments are required which are valid and reliable as well as being unidimensional to measure person abilities for CK and PCK. An instrument consisting of two paper-and-pencil tests was designed to assess Grade 12 teachers CK and PCK in organic chemistry. We used the Rasch measurement model to convert raw score data into interval measures and to provide empirical evidence for the validity, reliability and unidimensionality of the tests. The correlation between CK and PCK was estimated as r = .66 (p < .001). We found evidence to suggest that while topic-specific PCK (TSPCK) develops with increasing teaching experience, high levels of CK can be acquired with limited teaching experience. These findings support the hypothesis that CK is a requirement for the development of TSPCK; proficiency in CK is, however, not necessarily associated with high levels of TSPCK.

Mead and Dewey: Thematic Connections on Educational Topics.

ERIC Educational Resources Information Center

Dennis, Lawrence J.; Stickel, George W.

1981-01-01

Common themes emerge from the writings of John Dewey and George Herbert Mead on four educational topics discussed here: (1) play; (2) science teaching; (3) history teaching; and (4) industrial education. Both men deplored the fragmentation of education and believed moral insight could be furthered through social understanding, science, and…

Teaching Math to Young Children. Educator's Practice Guide. What Works Clearinghouse. NCEE 2014-4005

ERIC Educational Resources Information Center

Frye, Douglas; Baroody, Arthur J.; Burchinal, Margaret; Carver, Sharon M.; Jordan, Nancy C.; McDowell, Judy

2013-01-01

The goal of this practice guide is to offer educators specific, evidence-based recommendations that address the challenge of teaching early math to children ages 3 to 6. The guide provides practical, clear information on critical topics related to teaching early math and is based on the best available evidence as judged by the authors. The guide…

Teaching meta-analysis using MetaLight.

PubMed

Thomas, James; Graziosi, Sergio; Higgins, Steve; Coe, Robert; Torgerson, Carole; Newman, Mark

2012-10-18

Meta-analysis is a statistical method for combining the results of primary studies. It is often used in systematic reviews and is increasingly a method and topic that appears in student dissertations. MetaLight is a freely available software application that runs simple meta-analyses and contains specific functionality to facilitate the teaching and learning of meta-analysis. While there are many courses and resources for meta-analysis available and numerous software applications to run meta-analyses, there are few pieces of software which are aimed specifically at helping those teaching and learning meta-analysis. Valuable teaching time can be spent learning the mechanics of a new software application, rather than on the principles and practices of meta-analysis. We discuss ways in which the MetaLight tool can be used to present some of the main issues involved in undertaking and interpreting a meta-analysis. While there are many software tools available for conducting meta-analysis, in the context of a teaching programme such software can require expenditure both in terms of money and in terms of the time it takes to learn how to use it. MetaLight was developed specifically as a tool to facilitate the teaching and learning of meta-analysis and we have presented here some of the ways it might be used in a training situation.

Using ICT to Teach "Hard to Teach" Topics in Science

ERIC Educational Resources Information Center

Oakes, Malcolm

2009-01-01

Science is a wonderful subject to teach. Often characterised as "hard", it is a subject that has evolved constantly over the years by adopting new practices. In recent years, these have included many aspects of ICT, which was the starting point for the author and his team's project. The basic principles of the project were that: (1) subject…

The Teaching of Undergraduate Health Psychology: A National Survey

ERIC Educational Resources Information Center

Panjwani, Aliza A.; Gurung, Regan A. R.; Revenson, Tracey A.

2017-01-01

We conducted an online national survey to examine how undergraduate health psychology is taught, offer information about course design and content, and provide a needs analysis. Health psychology instructors (N = 126) answered questions about course format, teaching tools, importance of covering specific topics, and needed resources. A principal…

Summer institute for the teaching of psychology

DOE Office of Scientific and Technical Information (OSTI.GOV)

Rycek, R.F.; Miller, R.L.

This presentation will focus on the development of a summer institute to enhance high school and post-secondary teaching in psychology. The purpose of the institute is to provide an intensive teaching seminar in a specific content area of psychology presented by notable researchers and textbook authors in the field. The goal of the institute is to: (1) update participants in a particular content area, (2) introduce participants to new methods and technologies for teaching the content area at the high school and college level, and (3) provide attendees with a set of curriculum materials including classroom exercises and demonstrations whichmore » will allow students to conduct scientific experiments in psychology as well as to relate their findings to real world issues. The actual institute is staffed by at least three nationally known experts in a particular topic area of psychology. Over a five-day period, each expert gives at least three major presentations followed by appropriate breakout session which include demonstrations and discussions. The experts supply lecture outlines and supporting materials for their topics area which participants receive as a part of their learning packet. Participants also have the opportunity to share their teaching experiences and expertise.« less

Celebrating Distance Teaching Innovations: The Certificate in Distance Teaching.

ERIC Educational Resources Information Center

Boylan, Colin; Tuovinen, Juhani

Charles Sturt University (Riverina, Australia) has initiated the Certificate in Distance Teaching course for rural teachers working in a distance education setting to extend their understandings about rural and distance education topics. Two semester-long subjects constitute the course: pedagogy of distance teaching and organization of distance…

The Effect of Planetariums on Teaching Specific Astronomy Concepts

ERIC Educational Resources Information Center

Türk, Cumhur; Kalkan, Hüseyin

2015-01-01

This study aimed to determine students' knowledge levels related to specific astronomy concepts and the effect of a planetarium environment on teaching. The study sample included seventh-grade (12-13 years old) students. For this purpose, 240 students of various socioeconomic and cultural levels from six schools (two in the city center, two…

Using the Internet To Create Primary Source Teaching Packets.

ERIC Educational Resources Information Center

VanFossen, Phillip J.; Shiveley, James M.

2000-01-01

Describes strategies and guidelines for creating age- and content-appropriate primary source documents using the Internet. Discusses the value of using topic-specific primary source teaching packets, or jackdaws. Provides three Internet generated jackdaws: New Deal/FDR, Home Front during World War II, and the Gilded Age. Addresses fair use issues.…

Physics Teaching in a Rural School.

ERIC Educational Resources Information Center

Wilhite, Lora

1979-01-01

The author describes, in a highly personal manner, physics teaching in a rural school. Topics detailed include: program descriptions, teaching methods, textbook selection and adoption procedures, teaching load, and the problems associated with teaching in a school district with limited funds. (BT)

Making Advanced Computer Science Topics More Accessible through Interactive Technologies

ERIC Educational Resources Information Center

Shao, Kun; Maher, Peter

2012-01-01

Purpose: Teaching advanced technical concepts in a computer science program to students of different technical backgrounds presents many challenges. The purpose of this paper is to present a detailed experimental pedagogy in teaching advanced computer science topics, such as computer networking, telecommunications and data structures using…

Parsing the Practice of Teaching

ERIC Educational Resources Information Center

Kennedy, Mary

2016-01-01

Teacher education programs typically teach novices about one part of teaching at a time. We might offer courses on different topics--cultural foundations, learning theory, or classroom management--or we may parse teaching practice itself into a set of discrete techniques, such as core teaching practices, that can be taught individually. Missing…

Everything that New and Adjunct Business Faculty Members Should Ask about Teaching, but Don't Know Enough to Ask

ERIC Educational Resources Information Center

Berschback, Rick

2010-01-01

This paper is a user-friendly manual designed to minimize the growing pains associated with college-level teaching. Specific topics include syllabus development, classroom teaching methods, proper use of the initial class session, and advice related to answering student questions. Many new and adjunct instructors are met with unexpected challenges…

English for Specific Purposes: Teaching English for Science and Technology

NASA Astrophysics Data System (ADS)

Musikhin, I. A.

2016-06-01

In the era of globalization, English communication for scientists and engineers whose native language is not English has become as important as their major related abilities. The paper describes the results of a four-year experience in the development of English for specific purpose manuals in the field of photogrammetry, interferometry, and GNSS technologies, as well as key teaching methods and didactic approaches used in class and out-of-class activities. The focus of the present study is to provide a detailed description of the development and systematic updating of a relevant manual, aimed at professional language training of learners. The findings of the study reflect the importance of an ESP course for scientists and engineers: conducting a needs analysis for carrying out a specific search of relevant and reliable authentic materials, defining proper teaching methods, software and didactic approaches used in the educational process to develop the language skills necessary to be active and contributive players in the competitive world.

Health Policy in Physician Assistant Education: Teaching Considerations and a Model Curriculum.

PubMed

Kidd, Vasco Deon; Cawley, James F; Kayingo, Gerald

2016-03-01

Recognition is growing within the medical academic community that future clinicians will need the tools to understand and influence health policy decisions. With the passage of the Patient Protection and Affordable Care Act of 2010, future clinicians will need not only clinical competence for successful practice but also an understanding of how health systems function. Although the fourth edition of the Accreditation Standards for Physician Assistant Education contains provisions and stipulations for the teaching of health topics in general and health policy specifically, physician assistant (PA) educators retain little consensus regarding either learning objectives or specific rubrics for teaching these important concepts. In this article, we discuss approaches for teaching health policy, delineate useful educational resources for PA faculty, and propose a model curriculum.

Teacher- or Learner-Centred? Science Teacher Beliefs Related to Topic Specific Pedagogical Content Knowledge: A South African Case Study

ERIC Educational Resources Information Center

Mavhunga, Elizabeth; Rollnick, Marissa

2016-01-01

In science education, learner-centred classroom practices are widely accepted as desirable and are associated with responsive and reformed kinds of teacher beliefs. They are further associated with high-quality Pedagogical Content Knowledge (PCK). Topic-Specific Pedagogical Content Knowledge (TSPCK), a version of PCK defined at topic level, is…

K-8 Educators Perceptions and Preparedness for Teaching Evolution Topics

ERIC Educational Resources Information Center

Nadelson, Louis S.; Nadelson, Sandra

2010-01-01

Many science education standards mandate teaching evolution concepts in the K-8 curriculum. Yet, not all K-8 certified educators embrace the notion of teaching evolution content Factors influencing K-8 teacher engagement with evolution curriculum include evolution familiarity and personal beliefs conflicts. With this in mind, we investigated the…

Root and Branch Reform: Teaching City Kids about Urban Trees

ERIC Educational Resources Information Center

Walker, Mark

2017-01-01

In today's electronic age, suburban and city children are increasingly disconnected with the natural world. Studying trees allows children to learn about the world they live in and can teach a variety of useful topics contained within the National Curriculum in England. Knowledge of trees is specifically required in the science curriculum at key…

Managing Substitute Teaching.

ERIC Educational Resources Information Center

Jones, Kevin R.

1999-01-01

This news brief presents information on managing substitute teaching. The information is based on issues discussed at a summit meeting which included public school administrators and personnel directors from around the nation. The main topics of concern focused around four core components related to the management of substitute teaching:…

Useful Computer Mailing Lists for Language Teaching and Linguistics.

ERIC Educational Resources Information Center

Kitao, Kenji; Kitao, S. Kathleen

This document provides information on computer mailing lists available on the Internet that may be of interest to those in the fields of language teaching and linguistics. There are more than 24,000 lists on the Internet, all are free, and each list has a specific topic and scope. Users can access each list and enter into ongoing discussions or…

A Money Planner. Teaching Budgeting Skills to Low-Income Consumers.

ERIC Educational Resources Information Center

Shurtz, Mary Ann; LeFlore, Ann Becker

This module, one of six on teaching consumer matters to low-income groups, focuses on budgeting and managing money. Budgeting is examined in two contexts: skills which apply to everyone at every income level and skills which specifically apply to low-income people. Topics include how to write a budget (starting a group workshop, small group work,…

SETI: A good introductory physics topic

NASA Astrophysics Data System (ADS)

Hobson, Art

1997-04-01

If America is to achieve the science literacy that is essential to industrialized democracy, all students must study such topics as scientific methodology, pseudoscience, ozone depletion, and global warming. My large-enrollment liberal-arts physics course covers the great principles of physics along with several such philosophical and societal topics. It is easy to include the interdisciplinary context of physics in courses for non-scientists, because these courses are flexible, conceptual, and taught to students whose interests span a broad range. Students find these topics relevant and fascinating, leading to large enrollments by non-scientists even in courses labeled ''physics.'' I will discuss my approach to teaching the search for extra-terrestrial intelligence (SETI), a topic with lots of good physics and with connections to scientific methodology and pseudoscience. A textbook for this kind of course has been published, Physics: Concepts and Connections (Prentice-Hall, 1995).

Identifying Topics in Microblogs Using Wikipedia.

PubMed

Yıldırım, Ahmet; Üsküdarlı, Suzan; Özgür, Arzucan

2016-01-01

Twitter is an extremely high volume platform for user generated contributions regarding any topic. The wealth of content created at real-time in massive quantities calls for automated approaches to identify the topics of the contributions. Such topics can be utilized in numerous ways, such as public opinion mining, marketing, entertainment, and disaster management. Towards this end, approaches to relate single or partial posts to knowledge base items have been proposed. However, in microblogging systems like Twitter, topics emerge from the culmination of a large number of contributions. Therefore, identifying topics based on collections of posts, where individual posts contribute to some aspect of the greater topic is necessary. Models, such as Latent Dirichlet Allocation (LDA), propose algorithms for relating collections of posts to sets of keywords that represent underlying topics. In these approaches, figuring out what the specific topic(s) the keyword sets represent remains as a separate task. Another issue in topic detection is the scope, which is often limited to specific domain, such as health. This work proposes an approach for identifying domain-independent specific topics related to sets of posts. In this approach, individual posts are processed and then aggregated to identify key tokens, which are then mapped to specific topics. Wikipedia article titles are selected to represent topics, since they are up to date, user-generated, sophisticated articles that span topics of human interest. This paper describes the proposed approach, a prototype implementation, and a case study based on data gathered during the heavily contributed periods corresponding to the four US election debates in 2012. The manually evaluated results (0.96 precision) and other observations from the study are discussed in detail.

Identifying Topics in Microblogs Using Wikipedia

PubMed Central

Yıldırım, Ahmet; Üsküdarlı, Suzan; Özgür, Arzucan

2016-01-01

Twitter is an extremely high volume platform for user generated contributions regarding any topic. The wealth of content created at real-time in massive quantities calls for automated approaches to identify the topics of the contributions. Such topics can be utilized in numerous ways, such as public opinion mining, marketing, entertainment, and disaster management. Towards this end, approaches to relate single or partial posts to knowledge base items have been proposed. However, in microblogging systems like Twitter, topics emerge from the culmination of a large number of contributions. Therefore, identifying topics based on collections of posts, where individual posts contribute to some aspect of the greater topic is necessary. Models, such as Latent Dirichlet Allocation (LDA), propose algorithms for relating collections of posts to sets of keywords that represent underlying topics. In these approaches, figuring out what the specific topic(s) the keyword sets represent remains as a separate task. Another issue in topic detection is the scope, which is often limited to specific domain, such as health. This work proposes an approach for identifying domain-independent specific topics related to sets of posts. In this approach, individual posts are processed and then aggregated to identify key tokens, which are then mapped to specific topics. Wikipedia article titles are selected to represent topics, since they are up to date, user-generated, sophisticated articles that span topics of human interest. This paper describes the proposed approach, a prototype implementation, and a case study based on data gathered during the heavily contributed periods corresponding to the four US election debates in 2012. The manually evaluated results (0.96 precision) and other observations from the study are discussed in detail. PMID:26991442

Creative Teaching Ideas.

ERIC Educational Resources Information Center

Chapman, Patricia H., Comp.; And Others

This book contains 172 creative teaching ideas pertaining to various subject areas and aspects of business education. Most of the ideas included are intended for use in secondary and postsecondary classrooms; however, a few are applicable at all grade levels. The teaching ideas are organized according to the following subject areas/topics:…

Understanding Graduate Teaching Assistants as Tutorial Instructors

NASA Astrophysics Data System (ADS)

Scherr, Rachel E.; Elby, A.

2006-12-01

Physics graduate teaching assistants are essential to the implementation of many collaborative active-learning environments, including tutorials. However, many TAs have trouble teaching effectively in these formats. Anecdotal evidence suggests that the problems may include inappropriate models of physics students, unproductive theories of learning, lack of experience with modern pedagogical methods, and weaknesses in understanding basic physics topics. A new research project at the University of Maryland is investigating the specific nature of TAs' experience with reform instruction using in-depth studies of TAs in course preparation sessions, in the tutorial classroom, in a weekly teaching seminar, and in reflective interviews. We find that all TAs studied recognize the insufficiency of traditional instruction to at least some extent, citing as evidence their own learning experiences, prior teaching experiences, and exposure to FCI-type data. We also observe great variability in views of the nature of physics knowledge and learning (both professed and enacted). These results are informing the development of the professional development program for physics teaching assistants at the University of Maryland.

TEACH: An Ethogram-Based Method to Observe and Record Teaching Behavior

ERIC Educational Resources Information Center

Kline, Michelle Ann

2017-01-01

Teaching has attracted growing research attention in studies of human and animal behavior as a crucial behavior that coevolved with human cultural capacities. However, the synthesis of data on teaching across species and across human populations has proven elusive because researchers use a variety of definitions and methods to approach the topic.…

Review of Recent Applied Linguistics Research in Finland and Sweden, with Specific Reference to Foreign Language Learning and Teaching

ERIC Educational Resources Information Center

Ringbom, Hakan

2012-01-01

This review covers recent applied linguistic research in Finland and Sweden during the years 2006-2011, with particular emphasis on foreign language learning and teaching. Its primary aim is to inform the international research community on the type of research that is going on in these countries. Special attention is given to topics which have…

Teaching introductory undergraduate physics using commercial video games

NASA Astrophysics Data System (ADS)

Mohanty, Soumya D.; Cantu, Sergio

2011-09-01

Commercial video games are increasingly using sophisticated physics simulations to create a more immersive experience for players. This also makes them a powerful tool for engaging students in learning physics. We provide some examples to show how commercial off-the-shelf games can be used to teach specific topics in introductory undergraduate physics. The examples are selected from a course taught predominantly through the medium of commercial video games.

Competencies in Science Teaching

ERIC Educational Resources Information Center

Mathelitsch, Leopold

2013-01-01

The role of competencies is discussed with respect to science teaching. In particular, competence models from Germany, Switzerland and Austria are presented and compared. A special topical program, "Competencies in Mathematics and Science Teaching", was started in Austria three years ago. Initial experiences with this program are…

Making Presentations. ERIC Topical Bibliography and Commentary.

ERIC Educational Resources Information Center

Smith, Carl B., Ed.

This topical bibliography and commentary consists of research summaries which address the challenges of creating an effective public presentation. The research articles discussed in the bibliography/commentary are geared toward teaching students to better present information with an emphasis on the primary importance of content above empty…

Teaching about Love and Practicing Feminist Pedagogy in a College Classroom

ERIC Educational Resources Information Center

Mei-Hui, You

2014-01-01

Being a feminist teacher, working on gender equity education, including teaching, reading, writing, and doing research on this topic, has become a commitment for me. I have frequently reflected my teaching practices and occasionally found new teaching strategies in the classroom. I always try to bring new topics or issues into the classroom in…

Interactive Methods for Teaching Action Potentials, an Example of Teaching Innovation from Neuroscience Postdoctoral Fellows in the Fellowships in Research and Science Teaching (FIRST) Program.

PubMed

Keen-Rhinehart, E; Eisen, A; Eaton, D; McCormack, K

2009-01-01

Acquiring a faculty position in academia is extremely competitive and now typically requires more than just solid research skills and knowledge of one's field. Recruiting institutions currently desire new faculty that can teach effectively, but few postdoctoral positions provide any training in teaching methods. Fellowships in Research and Science Teaching (FIRST) is a successful postdoctoral training program funded by the National Institutes of Health (NIH) providing training in both research and teaching methodology. The FIRST program provides fellows with outstanding interdisciplinary biomedical research training in fields such as neuroscience. The postdoctoral research experience is integrated with a teaching program which includes a How to Teach course, instruction in classroom technology and course development and mentored teaching. During their mentored teaching experiences, fellows are encouraged to explore innovative teaching methodologies and to perform science teaching research to improve classroom learning. FIRST fellows teaching neuroscience to undergraduates have observed that many of these students have difficulty with the topic of neuroscience. Therefore, we investigated the effects of interactive teaching methods for this topic. We tested two interactive teaching methodologies to determine if they would improve learning and retention of this information when compared with standard lectures. The interactive methods for teaching action potentials increased understanding and retention. Therefore, FIRST provides excellent teaching training, partly by enhancing the ability of fellows to integrate innovative teaching methods into their instruction. This training in turn provides fellows that matriculate from this program more of the characteristics that hiring institutions desire in their new faculty.

Interactive Methods for Teaching Action Potentials, an Example of Teaching Innovation from Neuroscience Postdoctoral Fellows in the Fellowships in Research and Science Teaching (FIRST) Program

PubMed Central

Keen-Rhinehart, E.; Eisen, A.; Eaton, D.; McCormack, K.

2009-01-01

Acquiring a faculty position in academia is extremely competitive and now typically requires more than just solid research skills and knowledge of one’s field. Recruiting institutions currently desire new faculty that can teach effectively, but few postdoctoral positions provide any training in teaching methods. Fellowships in Research and Science Teaching (FIRST) is a successful postdoctoral training program funded by the National Institutes of Health (NIH) providing training in both research and teaching methodology. The FIRST program provides fellows with outstanding interdisciplinary biomedical research training in fields such as neuroscience. The postdoctoral research experience is integrated with a teaching program which includes a How to Teach course, instruction in classroom technology and course development and mentored teaching. During their mentored teaching experiences, fellows are encouraged to explore innovative teaching methodologies and to perform science teaching research to improve classroom learning. FIRST fellows teaching neuroscience to undergraduates have observed that many of these students have difficulty with the topic of neuroscience. Therefore, we investigated the effects of interactive teaching methods for this topic. We tested two interactive teaching methodologies to determine if they would improve learning and retention of this information when compared with standard lectures. The interactive methods for teaching action potentials increased understanding and retention. Therefore, FIRST provides excellent teaching training, partly by enhancing the ability of fellows to integrate innovative teaching methods into their instruction. This training in turn provides fellows that matriculate from this program more of the characteristics that hiring institutions desire in their new faculty. PMID:23493377

A Comparison of the Long-Term Learning Effects of Comprehensive and Topic-Specific Practice Set Assignments

ERIC Educational Resources Information Center

Fatemi, Darius; Marley, Robert; Marquis, Linda M.

2015-01-01

The authors examined the long-term learning effects of two different practice set assignment approaches on business students' long-term learning: a comprehensive, multiple-period practice set and a topic-specific practice set. Student learning was measured longitudinally across semesters. The authors found evidence that students using a…

The Effectiveness of Computer-Assisted Instruction for Teaching Mathematics to Students with Specific Learning Disability

ERIC Educational Resources Information Center

Stultz, Sherry L.

2013-01-01

Using computers to teach students is not a new idea. Computers have been utilized for educational purposes for over 80 years. However, the effectiveness of these programs for teaching mathematics to students with specific learning disability is unclear. This study was undertaken to determine if computer-assisted instruction was as effective as…

Exploring the Effects of Specific, Hands-On Interventions, on Environmental Science Topics in Teacher Education Programs

NASA Astrophysics Data System (ADS)

Bullock, S. M.; Hayhoe, D.

2012-12-01

With increased concern over the environment, all Ontario students now study soils, energy conservation, water systems, and climate change & the greenhouse effect in Grades 3, 5, 7, 8 and 10. Unfortunately, many prospective teachers at the elementary and intermediate levels come to teacher education programs with little or no formal science education beyond their own experiences as students in the K-12 system. We devised a series of concept tests (some binary choice, some multiple choice) designed to assess teacher candidates' conceptual understandings of soils, energy, water systems, and climate change and the greenhouse effect - the very content they are expected to teach their future students in the school system. We administered a pre-test to our students at two institutions to establish a baseline of their understanding. Then, we specifically devoted class time to exploring each of these themes in our science curriculum methods courses in order using research-based principles of teaching devoted to promoting conceptual change through the use of hands-on, inquiry approaches in science. After a few months had passed, we again administered the same tests to teacher candidates to measure candidates' conceptual gain. Some teacher candidates also participated in follow-up focus group interviews so that they could have the opportunity to articulate their understandings of concepts in environmental science using their own words. In this poster we will report on data collected for this project over the past two academic years. We have reached two broad conclusions. First, teacher candidates know a considerable amount about the four environmental topics that were selected, despite the fact that most participants in the research did not have post-secondary training in science. For example, participants tended to know that planting different crops on the soil in different years helps to maintain fertile soils and that warmer oceans will cause an increase in the severity of

Thematic Teaching in Action

ERIC Educational Resources Information Center

Loughran, Sandra B.

2005-01-01

This article describes "thematic teaching," defined as a process of integrating and linking multiple elements of a curriculum in an ongoing exploration of many different aspects of a topic or subject. Thematic teaching is about students actively constructing their own knowledge. In classrooms where successful thematic work is in progress,…

The SERC K12 Educators Portal to Teaching Activities and Pedagogic Approaches

NASA Astrophysics Data System (ADS)

Larsen, K.; Kirk, K. B.; Manduca, C. A.; Ledley, T. S.; Schmitt, L.

2013-12-01

The Science Education Resource Center (SERC) has created a portal to information for K12 educators to provide high-quality grade level appropriate materials from a wide variety of projects and topics. These materials were compiled across the SERC site, showcasing materials that were created for, or easily adaptable to, K12 classrooms. This resource will help support implementation of Next Generation Science Standards by assisting educators in finding innovative resources to address areas of instruction that are conceptually different than previous national and state science standards. Specifically, the K12 portal assists educators in learning about approaches that address the cross-cutting nature of science concepts, increasing students quantitative reasoning and numeracy skills, incorporating technology such as GIS in the classroom, and by assisting educators of all levels of K12 instruction in using relevant and meaningful ways to teach science concepts. The K12 portal supports educators by providing access to hundreds of teaching activities covering a wide array of science topics and grade levels many of which have been rigorously reviewed for pedagogic quality and scientific accuracy. The portal also provides access to web pages that enhance teaching practices that help increase student's system thinking skills, make lectures interactive, assist instructors in conducting safe and effective indoor and outdoor labs, providing support for teaching energy and climate literacy principles, assisting educators in addressing controversial content, provide guidance in engaging students affective domain, and provides a collection of tools for making teaching relevant in 21st century classrooms including using GIS, Google Earth, videos, visualizations and simulations to model and describe scientific concepts. The portal also provides access to material for specific content and audiences by (1) Supporting AGIs 'Map your World' week to specifically highlight teaching

Probability workshop to be better in probability topic

NASA Astrophysics Data System (ADS)

Asmat, Aszila; Ujang, Suriyati; Wahid, Sharifah Norhuda Syed

2015-02-01

The purpose of the present study was to examine whether statistics anxiety and attitudes towards probability topic among students in higher education level have an effect on their performance. 62 fourth semester science students were given statistics anxiety questionnaires about their perception towards probability topic. Result indicated that students' performance in probability topic is not related to anxiety level, which means that the higher level in statistics anxiety will not cause lower score in probability topic performance. The study also revealed that motivated students gained from probability workshop ensure that their performance in probability topic shows a positive improvement compared before the workshop. In addition there exists a significance difference in students' performance between genders with better achievement among female students compared to male students. Thus, more initiatives in learning programs with different teaching approaches is needed to provide useful information in improving student learning outcome in higher learning institution.

Topic Continuity in Informal Conversations between Native and Non-Native Speakers of English

ERIC Educational Resources Information Center

Morris-Adams, Muna

2013-01-01

Topic management by non-native speakers (NNSs) during informal conversations has received comparatively little attention from researchers, and receives surprisingly little attention in second language learning and teaching. This article reports on one of the topic management strategies employed by international students during informal, social…

Chaos: A Topic for Interdisciplinary Education in Physics

ERIC Educational Resources Information Center

Bae, Saebyok

2009-01-01

Since society and science need interdisciplinary works, the interesting topic of chaos is chosen for interdisciplinary education in physics. The educational programme contains various university-level activities such as computer simulations, chaos experiment and team projects besides ordinary teaching. According to the participants, the programme…

Mature Age Professionals: Factors Influencing Their Decision to Make a Career Change into Teaching

ERIC Educational Resources Information Center

Bauer, Carmel; Thomas, Sue; Sim, Cheryl

2017-01-01

This paper presents the early findings from a study that addresses the topic of mature age professionals making a career change into the secondary teaching profession by undertaking a postgraduate coursework initial teacher education program. The paper specifically addresses the factors that affect the decision for mature age professionals to make…

Supporting Faculty Learning About Teaching: The On the Cutting Edge Website

NASA Astrophysics Data System (ADS)

Fox, S.; Iverson, E. A.; Manduca, C. A.; Kirk, K. B.; McDaris, J. R.; Ormand, C. J.; Bruckner, M. Z.

2011-12-01

The On the Cutting Edge website captures information about teaching geoscience from workshop participants and leaders. Designed to both support workshop participants in making use of ideas developed at the workshop and to allow a broader audience to access these ideas, the site includes more than 4900 pages of content in 39 topical collections with more than 1400 community-contributed teaching activities. The site is well used: in 2010, 850,000 visitors made more than one million visits to the site viewing more than 2.1 million pages. To obtain a more detailed understanding of site use within our target population, we interviewed a sample of 30 geoscience faculty. Five primary uses were described repeatedly and in depth: finding ideas for teaching, understanding what colleagues are doing in specific teaching situations, learning about methods, tools, or topic in education or geoscience, finding visualizations, and networking or career planning. Interviewees could describe particular instances where they made use of teaching materials and could cite reasons why they believed this improved student learning. To understand how these uses are manifest in the weblogs, a sample of 73 sessions that lasted at least 10 minutes, and viewed 10 or more pages were selected from March 2009 logs. Sessions were selected to sample heavy use of one or more topical collections, and to sample the diversity of log characteristics. The sessions were described qualitatively and the resulting descriptions categorized. Four recognizable use patterns emerged: activity browsing in some cases combined with study of a pedagogic method, browsing visualizations and associated topical content, digging deep within a particular topical collection, and cross-site browsing. These patterns seem consistent with the uses reported in the interviews. An analysis of characteristics of all sessions in 2008 viewing 10 or more pages indicate that the major uses described in the interview study by 30 faculty

Teaching and learning of medical biochemistry according to clinical realities: A case study.

PubMed

Jabaut, Joshua M; Dudum, Ramzi; Margulies, Samantha L; Mehta, Akshita; Han, Zhiyong

2016-01-01

To foster medical students to become physicians who will be lifelong independent learners and critical thinkers with healthy skepticism and provide high-quality patient care guided by the best evidence, teaching of evidence-based medicine (EBM) has become an important component of medical education. Currently, the teaching and learning of biochemistry in medical schools incorporates its medical relevance and applications. However, to our knowledge there have been no reports on integrating EBM with teaching and learning medical biochemistry. Here, we present a case study to illustrate the significance of this approach. This case study was based on a biochemistry/nutrition question in a popular board review book about whether a homeless alcoholic man is at risk of developing a deficiency of vitamin E. The possible answers and explanation provided in the book raised a question about the correct answer, which provided us with an opportunity to adapt the philosophy and certain basic EBM principles to find evidence for the clinical applicability of a commonly taught biochemistry topic. The outcome of this case study not only taught us how to conduct an EBM exercise to answer a specific patient question, but also provided us with an opportunity for in-depth teaching and learning of the medical relevance of a specific biochemistry topic based on the best clinical evidence obtained from a systematic research of medical literature. © 2015 The International Union of Biochemistry and Molecular Biology.

Teaching for Global Perspective: A Resource Handbook.

ERIC Educational Resources Information Center

Roach, Patricia Betts, Ed.

This state resource guide of approximately 250 lesson units for teaching global studies provides 18 topics and from 3-12 lessons for each topic. The topics include global perspective, using models, balance of power, conflict, development, global environment, global resources, global trade, human rights, hunger, ideologies, international…

Teaching the "Diagonalization Concept" in Linear Algebra with Technology: A Case Study at Galatasaray University

ERIC Educational Resources Information Center

Yildiz Ulus, Aysegul

2013-01-01

This paper examines experimental and algorithmic contributions of advanced calculators (graphing and computer algebra system, CAS) in teaching the concept of "diagonalization," one of the key topics in Linear Algebra courses taught at the undergraduate level. Specifically, the proposed hypothesis of this study is to assess the effective…

Team-teaching a current events-based biology course for nonmajors.

PubMed

Bondos, Sarah E; Phillips, Dereth

2008-01-01

Rice University has created a team-taught interactive biology course for nonmajors with a focus on cutting edge biology in the news-advances in biotechnology, medicine, and science policy, along with the biological principles and methodology upon which these advances are based. The challenges inherent to teaching current topics were minimized by team-teaching the course, providing knowledgeable and enthusiastic lecturers for every topic while distributing the effort required to update material. Postdoctoral associates and advanced graduate students served as lecturers, providing an opportunity for them to develop their teaching skills and learn to communicate effectively with nonscientists on newsworthy topics related to their research. Laboratory tours, in-class demonstrations, and mock-ups helped lecturers convey surprisingly advanced ideas with students who lacked a strong theoretical or practical science background. A faculty member and co-coordinator administer the class, organize class activities, and mentor the speakers on teaching techniques and lecture design. Course design, lecture topics, hands-on activities, and approaches to successfully solve the difficulties inherent to team teaching are discussed. Course evaluations reflect student involvement in, and enjoyment of, the class. Copyright © 2008 International Union of Biochemistry and Molecular Biology, Inc.

[A new teaching mode improves the effect of comprehensive experimental teaching of genetics].

PubMed

Fenghua, He; Jieqiang, Li; Biyan, Zhu; Feng, Gao

2015-04-01

To improve the research atmosphere in genetics experimental teaching and develop students' creativity in research, we carried out a reform in comprehensive experimental teaching which is one of important modules for genetics practice. In our new student-centered teaching mode, they chose research topics, performed experiments and took innovative approaches independently. With the open laboratory and technical platform in our experimental teaching center, students finished their experiments and were required to write a mini-research article. Comprehensive experimental teaching is a scientific research practice before they complete their thesis. Through this teaching practice, students' research skills in experimental design and operation, data analysis and results presentation, as well as their collaboration spirit and innovation consciousness are strengthened.

On the Presentation of Pre-Calculus and Calculus Topics: An Alternate View

ERIC Educational Resources Information Center

Davydov, Aleksandr; Sturm-Beiss, Rachel

2008-01-01

The orders of presentation of pre-calculus and calculus topics, and the notation used, deserve careful study as they affect clarity and ultimately students' level of understanding. We introduce an alternate approach to some of the topics included in this sequence. The suggested alternative is based on years of teaching in colleges within and…

Transforming teaching into scholarship.

PubMed

Turner, Teri; Palazzi, Debra; Ward, Mark; Lorin, Martin

2012-12-01

Traditionally, scholarship has been defined very narrowly as the number of one's publications and grant awards. Recently this definition has broadened to include dissemination of knowledge, experience or a tangible product shared with the educational community. In an effort to enhance our own educational development, in 2005 we formed a 'community of practice' centred on teaching. The group was formed to share ideas, to reflect on teaching experiences and to transmit new knowledge to other clinician-educators within our paediatrics department. By examining what we do as clinicians and teachers, we were able to gather information about how we teach and how our students learn. As we reflected on this information within our small learning community, we began to realise the value of other people's input as a great source of learning. One of our first activities as a community was to develop a series of conferences on clinical teaching. We also asked ourselves how we could transform what we were doing into educational scholarship. It occurred to us that the conference topics could be the chapters of a book. Therefore, we chose to create a handbook that was a 'learning journal' on teaching. We transformed the initial list of conference topics to scholarship by using a three-phase model for transforming teaching into scholarship. Using this framework, we have demonstrated how clinician-educators can transform teaching activities into scholarship, and how important a community of practice can be for professional development. © Blackwell Publishing Ltd 2012.

Models and Exemplars of Scholarship in the Teaching of Psychology

ERIC Educational Resources Information Center

Buskist, William; Carlson, Janet F.; Christopher, Andrew N.; Prieto, Loreto; Smith, Randolph A.

2008-01-01

This article provides ideas for engaging in the scholarship of teaching in psychology. Topics covered include contributing to the Society for the Teaching of Psychology's Office of Teaching Resources in Psychology and "Teaching of Psychology". Writing and editing books also constitute scholarly work. Finally, teaching with intentionality…

The Foreign TA: A Guide to Teaching Effectiveness.

ERIC Educational Resources Information Center

Gburek, Janice L., Ed.; Dunnett, Stephen C., Ed.

Articles on teaching effectiveness for foreign teaching assistants (TAs) are presented. Topics include: adapting to the U.S. academic environment, understanding the role of the TA and gaining confidence, anticipating undergraduates' expectations, improving communication skills, and teaching laboratory classes and recitation classes. Titles and…

Teaching medical ethics and law.

PubMed

Parker, Malcolm

2012-03-01

The teaching of medical ethics is not yet characterised by recognised, standard requirements for formal qualifications, training and experience; this is not surprising as the field is still relatively young and maturing. Under the broad issue of the requirements for teaching medical ethics are numerous more specific questions, one of which concerns whether medical ethics can be taught in isolation from considerations of the law, and vice versa. Ethics and law are cognate, though distinguishable, disciplines. In a practical, professional enterprise such as medicine, they cannot and should not be taught as separate subjects. One way of introducing students to the links and tensions between medical ethics and law is to consider the history of law via its natural and positive traditions. This encourages understanding of how medical practice is placed within the contexts of ethics and law in the pluralist societies in which most students will practise. Four examples of topics from medical ethics teaching are described to support this claim. Australasian medical ethics teachers have paid less attention to the role of law in their curricula than their United Kingdom counterparts. Questions like the one addressed here will help inform future deliberations concerning minimal requirements for teaching medical ethics.

Spaceship Nigeria: A Topic Study for Global Warming, Greenhouse Effect and Ozone Layer Depletion.

ERIC Educational Resources Information Center

Okebukola, Peter; Akpan, Ben B.

1997-01-01

Explains the concept of a topic study, how it meets the needs of teachers seeking to integrate their teaching, and how it is especially well suited for environmental education. Outlines curriculum for a topic study on the greenhouse effect and ozone layer depletion. (DDR)

Teaching Specific Purpose Translation: Utilization of Bilingual Contract Document as Parallel Corpus

ERIC Educational Resources Information Center

Siregar, Roswani

2017-01-01

This study introduced the specific purpose translation teaching to Indonesian undergraduate students at Universitas Al-Azhar Medan, Indonesia. The courses were attended by the Business and Economics students who are new to translation. As parallel corpus, bilingual contract documents in Indonesian and English were chosen to help the students to…

‘The concept of information in physics’: an interdisciplinary topical lecture

NASA Astrophysics Data System (ADS)

Dittrich, T.

2015-01-01

I present a didactical project, introducing the concept of information with all its interdisciplinary ramifications to students of physics and the neighbouring sciences. Proposed by Boltzmann as entropy, information has evolved into a common paradigm in science, economy, and culture, superseding energy in this role. As an integrating factor of the natural sciences at least, it lends itself as guiding principle for innovative teaching that transcends the frontiers of the traditional disciplines and emphasizes general viewpoints. Based on this idea, the postgraduate topical lecture presented here is intended to provide a firm conceptual basis, technically precise but versatile enough to be applied to specific topics from a broad range of fields. Basic notions of physics like causality, chance, irreversibility, symmetry, disorder, chaos, complexity can be reinterpreted on a common footing in terms of information and information flow. Dissipation and deterministic chaos, exemplifying information currents between macroscopic and microscopic scales, receive special attention. An important part is dedicated to quantum mechanics as an approach to physics that takes the finiteness of information systematically into account. Emblematic features like entanglement and non-locality appear as natural consequences. The course has been planned and tested for an audience comprising, besides physicists, students of other natural sciences as well as mathematics, informatics, engineering, sociology, and philosophy. I sketch history and objectives of this project, provide a resume of the course, report on experiences gained teaching it in various formats, and indicate possible future developments.

Pedagogy of Science Teaching Tests: Formative assessments of science teaching orientations

NASA Astrophysics Data System (ADS)

Cobern, William W.; Schuster, David; Adams, Betty; Skjold, Brandy Ann; Zeynep Muğaloğlu, Ebru; Bentz, Amy; Sparks, Kelly

2014-09-01

A critical aspect of teacher education is gaining pedagogical content knowledge of how to teach science for conceptual understanding. Given the time limitations of college methods courses, it is difficult to touch on more than a fraction of the science topics potentially taught across grades K-8, particularly in the context of relevant pedagogies. This research and development work centers on constructing a formative assessment resource to help expose pre-service teachers to a greater number of science topics within teaching episodes using various modes of instruction. To this end, 100 problem-based, science pedagogy assessment items were developed via expert group discussions and pilot testing. Each item contains a classroom vignette followed by response choices carefully crafted to include four basic pedagogies (didactic direct, active direct, guided inquiry, and open inquiry). The brief but numerous items allow a substantial increase in the number of science topics that pre-service students may consider. The intention is that students and teachers will be able to share and discuss particular responses to individual items, or else record their responses to collections of items and thereby create a snapshot profile of their teaching orientations. Subsets of items were piloted with students in pre-service science methods courses, and the quantitative results of student responses were spread sufficiently to suggest that the items can be effective for their intended purpose.

The Challenge in Teaching Biotechnology

NASA Astrophysics Data System (ADS)

Steele, F.; Aubusson, P.

2004-08-01

Agriculture, industry and medicine are being altered by new biotechnologies. Biotechnology education is important because todays students and citizens will make decisions about the development and application of these new molecular biologies. This article reports an investigation of the teaching of biotechnology in an Australian state, New South Wales (NSW). In NSW few students were electing to answer examination questions related to biotechnology, suggesting that few students were studying the topic. This study looks at why electives relating to biotechnology are chosen or not chosen by students and teachers, with the intention of developing a greater understanding of the requirements for provision of a successful unit of study in this subject. Data was obtained through a survey of secondary science teachers, interviews with teachers and two case studies of the teaching of a biotechnology unit. Teachers reported a range of obstacles to the teaching of biotechnology including the difficulty of the subject matter and a lack of practical work that was suited to the content of the teaching unit. If biotechnology is worth learning in school science, then further research is needed to identify ways to promote the effective teaching of this topic, which teachers regard as important for, and interesting to, students but which most teachers choose not to teach.

Exploring science teachers' pedagogical content knowledge in the teaching of genetics in Swaziland

NASA Astrophysics Data System (ADS)

Mthethwa-Kunene, Khetsiwe Eunice Faith

Recent trends show that learners' enrolment and performance in science at secondary school level is dwindling. Some science topics including genetics in biology are said to be difficult for learners to learn and thus they perform poorly in examinations. Teacher knowledge base, particularly topic-specific pedagogical content knowledge (PCK), has been identified by many researchers as an important factor that is linked with learner understanding and achievement in science. This qualitative study was an attempt to explore the PCK of four successful biology teachers and how they developed it in the context of teaching genetics. The purposive sampling technique was employed to select the participating teachers based on their schools' performance in biology public examinations and recommendations by science specialists and school principals. Pedagogical content knowledge was used as a theoretical framework for the study, which guided the inquiry in data collection, analysis and discussion of the research findings. The study adopted the case study method and various sources of evidence including concept maps, lesson plans, pre-lesson interviews, lesson observations, post-teaching teacher questionnaire, post-lesson interviews and document analysis were used to collect data on teachers' PCK as well as how PCK was assumed to have developed. The data were analysed in an attempt to determine the individual teachers' school genetics' content knowledge, related knowledge of instructional strategies and knowledge of learners' preconceptions and learning difficulties. The analysis involved an iterative process of coding data into PCK categories of content knowledge, pedagogical knowledge and knowledge of learners' preconceptions and learning difficulties. The findings of the study indicate that the four successful biology teachers generally have the necessary content knowledge of school genetics, used certain topic-specific instructional strategies, but lacked knowledge of

Handbook of Research on Teaching, Fifth Edition

ERIC Educational Resources Information Center

Gitomer, Drew H., Ed.; Bell, Courtney A., Ed.

2016-01-01

The Fifth Edition of the :Handbook of Research on Teaching" is an essential resource for students and scholars dedicated to the study of teaching and learning. The volume covers a vast array of topics ranging from the history of teaching to technological and literacy issues. In each authoritative chapter, the authors summarize the state of…

Research and Teaching: Assessment of Graduate Teaching Assistants Enrolled in a Teaching Techniques Course

ERIC Educational Resources Information Center

Zehnder, Caralyn

2016-01-01

At the authors' public liberal arts institution, biology masters students are required to enroll in BIOL 5050: Teaching Techniques. Course topics include designing effective lectures, assessment, classroom management, diversity in the classroom, and active learning strategies. The impact of this type of training on graduate students' attitudes and…

Self-evaluation and peer-feedback of medical students' communication skills using a web-based video annotation system. Exploring content and specificity.

PubMed

Hulsman, Robert L; van der Vloodt, Jane

2015-03-01

Self-evaluation and peer-feedback are important strategies within the reflective practice paradigm for the development and maintenance of professional competencies like medical communication. Characteristics of the self-evaluation and peer-feedback annotations of medical students' video recorded communication skills were analyzed. Twenty-five year 4 medical students recorded history-taking consultations with a simulated patient, uploaded the video to a web-based platform, marked and annotated positive and negative events. Peers reviewed the video and self-evaluations and provided feedback. Analyzed were the number of marked positive and negative annotations and the amount of text entered. Topics and specificity of the annotations were coded and analyzed qualitatively. Students annotated on average more negative than positive events. Additional peer-feedback was more often positive. Topics most often related to structuring the consultation. Students were most critical about their biomedical topics. Negative annotations were more specific than positive annotations. Self-evaluations were more specific than peer-feedback and both show a significant correlation. Four response patterns were detected that negatively bias specificity assessment ratings. Teaching students to be more specific in their self-evaluations may be effective for receiving more specific peer-feedback. Videofragmentrating is a convenient tool to implement reflective practice activities like self-evaluation and peer-feedback to the classroom in the teaching of clinical skills. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

The Functions of Function Discourse--University Mathematics Teaching from a Commognitive Standpoint

ERIC Educational Resources Information Center

Viirman, Olov

2014-01-01

This paper addresses a topic within university mathematics education which has been somewhat underexplored: the teaching practices actually used by university mathematics teachers when giving lectures. The study investigates the teaching practices of seven Swedish university teachers on the topic of functions using a discursive approach, the…

Digital game based learning: A new method in teaching and learning mathematics

NASA Astrophysics Data System (ADS)

Hussain, Sayed Yusoff bin Syed; Hoe, Tan Wee; Idris, Muhammad Zaffwan bin

2017-05-01

Digital game-based learning (DGBL) had been regarded as a sound learning strategy in raising pupils' willingness and interest in many disciplines. Normally, video and digital games are used in the teaching and learning mathematics. based on literature, digital games have proven its capability in making pupils motivated and are more likely to contribute to effective learning mathematics. Hence this research aims to construct a DGBL in the teaching of Mathematics for Year 1 pupils. Then, a quasi-experimental study was carried out in a school located in Gua Musang, Kelantan, involving 39 pupils. Specifically, this article tests the effectiveness of the use of DGBL in the teaching of the topic Addition of Less than 100 on pupil's achievement. This research employed a quasi-experiment, Pre and Post Test of Non-equivalent Control Group design. The data were analysed using the Nonparametric test namely the Mann-Whitney U. The research finding shows the use of the DGBL could increase the pupils' achievement in the topic of Addition of Less than 100. In practice, this research indicates that the DBGL can utilized as an alternative reference strategy for Mathematics teacher.

Teaching Assistants' Perceptions of Power

ERIC Educational Resources Information Center

Lowe, Michelle; Pugh, Jim

2007-01-01

During May 2006 a group of teaching assistants were asked a series of questions about their opinions of morality, power and leadership to inform a conference on this topic funded by the three bodies involved in educational leadership (BELMAS, BERA and SCRELM). This article investigates how teaching assistants perceive the location of power within…

Recasting a Traditional Laboratory Practical as a "Design-Your-Own Protocol" to Teach a Universal Research Skill

ERIC Educational Resources Information Center

Whitworth, David E.

2016-01-01

Laboratory-based practical classes are a common feature of life science teaching, during which students learn how to perform experiments and generate/interpret data. Practical classes are typically instructional, concentrating on providing topic- and technique-specific skills, however to produce research-capable graduates it is also important to…

A Culturally Relevant Teacher Professional Development for Teaching Climate Change to Native American Students

ERIC Educational Resources Information Center

Kern, Anne Liu; Honwad, Sameer; McLain, Ed

2017-01-01

The science of climate change is a complex subject to teach. Teachers find climate change a challenging topic to teach due to a myriad of reasons. Gayford, 2010 describes some of the challenges teachers face while teaching climate change science as "first, the controversial nature of the topic; second, it does not relate well to the normal…

Service and Education: The Association Between Workload, Patient Complexity, and Teaching on Internal Medicine Inpatient Services.

PubMed

Ratcliffe, Temple A; Crabtree, Meghan A; Palmer, Raymond F; Pugh, Jacqueline A; Lanham, Holly J; Leykum, Luci K

2018-04-01

Attending rounds remain the primary venue for formal teaching and learning at academic medical centers. Little is known about the effect of increasing clinical demands on teaching during attending rounds. To explore the relationships among teaching time, teaching topics, clinical workload, and patient complexity variables. Observational study of medicine teaching teams from September 2008 through August 2014. Teams at two large teaching hospitals associated with a single medical school were observed for periods of 2 to 4 weeks. Twelve medicine teaching teams consisting of one attending, one second- or third-year resident, two to three interns, and two to three medical students. The study examined relationships between patient complexity (comorbidities, complications) and clinical workload variables (census, turnover) with educational measures. Teams were clustered based on clinical workload and patient complexity. Educational measures of interest were time spent teaching and number of teaching topics. Data were analyzed both at the daily observation level and across a given patient's admission. We observed 12 teams, 1994 discussions (approximately 373 h of rounds) of 563 patients over 244 observation days. Teams clustered into three groups: low patient complexity/high clinical workload, average patient complexity/low clinical workload, and high patient complexity/high clinical workload. Modest associations for team, patient complexity, and clinical workload variables were noted with total time spent teaching (9.1% of the variance in time spent teaching during a patient's admission; F[8,549] = 6.90, p < 0.001) and number of teaching topics (16% of the variance in the total number of teaching topics during a patient's admission; F[8,548] = 14.18, p < 0.001). Clinical workload and patient complexity characteristics among teams were only modestly associated with total teaching time and teaching topics.

Instructors' use of technology in post-secondary undergraduate mathematics teaching: a local study

NASA Astrophysics Data System (ADS)

Jesso, A. T.; Kondratieva, M. F.

2016-02-01

In this study, instructors of undergraduate mathematics from post-secondary institutions in Newfoundland were surveyed (N = 13) and interviewed (N = 8) about their use of, experiences with, and views on, technologically assisted teaching. It was found that the majority of them regularly use technologies for organizational and communication purposes. However, the use of math-specific technology such as computer algebra systems, or dynamic geometry software for instructional, exploratory, and creative activities with students takes place mostly on an individual basis, only occasionally, and is very much topic specific. This was even the case for those instructors who use technology proficiently in their research. The data also suggested that familiarity with and discussions of examples of technology implementation in teaching at regular and field-oriented professional development seminars within mathematics departments could potentially increase the use of math-specific technology by instructors.

Teaching as a New Career for Military Personnel.

ERIC Educational Resources Information Center

Nyjordet, Sheila

The Teaching as a New Career initiative was developed to help alleviate teacher shortages in the United States and to introduce separating, retiring, and retired military personnel to a second career in the teaching profession. This handbook provides information on the following topics: (1) requirements for teaching in elementary and secondary…

Teaching points-do they occur and what do they contain? An observation study concerning the general practice rotation.

PubMed

Duncan, Gertrude Florence; Roth, Lisa Marie; Donner-Banzhoff, Nobert; Boesner, Stefan

2016-04-18

A general practice rotation is mandatory in most undergraduate medical education programs. However, little is known about the student-teacher interaction which takes place in this setting. In this study we analyzed occurrence and content of teaching points. From April to December 2012, 410 individual patient consultations were observed in twelve teaching practices associated with the Philipps University Marburg, Germany. Material was collected using structured field-note forms and videotaping. Data analysis was descriptive in form. A teaching point is defined here as a general rule or specific, case-related information divulged by the teaching practitioner. According to the analysis of 410 consultations, teaching points were made in 66.3% of consultations. During these consultations, 74.3% general- and 46.3% case related teaching points occurred; multiple categorizations were possible. Of seven possible topics, therapy was most common, followed, in frequency of occurrence, by patient history, diagnostic procedure, physical examination, disease pathology, differential diagnosis, risk factors and case presentation. The majority of consultations conducted within student presence contained teaching points, most frequently concerning therapy. General teaching points were more common than specific teaching points. Whilst it is encouraging that most consultations included teaching points, faculty development aimed at raising awareness for teaching and learning techniques is important.

Using Film To Teach History: An ERIC/ChESS Sample.

ERIC Educational Resources Information Center

Pinhey, Laura

2002-01-01

Provides citations with abstracts from the ERIC database focusing on using film to teach history. Includes background information and teaching materials on topics such as using documentary films, the use of film and television to teach history, and teaching history using the film,"JFK," by Oliver Stone. (CMK)

The Problem Solving Method in Teaching Physics in Elementary School

NASA Astrophysics Data System (ADS)

Jandrić, Gordana Hajduković; Obadović, Dušanka Ž.; Stojanović, Maja

2010-01-01

The most of the teachers ask if there is a "best" known way to teach. The most effective teaching method depends on the specific goals of the course and the needs of the students. An investigation has been carried out to compare the effect of teaching selected physics topics using problem-solving method on the overall achievements of the acquired knowledge and teaching the same material by traditional teaching method. The investigation was performed as a pedagogical experiment of the type of parallel groups with randomly chosen sample of students attending grades eight. The control and experimental groups were equalized in the relevant pedagogical parameters. The obtained results were treated statistically. The comparison showed a significant difference in respect of the speed of acquiring knowledge, the problem-solving teaching being advantageous over traditional methodDo not replace the word "abstract," but do replace the rest of this text. If you must insert a hard line break, please use Shift+Enter rather than just tapping your "Enter" key. You may want to print this page and refer to it as a style sample before you begin working on your paper.

Special Topic/Still Teaching in Spite of It All

ERIC Educational Resources Information Center

Nieto, Sonia

2015-01-01

For those who believe in the promise of public education, here's an antidote to the many negative messages that educators have been receiving. In doing research for her new book, "Why Teachers Teach Now" (Teachers College Press, 2014), Sonia Nieto contacted teacher educators from across the United States and asked each to nominate a…

Teaching about Motherhood: Revisioning Family

ERIC Educational Resources Information Center

Hoffnung, Michele

2011-01-01

Motherhood is both an important topic and a challenge to teach. Pregnancy, childbirth, and the transition to motherhood are significant life experiences for most women, important choices for all women, and major events in the lives of most men. At the same time, they are topics about which everyone thinks they know a good deal. The complexity of…

Thematic Units in Teaching English and the Humanities.

ERIC Educational Resources Information Center

Spann, Sylvia, Ed.; Culp, Mary Beth, Ed.

This book is dedicated to the use of a humanistic, thematic approach to the teaching of English. The chapters deals with such topics as teaching poetry, teaching American folklore and tradition, and helping students achieve greater self-knowledge and self-understanding through using the "speaking voice" in oral and written communication.…

Improving Teaching and Learning in Higher Education. International Conference (West Berlin, Germany, September 28 - October 10, 1981).

ERIC Educational Resources Information Center

Berendt, Brigitte

A report of a 1981 conference on improving teaching and learning in higher education sponsored by the German Foundation for International Development is presented. Topics include the following: problems of higher education specific to Africa and the Federal Republic of Germany, common problems, approaches to dealing with problems, units for higher…

Genetic algorithms in teaching artificial intelligence (automated generation of specific algebras)

NASA Astrophysics Data System (ADS)

Habiballa, Hashim; Jendryscik, Radek

2017-11-01

The problem of teaching essential Artificial Intelligence (AI) methods is an important task for an educator in the branch of soft-computing. The key focus is often given to proper understanding of the principle of AI methods in two essential points - why we use soft-computing methods at all and how we apply these methods to generate reasonable results in sensible time. We present one interesting problem solved in the non-educational research concerning automated generation of specific algebras in the huge search space. We emphasize above mentioned points as an educational case study of an interesting problem in automated generation of specific algebras.

An interactive problem-solving approach to teach traumatology for medical students.

PubMed

Abu-Zidan, Fikri M; Elzubeir, Margaret A

2010-08-13

We aimed to evaluate an interactive problem-solving approach for teaching traumatology from perspectives of students and consider its implications on Faculty development. A two hour problem-solving, interactive tutorial on traumatology was structured to cover main topics in trauma management. The tutorial was based on real cases covering specific topics and objectives. Seven tutorials (5-9 students in each) were given by the same tutor with the same format for fourth and fifth year medical students in Auckland and UAE Universities (n = 50). A 16 item questionnaire, on a 7 point Likert-type scale, focusing on educational tools, tutor-based skills, and student-centered skills were answered by the students followed by open ended comments. The tutorials were highly ranked by the students. The mean values of educational tools was the highest followed by tutor-centered skills and finally student-centered skills. There was a significant increase of the rating of studied attributes over time (F = 3.9, p = 0.004, ANOVA). Students' open ended comments were highly supportive of the interactive problem-solving approach for teaching traumatology. The interactive problem-solving approach for tutorials can be an effective enjoyable alternative or supplement to traditional instruction for teaching traumatology to medical students. Training for this approach should be encouraged for Faculty development.

Literature--News That Stays News: Fresh Approaches to the Classics. Classroom Practices in Teaching English, 1984.

ERIC Educational Resources Information Center

National Council of Teachers of English, Urbana, IL.

New approaches to the teaching of the classics are explored in this collection of articles written by high school, junior college, college, and university literature instructors. The seven articles in the first section of the book discuss linking the classics. Specific topics covered in the articles include using the works of William Golding as a…

The medi-drama as an instrument to teach doctor-patient relationships.

PubMed

Yaffe, M J

1989-01-01

This paper reviews an experience of the Curriculum Development Group of the College of Family Physicians of Canada in describing the doctor-patient relationship and its value in the clinical process. It proposes the use of a medi-drama or multi-scene script encompassing a broad range of bio-psycho-social-ethical issues as a practical tool to teach the doctor-patient relationship. Principles for conducting a medi-drama are presented, as are the advantages of this experiential teaching modality. An example of a specific script developed along the theme of Adult Children of Ageing Parents is described, and an evaluation of its usefulness in teaching the doctor-patient relationship is presented from feedback from seven different family medicine residency or faculty development groups. Finally, examples of the breadth of topics that can be generated from a single medi-drama are presented.

DLESE Teaching Boxes and Beyond: A promising prototype for structuring web services to support concept- and inquiry-based STEM learning and interdisciplinary partnerships.

NASA Astrophysics Data System (ADS)

Davis, L.; Weatherley, J.; Bhushan, S.; Khan, H.; de La Chica, S.; Deardorff, R.

2004-12-01

An exciting pilot program took place this summer, pioneering the development of Digital Library for Earth System Education (DLESE) Teaching Boxes with the Univ. of CA. Berkeley Museum of Paleontology, SF State Univ., USGS and 7 middle/high school teachers from the San Francisco area. This session will share the DLESE Teaching Box concept, explain the pilot program, and explore the tremendous opportunities for expanding this notion to embrace interdisciplinary approaches to learning about the Earth in the undergraduate science and pre-service teaching arenas. A Teaching Box is a metaphor for an online assembly of interrelated learning concepts, digital resources, and cohesive narration that bridges the gap between discrete resources and understanding. Within a Teaching Box, an instructor or student can pick a topic and see the concepts that build an understanding of that topic, explore online resources that support learning of those concepts, and benefit from the narration (the glue) that weaves concepts, activities, and background information together into a complete teaching/learning story. In this session, we will demonstrate the emerging Teaching Box prototypes and explore how this platform may promote STEM learning by utilizing DLESE tools and services in ways that begin to blur traditional disciplinary boundaries, overcome limitations of discipline-specific vocabularies, and foster collaboration. We will show ways in which new DLESE Web Services could support learning in this highly contextualized environment. We will see glimpses of how learners and educators will be able to modify or create their own Teaching Boxes specific to a unit of study or course, and perhaps share them with the Earth Science Education community. We will see ways to stay abreast of current Earth events, emerging research, and real-time data and incorporate such dynamic information into one learning environment. Services will be described and demonstrated in the context of Teaching

Integrated teaching program using case-based learning

PubMed Central

Bhardwaj, Pankaj; Bhardwaj, Nikha; Mahdi, Farzana; Srivastava, J P; Gupta, Uma

2015-01-01

Background: At present, in a medical school, students are taught in different departments, subject-wise, without integration to interrelate or unify subjects and these results in compartmentalization of medical education, with no stress on case-based learning. Therefore, an effort was made to develop and adopt integrated teaching in order to have a better contextual knowledge among students. Methodology and Implementation: After the faculty orientation training, four “topic committees” with faculty members from different departments were constituted which decided and agreed on the content material to be taught, different methodologies to be used, along with the logical sequencing of the same for the purpose of implementation. Different teaching methodologies used, during the program, were didactic lectures, case stimulated sessions, clinical visits, laboratory work, and small group student's seminar. Results: After the implementation of program, the comparison between two batches as well as between topics taught with integrated learning program versus traditional method showed that students performed better in the topics, taught with integrated approach. Students rated “clinical visits” as very good methodology, followed by “case stimulated interactive sessions.” Students believed that they felt more actively involved, and their queries are better addressed with such interactive sessions. Conclusion: There is a very good perception of students toward integrated teaching. Students performed better if they are taught using this technique. Although majority of faculty found integrated teaching, as useful method of teaching, nevertheless extra work burden and interdepartmental coordination remained a challenging task. PMID:26380204

Teaching Ideas Notebook

ERIC Educational Resources Information Center

Journal of Aerospace Education, 1977

1977-01-01

Presents teaching ideas for topics in aerospace education including: commemorating Robert Goddard Day on March 16th, commemorating Wright Brothers Day on December 17, utilizing newspaper clippings, and aerospace displays. Ideas are presented in notebook form for removal from the journal. (SL)

GeneTopics - interpretation of gene sets via literature-driven topic models

PubMed Central

2013-01-01

Background Annotation of a set of genes is often accomplished through comparison to a library of labelled gene sets such as biological processes or canonical pathways. However, this approach might fail if the employed libraries are not up to date with the latest research, don't capture relevant biological themes or are curated at a different level of granularity than is required to appropriately analyze the input gene set. At the same time, the vast biomedical literature offers an unstructured repository of the latest research findings that can be tapped to provide thematic sub-groupings for any input gene set. Methods Our proposed method relies on a gene-specific text corpus and extracts commonalities between documents in an unsupervised manner using a topic model approach. We automatically determine the number of topics summarizing the corpus and calculate a gene relevancy score for each topic allowing us to eliminate non-specific topics. As a result we obtain a set of literature topics in which each topic is associated with a subset of the input genes providing directly interpretable keywords and corresponding documents for literature research. Results We validate our method based on labelled gene sets from the KEGG metabolic pathway collection and the genetic association database (GAD) and show that the approach is able to detect topics consistent with the labelled annotation. Furthermore, we discuss the results on three different types of experimentally derived gene sets, (1) differentially expressed genes from a cardiac hypertrophy experiment in mice, (2) altered transcript abundance in human pancreatic beta cells, and (3) genes implicated by GWA studies to be associated with metabolite levels in a healthy population. In all three cases, we are able to replicate findings from the original papers in a quick and semi-automated manner. Conclusions Our approach provides a novel way of automatically generating meaningful annotations for gene sets that are directly

Teaching: A New Research Look at an Old Practice.

ERIC Educational Resources Information Center

Rancifer, Jesse L.

This study used the Good Teaching Survey to identify productive teaching techniques as determined by students, teachers, administrators, and parents that would be more likely to yield desired results in today's schools. Survey topics included: teaching on one's feet; making learning easier; inducing students to learn; accountability for learning;…

Computer Aided Instruction in Teaching Program Evaluation.

ERIC Educational Resources Information Center

Dowell, David A.; Binette, Holly A. Lizotte

This paper reports the results of two semesters of experience using computer-assisted instruction (CAI) to teach topics in program evaluation to undergraduate and graduate psychology students at California State University, Long Beach. (The topics addressed are models of evaluation, evaluability assessment, needs assessment, experimental and…

Activities in Teaching Weather

ERIC Educational Resources Information Center

Tonn, Martin

1977-01-01

Presented is a unit composed of activities for teaching weather. Topics include cloud types and formation, simple weather instruments, and the weather station. Illustrations include a weather chart and instruments. A bibliography is given. (MA)

Investigating Prospective Teachers' Teaching-Specific Hopes as Predictors of Their Sense of Personal Responsibility

ERIC Educational Resources Information Center

Eren, Altay

2017-01-01

This study examined whether prospective teachers' teaching-specific hopes significantly predicted their sense of personal responsibility. A total of 503 prospective teachers voluntarily participated in the study. Correlation and structural equation modelling analyses were conducted to examine the links between prospective teachers'…

Learning by Teaching: Implementation of a Multimedia Project in Astro 101

NASA Astrophysics Data System (ADS)

Perrodin, D.; Lommen, A.

2011-09-01

Astro 101 students have deep-seated pre-conceptions regarding such topics as the cause of moon phases or the seasons. Beyond exploring the topics in a learner-centered fashion, the "learning by teaching" philosophy enables students to truly master concepts. In order to make students teach the cause of moon phases, we created a multimedia project where groups of students taught other students and filmed the session. They were to produce a 10-minute final movie highlighting their teaching techniques and showing students in the process of learning the concepts. This "experiment" turned out to be a great success for a few reasons. First, students gained experience explaining conceptually-challenging topics, making them learn the material better. Additionally, they learned to apply learner-centered techniques, most likely learning to teach for the first time. Finally, this project provided the students a connection between the classroom and the rest of the college, making them responsible for applying and sharing their knowledge with their peers.

Does prior domain-specific content knowledge influence students' recall of arguments surrounding interdisciplinary topics?

PubMed

Schmidt, Hiemke K; Rothgangel, Martin; Grube, Dietmar

2017-12-01

Awareness of various arguments can help interactants present opinions, stress points, and build counterarguments during discussions. At school, some topics are taught in a way that students learn to accumulate knowledge and gather arguments, and later employ them during debates. Prior knowledge may facilitate recalling information on well structured, fact-based topics, but does it facilitate recalling arguments during discussions on complex, interdisciplinary topics? We assessed the prior knowledge in domains related to a bioethical topic of 277 students from Germany (approximately 15 years old), their interest in the topic, and their general knowledge. The students read a text with arguments for and against prenatal diagnostics and tried to recall the arguments one week later and again six weeks later. Prior knowledge in various domains related to the topic individually and separately helped students recall the arguments. These relationships were independent of students' interest in the topic and their general knowledge. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Teachers' opinion about learning continuum based on student's level of competence and specific pedagogical material in classification topics

NASA Astrophysics Data System (ADS)

Andriani, Aldina Eka; Subali, Bambang

2017-08-01

This research discusses learning continuum development for designing a curriculum. The objective of this study is to gather the opinion of public junior and senior high school teachers about learning continuum based on student's level of competence and specific pedagogical material in classification topics. This research was conducted in Yogyakarta province from October 2016 to January 2017. This research utilizes a descriptive survey method. Respondents in this study consist of 281 science teachers at junior and senior high school in Yogyakarta city and 4 regencies namely Sleman, Bantul, Kulonprogo, and Gunung Kidul. The sample were taken using a census. The collection of data used questionnaire that had been validated from the aspects of construct validity and experts judgements. Data were analyzed using a descriptive analysis technique. The results of the analysis show that the opinions of teachers regarding specific pedagogical material in classification topics of living things at the junior high school taught in grade VII to the ability level of C2 (Understanding). At senior high school level, it is taught in grade X with the ability level C2 (Understanding). Based on these results, it can be concluded that the opinions of teachers still refer to the current syllabus and curriculum so that the teachers do not have pure opinions about the student's competence level in classification topics that should be taught at the level of the grade in accordance with the level of corresponding competency.

Teaching Globalization Issues to Education Students: What's the Point?

ERIC Educational Resources Information Center

Hytten, Kathy; Bettez, Silvia Cristina

2008-01-01

We argue that teaching the dynamics of globalization to education students is an important aspect of teaching for social justice and for the development of critical awareness, thinking, and sensitivity. We begin this position paper by briefly characterizing globalization and exploring a range of approaches to teaching this topic. We then describe…

Language Teachers: Research and Studies in Language(s) Education, Teaching, and Learning in "Teaching and Teacher Education," 1985-2012

ERIC Educational Resources Information Center

Kleinsasser, Robert C.

2013-01-01

The article reviews twelve of 79 articles focusing on language teachers, language(s) teacher education, teaching, and learning published in "Teaching and Teacher Education" since 1985. The twelve articles, divided into three sections, include narrative inquiry and identity, teacher education topics, and contexts. The articles provide local and…

Teachers’ Attitudes towards and Comfort about Teaching School-Based Sexuality Education in Urban and Rural Tanzania

PubMed Central

Mkumbo, Kitila Alexander

2012-01-01

Teachers’ attitudes towards sexuality education are among the important predictors of their willingness to teach sexuality education programmes in schools. While there is a plethora of studies on teachers’ attitudes towards sexuality in developed countries, there is a paucity of such studies in sub-Saharan Africa in general and Tanzania in particular. This study examined teachers’ attitudes towards and comfort in teaching sexuality education in rural and urban Tanzania. The results show that an overwhelming majority of teachers in both rural and urban districts supported the teaching of sexuality education in schools, and the inclusion of a wide range of sexuality education topics in the curriculum. Nevertheless, though teachers expressed commitment to teaching sexuality education in schools, they expressed difficult and discomfort in teaching most of the key sexuality education topics. This implies that declaration of positive attitudes towards teaching sexuality education alone is not enough; there is a need for facilitating teachers with knowledge, skills and confidence to teach various sexuality education topics. PMID:22980351

A flipped mode teaching approach for large and advanced electrical engineering courses

NASA Astrophysics Data System (ADS)

Ravishankar, Jayashri; Epps, Julien; Ambikairajah, Eliathamby

2018-05-01

A fully flipped mode teaching approach is challenging for students in advanced engineering courses, because of demanding pre-class preparation load, due to the complex and analytical nature of the topics. When this is applied to large classes, it brings an additional complexity in terms of promoting the intended active learning. This paper presents a novel selective flipped mode teaching approach designed for large and advanced courses that has two aspects: (i) it provides selective flipping of a few topics, while delivering others in traditional face-to-face teaching, to provide an effective trade-off between the two approaches according to the demands of individual topics and (ii) it introduces technology-enabled live in-class quizzes to obtain instant feedback and facilitate collaborative problem-solving exercises. The proposed approach was implemented for a large fourth year course in electrical power engineering over three successive years and the criteria for selecting between the flipped mode teaching and traditional teaching modes are outlined. Results confirmed that the proposed approach improved both students' academic achievements and their engagement in the course, without overloading them during the teaching period.

Teaching Evolution in the Galápagos

ERIC Educational Resources Information Center

Bruce, Katherine E.; Horan, Jennifer E.; Kelley, Patricia H.; Galizio, Mark

2009-01-01

Experiential learning can be an effective way to teach many concepts, and evolution is no exception. We describe the pedagogical techniques, class structure and learning objectives, travel logistics, and impact of three undergraduate honors-level experiential learning seminars that combined teaching topics related to evolution with a field trip to…

An Internet Guide to Teaching the Constitution

ERIC Educational Resources Information Center

Risinger, C. Frederick

2005-01-01

In 2004, Congress passed and President Bush signed legislation designating every September 17 as Constitution Day and suggesting that all schools teach about the Constitution on that day. There are innumerable websites, countless lesson plans and a multitude of other teaching resources on the topic. Teachers were inundated with brochures,…

Project TEACH: A Capacity-Building Training Program for Community-Based Organizations and Public Health Agencies.

PubMed

Sauaia, Angela; Tuitt, Nicole R; Kaufman, Carol E; Hunt, Cerise; Ledezma-Amorosi, Mariana; Byers, Tim

2016-01-01

Project TEACH (Teaching Equity to Advance Community Health) is a capacity-building training program to empower community-based organizations and regional public health agencies to develop data-driven, evidence-based, outcomes-focused public health interventions. TEACH delivers training modules on topics such as logic models, health data, social determinants of health, evidence-based interventions, and program evaluation. Cohorts of 7 to 12 community-based organizations and regional public health agencies in each of the 6 Colorado Area Health Education Centers service areas participate in a 2-day training program tailored to their specific needs. From July 2008 to December 2011, TEACH trained 94 organizations and agencies across Colorado. Training modules were well received and resulted in significant improvement in knowledge in core content areas, as well as accomplishment of self-proposed organizational goals, grant applications/awards, and several community-academic partnerships.

The reform of the teaching mode of Applied Optics curriculum and analysis of teaching effect

NASA Astrophysics Data System (ADS)

Ning, Yu; Xu, Zhongjie; Li, Dun; Chen, Zilun; Cheng, Xiangai; Zhong, Hairong

2017-08-01

Military academies have two distinctive characteristics on talent training: Firstly, we must teach facing actual combat and connecting with academic frontier. Secondly, the bachelor's degree education and the military education should be balanced. The teaching mode of basic curriculum in military academies must be reformed and optimized on the basis of the traditional teaching mode, so as to ensure the high quality of teaching and provide enough guidance and help for students to support their academic burden. In this paper, our main work on "Applied Optics" teaching mode reform is introduced: First of all, we research extensively and learn fully from advanced teaching modes of the well-known universities at home and abroad, a whole design is made for the teaching mode of the core curriculum of optical engineering in our school "Applied Optics", building a new teaching mode which takes the methods of teaching basic parts as details, teaching application parts as emphases, teaching frontier parts as topics and teaching actual combat parts on site. Then combining with the questionnaire survey of students and opinions proposed by relevant experts in the teaching seminar, teaching effect and generalizability of the new teaching mode are analyzed and evaluated.

Stress: Specific Life Events in the Teaching Profession.

ERIC Educational Resources Information Center

Martray, Carl R.; Adams, Ronald D.

This study examined the greatest stressors in teaching situations that affect teachers, and how these events vary for groups of elementary, middle, and secondary school teachers. The list of possibly stressful situations was taken from the Teaching Events Stress Inventory (TESI), developed by Cichon and Koff in 1978. Data were collected from…

[Non adherence and topical steroids].

PubMed

Aubert, H; Barbarot, S

2012-01-01

Compliance raises very specific questions in dermatology related to the frequent use of local treatments: creams or ointments, including topical corticosteroids. The adherence in dermatology is a complex issue. It is difficult to quantify objectively because of the patient subjectivity, the constant adaptation to changes in the course of the disease, and due to the lack of adapted device. Moreover poor compliance may be related to topical corticosteroid phobia, defined as a fear vis-à-vis the topical corticosteroids, rational or not. The topical corticosteroid phobia is very common in the management of chronic inflammatory skin diseases especially in atopic dermatitis. Copyright © 2012 Elsevier Masson SAS. All rights reserved.

Vesiculo-erosive oral mucosal disease--management with topical corticosteroids: (1) Fundamental principles and specific agents available.

PubMed

González-Moles, M A; Scully, C

2005-04-01

Vesiculo-erosive diseases of the oral mucosa pose a major challenge in oral medicine, because they are chronic, painful, and interfere with the daily activities and quality of life of the patients, including disturbing eating, drinking, talking, and personal relationships. Many are autoimmune diseases, and corticosteroid therapy is currently central to their treatment. These diseases present with inflammation and alterations to epithelial integrity, through cell and/or humoral immunity-mediated attack on epithelial-connective tissue targets. Until recently, despite their serious adverse effects, it was necessary to prescribe systemic corticosteroids to control severe erosive oral diseases. Now, however, many of these diseases can be controlled by high-potency topical corticosteroids, which have proved to be highly efficacious and to cause fewer adverse effects compared with systemic corticosteroids. Nevertheless, although topical corticosteroids are still the most widely used drugs in the practice of oral medicine, the scientific body of evidence for their use in the oral cavity is virtually non-existent, and therefore many of the protocols followed are, of necessity, drawn from experience of their use in a dermatological setting. This review aims to set out the key aspects of the use of topical corticosteroids in oral medicine. The issues covered include the indications and basic rules for their use, the types of corticosteroids, the drug selection, and the specific formulations.

The Effect of Using a Visual Representation Tool in a Teaching-Learning Sequence for Teaching Newton's Third Law

ERIC Educational Resources Information Center

Savinainen, Antti; Mäkynen, Asko; Nieminen, Pasi; Viiri, Jouni

2017-01-01

This paper presents a research-based teaching-learning sequence (TLS) that focuses on the notion of interaction in teaching Newton's third law (N3 law) which is, as earlier studies have shown, a challenging topic for students to learn. The TLS made systematic use of a visual representation tool--an interaction diagram (ID)--highlighting…

Learning Spaces in Higher Education: An Under-Researched Topic

ERIC Educational Resources Information Center

Temple, Paul

2008-01-01

The connections between the design and use of space in higher education, and the production of teaching and learning, and of research, are not well understood. This paper reports on a literature review on these topics, and shows that higher education spaces can be considered in various ways: in terms of campus design, in terms of how space can…

Peer Assessment of Elementary Science Teaching Skills

ERIC Educational Resources Information Center

Kilic, Gulsen Bagci; Cakan, Mehtap

2007-01-01

In this study, peer assessment was applied in assessing elementary science teaching skills. Preservice teachers taught a science topic as a team to their peers in an elementary science methods course. The peers participating in the science lesson assessed teacher-groups' elementary science teaching skills on an assessment form provided by the…

The Effect of Planetariums on Teaching Specific Astronomy Concepts

NASA Astrophysics Data System (ADS)

Türk, Cumhur; Kalkan, Hüseyin

2015-02-01

This study aimed to determine students' knowledge levels related to specific astronomy concepts and the effect of a planetarium environment on teaching. The study sample included seventh-grade (12-13 years old) students. For this purpose, 240 students of various socioeconomic and cultural levels from six schools (two in the city center, two in the districts and two in the villages) were enrolled in the study. The pretest-posttest control group quasi-experimental design was used in the study. The experimental and control groups were generated by random assignment. The "Solar System and Beyond" unit was selected. In the experimental group, the unit was taught with the use of a planetarium environment, whereas the same unit was taught to the control group students in a classroom environment. A test consisting of 14 multiple-choice questions was used as the pretest and posttest at the beginning and end of the unit. The data obtained were evaluated using the SPSS 20.0 software package program. The study results showed that teaching astronomical concepts in a planetarium environment was more effective than in a classroom environment. The study also revealed that students in the planetarium-assisted group were more successful in comprehending subjects that require 3D thinking, a reference system, changing the time and observation of periodic motion than those in control group.

Teaching What Matters: Great Videos for Teaching about the Common Good.

ERIC Educational Resources Information Center

Alter, Gloria T.

2000-01-01

Discusses videos that address the common good by focusing on such topics as racism, sexism and heterosexism, classism, disability awareness, prejudice and hatred, democracy and human rights, and social control. Includes classroom applications for teaching about the common good and a bibliography of the featured videos. (CMK)

Teaching African Geography from a Global Perspective. Resource Packet.

ERIC Educational Resources Information Center

African-American Inst., New York, NY. School Services Div.

An interdisciplinary focus on the teaching of African geography is presented in this module, arranged by three major topics. Topic I stresses the African view that water is the sustainer of life, presents a case study of the Nile River, and discusses the significance of rivers as natural boundaries that delineate political units. Topic II gives…

Evaluation of Computer Simulations for Teaching Apparel Merchandising Concepts.

ERIC Educational Resources Information Center

Jolly, Laura D.; Sisler, Grovalynn

1988-01-01

The study developed and evaluated computer simulations for teaching apparel merchandising concepts. Evaluation results indicated that teaching method (computer simulation versus case study) does not significantly affect cognitive learning. Student attitudes varied, however, according to topic (profitable merchandising analysis versus retailing…

Teaching Environmental Geology in the 21St Century: A Workshop Report

NASA Astrophysics Data System (ADS)

Mogk, D. W.; Wiese, K.; Castendyk, D.; McDaris, J. R.

2012-12-01

Environmental Geology encompasses a range of topics that include geohazards, natural resources, issues such as climate change, human health, and environmental policy. Instruction in Environmental Geology provides students the opportunity to address the grand challenges facing humanity regarding how to live sustainably and responsibly on Earth. Instruction in Environmental Geology ranges from dedicated introductory courses, instructional modules in upper division Earth Science "core" classes, to courses in related disciplines such as environmental science, ecology, and the social and political sciences. To explore the opportunities of teaching Environmental Geology in all these contexts, the On the Cutting Edge program convened a workshop in June 2012 to bring together instructors representing a diversity of instructional settings. The goals of the workshop were to: 1) Share innovative teaching methods, approaches, and activities for teaching Environmental Geology and share ideas on how to teach in various contexts. 2) Examine where and how environmental geology topics are taught in the geoscience curriculum from introductory courses for non-majors to "core" geoscience courses for majors. 3) Consider the ways that Environmental Geology courses and topical materials can contribute to public science literacy, particularly how to make personal and societal decisions about the range of issues facing humanity and to live responsibly and sustainably on this planet. 4) Develop a list of best practices for integrating emerging environmental issues, recent natural disasters, and issues related to natural resources into course work and identifying how scientific data and research outcomes can inform public discourse on topical issues. 5) Develop strategies to reach under-represented groups and expand the diversity of students who enroll in our courses. 6) Identify topics of high interest and need for future development as teaching modules and courses. The workshop program

Promoting academic excellence through leadership development at the University of Washington: the Teaching Scholars Program.

PubMed

Robins, Lynne; Ambrozy, Donna; Pinsky, Linda E

2006-11-01

The University of Washington Teaching Scholars Program (TSP) was established in 1995 to prepare faculty for local and national leadership and promote academic excellence by fostering a community of educational leaders to innovate, enliven, and enrich the environment for teaching and learning at the University of Washington (UW). Faculty in the Department of Medical Education and Biomedical Informatics designed and continue to implement the program. Qualified individuals from the UW Health Sciences Professional Schools and foreign scholars who are studying at the UW are eligible to apply for acceptance into the program. To date, 109 faculty and fellows have participated in the program, the majority of whom have been physicians. The program is committed to interprofessional education and seeks to diversify its participants. The curriculum is developed collaboratively with each cohort and comprises topics central to medical education and an emergent set of topics related to the specific interests and teaching responsibilities of the participating scholars. Core sessions cover the history of health professions education, learning theories, educational research methods, assessment, curriculum development, instructional methods, professionalism, and leadership. To graduate, scholars must complete a scholarly project in curriculum development, faculty development, or educational research; demonstrate progress towards construction of a teaching portfolio; and participate regularly and actively in program sessions. The TSP has developed and nurtured an active cadre of supportive colleagues who are transforming educational practice, elevating the status of teaching, and increasing the recognition of teachers. Graduates fill key teaching and leadership positions at the UW and in national and international professional organizations.

Does Teaching Experience Matter? The Beliefs and Practices of Beginning and Experienced Physics Teachers

NASA Astrophysics Data System (ADS)

Caleon, Imelda S.; Tan, Yuen Sze Michelle; Cho, Young Hoan

2018-02-01

This study utilized multiple data sources to examine the beliefs about learning and teaching physics and the instructional practices of five beginning teachers and seven experienced teachers from Singapore. Our study was implemented in the unique context of teachers teaching the topic of electricity to students grouped according to academic abilities. The topic of electricity is one of the most difficult physics topics for students to understand and for teachers to teach. It was found that the experienced teachers, compared to the beginning teachers, tended to have beliefs about teaching and learning physics that are closer to constructivist views. The majority of the teachers, particularly the beginning teachers, espoused beliefs about learning physics that were incongruent with their beliefs about teaching physics. Although transmission-oriented and teacher-directed practices dominated the classroom lessons of both groups of teachers, more elements of constructivist instruction were found in the classroom lessons of the experienced teachers. It was also found that the classroom practices of the teachers, especially those in their inductive years of teaching, were more aligned with their beliefs about learning physics than their beliefs about teaching physics.

Web mining for topics defined by complex and precise predicates

NASA Astrophysics Data System (ADS)

Lee, Ching-Cheng; Sampathkumar, Sushma

2004-04-01

The enormous growth of the World Wide Web has made it important to perform resource discovery efficiently for any given topic. Several new techniques have been proposed in the recent years for this kind of topic specific web-mining, and among them a key new technique called focused crawling which is able to crawl topic-specific portions of the web without having to explore all pages. Most existing research on focused crawling considers a simple topic definition that typically consists of one or more keywords connected by an OR operator. However this kind of simple topic definition may result in too many irrelevant pages in which the same keyword appears in a wrong context. In this research we explore new strategies for crawling topic specific portions of the web using complex and precise predicates. A complex predicate will allow the user to precisely specify a topic using Boolean operators such as "AND", "OR" and "NOT". Our work will concentrate on defining a format to specify this kind of a complex topic definition and secondly on devising a crawl strategy to crawl the topic specific portions of the web defined by the complex predicate, efficiently and with minimal overhead. Our new crawl strategy will improve the performance of topic-specific web crawling by reducing the number of irrelevant pages crawled. In order to demonstrate the effectiveness of the above approach, we have built a complete focused crawler called "Eureka" with complex predicate support, and a search engine that indexes and supports end-user searches on the crawled pages.

A Philosophically Informed Teaching Proposal on the Topic of Energy for Students Aged 11-14

ERIC Educational Resources Information Center

Papadouris, Nicos; Constantinou, Constantinos P.

2011-01-01

Learning about energy is recognized as an important objective of science teaching starting from the elementary school. This creates the need for teaching simplifications that compromise the abstract nature of this concept with students' need for a satisfactory qualitative definition. Conventional teaching approaches have failed to respond to this…

Time to Teach: Teaching-Learning Processes in Primary Schools.

ERIC Educational Resources Information Center

Bennett, Neville

A model of the teaching-learning process identifies and describes varied behavioral dimensions of the classroom and how they relate to pupil achievement. The model is based on the assumption that the total amount of engaged time on a particular topic is the most important determinant of achievement and has the components of: (1) quantity of…

Teaching the Literature of Today's Middle East

ERIC Educational Resources Information Center

Webb, Allen

2011-01-01

Providing a gateway into the real literature emerging from the Middle East, this book shows teachers how to make the topic authentic, powerful, and relevant. "Teaching the Literature of Today's Middle East": (1) Introduces teachers to this literature and how to teach it; (2) Brings to the reader a tremendous diversity of teachable texts…

The ROM Kit: A Fresh Look at Teaching Roman History.

ERIC Educational Resources Information Center

Shore, Paul J.

1982-01-01

Describes materials in a kit assembled by the Royal Ontario Museum (ROM) that can be used to revitalize the teaching of Roman history and as a model for teaching about ancient history in general. The author also suggests a new approach, concepts, and topics that should be used in teaching Roman history. (AM)

Correlation between MCAT biology content specifications and topic scope and sequence of general education college biology textbooks.

PubMed

Rissing, Steven W

2013-01-01

Most American colleges and universities offer gateway biology courses to meet the needs of three undergraduate audiences: biology and related science majors, many of whom will become biomedical researchers; premedical students meeting medical school requirements and preparing for the Medical College Admissions Test (MCAT); and students completing general education (GE) graduation requirements. Biology textbooks for these three audiences present a topic scope and sequence that correlates with the topic scope and importance ratings of the biology content specifications for the MCAT regardless of the intended audience. Texts for "nonmajors," GE courses appear derived directly from their publisher's majors text. Topic scope and sequence of GE texts reflect those of "their" majors text and, indirectly, the MCAT. MCAT term density of GE texts equals or exceeds that of their corresponding majors text. Most American universities require a GE curriculum to promote a core level of academic understanding among their graduates. This includes civic scientific literacy, recognized as an essential competence for the development of public policies in an increasingly scientific and technological world. Deriving GE biology and related science texts from majors texts designed to meet very different learning objectives may defeat the scientific literacy goals of most schools' GE curricula.

Correlation between MCAT Biology Content Specifications and Topic Scope and Sequence of General Education College Biology Textbooks

PubMed Central

Rissing, Steven W.

2013-01-01

Most American colleges and universities offer gateway biology courses to meet the needs of three undergraduate audiences: biology and related science majors, many of whom will become biomedical researchers; premedical students meeting medical school requirements and preparing for the Medical College Admissions Test (MCAT); and students completing general education (GE) graduation requirements. Biology textbooks for these three audiences present a topic scope and sequence that correlates with the topic scope and importance ratings of the biology content specifications for the MCAT regardless of the intended audience. Texts for “nonmajors,” GE courses appear derived directly from their publisher's majors text. Topic scope and sequence of GE texts reflect those of “their” majors text and, indirectly, the MCAT. MCAT term density of GE texts equals or exceeds that of their corresponding majors text. Most American universities require a GE curriculum to promote a core level of academic understanding among their graduates. This includes civic scientific literacy, recognized as an essential competence for the development of public policies in an increasingly scientific and technological world. Deriving GE biology and related science texts from majors texts designed to meet very different learning objectives may defeat the scientific literacy goals of most schools’ GE curricula. PMID:24006392

The Sequencing of Basic Chemistry Topics by Physical Science Teachers

ERIC Educational Resources Information Center

Sibanda, Doras; Hobden, Paul

2016-01-01

The purpose of this study was to find out teachers' preferred teaching sequence for basic chemistry topics in Physical Science in South Africa, to obtain their reasons underpinning their preferred sequence, and to compare these sequences with the prescribed sequences in the current curriculum. The study was located within a pragmatic paradigm and…

Learning about Semi Conductors for Teaching--The Role Played by Content Knowledge in Pedagogical Content Knowledge (PCK) Development

ERIC Educational Resources Information Center

Rollnick, Marissa

2017-01-01

This study focuses on how teachers learn to teach a new topic and the role played by their developing content knowledge as they teach. The paper is based on seven high school science teachers' studies on the teaching of semiconductors, at the time a new topic in the curriculum. Analysis of artefacts such as teacher concept maps, video recordings…

Mock climate summit: teaching and assessing learning

NASA Astrophysics Data System (ADS)

Schweizer, D.; Gautier, C.; Bazerman, C.

2003-04-01

This paper will demonstrate the effectiveness of a Mock Climate Summit as a pedagogical approach for teaching the science and policy aspects of global climate change. The Mock Climate Summit is a student-centered course simulating the Conference of the Parties (COP) where international environmental protocols are negotiated. Compared to traditional lecture-based methods common in the geoscience classroom, the Mock Climate Summit uses negotiations and arguments to teach the interactions between these two “spheres” and demonstrate the depth and breadth of these interactions. Through a detailed assessment of students’ dialogue transcribed from video and audio tapes, we found that the nature of the student dialogue matures rapidly as they are given multiple opportunities to present, negotiate and argue a specific topic. Students’ dialogue progress from hypothetical (what-if) scenarios to action-oriented scenarios and implementation plans. The progression of the students’ dialogue shows increased comfort with the communities’ discourse as they take ownership of the point-of-view associated with their assumed roles.

Mock Climate Summit: Teaching and Assessing Learning

NASA Astrophysics Data System (ADS)

Schweizer, D.; Gautier, C.; Bazerman, C.

2003-04-01

This paper will demonstrate the effectiveness of a Mock Climate Summit as a pedagogical for teaching the science and policy aspects of global climate change. The Mock Climate Summit is a student-centered course simulating the Conference of the Parties (COP) where international environmental protocols are negotiated. Compared to traditional lecture-based methods common in the geoscience classroom, the Mock Climate Summit uses negotiations and arguments to teach the interactions between these two "spheres" and demonstrate the depth and breadth of these interactions. Through a detailed assessment of students' dialogue transcribed from video and audio tapes, we found that the nature of the student dialogue matures rapidly as they are given multiple opportunities to present, negotiate and argue a specific topic. Students' dialogue progress from hypothetical (what-if) scenarios to action-oriented scenarios and implementation plans. The progression of the students' dialogue shows increased comfort with the communities' discourse as they take ownership of the point-of-view associated with their assumed roles.

Concept Maps as Expressions of Teachers' Meaning-Making While Beginning to Teach Semiconductors

ERIC Educational Resources Information Center

Rollnick, Marissa; Mundalamo, Fhatuwani; Booth, Shirley

2013-01-01

The challenge of teaching new subject matter is a familiar one for most teachers. This paper investigates the content knowledge gains made by seven teachers as they learn to teach the topic of semiconductors through a process of self-study. "Semiconductors" is a new topic in the curriculum which looks at the sub-microscopic properties of…

Ethics teaching in European veterinary schools: a qualitative case study.

PubMed

Magalhães-Sant'Ana, M

2014-12-13

Veterinary ethics is recognised as a relevant topic in the undergraduate veterinary curriculum. However, there appears to be no widely agreed view on which contents are best suited for veterinary ethics teaching and there is limited information on the teaching approaches adopted by veterinary schools. This paper provides an inside perspective on the diversity of veterinary ethics teaching topics, based on an in-depth analysis of three European veterinary schools: Copenhagen, Lisbon and Nottingham. The case study approach integrated information from the analysis of syllabi contents and interviews with educators (curricular year 2010-2011). These results show that the curriculum of veterinary ethics is multidimensional and can combine a wide range of scientific, regulatory, professional and philosophical subjects, some of which may not be explicitly set out in the course descriptors. A conceptual model for veterinary ethics teaching is proposed comprising prominent topics included within four overarching concepts: animal welfare science, laws/regulations, professionalism, and theories/concepts. It is intended that this work should inform future curriculum development of veterinary ethics in European schools and assist ethical deliberation in veterinary practice. British Veterinary Association.

"You Didn't Teach Me, You Showed Me": Variations in Sibling Teaching Strategies in Early and Middle Childhood

ERIC Educational Resources Information Center

Recchia, Holly E.; Howe, Nina; Alexander, Stephanie

2009-01-01

This study examined siblings' teaching strategies in 72 dyads (firstborn and second born, M ages = 81.64 and 56.31 months) as a function of dyad age, age gap between siblings, and teacher birth order. One child per dyad was randomly assigned to teach her or his sibling to construct a tractor toy. Interactions were coded for the topic of teachers'…

Moving Away From Spoon-Feeding as a Teaching Style in Radiology.

PubMed

Rahim, Shiraz; Ros, Pablo

2016-12-01

Medical education has been an important topic in the literature, with many new attempts to revitalize and improve efforts to teach physicians and students. As a unique subspecialty that incorporates visual learning, knowledge of clinical management and presentation, basic science topics such as physics and mechanics, and procedural skills, radiology affords itself to new and more effective methods of teaching. Much of radiology education has currently focused on the concept of spoon-feeding information from the teacher to the learners. This article outlines the dangers of this approach in radiology and offers solutions for educators to improve their teaching skills and use the potential afforded by the diversity of the field.

Teaching Coastal Hazard, Risk, and Environmental Justice

NASA Astrophysics Data System (ADS)

Orr, C. H.; Manduca, C. A.; Blockstein, D.; Davis, F.; McDaris, J. R.

2015-12-01

Geoscience literacy and expertise play a role in all societal issues that involve the Earth. Issues that range from environmental degradation and natural hazards to creating sustainable economic systems or livable cities. Human health and resilience also involves the Earth. Environmental hazard issues have dimensions and consequences that have connections to environmental justice and disproportionate impacts on people based on their ethnicity, gender, cultural and socioeconomic conditions. Often these dimensions are hidden or unexplored in common approaches to teaching about hazards. However, they can provide importance context and meaning to students who would not otherwise see themselves in STEM disciplines. Teaching geoscience in a framework of societal issues may be an important mechanism for building science and sustainability capacity in future graduates. In May 2015, the NSF STEP center InTeGrate held a workshop in New Orleans, LA on teaching about Coastal Hazards, Risk and Environmental Justice. This was an opportunity to bring together people who use these topics as a powerful topic for transdisciplinary learning that connects science to local communities. This workshop was tailored for faculty members from minority-serving institutions and other colleges and universities that serve populations that are under-represented in the geosciences and related fields. The workshop outcome was a set of strategies for accomplishing this work, including participants' experience teaching with local cases, making connections to communities, and building partnerships with employers to understand workforce needs related to interdisciplinary thinking, sustainability science and risk. The participants articulated both the great need and opportunity for educators to help learners to explore these dimensions with their students as well as the challenge of learning to teach across disciplines and using controversial topics.

Predoctoral teaching of temporomandibular disorders: a survey of U.S. and Canadian dental schools.

PubMed

Klasser, Gary D; Greene, Charles S

2007-02-01

In the United States and Canada, there are no specific curriculum guidelines for predoctoral dental education in the field of temporomandibular disorders (TMDs). This situation has the potential to cause confusion for new graduates. The authors sent an 11-question survey regarding predoctoral teaching of TMDs to the appropriate faculty members in all U.S. and Canadian dental schools either electronically or via the postal service between June and December 2005. Predoctoral teaching of TMD--both didactic and clinical aspects--has progressed. Some schools, however, do not address these topics adequately, while others teach outdated concepts. Both qualitative and quantitative standards are needed to ensure that all predoctoral dental students learn about the diagnosis and treatment of nondental orofacial pain problems. Practice Implications. Owing to the lack of standardized predoctoral teaching of TMD, U.S. or Canadian patients with TMD or facial pain are at risk when seeking appropriate primary care for their problems.

Teaching with Secondary Data.

ERIC Educational Resources Information Center

Sobol, Jeff

1981-01-01

Presents a general overview of the use of secondary data in teaching sociology on the college level. Topics discussed include potential for additional applications, sources which constitute secondary data, reasons for using secondary data in the classroom, information about computing, and potential problems. (Author/DB)

Teaching the Double Layer.

ERIC Educational Resources Information Center

Bockris, J. O'M.

1983-01-01

Suggests various methods for teaching the double layer in electrochemistry courses. Topics addressed include measuring change in absolute potential difference (PD) at interphase, conventional electrode potential scale, analyzing absolute PD, metal-metal and overlap electron PDs, accumulation of material at interphase, thermodynamics of electrified…

Teaching Shakespeare, II.

ERIC Educational Resources Information Center

Salomone, Ronald E., Ed.

1985-01-01

Because of the wide and continuing interest in a previous issue on techniques for teaching works by Shakespeare, this journal issue presents 19 additional articles on a broad range of Shakespeare related topics. Following an introduction, the titles of the articles and their authors are as follows: (1) "Making Changes/Making Sense"…

Teaching neurology to medical students with a simplified version of team-based learning.

PubMed

Brich, Jochen; Jost, Meike; Brüstle, Peter; Giesler, Marianne; Rijntjes, Michel

2017-08-08

To compare the effect of a simplified version of team-based learning (sTBL), an active learning/small group instructional strategy, with that of the traditionally used small group interactive seminars on the acquisition of knowledge and clinical reasoning (CR) skills. Third- and fourth-year medical students (n = 122) were randomly distributed into 2 groups. A crossover design was used in which 2 neurologic topics were taught by sTBL and 2 by small group interactive seminars. Knowledge was assessed with a multiple-choice question examination (MCQE), CR skills with a key feature problem examination (KFPE). Questionnaires were used for further methodologic evaluation. No group differences were found in the MCQE results. sTBL instruction of the topic "acute altered mental status" was associated with a significantly better student performance in the KFPE ( p = 0.008), with no differences in the other 3 topics covered. Although both teaching methods were highly rated by the students, a clear majority voted for sTBL as their preferred future teaching method. sTBL served as an equivalent alternative to small group interactive seminars for imparting knowledge and teaching CR skills, and was particularly advantageous for teaching CR in the setting of a complex neurologic topic. Furthermore, students reported a strong preference for the sTBL approach, making it a promising tool for effectively teaching neurology. © 2017 American Academy of Neurology.

An Example of Learning about Plastics and Their Evaluation as a Contribution to Education for Sustainable Development in Secondary School Chemistry Teaching

ERIC Educational Resources Information Center

Burmeister, Mareike; Eilks, Ingo

2012-01-01

This paper describes the development and evaluation of a secondary school lesson plan for chemistry education on the topic Education for Sustainable Development (ESD). The lessons focus both on the chemistry of plastics and on learning about the societal evaluation of competing, chemistry-based industrial products. A specific teaching method was…

Australasian emergency physicians: a learning and educational needs analysis. Part Four: CPD topics desired by emergency physicians.

PubMed

Dent, Andrew W; Weiland, Tracey J; Paltridge, Debbie

2008-06-01

To report the preferences of Fellows of the Australasian College for Emergency Medicine for topics they would desire for their continuing professional development (CPD). A mailed survey of Fellows of the Australasian College for Emergency Medicine asked for Likert type responses on the desirability of CPD on 15 procedural skills, 13 management skills, 11 clinical emergency topics, 9 topics related to teaching, 7 related to diagnostics and 5 evidence based practice topics. CPD in procedural skills of advanced and surgical airways, ED ultrasound, ventilation, skills, plastic procedures and regional anaesthesia were nominated as desirable by 85% of emergency physicians (EP). More than 90% desired CPD in ophthalmological, otorhinolaryngeal, neonatal and paediatric emergencies. Of diagnostic skills, more than 80% considered CPD on computerized tomography, electrocardiography and plain X-ray interpretation as desirable, well as CPD about teaching in general, simulation and preparing candidates for fellowship exams. Of the 12 management skills, 11 were seen as desirable topics by more than 70%, with counter disaster planning, giving feedback and dealing with complaints the most popular. All evidence based practice related skills, including interpreting statistics and undertaking literature searches were seen as desirable topics by more than 80% of EP. This information may assist in the planning of future educational interventions for emergency physicians. EP seek CPD on management, educational and other non clinical skills, as well as topics relating directly to patient care.

Teaching Jewish-Christian Relations in the University Classroom.

ERIC Educational Resources Information Center

Shermis, Michael, Ed.

1988-01-01

This special issue on "Teaching Jewish-Christian Relations in the University Classroom" is meant to be a resource for those involved in Jewish studies and who teach about Jewish-Christian relations. It offers an introduction to the topics of the Jewish-Christian encounter, Israel, anti-Semitism, Christian Scriptures, the works of Elie…

Tree Identification. Competency Based Teaching Materials in Horticulture.

ERIC Educational Resources Information Center

Legacy, Jim; And Others

This competency-based curriculum unit on tree identification is one of five developed for classroom use in teaching the landscape/nursery area of horticulture. The three sections are each divided into teaching content (in a question-and-answer format) and student skills that outline steps and factors for consideration. Topics covered include…

Nursery Propagation. Competency Based Teaching Materials in Horticulture.

ERIC Educational Resources Information Center

Legacy, Jim; And Others

This competency-based curriculum unit on nursery propagation is one of five developed for classroom use in teaching the landscape/nursery area of horticulture. The four sections are each divided into teaching content (in a question-and-answer format) and student skills that outline steps and factors for consideration. Topics covered include…

Topical botulinum toxin.

PubMed

Collins, Ashley; Nasir, Adnan

2010-03-01

Nanotechnology is a rapidly growing discipline that capitalizes on the unique properties of matter engineered on the nanoscale. Vehicles incorporating nanotechnology have led to great strides in drug delivery, allowing for increased active ingredient stability, bioavailability, and site-specific targeting. Botulinum toxin has historically been used for the correction of neurological and neuromuscular disorders, such as torticollis, blepharospasm, and strabismus. Recent dermatological indications have been for the management of axillary hyperhydrosis and facial rhytides. Traditional methods of botulinum toxin delivery have been needle-based. These have been associated with increased pain and cost. Newer methods of botulinum toxin formulation have yielded topical preparations that are bioactive in small pilot clinical studies. While there are some risks associated with topical delivery, the refinement and standardization of delivery systems and techniques for the topical administration of botulinum toxin using nanotechnology is anticipated in the near future.

Fluorine Compounds and Dental Health: Applications of General Chemistry Topics

ERIC Educational Resources Information Center

Pinto, Gabriel

2009-01-01

An example about the use of everyday phenomena in teaching general chemistry is given. Students have a greater appreciation of the principles of chemistry if they can see the relevance to their lives. Fluorine compounds in dental applications (as topical or as systemic use) provide an excellent context in which to review core content of general…

Using an Authentic Radioisotope to Teach Half-Life

ERIC Educational Resources Information Center

Liddicoat, Scott; Sebranek, John

2005-01-01

Traditionally nuclear chemistry appears in the last few chapters of chemistry textbooks and is not normally considered a mainstream topic. In addition, some science teachers lack the training or equipment to teach nuclear chemistry. Yet nuclear chemistry is a very important topic that should be taught in all chemistry classrooms. Learning about…

Evaluation of competence-based teaching in higher education: From theory to practice.

PubMed

Bergsmann, Evelyn; Schultes, Marie-Therese; Winter, Petra; Schober, Barbara; Spiel, Christiane

2015-10-01

Competence-based teaching in higher education institutions and its evaluation have become a prevalent topic especially in the European Union. However, evaluation instruments are often limited, for example to single student competencies or specific elements of the teaching process. The present paper provides a more comprehensive evaluation concept that contributes to sustainable improvement of competence-based teaching in higher education institutions. The evaluation concept considers competence research developments as well as the participatory evaluation approach. The evaluation concept consists of three stages. The first stage evaluates whether the competencies students are supposed to acquire within the curriculum (ideal situation) are well defined. The second stage evaluates the teaching process and the competencies students have actually acquired (real situation). The third stage evaluates concrete aspects of the teaching process. Additionally, an implementation strategy is introduced to support the transfer from the theoretical evaluation concept to practice. The evaluation concept and its implementation strategy are designed for internal evaluations in higher education and primarily address higher education institutions that have already developed and conducted a competence-based curriculum. Copyright © 2015 Elsevier Ltd. All rights reserved.

Link-topic model for biomedical abbreviation disambiguation.

PubMed

Kim, Seonho; Yoon, Juntae

2015-02-01

The ambiguity of biomedical abbreviations is one of the challenges in biomedical text mining systems. In particular, the handling of term variants and abbreviations without nearby definitions is a critical issue. In this study, we adopt the concepts of topic of document and word link to disambiguate biomedical abbreviations. We newly suggest the link topic model inspired by the latent Dirichlet allocation model, in which each document is perceived as a random mixture of topics, where each topic is characterized by a distribution over words. Thus, the most probable expansions with respect to abbreviations of a given abstract are determined by word-topic, document-topic, and word-link distributions estimated from a document collection through the link topic model. The model allows two distinct modes of word generation to incorporate semantic dependencies among words, particularly long form words of abbreviations and their sentential co-occurring words; a word can be generated either dependently on the long form of the abbreviation or independently. The semantic dependency between two words is defined as a link and a new random parameter for the link is assigned to each word as well as a topic parameter. Because the link status indicates whether the word constitutes a link with a given specific long form, it has the effect of determining whether a word forms a unigram or a skipping/consecutive bigram with respect to the long form. Furthermore, we place a constraint on the model so that a word has the same topic as a specific long form if it is generated in reference to the long form. Consequently, documents are generated from the two hidden parameters, i.e. topic and link, and the most probable expansion of a specific abbreviation is estimated from the parameters. Our model relaxes the bag-of-words assumption of the standard topic model in which the word order is neglected, and it captures a richer structure of text than does the standard topic model by considering

Does Thoughtfully Adaptive Teaching Actually Exist? A Challenge to Teacher Educators

ERIC Educational Resources Information Center

Hoffman, James V.; Duffy, Gerald G.

2016-01-01

In this article, we explore the roots of thoughtfully adaptive teaching in reflection. Drawing on the conceptual work of Dewey and Schon, we examine reflective practice in teaching as a tool for resistance against institutional pressures to standardize teaching practices. We describe 2 programs of research related to this topic. One program of…

Mentor Advice Giving in an Alternative Certification Program for Secondary Science Teaching: Opportunities and Roadblocks in Developing a Knowledge Base for Teaching

NASA Astrophysics Data System (ADS)

Upson Bradbury, Leslie; Koballa, Thomas R., Jr.

2007-12-01

Mentoring is often an important component of alternative certification programs, yet little is known about what novices learn about science teaching through mentoring relationships. This study investigated the advice given by two mentor science teachers to their protégés. Findings indicate that mentors gave more advice related to general pedagogical knowledge than science-specific pedagogical content knowledge. Specifically, there was little to no advice related to the topics of inquiry, the nature of science, or the development of scientific literacy. Implications call for an increase in communication between university teacher education programs and school-based mentors, the development of benchmarks to help guide mentor-protégé interactions, and the importance of a multiyear induction process.

Teaching without Faculty: Policy Interactions and Their Effects on the Network of Teaching in German Higher Education

ERIC Educational Resources Information Center

Mitterle, Alexander; Würmann, Carsten; Bloch, Roland

2015-01-01

The impact of higher education reforms on teaching at faculty level in Germany has seldom been explored. Research on teaching at university so far centres on how to teach. Yet, before any (best) practice can take place, teaching requires a specific site where a specific teacher meets a specific number of students. To bring about teaching, teaching…

Teaching Time-Space Compression

ERIC Educational Resources Information Center

Warf, Barney

2011-01-01

Time-space compression shows students that geographies are plastic, mutable and forever changing. This paper justifies the need to teach this topic, which is rarely found in undergraduate course syllabi. It addresses the impacts of transportation and communications technologies to explicate its dynamics. In summarizing various conceptual…

Teaching Materials and Methods.

ERIC Educational Resources Information Center

Physiologist, 1982

1982-01-01

Twelve abstracts of papers presented at the 33rd Annual Fall Meeting of the American Physiological Society are listed, focusing on teaching materials/methods. Topics, among others, include trends in physiology laboratory programs, cardiovascular system model, cardiovascular computer simulation with didactic feedback, and computer generated figures…

Teaching Ecology in Winter.

ERIC Educational Resources Information Center

Clearing: Nature and Learning in the Pacific Northwest, 1984

1984-01-01

Presents ideas for teaching ecology in the winter. Suggested topic areas or units include snow insulation and density, snowflakes and snow crystals, goldenrod galls, bird behavior, survival techniques, bacteriology and decomposition, trees and keying, biomass and productivity, pollution, and soil organisms. A sample student activity sheet is…

Teaching Mediated Public Relations.

ERIC Educational Resources Information Center

Kent, Michael L.

2001-01-01

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…

Some Ideas on Teaching Astronomy.

ERIC Educational Resources Information Center

Allan, Phil

1980-01-01

Described are several homework activities for use in teaching Astronomy. Topics include optical telescopes, the sun, and facts about the solar system. The format is a series of true-false questions related to diagrams which students must complete. (DS)

Special Issue of Teaching Ideas.

ERIC Educational Resources Information Center

Health Education (Washington D.C.), 1986

1986-01-01

This special issue contains teaching strategies and suggestions for health-related activities at all educational levels. A few of the topics addressed by the 21 articles are heart disease, testicular cancer, hospital stress, family life, and sexual responsibility. (MT)

Scholarship of Teaching International Business: Challenges and Opportunities

ERIC Educational Resources Information Center

Aggarwal, Raj; Goodell, John W.

2011-01-01

International business (IB) is an important topic for business schools as business is global, but much business school teaching of IB still seems inadequate. IB education can be challenging but also presents many opportunities. We need to build our knowledge base of effective IB teaching methods and procedures. Such knowledge can not only be used…

Case Meetings for Teaching English for Specific Academic Purposes in a Tertiary Aeronautical Engineering Programme

ERIC Educational Resources Information Center

Tatzl, Dietmar

2015-01-01

This article presents an innovative adaptation of the case method to teaching English for specific academic purposes. Widespread in its traditional form in various content disciplines, the case method bears the potential for truly student-centred language instruction. The current application transforms learners from case analysts to case authors…

Technological pedagogical content knowledge of junior high school mathematics teachers in teaching linear equation

NASA Astrophysics Data System (ADS)

Wati, S.; Fitriana, L.; Mardiyana

2018-04-01

Linear equation is one of the topics in mathematics that are considered difficult. Student difficulties of understanding linear equation can be caused by lack of understanding this concept and the way of teachers teach. TPACK is a way to understand the complex relationships between teaching and content taught through the use of specific teaching approaches and supported by the right technology tools. This study aims to identify TPACK of junior high school mathematics teachers in teaching linear equation. The method used in the study was descriptive. In the first phase, a survey using a questionnaire was carried out on 45 junior high school mathematics teachers in teaching linear equation. While in the second phase, the interview involved three teachers. The analysis of data used were quantitative and qualitative technique. The result PCK revealed teachers emphasized developing procedural and conceptual knowledge through reliance on traditional in teaching linear equation. The result of TPK revealed teachers’ lower capacity to deal with the general information and communications technologies goals across the curriculum in teaching linear equation. The result indicated that PowerPoint constitutes TCK modal technological capability in teaching linear equation. The result of TPACK seems to suggest a low standard in teachers’ technological skills across a variety of mathematics education goals in teaching linear equation. This means that the ability of teachers’ TPACK in teaching linear equation still needs to be improved.

Culture Teaching in Historical Review: On the Occasion of ASOCOPI's Fiftieth Anniversary

ERIC Educational Resources Information Center

Meadows, Bryan

2016-01-01

This literature review surveys fifty years of English language teaching scholarship on the topic of culture teaching. The review segments the available literature according to decade and applies two guiding questions to each resource found: "How is culture defined" and "What does culture teaching look like." The report of…

Teaching and Learning Development Economics: Retrospect and Prospect

ERIC Educational Resources Information Center

Chen, Edward K. Y.

2005-01-01

The author has chosen three major topics in development economics for a discussion on how to teach the subject: the concepts and measurement of development, models of growth and development, and the international aspects of economic development. For the concepts of development, it is important to emphasize the coherence of the topics to be…

Pedagogy of Science Teaching Tests: Formative Assessments of Science Teaching Orientations

ERIC Educational Resources Information Center

Cobern, William W.; Schuster, David; Adams, Betty; Skjold, Brandy Ann; Mugaloglu, Ebru Zeynep; Bentz, Amy; Sparks, Kelly

2014-01-01

A critical aspect of teacher education is gaining pedagogical content knowledge of how to teach science for conceptual understanding. Given the time limitations of college methods courses, it is difficult to touch on more than a fraction of the science topics potentially taught across grades K-8, particularly in the context of relevant pedagogies.…

Trends in the Teaching of Typewriting

ERIC Educational Resources Information Center

Meehan, James R.

1977-01-01

Topics discussed include the cost advantages of electric versus manual typewriters, the advantages of teaching with electric typewriters, copying and typewriting, computers and typewriting, standardization of typewriting style, and word processing and typewriting. (TA)

Teaching America's Maritime Heritage

ERIC Educational Resources Information Center

Heitzman, Ray

1977-01-01

The author recommends that social studies curricula include study of American maritime heritage. He describes aspects of the heritage, such as commercial trade and water sports; suggests topics for mini-units, such as marine careers; and presents an annotated bibliography of 56 resources for teaching about maritime activities. (AV)

Teaching Writing in Economics

ERIC Educational Resources Information Center

Schmeiser, Katherine

2017-01-01

In this article, the author provides motivation and a template for integrating and teaching writing in a variety of economics courses: core theory or introductory courses, topic courses, and economic writing/research courses. For each assignment, pedagogical reasoning and syllabus integration are discussed. Additionally, the author shows that…

Teachers' Views of Moral Education Topics - Taiwan and the USA

NASA Astrophysics Data System (ADS)

Lin, Huey-Ya; Davidman, Patricia; Petersen, George; Thomas, R. Murray

1998-01-01

In a questionnaire survey, 94 teachers in Taiwan and 140 in the United States judged which topics among 20 moral issues would be appropriate subjects of study in grade six of the primary school and in the first year of the university. The issues related to religion, ethnicity, gender, health care, crime, alcohol, tobacco, gambling, guns, government corruption, birth control, caring for the elderly, and television programming. The results revealed great diversity of opinion within each group of respondents. No single topic was approved by all teachers in either group, nor was any topic rejected by all. Among the 234 teachers, no two offered precisely the same configuration of answers over the 20 topics. Nevertheless, some group trends could be identified for individual topics. For example, in both countries the great majority of respondents would teach about industrial pollution, whereas very few would approve of trying to identify the best religion. In the rationales teachers offered in support of their choices, the four reasons that figured most prominently in both countries were that a topic would contribute to the nation's welfare, would help students to make wise decisions, would be interesting for students, and would represent a peaceful way to face social problems.

Teaching Art and Design: Communicating Creative Practice through Embodied and Tacit Knowledge

ERIC Educational Resources Information Center

Budge, Kylie

2016-01-01

How do artists and designers teaching in universities communicate creative practice as they teach art/design? There is much discussion about the "mystery" of creativity, but little understanding of how teaching occurs in creative contexts. Understanding this topic better will develop greater knowledge within the academy of how art and…

Preparing clinical laboratory science students with teaching skills.

PubMed

Isabel, Jeanne M

2010-01-01

Training clinical laboratory science (CLS) students in techniques of preparation and delivery of an instructional unit is an important component of all CLS education programs and required by the national accrediting agency. Participants of this study included students admitted to the CLS program at Northern Illinois University and enrolled in the teaching course offered once a year between the years of 1997 and 2009. Courses on the topic of "teaching" may be regarded by CLS students as unnecessary. However, entry level practitioners are being recruited to serve as clinical instructors soon after entering the workforce. Evaluation of the data collected indicates that students are better prepared to complete tasks related to instruction of a topic after having an opportunity to study and practice skills of teaching. Mentoring CLS students toward the career role of clinical instructor or professor is important to maintaining the workforce.

Epistemological Development and Judgments and Reasoning about Teaching Methods

ERIC Educational Resources Information Center

Spence, Sarah; Helwig, Charles C.

2013-01-01

Children's, adolescents', and adults' (N = 96 7-8, 10-11, and 13-14-year-olds and university students) epistemological development and its relation to judgments and reasoning about teaching methods was examined. The domain (scientific or moral), nature of the topic (controversial or noncontroversial), and teaching method (direct instruction by…

Using movies to teach professionalism to medical students.

PubMed

Klemenc-Ketis, Zalika; Kersnik, Janko

2011-08-23

Professionalism topics are usually not covered as a separate lesson within formal curriculum, but in subtler and less officially recognized educational activities, which makes them difficult to teach and assess. Interactive methods (e.g. movies) could be efficient teaching methods but are rarely studied. The aims of this study were: 1) to test the relevance and usefulness of movies in teaching professionalism to fourth year medical students and, 2) to assess the impact of this teaching method on students' attitudes towards some professionalism topics. This was an education study with qualitative data analysis in a group of eleven fourth year medical students from the Medical School of University Maribor who attended an elective four month course on professionalism. There were 8 (66.7%) female students in the group. The mean age of the students was 21.9 ± 0.9 years. The authors used students' written reports and oral presentations as the basis for qualitative analysis using thematic codes. Students recognised the following dimensions in the movie: communication, empathy, doctors' personal interests and palliative care. It also made them think about their attitudes towards life, death and dying. The controlled environment of movies successfully enables students to explore their values, beliefs, and attitudes towards features of professionalism without feeling that their personal integrity had been threatened. Interactive teaching methods could become an indispensible aid in teaching professionalism to new generations.

The human heart and the circulatory system as an interesting interdisciplinary topic in lessons of physics and biology

NASA Astrophysics Data System (ADS)

Volná, M.; Látal, F.; Kubínek, R.; Richterek, L.

2014-01-01

Many topics which are closely related can be found in the national curriculum of the Czech Republic for physics and biology. One of them is the heart and the circulatory system in the human body. This topic was examined cross curriculum, a teaching module was created and the topic was chosen for our research. The task was to determine if the students of bachelor study are aware of connections between physics and biology within this topic and whether we can help them effectively to describe the corresponding physics phenomena in the human body connected, for example, with a heart attack or with the measurement of blood pressure. In this paper, the heart and the circulatory system are presented as suitable topics for an interdisciplinary teaching module which includes both theoretical and experimental parts. The module was evaluated by a group of first-year undergraduate students of physics at the Faculty of Science, Palacký University. The acquired knowledge was compared with another control group through a test. The highest efficiency of the module was evaluated on the basis of questions that covered the calculation problems.

Active-learning Strategies for Legal Topics and Substance Abuse in a Pharmacy Curriculum.

PubMed

Steinhardt, Sarah J; Clark, John E; Kelly, William N; Hill, Angela M

2017-02-25

Objective. To implement active-learning strategies to engage students in learning, applying, and teaching legal and substance abuse topics. Design. Medication Safety course student groups created films on a National Patient Safety Goal (NPSG) using a movie genre and presented them in film festival format. Pharmacogenomics course student groups taught ethical, legal, and social implications (ELSI) topics through presentation of short stories about comic book characters with genetic mutations. Students in the Drugs of Abuse course composed and performed dances depicting the mechanism of action of a drug in an in-class rave dance format. Assessment. Course evaluations revealed student engagement with subject material and enjoyment of the creative applications, critical thinking, and collaborative aspects of the activities. Students performed well on examination questions and graded assignments. Conclusion. These active-learning strategies facilitated students' abilities to learn, apply, and teach material in medication safety, pharmacogenomics, and substance abuse courses.

Active-learning Strategies for Legal Topics and Substance Abuse in a Pharmacy Curriculum

PubMed Central

Clark, John E.; Kelly, William N.; Hill, Angela M.

2017-01-01

Objective. To implement active-learning strategies to engage students in learning, applying, and teaching legal and substance abuse topics. Design. Medication Safety course student groups created films on a National Patient Safety Goal (NPSG) using a movie genre and presented them in film festival format. Pharmacogenomics course student groups taught ethical, legal, and social implications (ELSI) topics through presentation of short stories about comic book characters with genetic mutations. Students in the Drugs of Abuse course composed and performed dances depicting the mechanism of action of a drug in an in-class rave dance format. Assessment. Course evaluations revealed student engagement with subject material and enjoyment of the creative applications, critical thinking, and collaborative aspects of the activities. Students performed well on examination questions and graded assignments. Conclusion. These active-learning strategies facilitated students’ abilities to learn, apply, and teach material in medication safety, pharmacogenomics, and substance abuse courses. PMID:28289294

Expression and Organization of Geographic Spatial Relations Based on Topic Maps

NASA Astrophysics Data System (ADS)

Liang, H. J.; Wang, H.; Cui, T. J.; Guo, J. F.

2017-09-01

Spatial Relation is one of the important components of Geographical Information Science and Spatial Database. There have been lots of researches on Spatial Relation and many different spatial relations have been proposed. The relationships among these spatial relations such as hierarchy and so on are complex and this brings some difficulties to the applications and teaching of these spatial relations. This paper summaries some common spatial relations, extracts the topic types, association types, resource types of these spatial relations using the technology of Topic Maps, and builds many different relationships among these spatial relations. Finally, this paper utilizes Java and Ontopia to build a topic map among these common spatial relations, forms a complex knowledge network of spatial relations, and realizes the effective management and retrieval of spatial relations.

Teaching autistic children conversational speech using video modeling.

PubMed Central

Charlop, M H; Milstein, J P

1989-01-01

We assessed the effects of video modeling on acquisition and generalization of conversational skills among autistic children. Three autistic boys observed videotaped conversations consisting of two people discussing specific toys. When criterion for learning was met, generalization of conversational skills was assessed with untrained topics of conversation; new stimuli (toys); unfamiliar persons, siblings, and autistic peers; and other settings. The results indicated that the children learned through video modeling, generalized their conversational skills, and maintained conversational speech over a 15-month period. Video modeling shows much promise as a rapid and effective procedure for teaching complex verbal skills such as conversational speech. PMID:2793634

Teaching Small Business Ownership and Management

ERIC Educational Resources Information Center

Leach, James A.

1977-01-01

Topics discussed include integrating small business ownership with existing programs; establishing awareness, exploration, and orientation activities; and preparation for small business ownership. A curriculum guide developed for teaching small business ownership and management is also described. (TA)

Teaching on Science, Technology and the Nuclear Arms Race.

ERIC Educational Resources Information Center

Schroeer, Dietrich

1983-01-01

Describes a course focusing on science, technology, and the nuclear arms race. Two sample homework exercises and course topics are provided. Topics, with lists of questions that might be addressed, focus on nuclear weapons, alternatives to deterrence, and arms control. Approaches to teaching about the nuclear arms race are also provided. (JN)

Problematic topic transitions in dysarthric conversation.

PubMed

Bloch, Steven; Saldert, Charlotta; Ferm, Ulrika

2015-01-01

This study examined the nature of topic transition problems associated with acquired progressive dysarthric speech in the everyday conversation of people with motor neurone disease. Using conversation analytic methods, a video collection of five naturally occurring problematic topic transitions was identified, transcribed and analysed. These were extracted from a main collection of over 200 other-initiated repair sequences and a sub-set of 15 problematic topic transition sequences. The sequences were analysed with reference to how the participants both identified and resolved the problems. Analysis revealed that topic transition by people with dysarthria can prove problematic. Conversation partners may find transitions problematic not only because of speech intelligibility but also because of a sequential disjuncture between the dysarthric speech turn and whatever topic has come prior. In addition the treatment of problematic topic transition as a complaint reveals the potential vulnerability of people with dysarthria to judgements of competence. These findings have implications for how dysarthria is conceptualized and how specific actions in conversation, such as topic transition, might be suitable targets for clinical intervention.

Proceedings of the Undergraduate Mathematics Teaching Conference (Birmingham, England, September 3-6, 2001).

ERIC Educational Resources Information Center

Egerton, Patricia, Ed.

The 27th Undergraduate Mathematics Teaching Conference took place in September of 2001 at the University of Birmingham. Major topics of the conference included preparing a teaching portfolio, engineering mathematics should be taught by engineers, issues in teaching discrete mathematics, action research, study skills, and issues for web-delivered…

SU-F-E-15: Initial Experience Implementing a Case Method Teaching Approach to Radiation Oncology Physics Residents, Graduate Students and Doctorate of Medical Physics Students

DOE Office of Scientific and Technical Information (OSTI.GOV)

Gutierrez, A

Purpose: Case Method Teaching approach is a teaching tool used commonly in business school to challenge students with real-world situations—i.e. cases. The students are placed in the role of the decision maker and have to provide a solution based on the multitude of information provided. Specifically, students must develop an ability to quickly make sense of a complex problem, provide a solution incorporating all of the objectives (at time conflicting) and constraints, and communicate that solution in a succinct, professional and effective manner. The validity of the solution is highly dependent on the auxiliary information provided in the case andmore » the basic didactic knowledge of the student. A Case Method Teaching approach was developed and implemented into an on-going course focused on AAPM Task Group reports at UTHSCSA. Methods: A current course at UTHSCSA reviews and discusses 15 AAPM Task Group reports per semester. The course is structured into three topic modules: Imaging QA, Stereotactic Radiotherapy, and Special Patient Measurements—i.e. pacemakers, fetal dose. After a topic module is complete, the students are divided into groups (2–3 people) and are asked to review a case study related to the module topic. Students then provide a solution presented in an executive summary and class presentation. Results: Case studies were created to address each module topic. Through team work and whole-class discussion, a collaborative learning environment was established. Students additionally learned concepts such vendor relations, financial negotiations, capital project management, and competitive strategy. Conclusion: Case Method Teaching approach is an effective teaching tool to further enhance the learning experience of radiation oncology physics students by presenting them with though-provoking dilemmas that require students to distinguish pertinent from peripheral information, formulate strategies and recommendations for action, and confront

Proceedings of the Symposium Teaching Cardiovascular Physiology Outside the Lecture Hall.

ERIC Educational Resources Information Center

Michael, Joel A.; Rovick, Allen A., Eds.

1983-01-01

Provided are 10 papers presented during a symposium on teaching cardiovascular physiology outside the lecture hall. Topics addressed include a mechanical model of the cardiovascular system for effective teaching, separate course for experiments in cardiovascular physiology, selective laboratory (alternative to cookbook experiments), cardiovascular…

L'Insegnamento della Lingua Straniera per Scopi Speciali: Proposte per un Syllabus Funzionale (Teaching a Foreign Language for Specific Purposes: Ideas for a Functional Syllabus).

ERIC Educational Resources Information Center

Bertocchi, Daniela; Lugarini, Edoardo

1982-01-01

The authors stress the importance of using a "science-oriented" syllabus when teaching a second language for specific purposes and identify the linguistic concepts which must be incorporated into such a syllabus. They discuss their experience in teaching Italian for specific Purposes at the National University in Somalia. (CFM)

Enhanced podcasts for teaching biochemistry to veterinary students.

PubMed

Gough, Kevin C

2011-01-01

The teaching of biochemistry within medical disciplines presents certain challenges; firstly to relay a large body of complex facts and abstract concepts, and secondly to motivate students that this relatively difficult topic is worth their time to study. Here, nutrient biochemistry was taught within a multidisciplinary module as part of an undergraduate veterinary curriculum. The teaching approach was initially focussed on a mixture of didactic lectures and student-centred activities such as directed group/self learning. In subsequent years the core didactic lectures were replaced with enhanced podcasts covering the same material, along with the introduction of student presentations delivered within groups with both peer and facilitator assessment. These changes were accompanied by an increase in the time dedicated to this topic to allow sufficient time for students to work through podcasts and prepare presentations. The combination of these changes resulted in significant improvements in student performance within an in-course biochemistry long essay. These changes in the teaching approach, and particularly the introduction of extensive podcasts, was well received by students who perceived the process of going through the podcasts as time consuming but allowing them flexibility in both the pace that they studied this topic as well as the location and times that they studied it. Copyright © 2011 Wiley Periodicals, Inc.

Teaching Accounting with Computers.

ERIC Educational Resources Information Center

Shaoul, Jean

This paper addresses the numerous ways that computers may be used to enhance the teaching of accounting and business topics. It focuses on the pedagogical use of spreadsheet software to improve the conceptual coverage of accounting principles and practice, increase student understanding by involvement in the solution process, and reduce the amount…

Insects and Diseases. Competency Based Teaching Materials in Horticulture.

ERIC Educational Resources Information Center

Legacy, Jim; And Others

This competency-based curriculum unit on insects and diseases is one of four developed for classroom use in teaching the turf and lawn services area of horticulture. The five sections are each divided into teaching content (in a question-and-answer format) and student skills that outline steps and factors for consideration. Topics covered include…

The Nature of the Interplay among Components of Pedagogical Content Knowledge in Reaction Rate and Chemical Equilibrium Topics of Novice and Experienced Chemistry Teachers

ERIC Educational Resources Information Center

Akin, Fatma Nur; Uzuntiryaki-Kondakci, Esen

2018-01-01

We examined the interactions among pedagogical content knowledge (PCK) components of novice and experienced chemistry teachers in teaching reaction rate and chemical equilibrium topics in this qualitative multiple-case design study. For this aim, three chemistry teachers who had different levels of teaching experience in chemistry teaching were…

An in-depth analysis of ethics teaching in Canadian physiotherapy and occupational therapy programs.

PubMed

Laliberté, Maude; Hudon, Anne; Mazer, Barbara; Hunt, Matthew R; Ehrmann Feldman, Debbie; Williams-Jones, Bryn

2015-01-01

The purpose of this study was to examine current approaches and challenges to teaching ethics in entry-level Canadian physiotherapy (PT) and occupational therapy (OT) programs. Educators responsible for teaching ethics in the 28 Canadian PT and OT programs (n = 55) completed an online survey. The quantity of ethics teaching is highly variable, ranging from 5 to 65 h. Diverse obstacles to ethics teaching were reported, relating to the organization and structure of academic programs, student issues and the topic of ethics itself. Specific challenges included time constraints, large class sizes, a lack of pedagogical tools adapted to teaching this complex subject, a perceived lack of student interest for the subject and a preference for topics related to clinical skills. Of note, 65% of ethics educators who participated in the survey did not have any specialized training in ethics. Significant cross-program variation in the number of hours dedicated to ethics and the diversity of pedagogical methods used suggests that there is little consensus about how best to teach ethics. Further research on ethics pedagogy in PT and OT programs (i.e. teaching and evaluation approaches and effectiveness of current ethics teaching) would support the implementation of more evidence-based ethics education. Implications for Rehabilitation Ethics educators in Canadian PT and OT programs are experimenting with diverse educational approaches to teach ethical reasoning and decision-making to students, including lectures, problem-based learning, directed readings, videos, conceptual maps and clinical elective debriefing, but no particular method has been shown to be more effective for developing ethical decision-making/reasoning. Thus, research on the effectiveness of current methods is needed to support ethics educators and programs to implement evidence-based ethics education training. In our survey, 65% of ethics educators did not have any specialized training in ethics. Ensuring

Developing Pedagogical Content Knowledge for Teaching a New Topic: More than Teaching Experience and Subject Matter Knowledge

ERIC Educational Resources Information Center

Chan, Kennedy Kam Ho; Yung, Benny Hin Wai

2018-01-01

Teaching experience has been identified as an important factor in pedagogical content knowledge (PCK) development. However, little is known about "how" experienced teachers may draw on their previous experience to facilitate their PCK development. This study examined how two experienced high school biology teachers approached the…

Inclusive Cultures, Policies and Practices in Spanish Compulsory Secondary Education Schools: Teachers' Perceptions in Ordinary and Specific Teaching Contexts

ERIC Educational Resources Information Center

Moliner, Odet; Sales, Auxiliadora; Ferrandez, Reina; Traver, Joan

2011-01-01

This article presents a study that attempts to inquire into the indicators related with inclusive education by taking into account teachers' responses in the ordinary and specific teaching contexts (experts in special education needs, specialists in therapeutic pedagogy and compensatory education or specific programmes organised to accommodate…

Developing Mobile Support System for Augmented Reality in Clinical Constraint Teaching.

PubMed

Weng, Wei Kai; Hsu, Han Jen

2018-01-01

It's always been a big topic how to improve the efficiency of education. Reply teaching and image teaching had always performed better than text book. Furthermore, adapting AR technology will be a great add-on to reinforce it. That's the main purpose of this project.

Teaching Pharmacology to College Teachers

ERIC Educational Resources Information Center

Gerald, Michael C.

1978-01-01

Although pharmaceutical and biomedical educators are best prepared for teaching undergraduate nonprofessional drug-related courses, few students can capitalize upon such expertise. An alternative described by a course director is to train the college teachers of such students. Major topics presented and representative interim projects are…

[Social medicine in medical faculties: realisation of the topic in the specialty "social medicine, occupational health"].

PubMed

Behmann, M; Bisson, S; Walter, U

2011-12-01

The 9 (th) Revision of German Medical Licensing Regulations for Physicians has come into effect on October 1 (st) 2003. Social medicine was separated into the fields "occupational health, social medicine" and the various cross-sectional modules: epidemiology, biometry, medical computer science; health economics, health-care system, public health; prevention, health promotion; rehabilitation, physical medicine, naturopathic treatment. This paper studies the realisation of teaching in the field social medicine at German medical faculties. The survey was conducted in collaboration with the German Association for Social Medicine and Prevention (DGSMP). A survey was conducted at 38 institutes of 36 German medical faculties. The written questionnaire contained mostly selection items in which chances and barriers of the field were queried with supply items. Information about time scale, general conditions and resources was aked for. On the basis of the guidelines of the DGSMP, the topics to be taught were evaluated concerning their relevance and integration into education. The response rate was 68% (n=26). Social insurance, basic principles, responsibility in the Social Security Code and the different providers were judged as the most important topics. There was a strong demand for lecturing material. 82% (n=18) of the faculties wished to have specific material, for example e-learning, examples, lesson plans, curricula and also textbooks. 91% (n=19) of the faculties requested an exchange of information between the faculties concerning educational contents, motivation of students and e-learning. The realisation of teaching is different between the faculties concerning the number of hours, teaching methods and number of students per year. The motivation of the students is one of the problems, but also the lack of acceptance within the clinic. Specific resources and exchange between the faculties are necessary concerning e-learning, which is offered at only few faculties so

What is motivating middle-school science teachers to teach climate change?

NASA Astrophysics Data System (ADS)

McNeal, Peggy; Petcovic, Heather; Reeves, Patricia

2017-05-01

Adoption of science content standards that include anthropogenic climate change has prompted widespread instruction in climate change for the first time. However, the controversial nature of the topic can be daunting and many teachers share misconceptions that lead to weak treatment of climate change in classrooms. Nevertheless, numerous teachers have embraced the topic and are providing illustrations of deliberate climate change education. In this study we investigated teacher motivation using focus groups with middle school teachers who currently teach climate change. Qualitative analysis of the collective teacher voices yielded underlying motivations. Our findings suggest that these teachers' interest in environmentalism naturally translates to climate change advocacy and motivates teaching the topic. Their knowledge and expertise gives them confidence to teach it. These teachers see themselves as scientists, therefore their views align with the scientific consensus. They practice authentic scientific research with their students, thus confirming valued characteristics of their scientist identity. Finally, our findings suggest that teaching climate change gives these teachers a sense of hope as they impact the future through their students. This study contrasts with skepticism over the state of climate change education and contributes to an understanding of how climate change education is motivated in teachers.

Using "Big Ideas" to Enhance Teaching and Student Learning

ERIC Educational Resources Information Center

Mitchell, Ian; Keast, Stephen; Panizzon, Debra; Mitchell, Judie

2017-01-01

Organising teaching of a topic around a small number of "big ideas" has been argued by many to be important in teaching for deep understanding, with big ideas being able to link different activities and to be framed in ways that provide perceived relevance and routes into engagement. However it is our view that, at present, the…

A Guide for Teaching the Topic of Transportation to Younger Children.

ERIC Educational Resources Information Center

Craycraft, Kenneth; Pasqualine, Susanne

The purpose of this instructional unit is to provide educators of young children with guidelines for exploring the topic of transportation. Designed for children between the ages of 4 and 6 years, the activities described in the guide require approximately 2 weeks for completion. Knowledge, skill, and attitude objectives are listed, and classroom…

A Curriculum for Teaching Human Sexuality to Mentally Impaired Adolescents.

ERIC Educational Resources Information Center

Rinckey, David Jason

Presented is a developmentally sequenced curriculum designed for teaching human sexuality to mentally impaired adolescents. A brief objective is presented, teaching methods are listed, and materials needed are described (in terms of author, title, source, and price) for each of the following topic areas: vocabulary of sexuality; fact vs. myths;…

Neurolinguistics and Second Language Teaching: A View from the Crossroads

ERIC Educational Resources Information Center

Rastelli, Stefano

2018-01-01

The topic of this article is the link between research on the neurocognition of the teaching--acquisition interface and research on second language teaching. This recent scientific enterprise investigates whether and how different aspects of second language instruction may change both the anatomy and the functioning of an adult learner's brain…

Identity Orientations: Definition, Assessment, and Personal Correlates. A Teaching Module.

ERIC Educational Resources Information Center

Carducci, Bernardo J.

Probably no other concept comes closer to encompassing the core of personality psychology than the concept of the self. This teaching activity provides instructors with a self-contained teaching module--including lecture material, an in-class activity, suggestions for in-class discussion, and supporting references--on the topic of identity…

Simulations for Teaching Chemical Equilibrium

NASA Astrophysics Data System (ADS)

Huddle, Penelope A.; White, Margaret Dawn; Rogers, Fiona

2000-07-01

This paper outlines a systematic approach to teaching chemical equilibrium using simulation experiments that address most known alternate conceptions in the topic. Graphs drawn using the data from the simulations are identical to those obtained using real experimental data for reactions that go to equilibrium. This allows easy mapping of the analogy to the target. The requirements for the simulations are simple and inexpensive, making them accessible to even the poorest schools. The simulations can be adapted for all levels, from pupils who are first encountering equilibrium through students in tertiary education to qualified teachers who have experienced difficulty in teaching the topic. The simulations were piloted on four very different audiences. Minor modifications were then made before the Equilibrium Games as reported in this paper were tested on three groups of subjects: a Grade 12 class, college students, and university Chemistry I students. Marked improvements in understanding of the concept were shown in two of the three sets of subjects.

Teaching Critical Response with Goethe's Werther.

ERIC Educational Resources Information Center

Guidry, Glenn A.

1991-01-01

Describes a course unit on Goethe's "Werther," in which an inductive approach to discussion teaching is used to introduce German literature to college students with little literary background through class activities and discussion topics to stimulate student interest. (Author/CB)

A laboratory activity for teaching natural radioactivity

NASA Astrophysics Data System (ADS)

Pilakouta, M.; Savidou, A.; Vasileiadou, S.

2017-01-01

This paper presents an educational approach for teaching natural radioactivity using commercial granite samples. A laboratory activity focusing on the topic of natural radioactivity is designed to develop the knowledge and understanding of undergraduate university students on the topic of radioactivity, to appreciate the importance of environmental radioactivity and familiarize them with the basic technology used in radioactivity measurements. The laboratory activity is divided into three parts: (i) measurements of the count rate with a Geiger-Muller counter of some granite samples and the ambient background radiation rate, (ii) measurement of one of the samples using gamma ray spectrometry with a NaI detector and identification of the radioactive elements of the sample, (iii) using already recorded 24 h gamma ray spectra of the samples from the first part (from the Granite Gamma-Ray Spectrum Library (GGRSL) of our laboratory) and analyzing selected peaks in the spectrum, students estimate the contribution of each radioactive element to the total specific activity of each sample. A brief description of the activity as well as some results and their interpretation are presented.

Planeamiento de la unidad didactica en le ensenanza del ingles como idioma extranjero (Planning the Teaching Unit in the Instruction of English as a Foreign Language).

ERIC Educational Resources Information Center

Medina T., Rene

1971-01-01

This paper discusses the use of the teaching unit as a means for organization in English-as-a-foreign-language classes. It lists the essential elements in the construction of such a unit: cultural topic, linguistic elements, time period, main objectives, instructional materials, focus, specific activities, intended results, evaluation techniques,…

Teaching Children with Intellectual Disabilities: Analysis of Research-Based Recommendations

ERIC Educational Resources Information Center

Räty, Lauri M. O.; Kontu, Elina K.; Pirttimaa, Raija A.

2016-01-01

The purpose of this qualitative study was to produce an overview of topics and practical recommendations that have been presented for teaching for students with intellectual disabilities in educational research articles published from 2000 to 2013. The sample of peer-reviewed research articles considering this topic was selected using a database…

Teaching professionalism in science courses: anatomy to zoology.

PubMed

Macpherson, Cheryl C

2012-02-01

Medical professionalism is reflected in attitudes, behaviors, character, and standards of practice. It is embodied by physicians who fulfill their duties to patients and uphold societies' trust in medicine. Professionalism requires familiarity with the ethical codes and standards established by international, governmental, institutional, or professional organizations. It also requires becoming aware of and responsive to societal controversies. Scientific uncertainty may be used to teach aspects of professionalism in science courses. Uncertainty about the science behind, and the health impacts of, climate change is one example explored herein that may be used to teach both professionalism and science. Many medical curricula provide students with information about professionalism and create opportunities for students to reflect upon and strengthen their individually evolving levels of professionalism. Faculties in basic sciences are rarely called upon to teach professionalism or deepen medical students understanding of professional standards, competencies, and ethical codes. However they have the knowledge and experience to develop goals, learning objectives, and topics relevant to professionalism within their own disciplines and medical curricula. Their dedication to, and passion for, science will support basic science faculties in designing innovative and effective approaches to teaching professionalism. This paper explores topics and formats that scientists may find useful in teaching professional attitudes, skills, and competencies in their medical curriculum. It highlights goals and learning objectives associated with teaching medical professionalism in the basic sciences. Copyright © 2011. Published by Elsevier B.V.

Using movies to teach professionalism to medical students

PubMed Central

2011-01-01

Background Professionalism topics are usually not covered as a separate lesson within formal curriculum, but in subtler and less officially recognized educational activities, which makes them difficult to teach and assess. Interactive methods (e.g. movies) could be efficient teaching methods but are rarely studied. The aims of this study were: 1) to test the relevance and usefulness of movies in teaching professionalism to fourth year medical students and, 2) to assess the impact of this teaching method on students' attitudes towards some professionalism topics. Method This was an education study with qualitative data analysis in a group of eleven fourth year medical students from the Medical School of University Maribor who attended an elective four month course on professionalism. There were 8 (66.7%) female students in the group. The mean age of the students was 21.9 ± 0.9 years. The authors used students' written reports and oral presentations as the basis for qualitative analysis using thematic codes. Results Students recognised the following dimensions in the movie: communication, empathy, doctors' personal interests and palliative care. It also made them think about their attitudes towards life, death and dying. Conclusions The controlled environment of movies successfully enables students to explore their values, beliefs, and attitudes towards features of professionalism without feeling that their personal integrity had been threatened. Interactive teaching methods could become an indispensible aid in teaching professionalism to new generations. PMID:21861900

On-line Resources for Teaching Sustainability

NASA Astrophysics Data System (ADS)

Bruckner, M. Z.; Larsen, K.; Buhr, S. M.; Kirk, K. B.; Ledley, T. S.; Manduca, C. A.; Mogk, D. W.; Savina, M. E.; Tewksbury, B. J.

2012-12-01

Sustainability encompasses broad interdisciplinary topics such as climate change, agricultural food production, and water resource use that include both scientific and societal components. Today's students will need to learn how to address complex, interdisciplinary, sustainability-related challenges throughout their lives. To support faculty in teaching complex concepts in sustainability to undergraduates, the Science Education Resource Center (SERC) now provides integrated access to all resources on teaching sustainability developed by projects hosted on SERC websites. Drawing extensively from collections developed by On the Cutting Edge: Professional Development for Geoscience Faculty, InTeGrate: Interdisciplinary Teaching of Geoscience for a Sustainable Future, the Climate Literacy and Energy Awareness Network (CLEAN), as well as more than 10 smaller projects, these resources include browsable access to (1) over 120 course descriptions submitted by faculty that provide information about course goals, assessments, and syllabi used in teaching courses with a sustainability focus, (2) over 160 faculty-submitted descriptions of activities that can be used to incorporate and address sustainability concepts, and (3) more than 90 interdisciplinary essays that highlight how faculty incorporate sustainability concepts into their teaching. The Sustainability Portal additionally includes several collections of lessons focused on a central theme, such as carbon footprint exercises and materials for teaching about energy that incorporate quantitative skills. The Sustainability Portal provides access to information about incorporating sustainability issues into geoscience courses and examples of how these concepts can be taught for topics such as geology and human health, public policy and Earth science, complex systems, urban students and urban environments, energy, and climate change. A rich collection of innovative pedagogical approaches conducive to teaching about

A heuristic approach to determine an appropriate number of topics in topic modeling

PubMed Central

2015-01-01

Background Topic modelling is an active research field in machine learning. While mainly used to build models from unstructured textual data, it offers an effective means of data mining where samples represent documents, and different biological endpoints or omics data represent words. Latent Dirichlet Allocation (LDA) is the most commonly used topic modelling method across a wide number of technical fields. However, model development can be arduous and tedious, and requires burdensome and systematic sensitivity studies in order to find the best set of model parameters. Often, time-consuming subjective evaluations are needed to compare models. Currently, research has yielded no easy way to choose the proper number of topics in a model beyond a major iterative approach. Methods and results Based on analysis of variation of statistical perplexity during topic modelling, a heuristic approach is proposed in this study to estimate the most appropriate number of topics. Specifically, the rate of perplexity change (RPC) as a function of numbers of topics is proposed as a suitable selector. We test the stability and effectiveness of the proposed method for three markedly different types of grounded-truth datasets: Salmonella next generation sequencing, pharmacological side effects, and textual abstracts on computational biology and bioinformatics (TCBB) from PubMed. Conclusion The proposed RPC-based method is demonstrated to choose the best number of topics in three numerical experiments of widely different data types, and for databases of very different sizes. The work required was markedly less arduous than if full systematic sensitivity studies had been carried out with number of topics as a parameter. We understand that additional investigation is needed to substantiate the method's theoretical basis, and to establish its generalizability in terms of dataset characteristics. PMID:26424364

High School Teaching of Bioethics in New Zealand, Australia, and Japan.

ERIC Educational Resources Information Center

Asada, Yukiko; Tsuzuki, Miho; Akiyama, Shiro; Macer, Nobuko Y.; Macer, Darryl R. J.

1996-01-01

Summarizes the results of an International Bioethics Education Survey conducted in Australia, New Zealand, and Japan. Compares knowledge and teaching of 15 selected topics with particular emphasis on the teaching of social, ethical, and environmental issues of in vitro fertilization, prenatal diagnosis, biotechnology, nuclear power, pesticides,…

Preparing Middle School Teachers to Use Science Models Effectively when Teaching about Weather and Climate Topics

NASA Astrophysics Data System (ADS)

Yarker, M. B.; Stanier, C. O.; Forbes, C.; Park, S.

2012-12-01

According to the National Science Education Standards (NSES), teachers are encouraged to use science models in the classroom as a way to aid in the understanding of the nature of the scientific process. This is of particular importance to the atmospheric science community because climate and weather models are very important when it comes to understanding current and future behaviors of our atmosphere. Although familiar with weather forecasts on television and the Internet, most people do not understand the process of using computer models to generate weather and climate forecasts. As a result, the public often misunderstands claims scientists make about their daily weather as well as the state of climate change. Therefore, it makes sense that recent research in science education indicates that scientific models and modeling should be a topic covered in K-12 classrooms as part of a comprehensive science curriculum. The purpose of this research study is to describe how three middle school teachers use science models to teach about topics in climate and weather, as well as the challenges they face incorporating models effectively into the classroom. Participants in this study took part in a week long professional development designed to orient them towards appropriate use of science models for a unit on weather, climate, and energy concepts. The course design was based on empirically tested features of effective professional development for science teachers and was aimed at teaching content to the teachers while simultaneously orienting them towards effective use of science models in the classroom in a way that both aids in learning about the content knowledge as well as how models are used in scientific inquiry. Results indicate that teachers perceive models to be physical representations that can be used as evidence to convince students that the teacher's conception of the concept is correct. Additionally, teachers tended to use them as ways to explain an idea to

On Teaching Biotechnology in Kentucky.

ERIC Educational Resources Information Center

Brown, Dan C.; Kemp, Michael C.; Hall, Jennifer

1998-01-01

One study surveyed 187 Kentucky teachers (36% agriculture, 32% science, 32% technology education); they rated importance of content organizers, topics, transferable skills, and delivery methods for biotechnology. A second study received responses from 70 of 150 teachers; 45 thought science teachers or an integrated team should teach biotechnology;…

Challenges in Teaching "Colloid and Surface Chemistry"--A Danish Experience

ERIC Educational Resources Information Center

Kontogeorgis, Georgios M.; Vigild, Martin E.

2009-01-01

Seven years ago we were asked, as one of our first teaching duties at the Technical University of Denmark (DTU), to teach a 5 ECTS point course on "Colloid and Surface Chemistry". The topic is itself at the same time exciting and demanding, largely due to its multidisciplinary nature. Several "local" requirements posed…

Preservice Secondary Teachers' Sense of Efficacy in Teaching Character Education

ERIC Educational Resources Information Center

Waters, Stewart; Russell, William B., III

2014-01-01

This study investigated the personal teaching efficacy and general teaching efficacy for character education of 130 preservice secondary teachers at a large university where there were no formal courses dedicated to character education, but the topic was included in some of the content coursework. The subjects were in one teacher education program…

Scaffolding and Dialogic Teaching in Mathematics Education: Introduction and Review

ERIC Educational Resources Information Center

Bakker, Arthur; Smit, Jantien; Wegerif, Rupert

2015-01-01

This article has two purposes: firstly to introduce this special issue on scaffolding and dialogic teaching in mathematics education and secondly to review the recent literature on these topics as well as the articles in this special issue. First we define and characterise scaffolding and dialogic teaching and provide a brief historical overview…

Virtue Ethics, Care Ethics, and "The Good Life of Teaching"

ERIC Educational Resources Information Center

Silverman, Marissa

2012-01-01

In "The Good Life of Teaching: An Ethics of Professional Practice," Chris Higgins (2011) reminds people that "self-interest and altruism, personal freedom and social roles, and practical wisdom and personhood" have been ancient philosophical topics that remain vitally important in the practice of contemporary teaching and learning. One of the most…

Both preparing to teach and teaching positively impact learning outcomes for peer teachers.

PubMed

Gregory, Alexander; Walker, Ian; McLaughlin, Kevin; Peets, Adam D

2011-01-01

We sought to evaluate the independent effects of preparing to teach and teaching on peer teacher learning outcomes. To evaluate the independent contributions of both preparing to teach and teaching to the learning of peer teachers in medical education. In total, 17 third-year medical students prepared to teach second-year students Advanced Cardiac Life Support algorithms and electrocardiogram (ECG) interpretation. Immediately prior to teaching they were randomly allocated to not teach, to teach algorithms, or to teach ECG. Peer teachers were tested on both topics prior to preparation, immediately after teaching and 60 days later. Compared to baseline, peer teachers' mean examination scores (±SD) demonstrated the greatest gains for content areas they prepared for and then taught (43.0% (13.9) vs. 66.3% (8.8), p < 0.001, d = 2.1), with gains persisting to 60 days (45.1% (13.9) vs. 61.8% (13.9), p < 0.01, d = 1.3). For content they prepared to teach but did not teach, less dramatic gains were evident (43.6% (8.3) vs. 54.7% (9.4), p < 0.001, d = 1.3), but did persist for 60 days (42.6% (8.1) vs. 53.2% (14.5), p < 0.05, d = 1.3). Increase in test scores attributable to the act of teaching were greater than those for preparation (23.3% (10.9) vs. 8% (9.6), p < 0.001, d = 1.6), but the difference was not significant 60 days later (16.7% (14.4) vs. 10.2% (16.9), p = 0.4). Our results suggest preparing to teach and actively teaching may have independent positive effects on peer teacher learning outcomes.

Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants Teaching Self-Efficacy

ERIC Educational Resources Information Center

DeChenne, Sue Ellen; Enochs, Larry G.; Needham, Mark

2012-01-01

The graduate experience is a critical time for development of academic faculty, but often there is little preparation for teaching during the graduate career. Teaching self-efficacy, an instructor's belief in his or her ability to teach students in a specific context, can help to predict teaching behavior and student achievement, and can be used…

Teaching Journalistic Texts in Science Classes: the Importance of Media Literacy

NASA Astrophysics Data System (ADS)

Ginosar, Avshalom; Tal, Tali

2017-11-01

This study employs a single framework for investigating both environmental journalistic texts published on news websites, and science teachers' choices of such texts for their teaching. We analyzed 188 environmental items published during 2 months in seven news websites to determine popularity of topics. Then, 64 science junior high school teachers responded to a closed questionnaire to identify their preferred topics for using in the classroom and patterns of using environmental news items. In a second, open-ended questionnaire, responded by 50 teachers, we investigated the teachers' media literacy in terms of identifying text types and writers of environmental news items. Good alignment was found between the published topics on the websites and teachers' choices, with somewhat different distribution of topics, which could be explained by curriculum requirements. Teachers' identification of text types and writer types was inaccurate, which implied that their media literacy is inadequate. We argue that media literacy is required for effective use of journalistic texts in science teaching.

English Teaching Profile: Algeria.

ERIC Educational Resources Information Center

British Council, London (England). English Language and Literature Div.

A survey of the status and use of the English language in Algeria is presented. The following topics are outlined: (1) the role of English as a third language, (2) its place within the educational system at all levels and in each graduate institution, (3) the status of British expatriates teaching English in Algeria and of Algerian teachers of…

Why Teach Visual Culture?

ERIC Educational Resources Information Center

Passmore, Kaye

2007-01-01

Visual culture is a hot topic in art education right now as some teachers are dedicated to teaching it and others are adamant that it has no place in a traditional art class. Visual culture, the author asserts, can include just about anything that is visually represented. Although people often think of visual culture as contemporary visuals such…

Twelve tips for overnight teaching.

PubMed

Richards, Jeremy B; Wilcox, Susan R; Roberts, David H; Schwartzstein, Richard M

2014-03-01

The European Working Time Directive and the United States' duty hour restrictions have changed resident physicians' schedules, specifically increasing overnight shifts and decreasing overall time spent in the hospital. As residents' perception of night shifts is that they have little educational value, efforts to improve educational opportunities and night attending teaching are desirable. However, resources about and recommendations for best practices for overnight teaching by faculty are scarce. To provide 12 tips to highlight strategies intended to optimize attending physicians' overnight teaching skills and strategies. The tips provided are based on our experiences and reflections as in-house faculty supervising residents working overnight, by our experience and group discussions as medical educators, and the available literature. The 12 tips presented offer specific strategies to optimize attending physicians' overnight teaching for resident physicians, specifically highlighting the unique logistics, pedagogy and follow-up of overnight teaching. Preparation for teaching is important in any environment, but understanding the unique timing and circumstances associated with overnight teaching is vital to ensure that overnight teaching is effective. Acknowledging and addressing the physical and cognitive obstacles associated with overnight teaching and learning is necessary to maximize the educational value of overnight teaching.

Examining the pedagogical content knowledge and practice of experienced secondary biology teachers for teaching diffusion and osmosis

NASA Astrophysics Data System (ADS)

Lankford, Deanna

Teachers are the most important factor in student learning (National Research Council, 1996); yet little is known about the specialized knowledge held by experienced teachers. The purpose of this study was twofold: first, to make explicit the pedagogical content knowledge (PCK) for teaching diffusion and osmosis held by experienced biology teachers and, second, to reveal how topic-specific PCK informs teacher practice. The Magnusson et al. (1999) PCK model served as the theoretical framework for the study. The overarching research question was: When teaching lessons on osmosis and diffusion, how do experienced biology teachers draw upon their topic-specific pedagogical content knowledge? Data sources included observations of two consecutive lessons, three semi-structured interviews, lesson plans, and student handouts. Data analysis indicated five of the six teachers held a constructivist orientation to science teaching and engaged students in explorations of diffusion and osmosis prior to introducing the concepts to students. Explanations for diffusion and osmosis were based upon students' observations and experiences during explorations. All six teachers used representations at the molecular, cellular, and plant organ levels to serve as foci for explorations of diffusion and osmosis. Three potential learning difficulties identified by the teachers included: (a) understanding vocabulary terms, (b) predicting the direction of osmosis, and (c) identifying random molecular motion as the driving force for diffusion and osmosis. Participants used student predictions as formative assessments to reveal misconceptions before instruction and evaluate conceptual understanding during instruction. This study includes implications for teacher preparation, research, and policy.

Mathematics in the lower primary years: A research-based perspective on curricula and teaching practice

NASA Astrophysics Data System (ADS)

Wright, Bob

1994-07-01

Drawing on current research the author explicates twelve assertions relating to curricula, teaching, learners and learning environments in lower primary school mathematics. Topics discussed include: unchanging and under-challenging curricula; the need for greater emphasis on developing children's verbal number strategies and number sense, and on activities specifically suited to prenumerical children; curriculum constraints on teachers; the role of problem solving and differing interpretations of problem solving; the need for a better understanding of how children learn mathematics; differences in children's knowledge; "anti-interventionism," discovery learning, constructivism, children's autonomy and developmental learning; the need for compensatory programs; and learning in collaborative settings. The author concludes that learning and teaching lower primary mathematics continues to be an important area of focus and challenge for teachers and researchers.

Preservice Elementary Teachers' Beliefs about Nature of Science and Constructivist Teaching in the Content-Specific Context

ERIC Educational Resources Information Center

Yoon, Hye-Gyoung; Kim, Byoung Sug

2016-01-01

The purpose of this study was to explore how Korean preservice elementary teachers' beliefs about nature of science (NOS) and their beliefs about constructivist teaching were structured and related and if any relation was prevalent in the content-specific contexts. As the same format, three versions of questionnaires were developed in three…

Teaching for a Tolerant World, Grades K-6: Essays and Resources.

ERIC Educational Resources Information Center

Robertson, Judith P., Ed.

This book presents essays and resources that address crucial questions regarding how children should learn about genocide and intolerance and the literature used in teaching these topics. Part 1 (Guidelines on Teaching about Genocide and Intolerance through Language Arts/English Studies Education) includes the following 2 essays: "Editor's…

Faculty Teaching Diversity through Difficult Dialogues: Stories of Challenges and Success

ERIC Educational Resources Information Center

Gayles, Joy Gaston; Kelly, Bridget Turner; Grays, Shaefny; Zhang, Jing Jing; Porter, Kamaria P.

2015-01-01

Teaching diversity courses in graduate preparation programs is likely to trigger difficult dialogues that evoke a range of emotional responses. Difficult dialogues on diversity topics must be managed effectively in order to enhance multicultural competence. This interpretive study examined the experiences of faculty who teach diversity courses in…

Radiology curriculum topics for medical students: students' perspectives.

PubMed

Subramaniam, Rathan M; Beckley, Vaughan; Chan, Michael; Chou, Tina; Scally, Peter

2006-07-01

We sought to establish medical students' perspectives of a set of curriculum topics for radiology teaching. A multicenter study was conducted in New Zealand. A modified Delphi method was adopted. Students enrolled in two New Zealand Universities received a questionnaire. Each learning topic was graded on a scale of 1 (very strongly disagree) to 6 (very strongly agree). Students could also put forward and grade suggestions that were not on the questionnaire. Of 200 questionnaires, 107 were returned. Fifty male and 57 female students participated, with an average age of 23.7 years. The five highest ranking curriculum topics in order of importance were developing a system for viewing chest radiographs (5.77, SD 0.7), developing a system for viewing abdominal radiographs (5.66, SD 0.8), developing a system for viewing bone and joint radiographs (5.56, SD 0.8), distinguishing normal structures from abnormal in chest and abdominal radiographs (5.38, SD 0.9), and identifying gross bone or joint abnormalities in skeletal radiographs (5.29, SD 0.9). Medical students want to know how to look at radiographs, how to distinguish normal from abnormal, and how to identify gross abnormalities.

Pedagogical issues for effective teaching of biosignal processing and analysis.

PubMed

Sandham, William A; Hamilton, David J

2010-01-01

Biosignal processing and analysis is generally perceived by many students to be a challenging topic to understand, and to become adept with the necessary analytical skills. This is a direct consequence of the high mathematical content involved, and the many abstract features of the topic. The MATLAB and Mathcad software packages offer an excellent algorithm development environment for teaching biosignal processing and analysis modules, and can also be used effectively in many biosignal, and indeed bioengineering, research areas. In this paper, traditional introductory and advanced biosignal processing (and analysis) syllabi are reviewed, and the use of MATLAB and Mathcad for teaching and research is illustrated with a number of examples.

A Philosophically Informed Teaching Proposal on the Topic of Energy for Students Aged 11-14

NASA Astrophysics Data System (ADS)

Papadouris, Nicos; Constantinou, Constantinos P.

2011-10-01

Learning about energy is recognized as an important objective of science teaching starting from the elementary school. This creates the need for teaching simplifications that compromise the abstract nature of this concept with students' need for a satisfactory qualitative definition. Conventional teaching approaches have failed to respond to this need in a productive manner. In an attempt to maintain consistency with how energy is understood in physics, they tend to either provide abstract definitions or bypass the question what is energy?, which is vitally important to students. In this paper, we describe the epistemological barriers that are inherent in conventional attempts to introduce energy as a physical quantity and we suggest that shifting the discussion to a philosophically-oriented context could provide a means to address them in a productive manner. We propose a teaching approach, for students in the age range 11-14, that introduces energy as an entity in a theoretical framework that is invented and gradually elaborated in an attempt to analyze the behavior of diverse physical systems, and especially the various changes they undergo, using a coherent perspective. This theoretical framework provides an epistemologically appropriate context that lends meaning to energy and its various features (i.e. transfer, form conversion, conservation and degradation). We argue that this philosophically informed teaching transformation provides a possible means to overcome the various shortcomings that typically characterize attempts to introduce and elaborate the construct of energy while at the same time it allows integrating, in a meaningful and coherent manner, learning objectives relevant to the understanding of the Nature of Science (NOS), which is recognized as a valuable component of learning in science. In this paper, we outline the rationale underlying this teaching approach and describe a proposed activity sequence that illustrates our proposal.

ICT Integration in Education: Incorporation for Teaching & Learning Improvement

ERIC Educational Resources Information Center

Ghavifekr, Simin; Razak, Ahmad Zabidi Abd; Ghani, Muhammad Faizal A.; Ran, Ng Yan; Meixi, Yao; Tengyue, Zhang

2014-01-01

Over the last two decades, the rapid growth of ICT has become one of the most important topics discussed by the scholars in education. This is due to the capability of ICT in providing a dynamic and proactive teaching and learning environment. In line with the current digital era, teachers are required to integrate ICT in their daily teaching and…

Pedagogical strategies to teach bachelor students evidence-based practice: A systematic review.

PubMed

Aglen, B

2016-01-01

The aim of this study is to review international scientific articles about pedagogical strategies to teach nursing students at bachelor degree evidence-based practice (EBP). A literature review including peer reviewed, original, empirical articles describing pedagogical interventions aimed at teaching bachelor's degree nursing students EBP in the period 2004-2014. Theories of discretion, knowledge transfer and cognitive maturity development are used as analytical perspectives. The main challenge teaching evidence based practice is that the students fail to see how research findings contribute to nursing practice. The pedagogical strategies described are student active learning methods to teach the students information literacy and research topics. Information literacy is mainly taught according to the stages of EBP. These stages focus on how to elaborate evidence from research findings for implementation into nursing practice. The articles reviewed mainly use qualitative, descriptive designs and formative evaluations of the pedagogical interventions. Although a considerable effort in teaching information literacy and research topics, nursing students still struggle to see the relevance evidence for nursing practice. Before being introduced to information literacy and research topics, students need insight into knowledge transfer and their own epistemic assumptions. Knowledge transfer related to clinical problems should be the learning situations prioritized when teaching EBP at bachelor level. Theoretical perspectives of cognitive maturity development, knowledge transfer and discretion in professional practice give alternative ways of designing pedagogical strategies for EBP. More research is needed to develop and test pedagogical strategies for EBP in light of these theories. Copyright © 2015. Published by Elsevier Ltd.

Problem-Based Learning Method: Secondary Education 10th Grade Chemistry Course Mixtures Topic

ERIC Educational Resources Information Center

Üce, Musa; Ates, Ismail

2016-01-01

In this research; aim was determining student achievement by comparing problem-based learning method with teacher-centered traditional method of teaching 10th grade chemistry lesson mixtures topic. Pretest-posttest control group research design is implemented. Research sample includes; two classes of (total of 48 students) an Anatolian High School…

Low-Cost Educational Robotics Applied to Physics Teaching in Brazil

ERIC Educational Resources Information Center

Souza, Marcos A. M.; Duarte, José R. R.

2015-01-01

In this paper, we propose some of the strategies and methodologies for teaching high-school physics topics through an educational robotics show. This exhibition was part of a set of actions promoted by a Brazilian government program of incentive for teaching activities, whose primary focus is the training of teachers, the improvement of teaching…

Studies in Mathematics Education: The Teaching of Statistics, Volume 7.

ERIC Educational Resources Information Center

Morris, Robert, Ed.

This volume examines the teaching of statistics in the whole range of education, but concentrates on primary and secondary schools. It is based upon selected topics from the Second International Congress on Teaching Statistics (ICOTS 2), convened in Canada in August 1986. The contents of this volume divide broadly into four parts: statistics in…

The Specific Challenges of Globalization for Teaching and Vice Versa.

ERIC Educational Resources Information Center

Smith, David Geoffrey

2000-01-01

Contemporary globalization is a continuation of European colonialism, shaped by the Protestant capitalist ethic and technology. The changing mandates of teaching and education under the influence of globalization are identified. Possibilities for teaching in the age of globalization are explored under three themes: recovery of personal truth,…

Teaching Triple Science: GCSE Chemistry

ERIC Educational Resources Information Center

Learning and Skills Network (NJ3), 2007

2007-01-01

The Department for Children, Schools and Families (DCSF) has contracted with the Learning and Skills Network to support awareness and take-up of Triple Science GCSEs through the Triple Science Support Programme. This publication provides an introduction to teaching and learning approaches for the extension topics within GCSE Chemistry. It…

Teacher Evaluation: Archiving Teaching Effectiveness

ERIC Educational Resources Information Center

Nielsen, Lance D.

2014-01-01

Teacher evaluation is a current hot topic within music education. This article offers strategies for K-12 music educators on how to promote their effectiveness as teachers through archival documentation in a teacher portfolio. Using the Danielson evaluation model (based on four domains of effective teaching practices), examples of music teaching…

30 Ideas for Teaching Writing

ERIC Educational Resources Information Center

Peterson, Art, Comp.

2003-01-01

The National Writing Project's (NWP) "30 Ideas for Teaching Writing" discusses making grammar lessons dynamic, using casual student conversation as a source for writing, home language as an assisting tool to attain standard English and other topics by presenting strategies contributed by experienced writing project teachers. NWP does not promote a…

Teaching Triple Science: GCSE Biology

ERIC Educational Resources Information Center

Learning and Skills Network (NJ3), 2007

2007-01-01

The Department for Children, Schools and Families (DCSF) has contracted with the Learning and Skills Network to support awareness and take-up of Triple Science GCSEs through the Triple Science Support Programme. This publication provides an introduction to teaching and learning approaches for the extension topics within GCSE Biology. It highlights…

Teaching Reading in Vocational Education.

ERIC Educational Resources Information Center

South Carolina State Dept. of Education, Columbia. Office of Vocational Education.

This handbook on teaching reading in vocational education is designed to provide vocational education teachers with a resource to use in helping students to develop sound reading skills. Provided in the handbook are information sheets, self-checks, practice activities, and suggestions for further reading dealing with the following topics:…

Beyond the Core: The Hot Topic(al) Alternative to the Survey-Based Introduction to Sociology Course.

PubMed

Schwartz, Michael; Smith, R Tyson

2010-10-01

In the following paper we argue that the conventional "Introduction to Sociology" survey course should be restructured because such courses try to survey an unsurveyable body of knowledge and they do not teach the application of sociological research. The conventional intro course should be replaced with an intro course that surveys the types of social dynamics that sociologists typically research and the methods they use to do so. We propose a semester-long intro course with four case study learning-units that are chosen for their coverage of the underlying sociological dynamics, methods, and core concepts. We contend that case study learning-units which concentrate on topical issues and core sociological concepts are better suited for an introduction course.

Integrated modular teaching in dermatology for undergraduate students: A novel approach.

PubMed

Karthikeyan, Kaliaperumal; Kumar, Annapurna

2014-07-01

Undergraduate teaching in dermatology comprises didactic lectures and clinical classes. Integrated modular teaching is a novel approach, which integrates basic sciences with dermatology in the form of a module. Further the module also incorporates various teaching modalities, which facilitate active participation from students and promotes learning. The pre- and post-test values showed the effectiveness of the integrated module. The students feedback was encouraging. The aim of this study was to determine the acceptance and opinion of undergraduate students regarding integrated modular teaching as a new teaching aid in dermatology. This was a descriptive study. Varied teaching methodologies involving multiple disciplines were undertaken in six major undergraduate topics in dermatology for seventh and eighth semester students. A total of six modules were conducted over a period of 12 months for students of seventh and eighth semesters. The topics for the various modules were sexually transmitted diseases, acquired immunodeficiency syndrome, oral ulcers, leprosy, connective tissue disorders and psoriasis. Faculty members from different disciplines participated. Pre- and post-test were conducted before and after the modules respectively to gauge the effectiveness of the modules. It was found that almost every student had a better score on the posttest as compared to the pretest. General feedback obtained from the students showed that all of them felt that modular teaching was a more interesting and useful teaching learning experience than conventional teaching. Integrated modular teaching can be an effective adjunct in imparting theoretical and practical knowledge to the students. Further, various teaching methodologies can be used in integrated modules effectively with active student participation. Thus integrated modular teaching addresses two important issues in medical education, namely integration and active student participation.

Undergraduates Learning to Teach Collaboratively in High School Classrooms

NASA Astrophysics Data System (ADS)

Perrodin, D.; Lommen, A.; Douglas, S.; Naylor, C.; Penfield, A.; Schmidt, D.; Zatko, P.

2011-09-01

In the spring of 2010, five undergraduates from Franklin & Marshall College conducted visits at J. P. McCaskey High School in Lancaster, Pennsylvania, under the umbrella of the Mid-Atlantic Relativistic Initiative in Education (MARIE). They introduced high school students to advanced topics in astronomy, such as dark matter, gravitational lensing, and cosmology. Not only did the outreach program benefit the high school students who were introduced to "sexy topics" in astronomy, but the undergraduates also gained teaching experience in a high school setting, learning to create lesson plans and to implement teaching techniques that engage students as active learners. They acted as role models for the high school students who were just a few years younger. They learned useful skills such as presenting information clearly and confidently, and with the use of journals they reflected on their teaching practice and shared reflections with the group throughout the semester, learning to become confident and reflective teachers.

Teaching about Climate Change and Energy with Online Materials and Workshops from On the Cutting Edge

NASA Astrophysics Data System (ADS)

Kirk, K. B.; Manduca, C. A.; Myers, J. D.; Loxsom, F.

2009-12-01

Global climate change and energy use are among the most relevant and pressing issues in today’s science curriculum, yet they are also complex topics to teach. The underlying science spans multiple disciplines and is quickly evolving. Moreover, a comprehensive treatment of climate change and energy use must also delve into perspectives not typically addressed in geosciences courses, such as public policy and economics. Thus, faculty attempting to address these timely issues face many challenges. To support faculty in teaching these subjects, the On the Cutting Edge faculty development program has created a series of websites and workshop opportunities to provide faculty with information and resources for teaching about climate and energy. A web-based collection of teaching materials was developed in conjunction with the On the Cutting Edge workshops “Teaching about Energy in Geoscience Courses: Current Research and Pedagogy.” The website is designed to provide faculty with examples, references and ideas for either incorporating energy topics into existing geoscience courses or for designing or refining a course about energy. The website contains a collection of over 30 classroom and lab activities contributed by faculty and covering such diverse topics as renewable energy, energy policy and energy conservation. Course descriptions and syllabi for energy courses address audiences ranging from introductory courses to advanced seminars. Other materials available on the website include a collection of visualizations and animations, a catalog of recommended books, presentations and related references from the teaching energy workshops, and ideas for novel approaches or new topics for teaching about energy in the geosciences. The Teaching Climate Change website hosts large collections of teaching materials spanning many different topics within climate change, climatology and meteorology. Classroom activities highlight diverse pedagogic approaches such as role

A Bargain Price for Teaching about Percentage

ERIC Educational Resources Information Center

Lo, Jane-Jane; Ko, Yi-Yin

2013-01-01

Middle school is a crucial transition period for students as they move from concrete to algebraic ways of thinking. This article describes a sequence of instruction geared toward helping prospective middle school instructors teach the topic of percentages.

Acknowledging Global Climate Change in Humanities Courses Not Focused on Climate: The Value of Indirectness in Teaching.

NASA Astrophysics Data System (ADS)

Slovic, S.

2015-12-01

I will highlight the following teaching strategies in my presentation: 1) the decision of include climate-related works at the end of syllabi for courses in subjects like "The Literature of Energy" in order to complicate and contextualize readings from earlier in the courses and to delay the climate topic until I feel students are ready to face it; 2) breaking down climate into an array of specific, graspable sub-issues (food, water, transportation, architecture) in courses on sustainability literature; and 3) appreciating the psychology of "numbers and nerves" in course design for topics such as genocide and climate change that seem to require quantitative description (for instance, psychic numbing, pseudoinefficacy, the prominence effect, the asymmetry of trust, and the trans-scalar imaginary). This presentation will briefly describe my own experiences teaching climate change literature at the University of Nevada, Reno, and the University of Idaho and will also draw from my forthcoming book, with psychologist Paul Slovic, titled Numbers and Nerves: Information, Emotion, and Meaning in a World of Data (Oregon State University Press, October 2015).

Bringing mini-chalk talks to the bedside to enhance clinical teaching.

PubMed

Pitt, Michael B; Orlander, Jay D

2017-01-01

Chalk talks - where the teacher is equipped solely with a writing utensil and a writing surface - have been used for centuries, yet little has been written about strategies for their use in medical education. Structured education proximal to patient encounters (during rounds, at the bedside, or in between patients in clinic) maximizes the opportunities for clinical learning. This paper presents a strategy to bring mini-chalk talks (MCTs) to the bedside as a practical way to provide relevant clinical teaching by visually framing teachable moments. Grounded in adult learning theory, MCTs leverage teaching scripts to facilitate discussion, involve learners at multiple levels, and embrace the increased retention associated with visual aids. These authors provide specific recommendations for the design and implementation of MCT sessions including what topics work well, how to prepare, and how to involve and engage the learners. ADHD: Attention Deficit Hyperactivity Disorder; MCT: Mini-chalk talks.

Generative Topic Modeling in Image Data Mining and Bioinformatics Studies

ERIC Educational Resources Information Center

Chen, Xin

2012-01-01

Probabilistic topic models have been developed for applications in various domains such as text mining, information retrieval and computer vision and bioinformatics domain. In this thesis, we focus on developing novel probabilistic topic models for image mining and bioinformatics studies. Specifically, a probabilistic topic-connection (PTC) model…

Topical antibiotics: therapeutic value or ecologic mischief?

PubMed

Del Rosso, James Q; Kim, Grace K

2009-01-01

Based on antibiotic prescribing data from 2003, dermatologists account annually for 8-9 million prescriptions for oral antibiotics, and 3-4 million prescriptions for topical antibiotics. Overall, much of the emphasis on concerns related to emergence of clinically significant antibiotic-resistant bacterial strains focuses on use of systemic antibiotics, however, topical antibiotic use may also have potential implications. The following article discusses the perspectives of the authors related to the potential therapeutic benefits and ecologic implications ("ecologic mischief") of topical antibiotic therapy for specific indications encountered in ambulatory dermatology practice.

Teaching American History: Structured Inquiry Approaches. SSEC Publication No. 185.

ERIC Educational Resources Information Center

Linden, Glenn M., Ed.; Downey, Matthew T., Ed.

This paper is one of a series of ERIC/ChESS publications intended to give practical tips on teaching various topics and disciplines in the precollege social studies curriculum. The tips offered in this publication, written by seven authors, are intended to help teacheres deal with both content and teaching strategies in American history. Each of…

Developing the Psychologist's Credibility in Teaching First-Year Medical Students.

ERIC Educational Resources Information Center

1984

Tips are offered for psychologists who teach behavioral science to first-year medical students, based on a course offered at Creighton Medical School. It is suggested that medical students will work hard and are interested in learning topics that will be useful. It is important for the psychology instructor to teach a body of knowledge to medical…

[Status of health psychology teaching in Chilean schools of medicine].

PubMed

Santander, Jaime T; Pinedo, José P; Repetto, Paula L

2012-07-01

Physicians should be exposed, during their training to basic concepts in psychology. To describe the current status of the formal teaching of health psychology or medical psychology in Chilean medical schools. We reviewed the programs of the courses including topics of Medical Psychology, Health Psychology and Behavioral Medicine at 18 medical schools in Chile, using a focused coding method. The contents and the time spent on these courses were considered and analyzed. Eighty three percent of medical schools have a Medical Psychology or related program, 56.3% are carried out during the first year of medical School teaching and the weekly load has an average of 4 hours. The contents are mixed and predominantly concerning general and developmental psychology, but also address specific issues of Medical Psychology in most cases. There is little clarity about the training issues to be addressed in medical psychology for medical students in Chile. It is necessary to define the minimum content that all medical graduates should learn.

Topical drug delivery systems: a patent review.

PubMed

Singh Malik, Deepinder; Mital, Neeraj; Kaur, Gurpreet

2016-01-01

Topical administration is the favored route for local delivery of therapeutic agents due to its convenience and affordability. The specific challenge of designing a therapeutic system is to achieve an optimal concentration of a certain drug at its site of action for an appropriate duration. This review summarizes innovations from the past 3 years (2012-2015) in the field of topical drug delivery for the treatment of local infections of the vagina, nose, eye and skin. The review also throws some light on the anatomy and physiology of these organs and their various defensive barriers which affect the delivery of drugs administered topically. Topical administration has been gaining attention over the last few years. However, conventional topical drug delivery systems suffer from drawbacks such as poor retention and low bioavailability. The successful formulation of topical delivery products requires the careful manipulation of defensive barriers and selection of a soluble drug carrier. Extensive research is required to develop newer topical drug delivery systems aiming either to improve the efficacy or to reduce side effects compared to current patented systems.

Teaching genetics prior to teaching evolution improves evolution understanding but not acceptance

PubMed Central

Mead, Rebecca; Hejmadi, Momna

2017-01-01

What is the best way to teach evolution? As microevolution may be configured as a branch of genetics, it being a short conceptual leap from understanding the concepts of mutation and alleles (i.e., genetics) to allele frequency change (i.e., evolution), we hypothesised that learning genetics prior to evolution might improve student understanding of evolution. In the UK, genetics and evolution are typically taught to 14- to 16-y-old secondary school students as separate topics with few links, in no particular order and sometimes with a large time span between. Here, then, we report the results of a large trial into teaching order of evolution and genetics. We modified extant questionnaires to ascertain students’ understanding of evolution and genetics along with acceptance of evolution. Students were assessed prior to teaching, immediately post teaching and again after several months. Teachers were not instructed what to teach, just to teach in a given order. Regardless of order, teaching increased understanding and acceptance, with robust signs of longer-term retention. Importantly, teaching genetics before teaching evolution has a significant (p < 0.001) impact on improving evolution understanding by 7% in questionnaire scores beyond the increase seen for those taught in the inverse order. For lower ability students, an improvement in evolution understanding was seen only if genetics was taught first. Teaching genetics first additionally had positive effects on genetics understanding, by increasing knowledge. These results suggest a simple, minimally disruptive, zero-cost intervention to improve evolution understanding: teach genetics first. This same alteration does not, however, result in a significantly increased acceptance of evolution, which reflects a weak correlation between knowledge and acceptance of evolution. Qualitative focus group data highlights the role of authority figures in determination of acceptance. PMID:28542179

Teaching genetics prior to teaching evolution improves evolution understanding but not acceptance.

PubMed

Mead, Rebecca; Hejmadi, Momna; Hurst, Laurence D

2017-05-01

What is the best way to teach evolution? As microevolution may be configured as a branch of genetics, it being a short conceptual leap from understanding the concepts of mutation and alleles (i.e., genetics) to allele frequency change (i.e., evolution), we hypothesised that learning genetics prior to evolution might improve student understanding of evolution. In the UK, genetics and evolution are typically taught to 14- to 16-y-old secondary school students as separate topics with few links, in no particular order and sometimes with a large time span between. Here, then, we report the results of a large trial into teaching order of evolution and genetics. We modified extant questionnaires to ascertain students' understanding of evolution and genetics along with acceptance of evolution. Students were assessed prior to teaching, immediately post teaching and again after several months. Teachers were not instructed what to teach, just to teach in a given order. Regardless of order, teaching increased understanding and acceptance, with robust signs of longer-term retention. Importantly, teaching genetics before teaching evolution has a significant (p < 0.001) impact on improving evolution understanding by 7% in questionnaire scores beyond the increase seen for those taught in the inverse order. For lower ability students, an improvement in evolution understanding was seen only if genetics was taught first. Teaching genetics first additionally had positive effects on genetics understanding, by increasing knowledge. These results suggest a simple, minimally disruptive, zero-cost intervention to improve evolution understanding: teach genetics first. This same alteration does not, however, result in a significantly increased acceptance of evolution, which reflects a weak correlation between knowledge and acceptance of evolution. Qualitative focus group data highlights the role of authority figures in determination of acceptance.

Teaching Astronomy in UK Schools

ERIC Educational Resources Information Center

Roche, Paul; Roberts, Sarah; Newsam, Andy; Barclay, Charles

2012-01-01

This article attempts to summarise the good, bad and (occasionally) ugly aspects of teaching astronomy in UK schools. It covers the most common problems reported by teachers when asked about covering the astronomy/space topics in school. Particular focus is given to the GCSE Astronomy qualification offered by Edexcel (which is currently the…

Teaching Building Science with Simulations

ERIC Educational Resources Information Center

Hatherly, Amanda

2017-01-01

Teaching building science to community college students can be challenging given both the macro (houses change subject to varying seasons) and the micro (heat transfer, moisture movement) level of the topics taught. Simulations and games can provide a way of learning material that can otherwise be difficult for students to understand. In this…

Beyond the data - Topics that resonate with students when communicating basic climate science in a Geoscience course

NASA Astrophysics Data System (ADS)

Bouvier-Brown, N. C.

2013-12-01

Instructors will undoubtedly want to cover basic climate change science in undergraduate geosciences courses. When instructors have limited time in a course, they would like to know what topics will not only provide factual climate data, but also resonate with students. Instructors want to bring a variety of information to the classroom, but even if time allows, this can sometimes become too overwhelming and lead to diminishing returns. This study is based on a series of surveys conducted in an upper-division Air Pollution/Atmospheric Chemistry course at Loyola Marymount University to assess students' opinions on climate change, how these opinions change throughout the semester, and what teaching resources/topics were most effective in catalyzing those changes. Data will be presented to show that not only opinions, but also the level of student confidence in this politically-sensitive topic, shifted by the end of the semester. At the end of the semester, students evaluated their level of agreement with how much each specific topic presented significantly contributed to their understanding that 1) the climate is indeed changing, and 2) humans have a large role in climate change. In general, students find the timeline of the link between greenhouse gases and temperature particularly compelling. Lastly, even in this physical science course students clearly gained an appreciation for the role of science in politics and social justice. Not only is this a tenant of liberal arts education, but it seems as if students find this interdisciplinary connection empowering.

Beyond the data - Topics that resonate with students when communicating basic climate science in a Geoscience course

NASA Astrophysics Data System (ADS)

Byrne, J. M.; McDaniel, S.; Graham, J.; Hoggan, J. C.

2011-12-01

Instructors will undoubtedly want to cover basic climate change science in undergraduate geosciences courses. When instructors have limited time in a course, they would like to know what topics will not only provide factual climate data, but also resonate with students. Instructors want to bring a variety of information to the classroom, but even if time allows, this can sometimes become too overwhelming and lead to diminishing returns. This study is based on a series of surveys conducted in an upper-division Air Pollution/Atmospheric Chemistry course at Loyola Marymount University to assess students' opinions on climate change, how these opinions change throughout the semester, and what teaching resources/topics were most effective in catalyzing those changes. Data will be presented to show that not only opinions, but also the level of student confidence in this politically-sensitive topic, shifted by the end of the semester. At the end of the semester, students evaluated their level of agreement with how much each specific topic presented significantly contributed to their understanding that 1) the climate is indeed changing, and 2) humans have a large role in climate change. In general, students find the timeline of the link between greenhouse gases and temperature particularly compelling. Lastly, even in this physical science course students clearly gained an appreciation for the role of science in politics and social justice. Not only is this a tenant of liberal arts education, but it seems as if students find this interdisciplinary connection empowering.

[The concept of the organ, as a hierarchal unit of human body, and its place in teaching histology at the medical university and medical college].

PubMed

Miadelets, O D; Miadelets, N Ia; Miadelets, V O

2011-01-01

This paper deals with the methodological aspects of teaching histology at the medical university and medical college. The authors raise the issue of the necessity of teaching of the topic "Introduction to Special Histology" and the inclusion of the appropriate chapter into the textbooks. This is important for the students, as the formation of the general concepts of organ structure and function, components, and classification will aid in the further study of specific organs during the course of Special Histology. The authors describe their own experience in teaching of the section, dedicated to the general regularities of organ structure, present some definitions and classifications that are used by them for a number of years.

Reading Essentials: The Specifics You Need To Teach Reading Well.

ERIC Educational Resources Information Center

Routman, Regie

Currently, there is much controversy and confusion over "best practice" issues in teaching reading. This book, written by a "lifelong teacher/learner," is based on the premise that good teaching does not have to mean lots of hours spent planning but instead requires lots of thinking--thinking about what matters to children, what children need to…

Teaching the Crisis Management/Communication Course.

ERIC Educational Resources Information Center

Coombs, W. Timothy

2001-01-01

Argues that a course or unit in crisis management/communication is an excellent way of teaching public relations theory, management concepts, information management, problem solving, and communication management. Identifies course objectives, discusses main topics and student evaluation, and concludes with advice and a list of readings. (SR)

Exploring the Development of Student Teachers' PCK of the Multiple Meanings of Chemistry Topics

ERIC Educational Resources Information Center

De Jong, Onno; Van Driel, Jan

2004-01-01

In chemical education, many secondary school students experience difficulties in understanding three mutual related meanings of topics, that is, the macroscopic meaning, the microscopic meaning, and the symbolic meaning. As a consequence, student teachers should be prepared carefully to learn how to teach this difficult issue. This article…

Teaching with iPads

NASA Astrophysics Data System (ADS)

Maj, Hubert

2015-04-01

Bilingual students in high school with bilingual units in Boguchwała have received iPads for learning English and a few subjects using CLIL (biology, basics of entrepreneurship, geography, IT and mathematics). Lessons with iPads are interesting for students for several reasons. First of all, teenagers like new technologies and using iPads for teaching helps students to learn by fun. Secondly, iPads give new possibilities of looking for knowledge about each theme. Moreover, teaching with iPads develops students' engagement. They have a chance to choose a few among over 65 000 applications for gathering and then presenting information about the lesson topic. They can easily prepare presentations, movies, cartoons, mind maps or whatever they like. Teaching students, thanks to the iPads, makes it their initiative, and the teacher can inspire them to look for the knowledge rather than disciplining pupils. But teaching with iPads is connected with many problems. For instance, there are not any examples on how to teach using these tools. It is very up-to-date technology and teachers firstly must learn the possibilities of iPads and look for new applications. It takes much time, especially at the beginning, and is difficult especially for inexperienced teachers. In addition, it is almost impossible to maintain control of the iPads for all of the students during the lesson. They can use their iPads for something unconnected with the topic of the lesson. Thirdly is lack of time - active methods (with iPads as well) are more time-consuming and it could be that they do not finish the whole program. And of course the last, but not at least, is the problem of money. Some of the applications must be paid for, and it is usually obligatory to possess a credit card. Fortunately, it is not expensive - applications usually cost a few euros and many of them are free and really good.

Core competencies in teaching and training for doctors in Scotland: a review of the literature and stakeholder survey.

PubMed

Ross, Michael T; Macrae, Claire; Scott, Jayne; Renwick, Lynne; Moffat, Mandy; Needham, Gillian; Scott, Hazel; Shippey, Ben; Jackson, Catherine; Edgar, Simon; Aitken, Debbie; Evans, Phillip; Irvine, Stewart

2014-06-01

The UK General Medical Council requires all registered doctors to be competent in all areas of their work, including teaching and training. The current research sought consensus on core competencies for all consultants and GPs involved in teaching and training in Scotland. A draft list of 80 competencies was developed from the literature and made available as a survey to all consultants and GPs with teaching roles and all final year speciality trainees working in Scotland. Respondents rated the importance of each competency and provided free text comments. There were 1026 responses. Eighteen competencies were rated as "high priority", and are recommended as a baseline for all doctors involved in teaching and training; 55 were rated as "medium priority", and are recommended in relation to specific teaching and training roles; and 7 were rated as "low priority". Free text responses suggested the topic was controversial and emotive, and emphasised the importance of further work to engage trainers. The findings appeared to have face validity, and it was felt these could be used as the basis for developing a "Scottish Trainer Framework" for doctors and others involved in teaching and training in Scotland.

Truth in Packaging: Teaching Controversial Topics to Undergraduates in the Human Sciences.

ERIC Educational Resources Information Center

Fredericks, Marcel; Miller, Steven I.

1993-01-01

Argues that the behavioral or "human" sciences are fundamentally different in scope and intent from the natural sciences. Describes the use of controversial topics in undergraduate courses and provides a four-step process. Recommends using Karl Popper's falsification theory to help students think critically about issues. (CFR)

Virtual Seminars and Their Impact on the Role of the Teaching Staff.

ERIC Educational Resources Information Center

Jelfs, Anne; Colbourn, Chris

2002-01-01

Discusses current demands on teaching staff in United Kingdom higher education and the impact these demands have when teaching through electronic resources. Topics include collaborative small-group learning; transferable skills; nontraditional students; the role of the tutor; social theories of education; and a case study of virtual seminars for…

Design and Large-Scale Evaluation of Educational Games for Teaching Sorting Algorithms

ERIC Educational Resources Information Center

Battistella, Paulo Eduardo; von Wangenheim, Christiane Gresse; von Wangenheim, Aldo; Martina, Jean Everson

2017-01-01

The teaching of sorting algorithms is an essential topic in undergraduate computing courses. Typically the courses are taught through traditional lectures and exercises involving the implementation of the algorithms. As an alternative, this article presents the design and evaluation of three educational games for teaching Quicksort and Heapsort.…

Multi-Topic Tracking Model for dynamic social network

NASA Astrophysics Data System (ADS)

Li, Yuhua; Liu, Changzheng; Zhao, Ming; Li, Ruixuan; Xiao, Hailing; Wang, Kai; Zhang, Jun

2016-07-01

The topic tracking problem has attracted much attention in the last decades. However, existing approaches rarely consider network structures and textual topics together. In this paper, we propose a novel statistical model based on dynamic bayesian network, namely Multi-Topic Tracking Model for Dynamic Social Network (MTTD). It takes influence phenomenon, selection phenomenon, document generative process and the evolution of textual topics into account. Specifically, in our MTTD model, Gibbs Random Field is defined to model the influence of historical status of users in the network and the interdependency between them in order to consider the influence phenomenon. To address the selection phenomenon, a stochastic block model is used to model the link generation process based on the users' interests to topics. Probabilistic Latent Semantic Analysis (PLSA) is used to describe the document generative process according to the users' interests. Finally, the dependence on the historical topic status is also considered to ensure the continuity of the topic itself in topic evolution model. Expectation Maximization (EM) algorithm is utilized to estimate parameters in the proposed MTTD model. Empirical experiments on real datasets show that the MTTD model performs better than Popular Event Tracking (PET) and Dynamic Topic Model (DTM) in generalization performance, topic interpretability performance, topic content evolution and topic popularity evolution performance.

Basic Burns Management E-Learning: A New Teaching Tool.

PubMed

Egro, Francesco M

Burns teaching is organized only in a few medical schools in the United Kingdom. An e-learning tutorial was developed with the objective of incorporating burns teaching within the medical school curriculum. A 33-webpage e-learning was created, covering topics such as local and general response to burns, assessment of burns, first aid, primary and secondary survey, and referral guidelines. Medical student satisfaction was then evaluated using a 12-question feedback survey rated based on a Likert scale from 1 (very poor) to 5 (very good). The 12-question survey was completed by a total of 18 medical students ranging from second to fourth years (second = 17%, third = 22%, fourth = 61%). While only a couple of students had received prior burns teaching, 50% of the cohort had an interest to pursue surgery as a career. The majority of students (72%) would be interested to have an e-learning module on basic burns management in their medical curriculum. The means of all domains specific to the e-learning were rated as "good" or "very good." Students' rating for ease of use was 87%, usefulness was 88%, relevance to the medical curriculum was 90%, clarity and quality of content were 78% and 83%, respectively, design was 79%, and the overall satisfaction with this e-learning was 87%. The "Basic Burns Management" e-learning tutorial can provide an efficient and effective means of information delivery to medical students and junior doctors, allowing easy and fast incorporation of burns teaching within the medical curriculum and in other medical teaching settings.

Teaching Commercial German Through Advertisements.

ERIC Educational Resources Information Center

Heyer, Elfriede A.

Advertisements can be used in many ways to facilitate the teaching of a commercial language. If reproduced as slides or other visual aids, they serve as a visual warm-up exercise for each class period, either reinforcing previously discussed topics or introducing new ones. Catchy headlines in commercials promote rapid expansion of vocabulary and…

Integrated modular teaching in dermatology for undergraduate students: A novel approach

PubMed Central

Karthikeyan, Kaliaperumal; Kumar, Annapurna

2014-01-01

Context: Undergraduate teaching in dermatology comprises didactic lectures and clinical classes. Integrated modular teaching is a novel approach, which integrates basic sciences with dermatology in the form of a module. Further the module also incorporates various teaching modalities, which facilitate active participation from students and promotes learning. The pre- and post-test values showed the effectiveness of the integrated module. The students feedback was encouraging. Aims: The aim of this study was to determine the acceptance and opinion of undergraduate students regarding integrated modular teaching as a new teaching aid in dermatology. Settings and Design: This was a descriptive study. Varied teaching methodologies involving multiple disciplines were undertaken in six major undergraduate topics in dermatology for seventh and eighth semester students. Materials and Methods: A total of six modules were conducted over a period of 12 months for students of seventh and eighth semesters. The topics for the various modules were sexually transmitted diseases, acquired immunodeficiency syndrome, oral ulcers, leprosy, connective tissue disorders and psoriasis. Faculty members from different disciplines participated. Pre- and post-test were conducted before and after the modules respectively to gauge the effectiveness of the modules. Results: It was found that almost every student had a better score on the posttest as compared to the pretest. General feedback obtained from the students showed that all of them felt that modular teaching was a more interesting and useful teaching learning experience than conventional teaching. Conclusions: Integrated modular teaching can be an effective adjunct in imparting theoretical and practical knowledge to the students. Further, various teaching methodologies can be used in integrated modules effectively with active student participation. Thus integrated modular teaching addresses two important issues in medical education

Modeling Sources of Teaching Self-Efficacy for Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants

PubMed Central

DeChenne, Sue Ellen; Koziol, Natalie; Needham, Mark; Enochs, Larry

2015-01-01

Graduate teaching assistants (GTAs) in science, technology, engineering, and mathematics (STEM) have a large impact on undergraduate instruction but are often poorly prepared to teach. Teaching self-efficacy, an instructor’s belief in his or her ability to teach specific student populations a specific subject, is an important predictor of teaching skill and student achievement. A model of sources of teaching self-efficacy is developed from the GTA literature. This model indicates that teaching experience, departmental teaching climate (including peer and supervisor relationships), and GTA professional development (PD) can act as sources of teaching self-efficacy. The model is pilot tested with 128 GTAs from nine different STEM departments at a midsized research university. Structural equation modeling reveals that K–12 teaching experience, hours and perceived quality of GTA PD, and perception of the departmental facilitating environment are significant factors that explain 32% of the variance in the teaching self-efficacy of STEM GTAs. This model highlights the important contributions of the departmental environment and GTA PD in the development of teaching self-efficacy for STEM GTAs. PMID:26250562

Topic Maps: Adopting User-Centred Indexing Technologies in Course Management Systems

ERIC Educational Resources Information Center

Venkatesh, Vivek; Shaw, Steven; Dicks, Dennis; Lowerison, Gretchen; Zhang, Dai; Sanjakdar, Roukana

2007-01-01

This article provides an empirical evaluation of an indexing technology, topic maps (ISO 13250), in the context of an academic task in a higher education context. Topic maps are a form of indexing that define and display the interrelationships between various topics in a given domain, as well as anchor these topics to specific resources that help…

[Topical therapy of ulcerative colitis].

PubMed

Rogler, G; Beglinger, C; Mottet, C; Seibold, F; Gross, V

2011-11-16

The availability of new topical preparations for the treatment of left sided ulcerative colitis ulcerosa offers a therapy optimization for many patients. Rectal application of steroids and 5-aminosalicylic acid (5-ASA) is associated with fewer side effects and has a higher therapeutic efficacy in mild to moderate-active left-sided colitis as compared to a systemic therapy. Often it is argued that the patients' compliance is insufficient with a rectal therapy. However, with sufficient information on the proven advantages this is usually not the case. The rectal application of drugs in distal ulcerative colitis is suitable also for the maintenance of remission. Therefore the new therapy guidelines recommend topical therapy more than in former times. Subsequently, these manuscripts focussed specifically on the topical therapy of distal colitis, to elucidate that clear treatment advantages are present in daily practice.

Qualitative-Based Methodology to Teaching Qualitative Methodology in Higher Education

ERIC Educational Resources Information Center

Katz, Sara

2015-01-01

There is no defined theory for teaching Qualitative Inquiry, and very few studies have focused on the topic. This study is a qualitative case study focused on the Qualitative Methods course that I teach at a college of education in Israel. The aim of the study is to explore and describe the course, to provide a true picture of my pedagogy, and to…

Knowledge-Based Topic Model for Unsupervised Object Discovery and Localization.

PubMed

Niu, Zhenxing; Hua, Gang; Wang, Le; Gao, Xinbo

Unsupervised object discovery and localization is to discover some dominant object classes and localize all of object instances from a given image collection without any supervision. Previous work has attempted to tackle this problem with vanilla topic models, such as latent Dirichlet allocation (LDA). However, in those methods no prior knowledge for the given image collection is exploited to facilitate object discovery. On the other hand, the topic models used in those methods suffer from the topic coherence issue-some inferred topics do not have clear meaning, which limits the final performance of object discovery. In this paper, prior knowledge in terms of the so-called must-links are exploited from Web images on the Internet. Furthermore, a novel knowledge-based topic model, called LDA with mixture of Dirichlet trees, is proposed to incorporate the must-links into topic modeling for object discovery. In particular, to better deal with the polysemy phenomenon of visual words, the must-link is re-defined as that one must-link only constrains one or some topic(s) instead of all topics, which leads to significantly improved topic coherence. Moreover, the must-links are built and grouped with respect to specific object classes, thus the must-links in our approach are semantic-specific , which allows to more efficiently exploit discriminative prior knowledge from Web images. Extensive experiments validated the efficiency of our proposed approach on several data sets. It is shown that our method significantly improves topic coherence and outperforms the unsupervised methods for object discovery and localization. In addition, compared with discriminative methods, the naturally existing object classes in the given image collection can be subtly discovered, which makes our approach well suited for realistic applications of unsupervised object discovery.Unsupervised object discovery and localization is to discover some dominant object classes and localize all of object

Development and Validation of Measures of Secondary Science Teachers' PCK for Teaching Photosynthesis

NASA Astrophysics Data System (ADS)

Park, Soonhye; Suh, Jeekyung; Seo, Kyungwoon

2018-06-01

This paper describes procedures by which two types of measures of Pedagogical Content Knowledge (PCK) were developed and validated: (a) PCK Survey and (b) PCK Rubric. Given the topic-specificity of PCK, the measures centered on photosynthesis as taught in high school classrooms. The measures were conceptually grounded in the pentagon model of PCK and designed to measure indispensable PCK that can be applied to any teacher, in any teaching context, for the given topic. Because of the exploratory nature of the study, the measures focus on two key components of PCK: (a) knowledge of students' understanding in science and (b) knowledge of instructional strategies and representations. Both measures have established acceptable levels of reliability as determined by internal consistency and inter-rater agreement. Evidence related to content validity was gathered through expert consultations, while evidence related to construct validity was collected through analysis of think-aloud interviews and factor analyses. Issues and challenges emerging from the course of the measure development, administration, and validation are discussed with strategies for confronting them. Directions for future research are proposed in three areas: (a) relationships between PCK and teaching experiences, (b) differences in PCK between science teachers and scientists, and (c) relationships between PCK and student learning.

Development and Validation of Measures of Secondary Science Teachers' PCK for Teaching Photosynthesis

NASA Astrophysics Data System (ADS)

Park, Soonhye; Suh, Jeekyung; Seo, Kyungwoon

2017-04-01

This paper describes procedures by which two types of measures of Pedagogical Content Knowledge (PCK) were developed and validated: (a) PCK Survey and (b) PCK Rubric. Given the topic-specificity of PCK, the measures centered on photosynthesis as taught in high school classrooms. The measures were conceptually grounded in the pentagon model of PCK and designed to measure indispensable PCK that can be applied to any teacher, in any teaching context, for the given topic. Because of the exploratory nature of the study, the measures focus on two key components of PCK: (a) knowledge of students' understanding in science and (b) knowledge of instructional strategies and representations. Both measures have established acceptable levels of reliability as determined by internal consistency and inter-rater agreement. Evidence related to content validity was gathered through expert consultations, while evidence related to construct validity was collected through analysis of think-aloud interviews and factor analyses. Issues and challenges emerging from the course of the measure development, administration, and validation are discussed with strategies for confronting them. Directions for future research are proposed in three areas: (a) relationships between PCK and teaching experiences, (b) differences in PCK between science teachers and scientists, and (c) relationships between PCK and student learning.

TeachAstronomy.com - Digitizing Astronomy Resources

NASA Astrophysics Data System (ADS)

Hardegree-Ullman, Kevin; Impey, C. D.; Austin, C.; Patikkal, A.; Paul, M.; Ganesan, N.

2013-06-01

Teach Astronomy—a new, free online resource—can be used as a teaching tool in non-science major introductory college level astronomy courses, and as a reference guide for casual learners and hobbyists. Digital content available on Teach Astronomy includes: a comprehensive introductory astronomy textbook by Chris Impey, Wikipedia astronomy articles, images from Astronomy Picture of the Day archives and (new) AstroPix database, two to three minute topical video clips by Chris Impey, podcasts from 365 Days of Astronomy archives, and an RSS feed of astronomy news from Science Daily. Teach Astronomy features an original technology called the Wikimap to cluster, display, and navigate site search results. Development of Teach Astronomy was motivated by steep increases in textbook prices, the rapid adoption of digital resources by students and the public, and the modern capabilities of digital technology. This past spring semester Teach Astronomy was used as content supplement to lectures in a massive, open, online course (MOOC) taught by Chris Impey. Usage of Teach Astronomy has been steadily growing since its initial release in August of 2012. The site has users in all corners of the country and is being used as a primary teaching tool in at least four states.

Beyond the Core: The Hot Topic(al) Alternative to the Survey-Based Introduction to Sociology Course

PubMed Central

Smith, R. Tyson

2011-01-01

In the following paper we argue that the conventional “Introduction to Sociology” survey course should be restructured because such courses try to survey an unsurveyable body of knowledge and they do not teach the application of sociological research. The conventional intro course should be replaced with an intro course that surveys the types of social dynamics that sociologists typically research and the methods they use to do so. We propose a semester-long intro course with four case study learning-units that are chosen for their coverage of the underlying sociological dynamics, methods, and core concepts. We contend that case study learning-units which concentrate on topical issues and core sociological concepts are better suited for an introduction course. PMID:21709825

Strategies for Teaching Elementary and Junior High Students.

ERIC Educational Resources Information Center

Consuegra, Gerard F.

1980-01-01

Discusses the applications of Piaget's theory of cognitive development to elementary and junior high school science teaching. Topics include planning concrete experiences, inductive and hypothetical deductive reasoning, measurement concepts, combinatorial logic, scientific experimentation and reflexive thinking. (SA)

A Survey of University Professors Teaching Speech Sound Disorders: Nonspeech Oral Motor Exercises and Other Topics

ERIC Educational Resources Information Center

Watson, Maggie M.; Lof, Gregory L.

2009-01-01

Purpose: The purpose of this article was to obtain and organize information from instructors who teach course work on the subject of children's speech sound disorders (SSD) regarding their use of teaching resources, involvement in students' clinical practica, and intervention approaches presented to students. Instructors also reported if they…

Is case-specificity content-specificity? An analysis of data from extended-matching questions.

PubMed

Dory, Valerie; Gagnon, Robert; Charlin, Bernard

2010-03-01

Case-specificity, i.e., variability of a subject's performance across cases, has been a consistent finding in medical education. It has important implications for assessment validity and reliability. Its root causes remain a matter of discussion. One hypothesis, content-specificity, links variability of performance to variable levels of relevant knowledge. Extended-matching items (EMIs) are an ideal format to test this hypothesis as items are grouped by topic. If differences pertaining to content knowledge are the main cause of case-specificity, variability across topics should be high and variability across items within the same topic low. We used generalisability analysis on results of a written test composed of 159 EMIs sat by two cohorts of general practice trainees at one university. Two hundred and twenty-seven trainees took part. The variance component attributed to subjects was small. Variance attributed to topics was smaller than variance attributed to items. The main source of error was interaction between subjects and items, accounting for two-thirds of error. The generalisability D study revealed that for the same total number of items, increasing the number of topics results in a higher G coefficient than increasing the number of items per topic. Topical knowledge does not seem to explain case-specificity observed in our data. Structure of knowledge and reasoning strategy may be more important, in particular pattern-recognition which EMIs were designed to elicit. The causal explanations of case-specificity may be dependent on test format. Increasing the number of topics with fewer items each would increase reliability but also testing time.

What Do We Teach in Organizational Behavior? An Analysis of MBA Syllabi

ERIC Educational Resources Information Center

Brown, Kenneth G.; Charlier, Steven D.; Rynes, Sara L.; Hosmanek, Andrew

2013-01-01

This study examines the syllabi of 241 required organizational behavior (OB) related classes in full-time U.S. MBA programs. Syllabi were coded for information about course title, topics, readings, cases, teaching methods, and learning assessment methods. Results revealed that the most frequent topics listed across courses are leadership and…

HierarchicalTopics: visually exploring large text collections using topic hierarchies.

PubMed

Dou, Wenwen; Yu, Li; Wang, Xiaoyu; Ma, Zhiqiang; Ribarsky, William

2013-12-01

Analyzing large textual collections has become increasingly challenging given the size of the data available and the rate that more data is being generated. Topic-based text summarization methods coupled with interactive visualizations have presented promising approaches to address the challenge of analyzing large text corpora. As the text corpora and vocabulary grow larger, more topics need to be generated in order to capture the meaningful latent themes and nuances in the corpora. However, it is difficult for most of current topic-based visualizations to represent large number of topics without being cluttered or illegible. To facilitate the representation and navigation of a large number of topics, we propose a visual analytics system--HierarchicalTopic (HT). HT integrates a computational algorithm, Topic Rose Tree, with an interactive visual interface. The Topic Rose Tree constructs a topic hierarchy based on a list of topics. The interactive visual interface is designed to present the topic content as well as temporal evolution of topics in a hierarchical fashion. User interactions are provided for users to make changes to the topic hierarchy based on their mental model of the topic space. To qualitatively evaluate HT, we present a case study that showcases how HierarchicalTopics aid expert users in making sense of a large number of topics and discovering interesting patterns of topic groups. We have also conducted a user study to quantitatively evaluate the effect of hierarchical topic structure. The study results reveal that the HT leads to faster identification of large number of relevant topics. We have also solicited user feedback during the experiments and incorporated some suggestions into the current version of HierarchicalTopics.

The Science Teaching Fellows Program: A Model for Online Faculty Development of Early Career Scientists Interested in Teaching.

PubMed

Brancaccio-Taras, Loretta; Gull, Kelly A; Ratti, Claudia

2016-12-01

The American Society for Microbiology (ASM) has a history of providing a wide range of faculty development opportunities. Recently, ASM developed the Science Teaching Fellows Program (STF) for early career biologists and postdoctoral students to explore student-centered teaching and develop the skills needed to succeed in positions that have a significant teaching component. Participants were selected to STF through a competitive application process. The STF program consisted of a series of six webinars. In preparation for each webinar, participants completed a pre-webinar assignment. After each webinar, fellows practiced what they learned by completing a post-webinar assignment. In a survey used to assess the impact of STF, participants reported greater knowledge of the webinar-based instructional topics and a sense of being part of an educational community and were more confident about varied teaching methods.

Teaching residents practice-management knowledge and skills: an in vivo experience.

PubMed

Williams, Laurel Lyn

2009-01-01

This article explores the relevant data regarding teaching psychiatric residents practice management knowledge and skills. This article also introduces a unique program for teaching practice management to residents. A literature search was conducted through PubMed and Academic Psychiatry. Additionally residents involved in the training program for practice management were given an anonymous survey to complete. There were no randomized, controlled trials in the academic psychiatric field concerning the topic of practice management. The responses to the resident survey (n=10) indicated a modest improvement in residents' perception of receiving adequate training and exposure to practice management knowledge and skills. The available research suggests that many residents and faculty believe that practice management knowledge and skills are still not adequately addressed. The Baylor Clinic practice management program may be one possible solution for integrating the teaching of practice management knowledge and skills. More research on this topic is needed.

A Case Study to Evaluate Balance Training with Movement Test Items and through Teaching Observation: Beyond Specificity and Transfer of Learning

ERIC Educational Resources Information Center

Kluwe, Margret; Miyahara, Motohide; Heveldt, Kate

2012-01-01

Background: Specificity and transfer of learning have been examined in experimental studies. However, their findings may not be relevant to practitioners because of the difference between the experiment conditions and teaching situations. This case study investigates the theoretical issue of specificity vs. transfer of learning by conducting…

Bringing mini-chalk talks to the bedside to enhance clinical teaching

PubMed Central

Pitt, Michael B.; Orlander, Jay D.

2017-01-01

ABSTRACT Chalk talks – where the teacher is equipped solely with a writing utensil and a writing surface – have been used for centuries, yet little has been written about strategies for their use in medical education. Structured education proximal to patient encounters (during rounds, at the bedside, or in between patients in clinic) maximizes the opportunities for clinical learning. This paper presents a strategy to bring mini-chalk talks (MCTs) to the bedside as a practical way to provide relevant clinical teaching by visually framing teachable moments. Grounded in adult learning theory, MCTs leverage teaching scripts to facilitate discussion, involve learners at multiple levels, and embrace the increased retention associated with visual aids. These authors provide specific recommendations for the design and implementation of MCT sessions including what topics work well, how to prepare, and how to involve and engage the learners. Abbreviations: ADHD: Attention Deficit Hyperactivity Disorder; MCT: Mini-chalk talks PMID:28178911

Teaching about Teaching Science: Aims, Strategies, and Backgrounds of Science Teacher Educators

ERIC Educational Resources Information Center

Berry, Amanda; Van Driel, Jan H.

2013-01-01

Despite pressing concerns about the need to prepare high-quality teachers and the central role of teacher educators (TEs) in this process, little is known about how TEs teach about teaching specific subject matter, and how they develop their expertise. This empirical study focuses on the specific expertise that science TEs bring into teacher…

Learning How to Teach Poverty: A Case for Community of Practice

ERIC Educational Resources Information Center

Browne, Laurie P.; Roll, Susan J.

2015-01-01

Recreation students today need to be prepared to engage in the topic of poverty as a social justice issue affecting our communities, yet many instructors do not have the tools to effectively teach this complex topic. One way instructors might learn how to engage students with poverty is through an interdisciplinary community of practice (CoP).…

Excellence in Teaching End-of-Life Care. A New Multimedia Toolkit for Nurse Educators.

ERIC Educational Resources Information Center

Wilkie, Diana J.; Judge, Kay M.; Wells, Marjorie J.; Berkley, Ila Meredith

2001-01-01

Describes a multimedia toolkit for teaching palliative care in nursing, which contains modules on end-of-life topics: comfort, connections, ethics, grief, impact, and well-being. Other contents include myths, definitions, pre- and postassessments, teaching materials, case studies, learning activities, and resources. (SK)

Teaching Elementary Particle Physics: Part I

ERIC Educational Resources Information Center

Hobson, Art

2011-01-01

I'll outline suggestions for teaching elementary particle physics, often called "high energy physics," in high school or introductory college courses for non-scientists or scientists. Some presentations of this topic simply list the various particles along with their properties, with little overarching structure. Such a laundry list approach is a…

Application of Number. Teaching and Learning.

ERIC Educational Resources Information Center

Bove, Francis

This basic math skills teaching and learning guide contains practical advice and resources for British vocational teachers who have little formal mathematics education training and for beginning teachers. The document has five sections on these topics dealing with numeracy instruction: (1) overview of the basic skill and its application to other…

Practical Teaching Programme Online: Overcoming Communication Issues (Learning from the Experience of PKPG Teaching Practice Website in UNIMAS).

ERIC Educational Resources Information Center

NoorShah, Mohd Salleh

2001-01-01

Describes the use of a Web-based learning environment for practice teaching at the Universiti Malaysia Sarawak (UNIMAS). Topics include overcoming communication problems between student teachers and between students and instructors; participation rates; and the Program Khas Pensiswazahan Guru (PKPG) program, an inservice course for nongraduate…

Using Technology to Support Discussions on Sensitive Topics in the Study of Business Ethics

ERIC Educational Resources Information Center

Fong, Michelle

2015-01-01

There is a dearth of research into teaching strategies and learning approaches for units involving sensitive topics that can provoke an emotional response in students. In a business ethics unit, attempts to strike a balance between conceptual knowledge and theory and skills training can be challenging because the unit can involve personal,…

Methods of instruction of the incident command system and related topics at US veterinary schools.

PubMed

Smith, Joe S; Kuldau, Gretchen A

2014-12-01

The Incident Command System (ICS) is an adaptable construct designed to streamline response efforts to a disaster or other incident. We aimed to examine the methods used to teach the ICS at US veterinary schools and to explore alternative and novel methods for instruction of this material. A total of 29 US accredited veterinary schools (as of February 2012) were surveyed, and 18 of the 29 schools responded. The ICS and related topics were taught by both classroom methods and online instruction by most of the surveyed schools. Several of the schools used readily available Federal Emergency Management Agency and US Department of Agriculture resources to aid in instruction. Most schools used one course to teach the ICS, and some schools also used unique methods such as field exercises, drills, side-by-side training with disaster response teams, elective courses, extracurricular clubs, and externships to reinforce the ICS and related topics. Some of the surveyed institutions also utilized fourth-year clinical rotations and field deployments during actual disasters as a component of their ICS and emergency response curriculum. The ICS is being taught at some form at a significant number of US veterinary schools. Additional research is needed to evaluate the efficacy of the teaching methods of the ICS in US veterinary schools.

Foundation observation of teaching project--a developmental model of peer observation of teaching.

PubMed

Pattison, Andrew Timothy; Sherwood, Morgan; Lumsden, Colin James; Gale, Alison; Markides, Maria

2012-01-01

Peer observation of teaching is important in the development of educators. The foundation curriculum specifies teaching competencies that must be attained. We created a developmental model of peer observation of teaching to help our foundation doctors achieve these competencies and develop as educators. A process for peer observation was created based on key features of faculty development. The project consisted of a pre-observation meeting, the observation, a post-observation debrief, writing of reflective reports and group feedback sessions. The project was evaluated by completion of questionnaires and focus groups held with both foundation doctors and the students they taught to achieve triangulation. Twenty-one foundation doctors took part. All completed reflective reports on their teaching. Participants described the process as useful in their development as educators, citing specific examples of changes to their teaching practice. Medical students rated the sessions as better or much better quality as their usual teaching. The study highlights the benefits of the project to individual foundation doctors, undergraduate medical students and faculty. It acknowledges potential anxieties involved in having teaching observed. A structured programme of observation of teaching can deliver specific teaching competencies required by foundation doctors and provides additional benefits.

Value of Reflected Light Microscopy in Teaching.

ERIC Educational Resources Information Center

Pasteris, Jill Dill

1983-01-01

Briefly reviews some optical and other physical properties of minerals that can be determined in reflected/incident light. Topics include optical properties of minerals, reflectance, internal reflections, color, bireflectance and reflection pleochroism, anisotropism, zonation, and reflected light microscopy as a teaching tool in undergraduate…

Teaching Physics and Feeling Good about It.

ERIC Educational Resources Information Center

Prokop, Charles F.

1988-01-01

Describes a high school physics teaching sequence including more modern topics. The first quarter covers cosmology, astronomy, optics, wave mechanics, relativity, gravity, and quantum theory. The second quarter covers classical mechanics. The third quarter covers electromagnetism and electronics. The fourth quarter consists of thermodynamics and…

The Effectiveness of Scaffolding Design in Training Writing Skills Physics Teaching Materials

ERIC Educational Resources Information Center

Sinaga, Parlindungan; Suhandi, Andi; Liliasari

2015-01-01

Result of field studies showed low writing skill of teachers in teaching material. The root of the problem lies in their inability on translating description of teaching material into writing. This research focused on the effectiveness of scaffolding design. The scaffolding design was tested in the selected topics of physics courses for…

Preparing Biology Graduate Teaching Assistants for Their Roles as Instructors: An Assessment of Institutional Approaches

PubMed Central

Schussler, Elisabeth E.; Read, Quentin; Marbach-Ad, Gili; Miller, Kristen; Ferzli, Miriam

2015-01-01

The inconsistency of professional development (PD) in teaching for graduate teaching assistants (GTAs) is a widespread problem in higher education. Although GTAs serve an important role in retention of undergraduate science majors and in promotion of scientific literacy in nonmajors, they often lack preparation and ongoing support for teaching. Given the recent national focus on instructional quality in introductory courses, our goal was to use an online survey to identify current practices of teaching PD for biology GTAs and compare these results with the last national survey on this topic. In responses from 71 participant institutions, 96% reported some mandatory teaching preparation for biology GTAs; however, 52% of these programs required 10 or fewer hours per year. Respondents wanted to change their programs to include more pedagogical information and teaching observations with feedback to their GTAs. Programmatic self-ratings of satisfaction with GTA PD were positively correlated with the number of topics discussed during PD. Although more schools are requiring GTA PD for teaching compared with the last national survey, the lack of program breadth at many schools warrants a national conversation with regard to recent calls for improving undergraduate instruction. PMID:26231562

Disruptions of the Self-Narrative: Musings on Teaching Social Justice Topics in a Research Methods Course

ERIC Educational Resources Information Center

Puchner, Laurel

2014-01-01

A class assignment administered by the author in her Research Methods in Education class resulted in the question of whether there is any sort of pedagogical advantage to introducing social justice issues as if you aren't really intending to teach students about them. This article describes an investigation of the author's teaching experience in…

Computer-based teaching module design: principles derived from learning theories.

PubMed

Lau, K H Vincent

2014-03-01

The computer-based teaching module (CBTM), which has recently gained prominence in medical education, is a teaching format in which a multimedia program serves as a single source for knowledge acquisition rather than playing an adjunctive role as it does in computer-assisted learning (CAL). Despite empirical validation in the past decade, there is limited research into the optimisation of CBTM design. This review aims to summarise research in classic and modern multimedia-specific learning theories applied to computer learning, and to collapse the findings into a set of design principles to guide the development of CBTMs. Scopus was searched for: (i) studies of classic cognitivism, constructivism and behaviourism theories (search terms: 'cognitive theory' OR 'constructivism theory' OR 'behaviourism theory' AND 'e-learning' OR 'web-based learning') and their sub-theories applied to computer learning, and (ii) recent studies of modern learning theories applied to computer learning (search terms: 'learning theory' AND 'e-learning' OR 'web-based learning') for articles published between 1990 and 2012. The first search identified 29 studies, dominated in topic by the cognitive load, elaboration and scaffolding theories. The second search identified 139 studies, with diverse topics in connectivism, discovery and technical scaffolding. Based on their relative representation in the literature, the applications of these theories were collapsed into a list of CBTM design principles. Ten principles were identified and categorised into three levels of design: the global level (managing objectives, framing, minimising technical load); the rhetoric level (optimising modality, making modality explicit, scaffolding, elaboration, spaced repeating), and the detail level (managing text, managing devices). This review examined the literature in the application of learning theories to CAL to develop a set of principles that guide CBTM design. Further research will enable educators to

Using the Teach Astronomy Website to Enrich Introductory Astronomy Classes

NASA Astrophysics Data System (ADS)

Hardegree-Ullman, K. K.; Impey, C. D.; Patikkal, A.; Austin, C. L.

2013-04-01

This year we implemented Teach Astronomy as a free online resource to be used as a teaching tool for non-science major astronomy courses and for a general audience interested in the subject. The comprehensive astronomy content of the website includes: an introductory text book, encyclopedia articles, images, two to three minute topical video clips, podcasts, and news articles. Teach Astronomy utilizes a novel technology to cluster, display, and navigate search results, called a Wikimap. We will present an overview of how Teach Astronomy works and how instructors can use it as an effective teaching tool in the classroom. Additionally, we will gather feedback from science instructors on how to improve the features and functionality of the website, as well as develop new assignment ideas using Teach Astronomy.

Proceedings of the Undergraduate Mathematics Teaching Conference (Sheffield, England, September 4-7, 2000).

ERIC Educational Resources Information Center

Emery, David

The 26th Undergraduate Mathematics Teaching Conference took place in September of 2000 at Sheffield Hallam University. Major topics of the conference included what use might mathematics education research be to university mathematics teachers?, attracting students to mathematics, use of the internet in teaching mathematics, and supporting the…

Using Literature-Based Prompts To Teach Writing Competencies: Directed Reading and Writing Lessons.

ERIC Educational Resources Information Center

Gelsinger, Barry D.

Intended to help teachers integrate writing instruction with the study of literature, this teaching guide offers a philosophy of writing instruction, describes a procedure for teaching reading and writing lessons, and provides a sequence of writing skills. For various literature selections, the guide defines vocabulary, provides topic discussion…

When learners become teachers: a review of peer teaching in medical student education.

PubMed

Benè, Kristen L; Bergus, George

2014-01-01

Peer teaching engages students as teachers and is widely used in K-12 education, many universities, and increasingly in medical schools. It draws on the social and cognitive congruence between learner and teacher and can be attractive to medical schools faced with a growing number of learners but a static faculty size. Peer teachers can give lectures on assigned topics, lead problem-based learning sessions, and provide one on one support to classmates in the form of tutoring. We undertook a narrative review of research on peer teachers in medical school, specifically investigating how medical students are impacted by being peer teachers and how having a peer teacher impacts learners. Studies have shown that peer teaching has a primarily positive impact on both the peer teacher and the learners. In the setting of problem-based learning courses or clinical skills instruction, medical students' performance on tests of knowledge or skills is similar whether they have faculty instructors or peer teachers. There is also strong evidence that being a peer teacher enhances the learning of the peer teacher relative to the content being taught. It is common for peer teachers to lack confidence in their abilities to successfully teach, and they appreciate receiving training related to their teaching role. We find evidence from several different educational settings that peer teaching benefits both the peer teachers and the learners. This suggests that peer teaching is a valuable methodology for medical schools to engage learners as teachers.

Prescriptions and Perceptions of Teaching Excellence: A Study of the National "Wettbewerb Exzellente Lehre" Initiative in Germany

ERIC Educational Resources Information Center

Brockerhoff, Lisa; Stensaker, Bjørn; Huisman, Jeroen

2014-01-01

This article discusses how teaching excellence is prescribed by policy-makers and perceived by higher education institutions in the national competition for teaching excellence ("Wettbewerb Exzellente Lehre") in Germany. Teaching excellence has become an important topic around the world. Its importance can be seen in the increase in…

Active Learning and Teaching: Improving Postsecondary Library Instruction.

ERIC Educational Resources Information Center

Allen, Eileen E.

1995-01-01

Discusses ways to improve postsecondary library instruction based on theories of active learning. Topics include a historical background of active learning; student achievement and attitudes; cognitive development; risks; active teaching; and instructional techniques, including modified lectures, brainstorming, small group work, cooperative…

Write Angles: Strategies for Teaching Composition.

ERIC Educational Resources Information Center

Tompkins, Gail E., Ed.; Goss, Claudette, Ed.

Written by teachers for teachers, this book, the first publication of the Oklahoma Writing Project, contains a collection of articles which describe successful strategies and activities for teaching composition. The articles, which deal with a variety of topics, listed with their authors, are as follows: (1) The Writing Process (Gail E. Tompkins…

Using "Shrek" to Teach about Stigma

ERIC Educational Resources Information Center

Melchiori, Kala J.; Mallett, Robyn K.

2015-01-01

We describe an active learning exercise to teach students about social stigma. After lecturing on the topic, the instructor distributes a worksheet and shows several clips from the movie "Shrek," pausing after each clip to lead a discussion of the concepts. We provide information about the movie scenes, the student worksheet, and…

Learning About Semi Conductors for Teaching—the Role Played by Content Knowledge in Pedagogical Content Knowledge (PCK) Development

NASA Astrophysics Data System (ADS)

Rollnick, Marissa

2017-08-01

This study focuses on how teachers learn to teach a new topic and the role played by their developing content knowledge as they teach. The paper is based on seven high school science teachers' studies on the teaching of semiconductors, at the time a new topic in the curriculum. Analysis of artefacts such as teacher concept maps, video recordings of lessons, journals and other classroom-based evidence shows how the extent and type of teachers' content knowledge informed their choice of teaching approaches and how their learning of content took place alongside the development of teaching strategies. The development of content knowledge was combined with increased understanding of how to teach the topic in almost all cases. Evidence of development of teachers' PCK was found in their increased ability to design teaching strategies, and their use of representations and suitable assessment tasks for their lessons. Some specific common teaching strategies were identified across the teachers. These strategies could add to the canon of teachers' topic - specific professional knowledge for semiconductors. The study provides increased understanding of how teachers simultaneously master content and its teaching and how mediated self-reflection is a fruitful approach for assisting teachers to learn to teach a new topic.

Immigration beyond Ellis Island: Suggestions for Teaching about Immigration in the Now

ERIC Educational Resources Information Center

Hossain, Kazi I.

2014-01-01

America's history books abound with stories of immigrants who contributed to the development of this country. In terms of social studies curriculum, all states require schools to teach about immigration. However, the question is how to teach this topic in a manner that will give students--elementary through high school--a better understanding of…

Teaching Oral Chinese in the United States

ERIC Educational Resources Information Center

Cheng, Chin-Chuan

1976-01-01

Because Chinese language textbooks were judged inadequate in teaching vocabulary dealing with everyday life in the U.S. and in China, new methods and materials were introduced into an oral Chinese course. Prepared discussion topics, Chinese films, soap operas, and shortwave radio broadcasts were used. (CHK)

Teaching sex education: are Scottish school nurses prepared for the challenge?

PubMed

McFadyen, J

2004-02-01

Teaching sex education to school pupils in Scotland continues to be a controversial issue. In reality there is lack of leadership, strategy and an uncoordinated approach to delivering this important topic. The school nurse is frequently identified as a suitable professional to lead the way because it is assumed that school nurses are well educated in the field of sexual and reproductive health. Nationally, little is known about the educational status of Scottish school nurses and there is no research evidence available from which generalisations can be made. This study aims to explore the educational preparation of school nurses that underpins teaching sex education to school pupils in Scotland. A cross-sectional descriptive study was completed in September 1998. The results confirmed that school nurses in Scotland are predominantly female and 70% of the respondents (n=117) were over the age of 40 years of age. No common basic nursing qualification was identified. The majority of school nurses in Scotland perceive sex education to be part of their role and 39% (n=65) testified that specific sexual health training had been undertaken. Many lack confidence in this area of practice and are aware of extensive educational needs in relation to teaching sexual health and reproductive health. Despite these findings 75% (n=126) were actively involved in teaching sex education to school pupils.

Teaching Energy Concepts by Working on Themes of Cultural and Environmental Value

ERIC Educational Resources Information Center

Besson, Ugo; De Ambrosis, Anna

2014-01-01

Energy is a central topic in physics and a key concept for understanding the physical, biological and technological worlds. It is a complex topic with multiple connections with different areas of science and with social, environmental and philosophical issues. In this paper we discuss some aspects of the teaching and learning of the energy…

"Infinity Means It Goes on Forever": Siblings' Informal Teaching of Mathematics

ERIC Educational Resources Information Center

Howe, Nina; Adrien, Emmanuelle; Della Porta, Sandra; Peccia, Stephanie; Recchia, Holly; Osana, Helena P.; Ross, Hildy

2016-01-01

Sibling-directed teaching of mathematical topics during naturalistic home interactions was investigated in 39 middle-class sibling dyads at two time points. At time 1 (T1), siblings were 2 and 4 years of age, and at time 2 (T2), siblings were 4 and 6 years of age. Intentional sequences of sibling-directed mathematical teaching were coded for (i)…

Teaching Special Relativity without Calculus

ERIC Educational Resources Information Center

Ruby, Lawrence

2009-01-01

In 2007 many AAPT members received a booklet that is the first chapter of a physics textbook available on a CD. This book espouses the new educational philosophy of teaching special relativity as the first item in the topic of mechanics. Traditionally, special relativity is part of one or more modern physics chapters at the end of the text, and…

Designing a Topic-Based Syllabus for Young Learners

ERIC Educational Resources Information Center

Bourke, James M.

2006-01-01

In recent years there has been a good deal of debate on the teaching of English to young learners. Although the article looks at the teaching of English to lower primary children in an ESL context in Southeast Asia, it is not specific to one region. The young learners in question are aged 6 to 8 years. The main focus of the article is how best to…

Successful teaching in evidence-based medicine.

PubMed

Ghali, W A; Saitz, R; Eskew, A H; Gupta, M; Quan, H; Hershman, W Y

2000-01-01

Several published articles have described the importance of exposing medical trainees to the 'new paradigm' of evidence-based medicine (EBM). Recognizing this, we sought to develop and objectively evaluate a mini-course in EBM for third-year medical students. We developed a mini-course consisting of four sessions in which students learn to derive sequentially focused questions, search MEDLINE, review articles critically and apply information from the literature to specific clinical questions. To evaluate the teaching intervention, we performed a controlled educational study. Students at the intervention site (n=34) attended the EBM mini-course, while students at the control site (n=26) received more 'traditional' didactic teaching on various clinical topics. Intervention and control students were surveyed immediately before and after the mini-course to assess changes in reading and literature searching skills, as well as a tendency to use the literature to answer clinical questions. Boston University School of Medicine. Third-year medical students. The intervention was associated with significant changes in students' self-assessed skills and attitudes. MEDLINE and critical appraisal skills increased significantly in the intervention group relative to the control group (significance of between group differences: P=0.002 for MEDLINE and P=0.0002 for critical appraisal), as did students' tendency to use MEDLINE and original research articles to solve clinical problems (significance of between group differences: P=0.002 and P=0.0008, respectively). We conclude that this brief teaching intervention in EBM has had a positive impact on student skills and attitudes at our medical school. We believe that the key elements of this intervention are (1) active student involvement, (2), clinical relevance of exercises and (3) integrated teaching targeting each of the component skills of EBM.

Inspirational Teaching in Higher Education: What Does It Look, Sound and Feel Like?

ERIC Educational Resources Information Center

Derounian, James G.

2017-01-01

This article discusses the qualities of inspirational teaching in higher education (HE). It starts by arguing how topical this subject is, given emphasis world-wide on quality assurance measures, such as the UK Government's 2016 "Teaching Excellence Framework" TEF. The paper then moves to review the academic and practice literature in…

The Preparation and Use of Specialist Material in Foreign Language Teaching for Industry.

ERIC Educational Resources Information Center

Conlin, Christine

1984-01-01

Outlines methods by which dialogs are produced in a program which teaches foreign languages to local British industries. Recommends that such dialogs on specialized topics be short and simple. Also discusses how role play and materials such as graphs, charts, forms, and diagrams can be used as language teaching material. (SED)

Influence of professional preparation and class structure on sexuality topics taught in middle and high schools.

PubMed

Rhodes, Darson L; Kirchofer, Gregg; Hammig, Bart J; Ogletree, Roberta J

2013-05-01

This study examined the impact of professional preparation and class structure on sexuality topics taught and use of practice-based instructional strategies in US middle and high school health classes. Data from the classroom-level file of the 2006 School Health Policies and Programs were used. A series of multivariable logistic regression models were employed to determine if sexuality content taught was dependent on professional preparation and /or class structure (HE only versus HE/another subject combined). Additional multivariable logistic regression models were employed to determine if use of practice-based instructional strategies was dependent upon professional preparation and/or class structure. Years of teaching health topics and size of the school district were included as covariates in the multivariable logistic regression models. Findings indicated professionally prepared health educators were significantly more likely to teach 7 of the 13 sexuality topics as compared to nonprofessionally prepared health educators. There was no statistically significant difference in the instructional strategies used by professionally prepared and nonprofessionally prepared health educators. Exclusively health education classes versus combined classes were significantly more likely to have included 6 of the 13 topics and to have incorporated practice-based instructional strategies in the curricula. This study indicated professional preparation and class structure impacted sexuality content taught. Class structure also impacted whether opportunities for students to practice skills were made available. Results support the need for continued advocacy for professionally prepared health educators and health only courses. © 2013, American School Health Association.

Automatic Identification of Topic Tags from Texts Based on Expansion-Extraction Approach

ERIC Educational Resources Information Center

Yang, Seungwon

2013-01-01

Identifying topics of a textual document is useful for many purposes. We can organize the documents by topics in digital libraries. Then, we could browse and search for the documents with specific topics. By examining the topics of a document, we can quickly understand what the document is about. To augment the traditional manual way of topic…

The inclusion of Science Technology Society topics in junior high school earth science textbooks

NASA Astrophysics Data System (ADS)

Fadhli, Fathi Ali

2000-10-01

The Science Technology Society (STS) approach is a major science education reform through which a scientifically literate citizen could be produced. The teaching of science through STS approach is centered on science and technology related issues and problems. The purpose of this study was to analyze five earth science textbooks published in the 1990's for their inclusion of twelve sciences and technology related issues and problems and for their inclusion of activities focused on STS. The selected earth science textbooks were; Scott Foresman, Heath, Holt, Merrill and Prentice-Hall. The targeted twelve issues and problems were identified by Bybee (1987), as the most important global science and technology related issues and problems. The numbers of full text pages devoted to each topic were determined by classifying each segment to one of the targeted topics. In addition, the numbers of STS activities were also determined by using criteria developed for this study. ANOVA statistical analyses and t-tests showed that the analyzed earth science textbooks treated the studied STS issues and problems and treated the STS activities differently. It was found that six of the studied issues and problems were constantly receiving more attention in all the analyzed earth science textbooks than the rest of the topics. These topics were; Air Quality and Atmosphere, Energy Shortages, Water Resources, Land Use, Hazardous Substances, and Mineral Resources. The overall results revealed that only an average of 8.82% of the text pages in all the analyzed earth science textbooks were devoted to STS topics and 5.49% of the activities in all the analyzed earth science textbooks were focused on STS topics. However, none of the activities focused on STS topics were presented in STS approach as defined by NSTA. The percentage of STS topics inclusion and the percentage of activities focused on STS topics were considered to be very low. Accordingly, the objectives and goals of STS approach

Academicians' and Practitioners' Views on the Importance of the Topical Content in the First Auditing Course

ERIC Educational Resources Information Center

Armitage, Jack; Poyzer, Jillian K.

2010-01-01

The research question addressed in this study is to compare and identify differences between academics teaching auditing classes and practicing accountants regarding the importance of topics covered in the first university auditing course. This is accomplished by surveying academics and practitioners regarding their perceptions of the importance…

Introduction to Semiconductor Physics in Secondary Education: Evaluation of a Teaching Sequence

ERIC Educational Resources Information Center

Garcia-Carmona, Antonio; Criado, Ana Maria

2009-01-01

The present article presents a didactic proposal oriented to teaching notions of semiconductor physics in secondary education. The methods and the results of a pilot study designed to analyse the effectiveness of a teaching sequence on the topic are also described. The subjects were 60 students, aged 14-15 years, of a secondary school in Seville,…

Teaching Scientific Inquiry with Galaxy Zoo

ERIC Educational Resources Information Center

Slater, Stephanie J.; Slater, Timothy F.; Lyons, Daniel J.

2011-01-01

The universe of topics to choose from when teaching an astronomy course is astronomically immense. This wide array of opportunity presents some inherently difficult choices for teachers at all levels on how to limit the scope of the course to make the syllabus manageable. As but one example, consider that even the most experienced astronomy…

Teaching Group Theory Using Rubik's Cubes

ERIC Educational Resources Information Center

Cornock, Claire

2015-01-01

Being situated within a course at the applied end of the spectrum of maths degrees, the pure mathematics modules at Sheffield Hallam University have an applied spin. Pure topics are taught through consideration of practical examples such as knots, cryptography and automata. Rubik's cubes are used to teach group theory within a final year pure…

Exploring Fencerows--An Outdoor Teaching Technique.

ERIC Educational Resources Information Center

Rillo, Thomas J.

The exploration of fencerows as an outdoor teaching technique is described. The concepts that can be developed as students walk down the fencerows are related to science, life styles, and economy. By dividing a class into small groups, a teacher can employ problem-solving techniques in fencerow exploration. The following group topics are possible…

Hong Kong Papers in Linguistics and Language Teaching.

ERIC Educational Resources Information Center

Hong Kong Papers in Linguistics and Language Teaching, 1995

1995-01-01

This serial presents articles, reports, and conference reports on various topics concerned with language-related areas, including general linguistics, teaching methodology, curriculum development, testing, evaluation, educational technology, language planning, and bilingual education. Articles in this volume are: (1) "Task Difficulty From the…

Use of Invertebrate Animals to Teach Physiological Principles.

ERIC Educational Resources Information Center

Deyrup-Olsen, Ingrith; Linder, Thomas M.

1991-01-01

The advantages of using invertebrates in teaching physiological principles are discussed. The ability to illustrate with greater clarity physiological principles, the range and variety of physiological processes available for examination, and the unlimited possibilities for student research are topics of discussion. (KR)

Student Misconceptions About Astronomy and the Best Order of Teaching Astronomical Concepts

NASA Astrophysics Data System (ADS)

Favia, Andrej; Comins, N. F.; Thorpe, G.

2013-01-01

My (Andrej Favia) Ph.D. thesis involves quantifying the "difficulty" of unlearning common astronomy misconceptions. I do this by applying factor analysis and Item Response Theory (IRT) to a retrospective inventory of when, or if, college students dispelled the misconceptions under consideration. Our inventory covers 235 misconceptions identified over the span of 10 years of teaching the college astronomy lecture course at the Universe of Maine by NFC. The analysis yields logical groupings of topics (e.g., teach one planet at a time rather than use comparative planetology) and the "order of difficulty" of the associated topics. We have results for about one fourth of the inventory, and our results show that there are concepts of different difficulties, which suggest that they should be presented in different orders. We also find that the order of teaching concepts is sometimes different for high school and college level courses.

Teaching patient safety in the medical undergraduate program at the Universidade Federal de São Paulo

PubMed Central

Bohomol, Elena; Cunha, Isabel Cristina Kowal Olm

2015-01-01

Objective To analyze the Educational Project of the undergraduate medical course to verify what is taught regarding Patient Safety and to enable reflections on the educational practice. Methods A descriptive study, using document research as strategy. The document of investigation was the Educational Project of the medical course, in 2006, at the Escola Paulista de Medicina of the Universidade Federal de São Paulo. The theoretical framework adopted was the Multi-Professional Patient Safety Curriculum Guide of the World Health Organization, which led to the preparation of a list with 153 tracking terms. Results We identified 65 syllabus units in the Educational Project of the course, in which 40 (61.5%) addressed topics related to Patient Safety. Themes on the topic “Infection prevention and control” were found in 19 (47.5%) units and teaching of “Interaction with patients and caregivers” in 12 (32.5%); however content related to “Learning from errors to prevent harm” were not found. None of the framework topics had their proposed themes entirely taught during the period of education of the future physicians. Conclusion Patient safety is taught in a fragmented manner, which values clinical skills such as the diagnosis and treatment of diseases, post-treatment, surgical procedures, and follow-up. Since it is a recent movement, the teaching of patient safety confronts informative proposals based on traditional structures centered on subjects and on specific education, and it is still poorly valued. PMID:25993062

Teaching patient safety in the medical undergraduate program at the Universidade Federal de São Paulo.

PubMed

Bohomol, Elena; Cunha, Isabel Cristina Kowal Olm

2015-01-01

To analyze the Educational Project of the undergraduate medical course to verify what is taught regarding Patient Safety and to enable reflections on the educational practice. A descriptive study, using document research as strategy. The document of investigation was the Educational Project of the medical course, in 2006, at the Escola Paulista de Medicina of the Universidade Federal de São Paulo. The theoretical framework adopted was the Multi-Professional Patient Safety Curriculum Guide of the World Health Organization, which led to the preparation of a list with 153 tracking terms. We identified 65 syllabus units in the Educational Project of the course, in which 40 (61.5%) addressed topics related to Patient Safety. Themes on the topic "Infection prevention and control" were found in 19 (47.5%) units and teaching of "Interaction with patients and caregivers" in 12 (32.5%); however content related to "Learning from errors to prevent harm" were not found. None of the framework topics had their proposed themes entirely taught during the period of education of the future physicians. Patient safety is taught in a fragmented manner, which values clinical skills such as the diagnosis and treatment of diseases, post-treatment, surgical procedures, and follow-up. Since it is a recent movement, the teaching of patient safety confronts informative proposals based on traditional structures centered on subjects and on specific education, and it is still poorly valued.

Tucking the Pigeons up Your Sleeve: Ten Personae Teach One Nonfiction Course

ERIC Educational Resources Information Center

Sunstein, Bonnie S.

2010-01-01

Nonfiction writing, as defined by the author, is the mix of art, craft, and information, put together by writers who let readers know they are interested in a topic, and who speculate about what that interest or topic might mean. In this article, the author introduces ten imagined colleagues who provide essential support for the teaching of…

Seven Rules for Effective History Teaching or Bringing Life to the History Class.

ERIC Educational Resources Information Center

Formwalt, Lee W.

2002-01-01

Introduces a new column that focuses on successful strategies used by U.S. historians. Includes seven rules for effective history teaching: (1) teach with enthusiasm; (2) rely less on textbooks; (3) use secondary sources; (4) explore current topics; (5) use local history; (6) use music and film; and (7) become computer literate. (CMK)

Concept Map Structure, Gender and Teaching Methods: An Investigation of Students' Science Learning

ERIC Educational Resources Information Center

Gerstner, Sabine; Bogner, Franz X.

2009-01-01

Background: This study deals with the application of concept mapping to the teaching and learning of a science topic with secondary school students in Germany. Purpose: The main research questions were: (1) Do different teaching approaches affect concept map structure or students' learning success? (2) Is the structure of concept maps influenced…

Core continuing professional development (CPD) topics for the European dentist.

PubMed

Bailey, S; Bullock, A; Cowpe, J; Barnes, E; Thomas, H; Thomas, R; Kavadella, A; Kossioni, A; Karaharju-Suvanto, T; Suomalainen, K; Kersten, H; Povel, E; Giles, M; Walmsley, A D; Soboleva, U; Liepa, A; Akota, I

2013-05-01

In the context of free movement, EU-citizens need assurance that dental practitioners providing their care have a degree/license to practice that meets EU-standards and that they maintain their knowledge and skills through ongoing education. One aim of the 'DentCPD' project (HYPERLINK 'http://www.dentcpd.org' www.dentcpd.org) was to identify and agree essential CPD requirements for EU dentists. This paper reports the consensus process and outcomes. Agreement on core components of CPD was achieved through a three stage process: an online survey of dental educators' (n = 143) views on compulsory topics; a paper-based questionnaire to practitioners (n = 411); leading to a proposal discussed at the Association for Dental Education (ADEE) 2011 Lifelong Learning special interest group (SIG). From the online survey and practitioner questionnaire, high levels of agreement were achieved for medical emergencies (89%), infection control (79%) and the medically compromised patient (71%). The SIG (34 attendees from 16 countries) concluded that these three CPD topics plus radiation protection should be core-compulsory and three CPD topics should be core-recommended (health and safety, pain management, and safeguarding children & vulnerable adults). They also agreed that the teaching of all topics should be underpinned by evidence-based dentistry. Building four core topics into CPD requirements and making quality-approved education and training available will ensure that all dentists have up-to-date knowledge and skills in topic areas of direct relevance to patient safety. In turn, this will contribute to patients having access to comparably high standards of oral health care across Europe. © 2013 John Wiley & Sons A/S.

A Sustainable Model for Integrating Current Topics in Machine Learning Research into the Undergraduate Curriculum

ERIC Educational Resources Information Center

Georgiopoulos, M.; DeMara, R. F.; Gonzalez, A. J.; Wu, A. S.; Mollaghasemi, M.; Gelenbe, E.; Kysilka, M.; Secretan, J.; Sharma, C. A.; Alnsour, A. J.

2009-01-01

This paper presents an integrated research and teaching model that has resulted from an NSF-funded effort to introduce results of current Machine Learning research into the engineering and computer science curriculum at the University of Central Florida (UCF). While in-depth exposure to current topics in Machine Learning has traditionally occurred…

Undergraduate allergy teaching in a UK medical school: comparison of the described and delivered curriculum.

PubMed

Shehata, Yasser; Ross, Michael; Sheikh, Aziz

2007-02-01

Concerns have been raised about the adequacy of allergy teaching in UK undergraduate medical curricula. Our previous work, which involved undertaking a systematic analysis of the documented curricular learning objectives relating to allergy teaching in a UK medical school, found references to allergy teaching in each of the five years of study but also identified some apparent omissions in allergy teaching. These may represent actual gaps in relation to allergy training, or alternatively may reflect dissonance between the described and delivered curricula. To compare the described and delivered undergraduate curricula on allergy and allergy-related topics in a UK medical school. We identified and e-mailed the individuals responsible for each of the 43 modules in the five-year undergraduate medical programme at the University of Edinburgh, enquiring about the delivery of allergy-related teaching within their modules. We then compared these responses with the results of the previous study mapping allergy-related teaching across the undergraduate curriculum. Fifty-one individuals were identified as being responsible for leading the 43 modules in the curriculum. Forty-nine (96%) of these module organisers responded to our enquiry; these individuals represented 41 of the 43 modules (95%). Module organisers reported that allergy-related teaching and learning was delivered in 14 modules (33%), was absent in 13 (30%) modules, and may occur to varying degrees within a further 10 (23%) modules. Module organisers' responses about the delivered curriculum on allergy were consistent with the findings from documented learning objectives in 21 (49%) modules. They also reported allergy teaching and learning in modules which had not been identified by examination of the learning objectives; however, there were still important gaps in the allergy-related curriculum. Information gathered from teaching staff confirms that specific teaching and learning on allergic disorders is

Developing Student Critical Thinking Skills through Teaching Psychology: An Interview with Claudio S. Hutz.

ERIC Educational Resources Information Center

McCarthy-Tucker, Sherri

2001-01-01

Presents an interview with Claudio S. Hutz, who is dean of Instituto de Psicologia at Universidade Federal do Rio Grande do Sul in Porto Alegre, Brazil, where he has been teaching psychology since 1977. Discusses topics such as teaching psychology in Brazil and developing critical thinking skills. (CMK)

Sources of Science Teaching Self-Efficacy for Preservice Elementary Teachers in Science Content Courses

ERIC Educational Resources Information Center

Menon, Deepika; Sadler, Troy D.

2018-01-01

Self-efficacy beliefs play a major role in determining teachers' science teaching practices and have been a topic of great interest in the area of preservice science teacher education. This qualitative study investigated factors that influenced preservice elementary teachers' science teaching self-efficacy beliefs in a physical science content…

3-D Teaching Models for All

ERIC Educational Resources Information Center

Bradley, Joan; Farland-Smith, Donna

2010-01-01

Allowing a student to "see" through touch what other students see through a microscope can be a challenging task. Therefore, author Joan Bradley created three-dimensional (3-D) models with one student's visual impairment in mind. They are meant to benefit all students and can be used to teach common high school biology topics, including the…

Culture and Language Teaching through Media

ERIC Educational Resources Information Center

Tanriverdi, Belgin; Apak, Ozlem

2008-01-01

The topic of teaching and learning culture has been a matter of considerable interest to language educators and much has been written about the role of culture in foreign language instruction over the past two decades. ESL students whose success in a new environment is conditioned not only by their mastery of the new language, but also, and…

Improving University Teaching. Volume II [and] Volume III. Contributed Papers. International Conference (12th, Heidelberg, Germany, July 15-18, 1986).

ERIC Educational Resources Information Center

Maryland Univ., College Park. Univ. Coll.

Seventy-four papers from a 1986 international conference on improving university teaching are presented. Topics include: student-teacher relationships, the pulse of the academic professional, improving teaching via techology, campus-corporate linkages, institutional changes and liberal learning, improving university teaching through evaluation,…

Informing pedagogy through the brain-targeted teaching model.

PubMed

Hardiman, Mariale

2012-01-01

Improving teaching to foster creative thinking and problem-solving for students of all ages will require two essential changes in current educational practice. First, to allow more time for deeper engagement with material, it is critical to reduce the vast number of topics often required in many courses. Second, and perhaps more challenging, is the alignment of pedagogy with recent research on cognition and learning. With a growing focus on the use of research to inform teaching practices, educators need a pedagogical framework that helps them interpret and apply research findings. This article describes the Brain-Targeted Teaching Model, a scheme that relates six distinct aspects of instruction to research from the neuro- and cognitive sciences.

Popular Culture and the Teaching of English.

ERIC Educational Resources Information Center

Donelson, Ken, Ed.

1975-01-01

This issue of the "Arizona English Bulletin" contains 38 articles related to popular culture and the teaching of English. The articles discuss such topics as language in the popular arts, establishing a popular culture library, defining sexism in popular culture, detective literature and its uses in the traditional classroom, popular…

Teaching School Mathematics. A UNESCO Source Book.

ERIC Educational Resources Information Center

Servais, W., Ed.; Varga, T., Ed.

This book is designed to assist curriculum developers by presenting a survey of new approaches to teaching mathematics, both in practice and theory; the emphasis is on the secondary level. Following an extensive introduction, the first three chapters focus on the classroom. Suggested treatments of topics such as logic, groups, reflections…

Complementing Operating Room Teaching With Video-Based Coaching.

PubMed

Hu, Yue-Yung; Mazer, Laura M; Yule, Steven J; Arriaga, Alexander F; Greenberg, Caprice C; Lipsitz, Stuart R; Gawande, Atul A; Smink, Douglas S

2017-04-01

Surgical expertise demands technical and nontechnical skills. Traditionally, surgical trainees acquired these skills in the operating room; however, operative time for residents has decreased with duty hour restrictions. As in other professions, video analysis may help maximize the learning experience. To develop and evaluate a postoperative video-based coaching intervention for residents. In this mixed methods analysis, 10 senior (postgraduate year 4 and 5) residents were videorecorded operating with an attending surgeon at an academic tertiary care hospital. Each video formed the basis of a 1-hour one-on-one coaching session conducted by the operative attending; although a coaching framework was provided, participants determined the specific content collaboratively. Teaching points were identified in the operating room and the video-based coaching sessions; iterative inductive coding, followed by thematic analysis, was performed. Teaching points made in the operating room were compared with those in the video-based coaching sessions with respect to initiator, content, and teaching technique, adjusting for time. Among 10 cases, surgeons made more teaching points per unit time (63.0 vs 102.7 per hour) while coaching. Teaching in the video-based coaching sessions was more resident centered; attendings were more inquisitive about residents' learning needs (3.30 vs 0.28, P = .04), and residents took more initiative to direct their education (27% [198 of 729 teaching points] vs 17% [331 of 1977 teaching points], P < .001). Surgeons also more frequently validated residents' experiences (8.40 vs 1.81, P < .01), and they tended to ask more questions to promote critical thinking (9.30 vs 3.32, P = .07) and set more learning goals (2.90 vs 0.28, P = .11). More complex topics, including intraoperative decision making (mean, 9.70 vs 2.77 instances per hour, P = .03) and failure to progress (mean, 1.20 vs 0.13 instances per hour, P = .04) were

Teachers' Beliefs in English Language Teaching and Learning: A Review of the Literature

ERIC Educational Resources Information Center

Gilakjani, Abbas Pourhosein; Sabouri, Narjes Banou

2017-01-01

Beliefs form part of the process of understanding how teachers shape their work which is significant to the comprehending of their teaching methods and their decisions in the classroom. Teachers' beliefs have been an interesting topic for researchers due to the input they provide for the improvement of English language teaching and learning.…

Energy, Economics, and the Environment: Case Studies and Teaching Activities for Middle School.

ERIC Educational Resources Information Center

Indiana State Dept. of Education, Indianapolis. Center for School Improvement and Performance.

Educators are faced with the task of teaching students to be responsible stewards of the world's natural resources. This curriculum focuses on three interrelated topics in this area: energy, economics, and the environment. The goal of this book is to: (1) teach students basic knowledge and concepts about energy, the environment, and economics; (2)…

UHMS position statement: topical oxygen for chronic wounds.

PubMed

Feldmeier, J J; Hopf, H W; Warriner, R A; Fife, C E; Gesell, L B; Bennett, M

2005-01-01

. Paradoxically, claims of decreased collagen production and fibroblast inhibition in wounds subjected to topical oxygen have been reported in studies of topical oxygen as a benefit of topical oxygen therapy. The literature on topical oxygen is mostly small case series or small controlled but not randomized trials. Moreover, the studies generally are not aimed at specific ulcer types, but rather at "chronic wounds." This non-specific approach is recognized as a major design flaw in any study of therapies designed to improve impaired wound healing. The only randomized trial for topical oxygen in diabetic foot ulcers actually showed a tendency toward impaired wound healing in the topical oxygen group. Contentions that topical oxygen is superior to hyperbaric oxygen are not proven. There are potentially plausible mechanisms that support both possibly beneficial and detrimental effects of topical oxygen therapy, and thus well designed and executed basic science research and clinical trials are clearly needed. There is some ongoing research in regard to the role of topical oxygen at established wound laboratories. Neither CMS nor other third party payors recognize or reimburse for topical oxygen. Therefore, the policy of the Undersea and Hyperbaric Medical Society in regard to topical oxygen is stated as follows: 1. Topical oxygen should not be termed hyperbaric oxygen since doing so either intentionally or unintentionally suggests that topical oxygen treatment is equivalent or even identical to hyperbaric oxygen. Published documents reporting experience with topical oxygen should clearly state that topical oxygen not hyperbaric oxygen is being employed. 2. Mechanisms of action or clinical study results for hyperbaric oxygen cannot and should not be co-opted to support topical oxygen since hyperbaric oxygen therapy and topical oxygen have different routes and probably efficiencies of entry into the wound and their physiology and biochemistry are necessarily different. 3. The

Context Orientated Teaching in Praxis

ERIC Educational Resources Information Center

Nikos, Klaoudatos; Stavros, Papastavridis

2004-01-01

In this paper, we describe the skeleton of two teaching units, based on a Model for teaching mathematics, Context Orientated Teaching (COT). The first teaching unit concerns the proof of a mathematical proposition, while the second one concerns the solution of an open problem. Both are taught in the 10th grade, under the specific conditions of the…

Practice Report / Bericht aus der Praxis: Peer teaching: From method to philosophy.

PubMed

Ten Cate, Olle

2017-11-01

Peer teaching or peer-assisted learning is a popular topic in the medical education literature. While not one method of education, a categorization is possible according to (a) the developmental distance between learner and peer teacher, (b) the scale or group size of learners in peer teaching arrangements and (c) the extent of formality or structure of the arrangement. That yields many different forms of peer teaching. Viewing peer teaching as a multifaceted method shows several benefits. On a deeper level however peer teaching may be viewed as a philosophy of medical education that has historical roots but aligns well with current thinking of teaching and learning across the continuum of medical education. Copyright © 2017. Published by Elsevier GmbH.

Does Teaching Experience Matter? The Beliefs and Practices of Beginning and Experienced Physics Teachers

ERIC Educational Resources Information Center

Caleon, Imelda S.; Tan, Yuen Sze Michelle; Cho, Young Hoan

2018-01-01

This study utilized multiple data sources to examine the beliefs about learning and teaching physics and the instructional practices of five beginning teachers and seven experienced teachers from Singapore. Our study was implemented in the unique context of teachers teaching the topic of electricity to students grouped according to academic…

Teaching Math More Effectively, Through the Design of Calculational Proofs.

DTIC Science & Technology

1994-03-01

typically taught in a first discrete math course -e.g. set theory, mathematical induction, a theory of integers, finc- tions and relations, combinatorics...by all who want to teach mathematics effectively. 4 4 The authors’ 500-pape text A Logical Approach to Discrete Math (Springer Verlag NY, 1993) uses...the appr,.., h described in this article in teaching the usual topics in discrete math -logic, set theory, & theory of integers, induct,., functions

Teaching medical physics to general audiences.

PubMed Central

Amador, S

1994-01-01

By judiciously selecting topics and reading materials, one can teach a full semester course on medical physics appropriate for college students not majoring in the natural sciences. This interdisciplinary field offers an opportunity to teach a great deal of basic physics at the freshman level in the context of explaining modern medical technologies such as ultrasound imaging, laser surgery, and positron emission tomography. This article describes one such course which combines lectures, outside visitors, varied readings, and laboratories to convey a select subset of physical principles and quantitative problem-solving skills. These resources are also valuable for enriching the standard freshman physics sequence for premedical students. PMID:8075355

Teaching Science and Engineering-Related Topics Using Experiential Methods: An Action-Research Study

ERIC Educational Resources Information Center

Aleong, Chandra; Aleong, John

2007-01-01

This article describes a portion of a long-term action-research project investigating the teaching of the science of transportation to high school students using the case study or experiential method. Other aspects integrated with the project-oriented study are the use of Constructivist theory, the Socratic Method, and the incorporation of…

Secondary School Teachers' Perspectives on Teaching about Topics That Bridge Science and Religion

ERIC Educational Resources Information Center

Billingsley, Berry; Riga, Fran; Taber, Keith S.; Newdick, Helen

2014-01-01

The question of where to locate teaching about the relationships between science and religion has produced a long-running debate. Currently, science and religious education (RE) are statutory subjects in England and are taught in secondary schools by different teachers. This paper reports on an interview study in which 16 teachers gave their…

Teaching Radiology Physics Interactively with Scientific Notebook Software.

PubMed

Richardson, Michael L; Amini, Behrang

2018-06-01

The goal of this study is to demonstrate how the teaching of radiology physics can be enhanced with the use of interactive scientific notebook software. We used the scientific notebook software known as Project Jupyter, which is free, open-source, and available for the Macintosh, Windows, and Linux operating systems. We have created a scientific notebook that demonstrates multiple interactive teaching modules we have written for our residents using the Jupyter notebook system. Scientific notebook software allows educators to create teaching modules in a form that combines text, graphics, images, data, interactive calculations, and image analysis within a single document. These notebooks can be used to build interactive teaching modules, which can help explain complex topics in imaging physics to residents. Copyright © 2018 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

Role of Epistemological Understanding and Interest in Interpreting a Controversy and in Topic-Specific Belief Change

ERIC Educational Resources Information Center

Mason, Lucia; Boscolo, Pietro

2004-01-01

This study focuses on the influence of high school students' (10th and 11th grade) epistemological understanding and topic interest on their interpretation of a dual-position expository text about genetically modified food, as well as on the change in their beliefs about the topic. After reading, students were given different tasks: (1) to write…

The Systems Analysis and Design Course: An Educators' Assessment of the Importance and Coverage of Topics

ERIC Educational Resources Information Center

Guidry, Brandi N.; Stevens, David P.; Totaro, Michael W.

2011-01-01

This study examines instructors' perceptions regarding the skills and topics that are most important in the teaching of a Systems Analysis and Design ("SAD") course and the class time devoted to each. A large number of Information Systems ("IS") educators at AACSB accredited schools across the United States were surveyed.…

Is a Team-based Learning Approach to Anatomy Teaching Superior to Didactic Lecturing?

PubMed

Ghorbani, Naghme; Karbalay-Doust, Saied; Noorafshan, Ali

2014-02-01

Team-based learning (TBL) is used in the medical field to implement interactive learning in small groups. The learning of anatomy and its subsequent application requires the students to recall a great deal of factual content. The aims of this study were to evaluate the students' satisfaction, engagement and knowledge gain in anatomy through the medium of TBL in comparison to the traditional lecture method. This study, carried out from February to June 2012, included 30 physical therapy students of the Shiraz University of Medical Science, School of Rehabilitation Sciences. Classic TBL techniques were modified to cover lower limb anatomy topics in the first year of the physical therapy curriculum. Anatomy lectures were replaced with TBL, which required the preparation of assigned content, specific discussion topics, an individual self-assessment test (IRAT) and the analysis of discussion topics. The teams then subsequently retook the assessment test as a group (GRAT). The first eight weeks of the curriculum were taught using traditional didactic lecturing, while during the second eight weeks the modified TBL method was used. The students evaluated these sessions through a questionnaire. The impact of TBL on student engagement and educational achievement was determined using numerical data, including the IRAT, GRAT and final examination scores. Students had a higher satisfaction rate with the TBL teaching according to the Likert scale. Additionally, higher scores were obtained in the TBL-based final examination in comparison to the lecture-based midterm exam. The students' responses showed that the TBL technique could be used alone or in conjunction with traditional didactic lecturing in order to teach anatomy more effectively.

"Watch What You Teach": A First-Year Teacher Refuses to Play It Safe

ERIC Educational Resources Information Center

Sieben, Nicole; Wallowitz, Laraine

2009-01-01

In an effort to ensure that students feel "safe" and "comfortable" in the classrooms, English teachers often avoid controversial topics, particularly issues of race, gender, class, and sexuality. The insidious hidden curriculum or the unintended consequences of what they choose to say or not say--teach or not teach--can have as much or more impact…

Technology Supported Learning and Teaching: A Staff Perspective

ERIC Educational Resources Information Center

O'Donoghue, John, Ed.

2006-01-01

"Technology Supported Learning and Teaching: A Staff Perspective" presents accounts and case studies of first-hand experience in developing, implementing, or evaluating learning technologies. This book highlights the many areas in which practitioners are attempting to implement learning technologies and reflects themes of current topical interest.…

Mathematical Designs for Teaching and Learning Composition.

ERIC Educational Resources Information Center

Laque, Carol Feiser

Algebraic equations and geometric forms are useful in teaching and learning composition. Algebraic equations can illustrate the modular nature of paragraph structures and can be refined by students to describe types of paragraphs. Discussion of the "slippery" nature of words and their power of transformation can be a lecture topic as the class…

The Theology of Eckankar: Its Critique and Study Based on the Islamic Teachings

ERIC Educational Resources Information Center

Mahmoudi, Abdolreza

2017-01-01

The present paper deals with theology from the point of view of the school of Eckankar and its critique based on the Islamic teachings. Three major topics are probed into in the school of Eckankar, i.e. the definition of religion, the origin of religion, and exclusiveness. On the topic of the definition of religion, Eckankar essentially regards as…

Teaching nutritional biochemistry: an experimental approach using yeast.

PubMed

Alonso, Manuel; Stella, Carlos A

2012-12-01

In this report, we present a practical approach to teaching several topics in nutrition to science students at the high school and college freshmen levels. This approach uses baker's yeast (Saccharomyces cerevisiae) as a biological system model. The diameters of yeast colonies, which vary according to the nutrients present in the medium, can be observed, compared, and used to teach metabolic requirements. The experiments described in this report show simple macroscopic evidence of submicroscopic nutritional events. This can serve as a useful base for an analogy of heterotrophic human cell nutrition.

From Religion to Praxis: Incorporating Personal Understandings of Religion, Spirituality, and Faith into Teaching

ERIC Educational Resources Information Center

Small, Jenny L.

2015-01-01

This article addresses the topic of teaching and how graduate students in higher education, as future faculty members and other types of educators, learn to support the faith identities of their future students. Through a series of guest teaching opportunities at different institutional types, the author shared her understandings of the spiritual…

Reflections on Teaching Research Ethics in Education for International Postgraduate Students in the UK

ERIC Educational Resources Information Center

Smith, Jan

2016-01-01

Research ethics in education is a challenging topic to teach and to learn. As the staff and student body in UK higher education and elsewhere diversifies, the challenges increase as shared reference points diminish. My teaching reflections focus on a key tension explored in this article: how the imperative of internationalising the curriculum…

Who Will Teach Our Children? A Strategy for Improving California's Schools. The Report of the California Commission on the Teaching Profession.

ERIC Educational Resources Information Center

California Commission on the Teaching Profession, Sacramento.

This report sets forth 27 recommendations by the California Commission on the Teaching Profession for improving California schools. After an outline summary of the recommendations and an introductory discussion of education as California's "growth industry," the recommendations are presented according to three general topic areas. The…

Measuring the Teaching Self-Efficacy of Science, Technology, Engineering, and Math Graduate Teaching Assistants

ERIC Educational Resources Information Center

DeChenne, Sue Ellen; Enochs, Larry

2010-01-01

An instrument to measure the teaching self-efficacy of science, technology, engineering, and mathematics (STEM) GTAs is adapted from a general college teaching instrument (Prieto Navarro, 2005) for the specific teaching environment of the STEM GTAs. The construct and content validity and reliability of the final instrument are indicated. The final…

University teaching - where next?

NASA Astrophysics Data System (ADS)

1999-03-01

A one-day workshop will take place on 23 April 1999 at the University of Edinburgh's Conference and Training Centre to consider the topic `The future of university teaching? Multimedia, web and new technologies'. The workshop is being organized by Edinburgh Parallel Computing Centre and will be attended by experts in distance learning from various institutions including the Clyde Virtual University and the Open University, plus a speaker from the USA. They will present case studies of the opportunities new technologies provide for higher education, covering all aspects from development of electronic courses through delivery mechanisms to user feedback. There is certainly an increasing need for quality teaching materials and new ways of learning. The workshop will aim to discuss how those involved in university teaching can benefit from new developments such as multimedia, the Internet, as well as new computing and networking technologies. Participation is free, with lunch and refreshments provided. More information and registration details can be found at http://www.epcc.ed.ac.uk/epcc-tec/JTAP/workshop/ or by e-mail to epcc-tec@epcc.ed.ac.uk.

Uncovering Discipline-Specific Interpretations of the "Scholarship of Teaching": Peer Review and Faculty Perceptions of Scholarly Teaching. ASHE Annual Meeting Paper.

ERIC Educational Resources Information Center

Quinlan, Kathleen M.

This study examined disciplinary differences in college teaching using data from a national study of peer review of teaching to look at values about teaching held by faculty in the contrasting disciplines of history and chemistry. Data for this study were from written exercises completed by faculty participants (14 historians and 12 chemists) and…

Approaches to Inquiry Teaching: Elementary teacher's perspectives

NASA Astrophysics Data System (ADS)

Ireland, Joseph; Watters, James J.; Lunn Brownlee, J.; Lupton, Mandy

2014-07-01

Learning science through the process of inquiry is advocated in curriculum documents across many jurisdictions. However, a number of studies suggest that teachers struggle to help students engage in inquiry practices. This is not surprising as many teachers of science have not engaged in scientific inquiry and possibly hold naïve ideas about what constitutes scientific inquiry. This study investigates teachers' self-reported approaches to teaching science through inquiry. Phenomenographic interviews undertaken with 20 elementary teachers revealed teachers identified six approaches to teaching for inquiry, clustered within three categories. These approaches were categorized as Free and Illustrated Inquiries as part of an Experience-centered category, Solution and Method Inquiries as part of a Problem-centered category, and Topic and Chaperoned Inquiries as part of a Question-centered category. This study contributes to our theoretical understanding of how teachers approach Inquiry Teaching and suggests fertile areas of future research into this valued and influential phenomenon broadly known as 'Inquiry Teaching'.

Teaching about the Future: Tools, Topics, and Issues (Lessons for Grades 7-12).

ERIC Educational Resources Information Center

Haas, John D.; And Others

This document provides a set of lessons and other teaching aids for either a semester-length course on the future or to infuse a futures perspective into other secondary social studies courses. The lessons were designed to fit into many different courses but are particularly appropriate for U.S. history, government, civics, modern social problems,…

Teaching Units for Consumer Home Economics. Topic: Housing and Interior Decorating, Bilingual/Spanish.

ERIC Educational Resources Information Center

Bernadt, Ruth

The instructional aids in this packet were designed to be used by high school home economics teachers who have Spanish speaking students with limited English skills mainstreamed into their regular classes. The teaching aids can be used by both English and Spanish speaking students at the same time because both Spanish and English are presented on…

Why Assign Themes and Topics To Teach Writing? A Reply to Tony Silva.

ERIC Educational Resources Information Center

Jones, Nathan B.

Responds to Tony Silva's 1997 article, which asserted that English-as-a-Second-Language (ESL) writing teachers should prevent themes and topics from dominating or controlling the curriculum. This paper argues that it is sometimes helpful for writing teachers to control why and what students write, focusing on university-level English writing in…

Working at the Nexus of Generic and Content-Specific Teaching Practices: An Exploratory Study Based on TIMSS Secondary Analyses

ERIC Educational Resources Information Center

Charalambous, Charalambos Y.; Kyriakides, Ermis

2017-01-01

For years scholars have attended to either generic or content-specific teaching practices attempting to understand instructional quality and its effects on student learning. Drawing on the TIMSS 2007 and 2011 databases, this exploratory study empirically tests the hypothesis that attending to both types of practices can help better explain student…

Teaching English Language Learners in the Content Areas

ERIC Educational Resources Information Center

Janzen, Joy

2008-01-01

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…

Developing Relevant Teaching Strategies during In-Service Training

ERIC Educational Resources Information Center

Borghi, Lidia; De Ambrosis, Anna; Mascheretti, Paolo

2003-01-01

The research reported here focuses on links between teachers' comprehension of the underlying physics and their development of educational strategies for classroom work during in-service training. It deals with the teaching of hydrostatics, a topic considered particularly interesting by teachers. Starting from the analysis of simple experiments…

Teaching Continuum Mechanics in a Mechanical Engineering Program

ERIC Educational Resources Information Center

Liu, Yucheng

2011-01-01

This paper introduces a graduate course, continuum mechanics, which is designed for and taught to graduate students in a Mechanical Engineering (ME) program. The significance of continuum mechanics in engineering education is demonstrated and the course structure is described. Methods used in teaching this course such as topics, class…

Teaching about Japan. ERIC Digest No. 38.

ERIC Educational Resources Information Center

Wojtan, Linda S.

This is an age of ascendency of the Pacific Rim area, especially the Asian sector. Recent decades have seen unprecedented economic growth throughout this area. By examining Japan, the region's pre-eminent nation and harbinger of future developments, the larger topic of the Pacific Rim can be explored. It is particularly important to teach about…

Teaching Web Evaluation: A Cognitive Development Approach

ERIC Educational Resources Information Center

Benjes-Small, Candice; Archer, Alyssa; Tucker, Katelyn; Vassady, Lisa; Resor, Jennifer

2013-01-01

Web evaluation has been a standard information literacy offering for years and has always been a challenging topic for instruction librarians. Over time, the authors had tried a myriad of strategies to teach freshmen how to assess the credibility of Web sites but felt the efforts were insufficient. By familiarizing themselves with the cognitive…

Community-Engaged Teaching: A Project-Based Model

ERIC Educational Resources Information Center

Christensen, Carrie Ann

2015-01-01

The classroom offers a unique and effective venue for community engagement and an opportunity for teaching artists to dive into a topic on both practical and theoretical levels, resulting in well-informed input. That well-informed input is then translated into thoughtful action. It is exciting to engage students early on in shaping their community…

Modeling Sources of Teaching Self-Efficacy for Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants.

PubMed

DeChenne, Sue Ellen; Koziol, Natalie; Needham, Mark; Enochs, Larry

2015-01-01

Graduate teaching assistants (GTAs) in science, technology, engineering, and mathematics (STEM) have a large impact on undergraduate instruction but are often poorly prepared to teach. Teaching self-efficacy, an instructor's belief in his or her ability to teach specific student populations a specific subject, is an important predictor of teaching skill and student achievement. A model of sources of teaching self-efficacy is developed from the GTA literature. This model indicates that teaching experience, departmental teaching climate (including peer and supervisor relationships), and GTA professional development (PD) can act as sources of teaching self-efficacy. The model is pilot tested with 128 GTAs from nine different STEM departments at a midsized research university. Structural equation modeling reveals that K-12 teaching experience, hours and perceived quality of GTA PD, and perception of the departmental facilitating environment are significant factors that explain 32% of the variance in the teaching self-efficacy of STEM GTAs. This model highlights the important contributions of the departmental environment and GTA PD in the development of teaching self-efficacy for STEM GTAs. © 2015 S. E. DeChenne et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).