Leadership Development in Students: Teachers' Opinions Regarding Activities That Can Be Performed at Schools

ERIC Educational Resources Information Center

Parlar, Hanifi; Türkoglu, Muhammet Emin; Cansoy, Ramazan

2017-01-01

This study aims to examine teachers' opinions regarding the activities that can be performed at schools to ensure leadership development in students. Accordingly, an attempt to reveal what the leadership qualities of students should be, the activities that can be performed for the acquisition of leadership qualities and the applicability level of…

Professional Teacher Education Module Series. Assist Student Vocational Organization Members in Developing and Financing a Yearly Program of Activities, Module H-4 of Category H--Student Vocational Organization.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

This fourth in a series of six learning modules on student vocational organizations is designed to assist secondary and postsecondary vocational teachers in developing the competency to assist students in planning a student organization's (or club's) yearly program of activities, in properly managing organization finances, in selecting…

ASPECT: A Survey to Assess Student Perspective of Engagement in an Active-Learning Classroom

PubMed Central

Wiggins, Benjamin L.; Eddy, Sarah L.; Wener-Fligner, Leah; Freisem, Karen; Grunspan, Daniel Z.; Theobald, Elli J.; Timbrook, Jerry; Crowe, Alison J.

2017-01-01

The primary measure used to determine relative effectiveness of in-class activities has been student performance on pre/posttests. However, in today’s active-learning classrooms, learning is a social activity, requiring students to interact and learn from their peers. To develop effective active-learning exercises that engage students, it is important to gain a more holistic view of the student experience in an active-learning classroom. We have taken a mixed-methods approach to iteratively develop and validate a 16-item survey to measure multiple facets of the student experience during active-learning exercises. The instrument, which we call Assessing Student Perspective of Engagement in Class Tool (ASPECT), was administered to a large introductory biology class, and student responses were subjected to exploratory factor analysis. The 16 items loaded onto three factors that cumulatively explained 52% of the variation in student response: 1) value of activity, 2) personal effort, and 3) instructor contribution. ASPECT provides a rapid, easily administered means to measure student perception of engagement in an active-learning classroom. Gaining a better understanding of students’ level of engagement will help inform instructor best practices and provide an additional measure for comprehensively assessing the impact of different active-learning strategies. PMID:28495936

Ethical Development through Student Activities Programming.

ERIC Educational Resources Information Center

Brock, Carol S.

1991-01-01

Student activities programing, viewed as essential to the college experience, is defended by outlining some of the values and growth opportunities it provides for students. Several specific programing strategies useful as catalysts in values development are described, including values clarification exercises, multicultural programing, and…

Nautical Charts: Another Dimension in Developing Map Skills. Instructional Activities Series IA/S-11.

ERIC Educational Resources Information Center

McCallum, W. F.; Botly, D. H.

These activities are part of a series of 17 teacher-developed instructional activities for geography at the secondary-grade level described in SO 009 140. In the activities students develop map skills by learning about and using nautical charts. The first activity involves students in using parallel rulers and a compass rose to find their…

Student profiling on university co-curricular activities using cluster analysis

NASA Astrophysics Data System (ADS)

Rajenthran, Hemabegai A./P.; Shaharanee, Izwan Nizal Mohd; Jamil, Jastini Mohd.

2017-11-01

In higher learning institutions, the co-curricular programs are needed for the graduation besides the standard academic programs. By actively participating in co-curricular, students can attain many of soft skills and proficiencies besides learning and adopting campus environment, community and traditions. Co-curricular activities are implemented by universities mainly for the refinement of the academic achievement along with the social development. This studies aimed to analyse the academic profile of the co-curricular students among uniform units. The main objective of study is to develop a profile of student co-curricular activities in uniform units. Additionally, several variables has been selected to serve as the characteristics for student co-curricular profile. The findings of this study demonstrate the practicality of clustering technique to investigate student's profiles and allow for a better understanding of student's behavior and co-curriculum activities.

Developing Employability Skills via Extra-Curricular Activities in Vietnamese Universities: Student Engagement and Inhibitors of Their Engagement

ERIC Educational Resources Information Center

Tran, Le Huu Nghia

2017-01-01

This article reports a study that investigated student engagement and inhibitors of their engagement with developing employability skills via extra-curricular activities in Vietnamese universities. Content analysis of 18 interviews with students and statistical analysis of 423 students' responses to a paper-based survey showed that despite a…

Using Invention to Change How Students Tackle Problems

PubMed Central

Smith, Karen M.; van Stolk, Adrian P.; Spiegelman, George B.

2010-01-01

Invention activities challenge students to tackle problems that superficially appear unrelated to the course material but illustrate underlying fundamental concepts that are fundamental to material that will be presented. During our invention activities in a first-year biology class, students were presented with problems that are parallel to those that living cells must solve, in weekly sessions over a 13-wk term. We compared students who participated in the invention activities sessions with students who participated in sessions of structured problem solving and with students who did not participate in either activity. When faced with developing a solution to a challenging and unfamiliar biology problem, invention activity students were much quicker to engage with the problem and routinely provided multiple reasonable hypotheses. In contrast the other students were significantly slower in beginning to work on the problem and routinely produced relatively few ideas. We suggest that the invention activities develop a highly valuable skill that operates at the initial stages of problem solving. PMID:21123697

Development of probabilistic thinking-oriented learning tools for probability materials at junior high school students

NASA Astrophysics Data System (ADS)

Sari, Dwi Ivayana; Hermanto, Didik

2017-08-01

This research is a developmental research of probabilistic thinking-oriented learning tools for probability materials at ninth grade students. This study is aimed to produce a good probabilistic thinking-oriented learning tools. The subjects were IX-A students of MTs Model Bangkalan. The stages of this development research used 4-D development model which has been modified into define, design and develop. Teaching learning tools consist of lesson plan, students' worksheet, learning teaching media and students' achievement test. The research instrument used was a sheet of learning tools validation, a sheet of teachers' activities, a sheet of students' activities, students' response questionnaire and students' achievement test. The result of those instruments were analyzed descriptively to answer research objectives. The result was teaching learning tools in which oriented to probabilistic thinking of probability at ninth grade students which has been valid. Since teaching and learning tools have been revised based on validation, and after experiment in class produced that teachers' ability in managing class was effective, students' activities were good, students' responses to the learning tools were positive and the validity, sensitivity and reliability category toward achievement test. In summary, this teaching learning tools can be used by teacher to teach probability for develop students' probabilistic thinking.

A Bridge to Active Learning: A Summer Bridge Program Helps Students Maximize Their Active-Learning Experiences and the Active-Learning Experiences of Others

PubMed Central

Cooper, Katelyn M.; Ashley, Michael; Brownell, Sara E.

2017-01-01

National calls to improve student academic success in college have sparked the development of bridge programs designed to help students transition from high school to college. We designed a 2-week Summer Bridge program that taught introductory biology content in an active-learning way. Through a set of exploratory interviews, we unexpectedly identified that Bridge students had developed sophisticated views of active learning, even though this was not an explicit goal of the program. We conducted an additional set of semistructured interviews that focused on active learning and compared the interviews of Bridge students with those from non-Bridge students who had been eligible for but did not participate in the program. We used the constant comparative method to identify themes from the interviews. We found that Bridge students perceived that, because they knew how to approach active learning and viewed it as important, they benefited more from active learning in introductory biology than non-Bridge students. Specifically, Bridge students seemed to be more aware of their own learning gains from participating in active learning. Compared with the majority of non-Bridge students, the majority of Bridge students described using a greater variety of strategies to maximize their experiences in active learning. Finally, in contrast to non-Bridge students, Bridge students indicated that they take an equitable approach to group work. These findings suggest that we may be able to prime students to maximize their own and other’s experiences in active learning. PMID:28232588

Active Learning and Engagement with the Wireless Indoor Location Device (WILD) Learning System

NASA Astrophysics Data System (ADS)

Moldwin, M.; Samson, P. J.; Ojeda, L.; Miller, T.; Yu, J.

2016-12-01

The Wireless Indoor Location Device (WILD) Learning System being developed at the University of Michigan and the Education Technology company A2 Motus LLC provides a unique platform for social learning by allowing students to become active participants in live simulations of complex systems, like hurricane formation. The WILD Learning System enables teachers to engage students in kinesthetic activities that explore complex models from a wide variety of STEAM (Science, Technology, Engineering, Art and Math) disciplines. The system provides students' location, orientation and motion within the classroom and assigns each student different parameters depending on the activity. For example, students learning about hurricanes could be assigned atmospheric pressure levels and asked to arrange themselves around the room to simulate a hurricane. The Wild Learning System software then takes the students' pressure readings and locations and projects their locations overlaid onto a real-time generated simulated pressure weather map enabling the observation of how their arrangement influences the pressure structure. The teacher then could have the students orient themselves in the direction they think the resulting wind field will be based on the pressure contours as the system can show an arrow originating from each of the students position in the direction that they are facing. The system also could incorporate a student response-type system for the instructor to then directly question students about other concepts and record their response to both the kinesthetic activity and other formative assessment questions. The WILD Learning System consists of a sensor package for each student in the class, beacons to enable precise localization of the students, software to calculate student location information, and educational software for a variety of activities. In addition, a software development kit (SDK) is under development that would allow others to create additional learning activities using the WILD Learning System. (WILD Learning System development has been partially supported by NASA's CYGNSS Mission EPO, the NSF and the University of Michigan).

A Study of Student Engagement Activities, Discipline Referrals, and Student Achievement in Reading First Schools

ERIC Educational Resources Information Center

Fransen, Shelly Lynette

2013-01-01

High quality student engagement activities are essential if students are to be successful learners. Over the years, many instructional strategies and models have been devised to encourage teachers to develop student engagement activities that result in high achievement. The Reading First Model initiative was introduced as a part of the No Child…

Developing entrepreneurship ability of pre-service mathematics teachers through GSSM

NASA Astrophysics Data System (ADS)

Rohaeti, E. E.; Afrilianto, M.; Primandhika, R. B.

2018-01-01

This research aimed to describe mathematical entrepreneurship ability of 136 mathematics education students through Gerakan STKIP Siliwangi Mengajar (GSSM) that was conducted in 7 districts (of 17 villages) in West Java. GSSM was a programme that combines devotion to the society and college student internships activity at several schools within three months. The data was obtained through observation towards the activities performed by the students during GSSM. The questionnaire to measure the mathematical entrepreneurship ability of students. The results showed that 1) there were three activities that encourage the mathematical entrepreneurship ability of students; such as tutoring post, teaching practices in school and entrepreneurial activities in society, 2) through those three activities, students can develop their entrepreneurial spirit well and grow creativity, innovation and calculation take risk ability, 3) there was medium-association between student mathematical concept mastery that supports entrepreneurship with their mathematical entrepreneurship ability.

Scaffolding Students' Online Critiquing of Expert- and Peer-generated Molecular Models of Chemical Reactions

NASA Astrophysics Data System (ADS)

Chang, Hsin-Yi; Chang, Hsiang-Chi

2013-08-01

In this study, we developed online critiquing activities using an open-source computer learning environment. We investigated how well the activities scaffolded students to critique molecular models of chemical reactions made by scientists, peers, and a fictitious peer, and whether the activities enhanced the students' understanding of science models and chemical reactions. The activities were implemented in an eighth-grade class with 28 students in a public junior high school in southern Taiwan. The study employed mixed research methods. Data collected included pre- and post-instructional assessments, post-instructional interviews, and students' electronic written responses and oral discussions during the critiquing activities. The results indicated that these activities guided the students to produce overall quality critiques. Also, the students developed a more sophisticated understanding of chemical reactions and scientific models as a result of the intervention. Design considerations for effective model critiquing activities are discussed based on observational results, including the use of peer-generated artefacts for critiquing to promote motivation and collaboration, coupled with critiques of scientific models to enhance students' epistemological understanding of model purpose and communication.

Using Continuing Professional Development to Create Meaningful Co-Curricular Learning Opportunities for all Student Pharmacists.

PubMed

Vos, Susan S; Sabus, Ashley; Seyfer, Jennifer; Umlah, Laura; Gross-Advani, Colleen; Thompson-Oster, Jackie

2018-05-01

Objective. To illustrate a method for integrating co-curricular activities, quantify co-curricular activities, and evaluate student perception of achievement of goals. Methods. Throughout a longitudinal course, students engaged in self-selected, co-curricular activities in three categories: professional service, leadership, and community engagement. Hours were documented online with minimum course requirements. Students reflected on experiences and assessed goal attainment. Assignments were reviewed by faculty and feedback was given to each student. Results. From 2010 to 2016, there were 29,341 co-curricular hours documented by 756 students. The most popular events were attending pharmacy organization meetings and participating in immunization clinics. More than half of the students agreed they were able to meet all of their professional goals (mix of career and course goals) while 70% indicated goals were challenging to meet. Conclusion. This method for integrating co-curricular activities using a continuing professional development model demonstrates a sustainable system for promoting professional development through experience and self-reflection.

Enhancement of collaboration activities utilizing 21st century learning design rubric

NASA Astrophysics Data System (ADS)

Cubero, Dave D.; Gargar, Clare V., Lady; Nallano, Gerlett Grace D.; Magsayo, Joy R.; Guarin, Rica Mae B.; Lahoylahoy, Myrna E.

2018-01-01

Twenty first century learners have incredibly diverse learning interests, needs, and aspirations. Engaging middle school students and sculpting successful, confident, and creative learners is a constant endeavor for educators [4]. In the 21st century classroom environments in which students can develop the skills they need in workplace. Collaboration occurs when students work together to create, discuss challenge and develop deeper critical thinking. In today's workplace, collaboration is essential as only few tasks are completed alone (Calgary and Park, 2016). The collaborative project-based curriculum used in this classroom develops the higher order thinking skills, effective communication skills, and knowledge of technology that students will need in the 21st century workplace. The study therefore aims to promote collaboration skills among learners as it is deemed as one of the top 21st century skills. Collaborative learning unleashes a unique intellectual and social synergy. This study aims to enhance the collaborative skills of students through conducting collaboration activities in learning the Ecosystem. This research utilizes pretest-posttest and employs descriptive research designs. It uses modified activities about the lesson on Ecosystem and utilizes a Collaboration Rubric to rate the modified activities. The activities were rated by ten In-Service teachers and there are 105 students who participated in doing the activities. The paired t-test is then used to analyze the data. The In-Service teachers evaluated the 1st and 2nd adapted activity and are rated as fair. Thus, the modified activities were enhanced since the ratings of each activity did not meet the criterion of the collaboration rubric. As for the 3rd adapted activity is rated as excellent and is ready for implementation. The evaluators provided comments and suggestions such as producing colored pictures on the activities, omitting some questions, and making the words simpler to enhance the activities. The findings of the study shows the students' performance in the posttest is higher than the pretest which indicates that there is a significant difference between the two tests given. The students' conceptual understanding was also improved after conducting the activities. Some students' outputs were Outstanding, Satisfactory, Fairly Satisfactory and Did Not Meet the Expectation. These results indicate that the students learned and developed their collaborative skills. The students found the activity interesting, enjoyable and useful. Furthermore, they understood the concept behind the activity.

Active Learning through Toy Design and Development

ERIC Educational Resources Information Center

Sirinterlikci, Arif; Zane, Linda; Sirinterlikci, Aleea L.

2009-01-01

This article presents an initiative that is based on active learning pedagogy by engaging elementary and middle school students in the toy design and development field. The case study presented in this article is about student learning experiences during their participation in the TOYchallenge National Toy Design Competition. Students followed the…

Utilizing Model Eliciting Activities (MEA's) to engage middle school teachers and students in storm water management practices to mitigate human impacts of land development

NASA Astrophysics Data System (ADS)

Tazaz, A.; Wilson, R. M.; Schoen, R.; Blumsack, S.; King, L.; Dyehouse, M.

2013-12-01

'The Integrating STEM Project' engaged 6-8 grade teachers through activities incorporating mathematics, science and technology incorporating both Next Generation Science Standards (NGSS) and Common Core State Standards-Mathematics (CCSS-Math). A group of researchers from Oceanography, Mathematics, and Education set out to provide middle school teachers with a 2 year intensive STEM integration professional development with a focus on environmental topics and to monitor the achievement outcomes in their students. Over the course of 2 years the researchers created challenging professional development sessions to expand teacher knowledge and teachers were tasked to transform the information gained during the professional development sessions for classroom use. One lesson resource kit presented to the teachers, which was directly applicable to the classroom, included Model Eliciting Activities (MEA's) to explore the positive and negative effects land development has on climate and the environment, and how land development impacts storm water management. MEA's were developed to encourage students to create models to solve complex problems and to allow teachers to investigate students thinking. MEA's are a great curriculum technique used in engineering fields to help engage students by providing hands on activities using real world data and problems. We wish to present the Storm Water Management Resource toolkit including the MEA and present the outcomes observed from student engagement in this activity.

A pharmacy course on leadership and leading change.

PubMed

Sorensen, Todd D; Traynor, Andrew P; Janke, Kristin K

2009-04-07

To develop and implement a course that develops pharmacy students' leadership skills and encourages them to become leaders within the profession. A leadership course series was offered to pharmacy students on 2 campuses. The series incorporated didactic, experiential, and self-directed learning activities, and focused on developing core leadership skills, self-awareness, and awareness of the process for leading change. Students reported increased knowledge and confidence in their ability to initiate and lead efforts for change. The learning activities students' valued most were the StrengthsFinder assessment (67% of students rated "very useful") and a Leadership Networking Partners (LNP) program (83% of students rated "very useful"). Teaching leadership skills poses a significant challenge in curriculum development and requires multifaceted course design elements that resonate with students and engage the practice community. Addressing these requirements results in a high level of student engagement and a desire to continue the development of leadership skills.

How can students contribute? A qualitative study of active student involvement in development of technological learning material for clinical skills training.

PubMed

Haraldseid, Cecilie; Friberg, Febe; Aase, Karina

2016-01-01

Policy initiatives and an increasing amount of the literature within higher education both call for students to become more involved in creating their own learning. However, there is a lack of studies in undergraduate nursing education that actively involve students in developing such learning material with descriptions of the students' roles in these interactive processes. Explorative qualitative study, using data from focus group interviews, field notes and student notes. The data has been subjected to qualitative content analysis. Active student involvement through an iterative process identified five different learning needs that are especially important to the students: clarification of learning expectations, help to recognize the bigger picture, stimulation of interaction, creation of structure, and receiving context- specific content. The iterative process involvement of students during the development of new technological learning material will enhance the identification of important learning needs for students. The use of student and teacher knowledge through an adapted co-design process is the most optimal level of that involvement.

Using Recent Planetary Science Data to Develop Advanced Undergraduate Physics and Astronomy Activities

NASA Astrophysics Data System (ADS)

Steckloff, Jordan; Lindell, Rebecca

2016-10-01

Teaching science by having students manipulate real data is a popular trend in astronomy and planetary science education. However, many existing activities simply couple this data with traditional "cookbook" style verification labs. As with most topics within science, this instructional technique does not enhance the average students' understanding of the phenomena being studied. Here we present a methodology for developing "science by doing" activities that incorporate the latest discoveries in planetary science with up-to-date constructivist pedagogy to teach advanced concepts in Physics and Astronomy. In our methodology, students are first guided to understand, analyze, and plot real raw scientific data; develop and test physical and computational models to understand and interpret the data; finally use their models to make predictions about the topic being studied and test it with real data.To date, two activities have been developed according to this methodology: Understanding Asteroids through their Light Curves (hereafter "Asteroid Activity"), and Understanding Exoplanetary Systems through Simple Harmonic Motion (hereafter "Exoplanet Activity"). The Asteroid Activity allows students to explore light curves available on the Asteroid Light Curve Database (ALCDB) to discover general properties of asteroids, including their internal structure, strength, and mechanism of asteroid moon formation. The Exoplanet Activity allows students to investigate the masses and semi-major axes of exoplanets in a system by comparing the radial velocity motion of their host star to that of a coupled simple harmonic oscillator. Students then explore how noncircular orbits lead to deviations from simple harmonic motion. These activities will be field tested during the Fall 2016 semester in an advanced undergraduate mechanics and astronomy courses at a large Midwestern STEM-focused university. We will present the development methodologies for these activities, description of the activities, and results from the pre-tests.

Developing teaching process for enhancing students' mathematical problem solving in the 21st century through STEM education

NASA Astrophysics Data System (ADS)

Prawvichien, Sutthaporn; Siripun, Kulpatsorn; Yuenyong, Chokchai

2018-01-01

The STEM education could provide the context for students' learning in the 21st century. The Mathematical problem solving requires a context which simulates real life in order to give students experience of the power of mathematics in the world around them. This study aimed to develop the teaching process for enhancing students' mathematical problem solving in the 21st century through STEM education. The paper will clarify the STEM learning activities about graph theories regarding on the 6 steps of engineering design process. These include identify a challenge, exploring ideas, designing and planning, doing and developing, test and evaluate, and present the solution. The learning activities will start from the Identify a challenge stage which provides the northern part of Thailand flooding situation in order to set the students' tasks of develop the solutions of providing the routes of fastest moving people away from the flooding areas. The explore ideas stage will provide activities for enhance students to learn some knowledge based for designing the possible solutions. This knowledge based could focus on measuring, geometry, graph theory, and mathematical process. The design and plan stage will ask students to model the city based on the map and then provide the possible routes. The doing and development stage will ask students to develop the routes based on their possible model. The test and evaluating will ask students to clarify how to test and evaluate the possible routes, and then test it. The present solution stage will ask students to present the whole process of designing routes. Then, the paper will discuss how these learning activities could enhance students' mathematical problem solving. The paper may have implication for STEM education in school setting.

Promoting Student Engagement. Volume 1: Programs, Techniques and Opportunities

ERIC Educational Resources Information Center

Miller, Richard L., Ed.; Amsel, Eric, Ed.; Kowalewski, Brenda Marsteller, Ed.; Beins, Bernard C., Ed.; Keith, Kenneth D., Ed.; Peden, Blaine F., Ed.

2011-01-01

To promote student engagement, professors must actively seek to create the conditions that foster engagement. Chickering and Gamson (1987) suggest that good practices in undergraduate education are ones that: encourage student-faculty contact, develop reciprocity and cooperation among students, encourage active learning, provide students with…

Guidelines to Student Activity Fund Accounting. Revised.

ERIC Educational Resources Information Center

Association of School Business Officials International, Reston, VA.

This booklet provides guidelines to help school business officials develop sound procedures for keeping proper accounts of and managing the money raised and spent in the course of conducting student activity programs. The booklet notes the roles of the administrators and activity advisers related to management of the student activity fund, then…

Video-recorded simulated patient interactions: can they help develop clinical and communication skills in today's learning environment?

PubMed

Seif, Gretchen A; Brown, Debora

2013-01-01

It is difficult to provide real-world learning experiences for students to master clinical and communication skills. The purpose of this paper is to describe a novel instructional method using self- and peer-assessment, reflection, and technology to help students develop effective interpersonal and clinical skills. The teaching method is described by the constructivist learning theory and incorporates the use of educational technology. The learning activities were incorporated into the pre-clinical didactic curriculum. The students participated in two video-recording assignments and performed self-assessments on each and had a peer-assessment on the second video-recording. The learning activity was evaluated through the self- and peer-assessments and an instructor-designed survey. This evaluation identified several themes related to the assignment, student performance, clinical behaviors and establishing rapport. Overall the students perceived that the learning activities assisted in the development of clinical and communication skills prior to direct patient care. The use of video recordings of a simulated history and examination is a unique learning activity for preclinical PT students in the development of clinical and communication skills.

Development of biology student worksheets to facilitate science process skills of student

NASA Astrophysics Data System (ADS)

Rahayu, Y. S.; Pratiwi, R.; Indana, S.

2018-01-01

This research aims to describe development of Biology student worksheets to facilitate science process skills of student, at the same time to facilitate thinking skills of students in senior high school are equipped with Assesment Sheets. The worksheets development refers to cycle which includes phase analysis (analysis), planning (planning), design (design), development (development), implementation (implementation), evaluation and revision (evaluation and revision). Phase evaluation and revision is an ongoing activity conducted in each phase of the development cycle. That is, after the evaluation of the results of these activities and make revisions at any phase, then continue to the next phase. Based on the test results for grade X, XI, and XII in St. Agnes Surabaya high school, obtained some important findings. The findings are as follows. (1) Developed biology student worksheets could be used to facilitate thinking ability of students in particular skills integrated process that includes components to formulate the problem, formulate hypotheses, determine the study variables, formulate an operational definition of variables, determine the steps in the research, planning data tables, organizing Data in the form of tables/charts, drawing conclusions, (2) Developed biology student worksheets could also facilitate the development of social interaction of students such as working together, listening/respect the opinions of others, assembling equipment and materials, discuss and share information and facilitate the upgrading of skills hands-on student activity. (3) Developed biology worksheets basically could be implemented with the guidance of the teacher step by step, especially for students who have never used a similar worksheet. Guidance at the beginning of this need, especially for worksheets that require special skills or understanding of specific concepts as a prerequisite, such as using a microscope, determine the heart rate, understand the mechanism of specific indicators.

Students interest in learning science through fieldwork activity encourage critical thinking and problem solving skills among UPSI pre-university students

NASA Astrophysics Data System (ADS)

Jamil, Siti Zaheera Muhamad; Khairuddin, Raja Farhana Raja

2017-05-01

Graduates with good critical thinking and problem solving (CTPS) skills are likely to boost their employability to live in 21st century. The demands of graduates to be equipped with CTPS skills have shifted our education system in focusing on these elements in all levels of education, from primary, the secondary, and up to the tertiary education, by fostering interesting teaching and learning activities such as fieldwork activity in science classes. Despite the importance of the CTPS skills, little is known about whether students' interests in teaching and learning activities, such as fieldwork activity, have any influence on the students CTPS skills. Therefore, in this investigation, firstly to examine students interests in learning science through fieldwork activity. Secondly, this study examined whether the students' interest in learning science through fieldwork activity have affect on how the students employ CTPS skills. About 100 Diploma of Science students in Universiti Pendidikan Sultan Idris (UPSI) were randomly chosen to participate in this study. All of the participants completed a survey on how they find the fieldwork activity implemented in their science classes and it relevents towards their CTPS skills development. From our findings, majority of the students (91%) find that fieldwork activity is interesting and helpful in increasing their interest in learning science (learning factor) and accommodate their learning process (utility). Results suggest that students' interest on the fieldwork activity in science classes does have some influence on the students development of CTPS skills. The findings could be used as an initial guideline by incorporating students' interest on other teaching and learning activities that being implemented in science classes in order to know the impacts of these learning activities in enhancing their CTPS skills.

Comparing Professional Values of Sophomore and Senior Baccalaureate Nursing Students.

PubMed

Posluszny, Laura; Hawley, Diane A

2017-09-01

The 2015 American Nurses' Association Code of Ethics reinforces professional values in nursing, and nurse educators may need evidence of their students' professional development. Using the Nurses Professional Values Scale-Revised (NPVS-R), researchers examined two questions: What is the relative importance of professional values (i.e., caring, trust, justice, activism, and professionalism) for beginning and graduating baccalaureate nursing students, and are there differences in professional values between these students? New and graduating nursing students in the current study had well-developed professional values. Sophomore-level nursing students viewed trust, caring, and justice as significantly more important than activism. Senior-level students perceived trust as significantly more important than activism and professionalism. Although total NPVS-R scores did not differ significantly between cohorts, senior-level students did score significantly higher on activism than sophomore-level students. With the revised Code, nurse educators may reevaluate the ethics curriculum. This study suggests opportunity for strengthening values beyond the nurse-client relationship, such as activism and professionalism. [J Nurs Educ. 2017;56(9):546-550.]. Copyright 2017, SLACK Incorporated.

Active learning and leadership in an undergraduate curriculum: How effective is it for student learning and transition to practice?

PubMed

Middleton, Rebekkah

2013-03-01

Nurses are being increasingly asked to develop leadership skills in their practice and to be actively involved in continuous change processes in the workplace. Nursing students need to be developing leadership skills prior to entering the workplace to ensure they are able to meet the challenges associated with organisations and the cultures present in nursing, along with having highly tuned communication skills and leadership attributes that contribute to best patient care and outcomes. This paper looks at how the use of Active Learning in an undergraduate setting enabled the development and implementation of a leadership subject for nursing students preparing for professional practice. Through the use of a specific model of Active Learning, incorporating multiple intelligences into education allows students to bring deeper learning to their conscience so that whole person learning is an engaged experience. It seems apparent that Active Learning is an effective means of learning about leadership in undergraduate students who are developing towards a career as a health professional. Copyright © 2012 Elsevier Ltd. All rights reserved.

Dissent by Design: Fostering Student Activism in Higher Education through a Case Study of Student Affairs in a Public University in the Philippines

ERIC Educational Resources Information Center

Bernardo, Maria Aurora Correa; Baranovich, Diana-Lea

2016-01-01

Student activism is a ubiquitous component in most democratic societies. Despite its disconcerting implications to the university's operations, it remains an important agenda to student development in higher education. This study presents the case of a university in the Philippines where student activism is a predominant ethos. The findings expose…

Conducting Museum Education Activities within the Context of Developing a Nature Culture in Primary School Students: MTA Natural History Museum Example

ERIC Educational Resources Information Center

Dilli, Rukiye

2016-01-01

The present study, aiming to develop nature culture in primary school students and to help them to become acquainted with their close environment, is a quasi-experimental study. Museum education activities were conducted with the study group which consisted of 128 fourth-grade primary school students. At the end of the study, the students gained…

Ideas for Creating and Overcoming Student Silences

ERIC Educational Resources Information Center

Woods, Donald R.; Sheardown, Heather

2009-01-01

The key idea is that 50 minutes of teacher talk with passive student listening is relatively ineffective in developing student learning. Teachers can create silences for productive active student learning. Students can also change from passive listeners to active talker-discussers of their learning. Ideas are given about how to overcome silences…

Engaging Undergraduate Biology Students in Scientific Modeling: Analysis of Group Interactions, Sense-Making, and Justification

PubMed Central

Bierema, Andrea M.-K.; Schwarz, Christina V.; Stoltzfus, Jon R.

2017-01-01

National calls for improving science education (e.g., Vision and Change) emphasize the need to learn disciplinary core ideas through scientific practices. To address this need, we engaged small groups of students in developing diagrammatic models within two (one large-enrollment and one medium-enrollment) undergraduate introductory biology courses. During these activities, students developed scientific models of biological phenomena such as enhanced growth in genetically modified fish. To investigate whether undergraduate students productively engaged in scientific practices during these modeling activities, we recorded groups of students as they developed models and examined three characteristics: how students 1) interacted with one another, 2) made sense of phenomena, and 3) justified their ideas. Our analysis indicates that students spent most of the time on task, developing and evaluating their models. Moreover, they worked cooperatively to make sense of core ideas and justified their ideas to one another throughout the activities. These results demonstrate that, when provided with the opportunity to develop models during class, students in large-enrollment lecture courses can productively engage in scientific practices. We discuss potential reasons for these outcomes and suggest areas of future research to continue advancing knowledge regarding engaging students in scientific practices in large-enrollment lecture courses. PMID:29196429

Development of a WebQuest as instructional material in teaching biodiversity for grade 8 learners

NASA Astrophysics Data System (ADS)

Genovia, Jerson A.; Eslit, April Rose C.; Tamse, Agnes Lera G.; Barquilla, Manuel B.

2018-01-01

WebQuest is an inquiry-based learning activity that allows students to learn the lesson using the information provided in the internet resources. The study aimed to develop and implement the WebQuest on Biodiversity. Primarily, this research determines the students' performances in the achievement test after WebQuest was implemented to them. Secondly, it is also to investigate on their attitudes towards Biology before and after the activity as well as the level of development of their 21st Century Skills. This research utilized Quasi-experimental Non-randomized One Group Pretest/Posttest Design. The developed WebQuest that is based from the K-12 curriculum competencies were evaluated by selected experts in the Content (2), Pedagogy (2) and ICT (2) to assess the said activity in terms of content, pedagogy and ICT effects. It was then implemented in an intact group of grade 8 students. Findings revealed that the developed WebQuest was rated "Excellent" for Content, Pedagogy and TCT effects. After utilizing the WebQuest activity on Biodiversity, students acquired more knowledge on the topic shows by the mean difference of 2.42, which is highly significant based on t-test result. The overall students' attitude towards Biology as a subject changed positively after they did the activity due to novelty effects and the WebQuest itself with the mean difference of 0.46. Moreover, results shows that the students can developed 21st century skills considering that the Likert scale survey was given only to the students after the activity. Based on the result, 97% of total responses favored to have developed Critical Thinking skills, 98% on Collaboration skills, 97% on Creativity and Innovative skills, 94% on Communication skills, 97% on Self-Decision skills, and 97% on ICT skills. The concentration of percentage of responses differed in two classes because Class A was composed of highlyselected students who underwent an entrance examination upon admission in school and Class B, a highly-generalized students whom have not taken an entrance examination. Respondents in Class A developed those skills mostly in ModerateHigh compared to Class B which developed those skills in Moderate -Slightly High level. In addition, students perceived the said activity as favorable based on the result in the self-assessment procedure. The WebQuest activity also helped them develop their creativity in coming up with the expected learning outputs. Despite the limited supply of personal computer, most of the respondents performed well in the written report, slides and video presentations which majority of the groups' outputs were rated as "Very good". This study recommends that each learner should be provided with personal computer while learning through WebQuest. The administration of pretest in the evaluation for 21st Century skills development so that a higher attitude difference towards Biology will be manifested and to compare the changes of skills development among learners before and after the activity.

Development of active learning modules in pharmacology for small group teaching.

PubMed

Tripathi, Raakhi K; Sarkate, Pankaj V; Jalgaonkar, Sharmila V; Rege, Nirmala N

2015-01-01

Current teaching in pharmacology in undergraduate medical curriculum in India is primarily drug centered and stresses imparting factual knowledge rather than on pharmacotherapeutic skills. These skills would be better developed through active learning by the students. Hence modules that will encourage active learning were developed and compared with traditional methods within the Seth GS Medical College, Mumbai. After Institutional Review Board approval, 90 second year undergraduate medical students who consented were randomized into six sub-groups, each with 15 students. Pre-test was administered. The three sub-groups were taught a topic using active learning modules (active learning groups), which included problems on case scenarios, critical appraisal of prescriptions and drug identification. The remaining three sub-groups were taught the same topic in a conventional tutorial mode (tutorial learning groups). There was crossover for the second topic. Performance was assessed using post-test. Questionnaires with Likert-scaled items were used to assess feedback on teaching technique, student interaction and group dynamics. The active and tutorial learning groups differed significantly in their post-test scores (11.3 ± 1.9 and 15.9 ± 2.7, respectively, P < 0.05). In students' feedback, 69/90 students had perceived the active learning session as interactive (vs. 37/90 students in tutorial group) and enhanced their understanding vs. 56/90 in tutorial group), aroused intellectual curiosity (47/90 students of active learning group vs. 30/90 in tutorial group) and provoked self-learning (41/90 active learning group vs. 14/90 in tutorial group). Sixty-four students in the active learning group felt that questioning each other helped in understanding the topic, which was the experience of 25/90 students in tutorial group. Nevertheless, students (55/90) preferred tutorial mode of learning to help them score better in their examinations. In this study, students preferred an active learning environment, though to pass examinations, they preferred the tutorial mode of teaching. Further efforts are required to explore the effects on learning of introducing similar modules for other topics.

College Students' Perceptions of Wellness and Physical Activity

ERIC Educational Resources Information Center

Klepfer, Shaley DePolo

2013-01-01

College students are increasingly less physically active. Investigation into this problem is important because individuals develop lifelong habits during the college time period. College students' perceptions regarding physical activity and overall wellness are important factors in creating positive change toward healthier lifestyle habits. Based…

Developing, Implementing, and Evaluating the Educational Module Students Active Learning via Internet Observations (SALIO) in Undergraduate Nursing Education.

PubMed

Salzmann-Erikson, Martin; Bjuhr, Marie; Mårtensson, Gunilla

2017-04-01

This study aimed not only to describe the development and implementation of the module but also to evaluate the nursing students' perceptions. A cross-sectional design including 101 students who were asked to participate and answer a survey. We describe the development of the pedagogic module Students Active Learning via Internet Observations based on situated learning. The findings show that learning about service users' own lived experiences via web-based platforms was instructive according to the students: 81% agreed to a high or very high degree. Another important finding was that 96% of students responded that the module had clinical relevance for nursing work. We argue that learning that engages students with data that are contextually and culturally situated is important for developing competence in caregiving. © 2015 Wiley Periodicals, Inc.

Activating Junior Secondary School Students' Prior Knowledge for the Development of Vocabulary, Concepts and Mathematics through Instructional Strategies

ERIC Educational Resources Information Center

Oyinloye, Olu; Popoola, Abiodun A.

2013-01-01

This paper investigates the activation of students' prior knowledge for the development of vocabulary, concepts and mathematics. It has been observed that many secondary school students are not performing well in the examination conducted by the West African Examinations Council and National Examinations Council of Nigeria. The situation became…

Breaking the Ice: Career Development Activities for Accounting Students

ERIC Educational Resources Information Center

Kilpatrick, Bob G.; Wilburn, Nancy L.

2010-01-01

This paper describes two co-curricular career development activities, mock interviews and speed networking that we provide for accounting majors at our university. The driving force behind both activities was to increase comfort levels for students when interacting with professionals and to enhance their job interview and networking skills.…

Inquiry-Based Laboratory Activities in Electrochemistry: High School Students' Achievements and Attitudes

NASA Astrophysics Data System (ADS)

Acar Sesen, Burcin; Tarhan, Leman

2013-02-01

This study aimed to investigate the effects of inquiry-based laboratory activities on high school students' understanding of electrochemistry and attitudes towards chemistry and laboratory work. The participants were 62 high school students (average age 17 years) in an urban public high school in Turkey. Students were assigned to experimental ( N = 30) and control groups ( N = 32). The experimental group was taught using inquiry-based laboratory activities developed by the researchers and the control group was instructed using traditional laboratory activities. The results of the study indicated that instruction based on inquiry-based laboratory activities caused a significantly better acquisition of scientific concepts related to electrochemistry, and produced significantly higher positive attitudes towards chemistry and laboratory. In the light of the findings, it is suggested that inquiry-based laboratory activities should be developed and applied to promote students' understanding in chemistry subjects and to improve their positive attitudes.

Service-Learning and Students' Personal and Civic Development.

ERIC Educational Resources Information Center

Waldstein, Fredric A.; Reiher, Todd C.

2001-01-01

A study examining the contributions of service learning to students' cognitive, affective, civic, and social development surveyed 801 ninth-grade students in 6 school districts over 2 years. Personal development and civic involvement ratings were significantly higher for students who engaged in all three types of service activity: volunteerism,…

Active-learning assignments to integrate basic science and clinical course material.

PubMed

Marshall, Leisa L; Nykamp, Diane

2010-09-10

To develop, implement, and evaluate active-learning exercises requiring the integration and application of pathophysiology, medicinal chemistry, pharmacology, and therapeutics knowledge of osteoarthritis and rheumatoid arthritis to formulate therapeutic recommendations for patients with musculoskeletal disorders. Two team-based case study exercises, one evaluating a patient with osteoarthritis and the second, a patient with rheumatoid arthritis, were developed, incorporating material and questions from pathophysiology, medicinal chemistry, pharmacology, and therapeutics. The learning assignments were implemented in a required pharmacotherapy module. Student learning was evaluated using performance on the team-based case study exercises and on 2 examinations. A standard student course evaluation was used to assess students' impressions of the learning activity. The mean student grades for the osteoarthritis and rheumatoid arthritis activities were 9.1 and 8.9, respectively, on a 10-point scale. The majority of students indicated that the learning exercises were more than adequate to excellent in helping students learn. The addition of active-learning activities was successful in teaching pharmacy students the knowledge needed to formulate therapeutic recommendations for patients with musculoskeletal disorders.

Undergraduate research in medical education: a descriptive study of students' views.

PubMed

Oliveira, Cristiano C; de Souza, Renata C; Abe, Erika H Sassaki; Silva Móz, Luís E; de Carvalho, Lidia R; Domingues, Maria A C

2014-03-17

Medical students engage in curricular and extracurricular activities, including undergraduate research (UR). The advantages, difficulties and motivations for medical students pursuing research activities during their studies have rarely been addressed. In Brazil, some medical schools have included undergraduate research into their curriculum. The present study aimed to understand the reality of scientific practice among medical students at a well-established Brazilian medical school, analyzing this context from the students' viewpoint. A cross-sectional survey based on a questionnaire applied to students from years one to six enrolled in an established Brazilian medical school that currently has no curricular UR program. The questionnaire was answered by 415 students, 47.2% of whom were involved in research activities, with greater participation in UR in the second half of the course. Independent of student involvement in research activities, time constraints were cited as the main obstacle to participation. Among students not involved in UR, 91.1% said they favored its inclusion in the curriculum, since this would facilitate the development of such activity. This approach could signify an approximation between the axes of teaching and research. Among students who had completed at least one UR project, 87.7% said they would recommend the activity to students entering the course. Even without an undergraduate research program, students of this medical school report strong involvement in research activities, but discussion of the difficulties inherent in its practice is important to future developments.

Using complexity theory to develop a student-directed interprofessional learning activity for 1220 healthcare students.

PubMed

Jorm, Christine; Nisbet, Gillian; Roberts, Chris; Gordon, Christopher; Gentilcore, Stacey; Chen, Timothy F

2016-08-08

More and better interprofessional practice is predicated to be necessary to deliver good care to the patients of the future. However, universities struggle to create authentic learning activities that enable students to experience the dynamic interprofessional interactions common in healthcare and that can accommodate large interprofessional student cohorts. We investigated a large-scale mandatory interprofessional learning (IPL) activity for health professional students designed to promote social learning. A mixed methods research approach determined feasibility, acceptability and the extent to which student IPL outcomes were met. We developed an IPL activity founded in complexity theory to prepare students for future practice by engaging them in a self-directed (self-organised) learning activity with a diverse team, whose assessable products would be emergent creations. Complicated but authentic clinical cases (n = 12) were developed to challenge student teams (n = 5 or 6). Assessment consisted of a written management plan (academically marked) and a five-minute video (peer marked) designed to assess creative collaboration as well as provide evidence of integrated collective knowledge; the cohesive patient-centred management plan. All students (including the disciplines of diagnostic radiology, exercise physiology, medicine, nursing, occupational therapy, pharmacy, physiotherapy and speech pathology), completed all tasks successfully. Of the 26 % of students who completed the evaluation survey, 70 % agreed or strongly agreed that the IPL activity was worthwhile, and 87 % agreed or strongly agreed that their case study was relevant. Thematic analysis found overarching themes of engagement and collaboration-in-action suggesting that the IPL activity enabled students to achieve the intended learning objectives. Students recognised the contribution of others and described negotiation, collaboration and creation of new collective knowledge after working together on the complicated patient case studies. The novel video assessment was challenging to many students and contextual issues limited engagement for some disciplines. We demonstrated the feasibility and acceptability of a large scale IPL activity where design of cases, format and assessment tasks was founded in complexity theory. This theoretically based design enabled students to achieve complex IPL outcomes relevant to future practice. Future research could establish the psychometric properties of assessments of student performance in large-scale IPL events.

A Pharmacy Course on Leadership and Leading Change

PubMed Central

Traynor, Andrew P.; Janke, Kristin K.

2009-01-01

Objective To develop and implement a course that develops pharmacy students' leadership skills and encourages them to become leaders within the profession. Design A leadership course series was offered to pharmacy students on 2 campuses. The series incorporated didactic, experiential, and self-directed learning activities, and focused on developing core leadership skills, self-awareness, and awareness of the process for leading change. Assessment Students reported increased knowledge and confidence in their ability to initiate and lead efforts for change. The learning activities students' valued most were the StrengthsFinder assessment (67% of students rated “very useful”) and a Leadership Networking Partners (LNP) program (83% of students rated “very useful”). Conclusion Teaching leadership skills poses a significant challenge in curriculum development and requires multifaceted course design elements that resonate with students and engage the practice community. Addressing these requirements results in a high level of student engagement and a desire to continue the development of leadership skills. PMID:19513161

Motivating Remedial Readers (Open to Suggestion).

ERIC Educational Resources Information Center

Glowacki, Joan

1990-01-01

Describes the effect on remedial reading students of engaging in reading activities with trainable mentally handicapped children. Reports that the students requested additional opportunities to share reading activities with the mentally handicapped students. Notes that students developed a Big Book that described their experiences during the…

The effect of activity-based instruction on conceptual development of seventh grade students in probability

NASA Astrophysics Data System (ADS)

Gürbüz, Ramazan

2010-09-01

The purpose of this study is to investigate and compare the effects of activity-based and traditional instructions on students' conceptual development of certain probability concepts. The study was conducted using a pretest-posttest control group design with 80 seventh graders. A developed 'Conceptual Development Test' comprising 12 open-ended questions was administered on both groups of students before and after the intervention. The data were analysed using analysis of covariance, with the pretest as covariate. The results revealed that activity-based instruction (ABI) outperformed the traditional counterpart in the development of probability concepts. Furthermore, ABI was found to contribute students' conceptual development of the concept of 'Probability of an Event' the most, whereas to the concept of 'Sample Space' the least. As a consequence, it can be deduced that the designed instructional process was effective in the instruction of probability concepts.

The Development of Inquiry Learning Materials to Complete Content Life System Organization in Junior High School Students

NASA Astrophysics Data System (ADS)

Mayasari, F.; Raharjo; Supardi, Z. A. I.

2018-01-01

This research aims to develop the material eligibility to complete the inquiry learning of student in the material organization system of junior high school students. Learning materials developed include syllabi, lesson plans, students’ textbook, worksheets, and learning achievement test. This research is the developmental research which employ Dick and Carey model to develop learning material. The experiment was done in Junior High School 4 Lamongan regency using One Group Pretest-Posttest Design. The data collection used validation, observation, achievement test, questionnaire administration, and documentation. Data analysis techniques used quantitative and qualitative descriptive.The results showed that the developed learning material was valid and can be used. Learning activity accomplished with good category, where student activities were observed. The aspects of attitudes were observed during the learning process are honest, responsible, and confident. Student learning achievement gained an average of 81, 85 in complete category, with N-Gain 0, 75 for a high category. The activities and student response to learning was very well categorized. Based on the results, this researcher concluded that the device classified as feasible of inquiry-based learning (valid, practical, and effective) system used on the material organization of junior high school students.

Interprofessional Curbside Consults to Develop Team Communication and Improve Student Achievement of Learning Outcomes.

PubMed

Kirwin, Jennifer; Greenwood, Kristin Curry; Rico, Janet; Nalliah, Romesh; DiVall, Margarita

2017-02-25

Objective. To design and implement a series of activities focused on developing interprofessional communication skills and to assess the impact of the activities on students' attitudes and achievement of educational goals. Design. Prior to the first pharmacy practice skills laboratory session, pharmacy students listened to a classroom lecture about team communication and viewed short videos describing the roles, responsibilities, and usual work environments of four types of health care professionals. In each of four subsequent laboratory sessions, students interacted with a different standardized health care professional role-played by a pharmacy faculty member who asked them a medication-related question. Students responded in verbal and written formats. Assessment. Student performance was assessed with a three-part rubric. The impact of the exercise was assessed by conducting pre- and post-intervention surveys and analyzing students' performance on relevant Center for the Advancement of Pharmacy Education (CAPE) outcomes. Survey results showed improvement in student attitudes related to team-delivered care. Students' performance on the problem solver and collaborator CAPE outcomes improved, while performance on the educator outcome worsened. Conclusions. The addition of an interprofessional communication activity with standardized health care professionals provided the opportunity for students to develop skills related to team communication. Students felt the activity was valuable and realistic; however, analysis of outcome achievement from the exercise revealed a need for more exposure to team communication skills.

The Role of Participation in In-School and Outside-of-School Activities in the Talent Development of Gifted Students

ERIC Educational Resources Information Center

Olszewski-Kubilius, Paula; Lee, Seon-Young

2005-01-01

Based on survey responses from 230 students enrolled in a summer gifted program at a university, this study gives a description of gifted students? participation in extracurricular activities in and outside of school. Findings show that gifted students were more involved in competitions, clubs, or other extracurricular activities in mathematics…

Co-Curricular Activity-Based Intercultural Competence Development: Students' Outcome of Internationalisation at Universities

ERIC Educational Resources Information Center

Huang, Lihe

2017-01-01

Institutional internationalisation is regarded as an important aspect in today's higher education development. This paper first argues that the development of intercultural competence should be considered as an important students' outcome of institutional internationalisation. It is believed that English teaching and related activities are easily…

A Bridge to Active Learning: A Summer Bridge Program Helps Students Maximize Their Active-Learning Experiences and the Active-Learning Experiences of Others.

PubMed

Cooper, Katelyn M; Ashley, Michael; Brownell, Sara E

2017-01-01

National calls to improve student academic success in college have sparked the development of bridge programs designed to help students transition from high school to college. We designed a 2-week Summer Bridge program that taught introductory biology content in an active-learning way. Through a set of exploratory interviews, we unexpectedly identified that Bridge students had developed sophisticated views of active learning, even though this was not an explicit goal of the program. We conducted an additional set of semistructured interviews that focused on active learning and compared the interviews of Bridge students with those from non-Bridge students who had been eligible for but did not participate in the program. We used the constant comparative method to identify themes from the interviews. We found that Bridge students perceived that, because they knew how to approach active learning and viewed it as important, they benefited more from active learning in introductory biology than non-Bridge students. Specifically, Bridge students seemed to be more aware of their own learning gains from participating in active learning. Compared with the majority of non-Bridge students, the majority of Bridge students described using a greater variety of strategies to maximize their experiences in active learning. Finally, in contrast to non-Bridge students, Bridge students indicated that they take an equitable approach to group work. These findings suggest that we may be able to prime students to maximize their own and other's experiences in active learning. © 2017 K. M. Cooper et al. CBE—Life Sciences Education © 2017 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).

Medical students' experiences of their own professional development during three clinical terms: a prospective follow-up study.

PubMed

Kalén, Susanne; Lachmann, Hanna; Varttinen, Maria; Möller, Riitta; Bexelius, Tomas S; Ponzer, Sari

2017-02-27

A modern competency-based medical education is well implemented globally, but less is known about how the included learning activities contribute to medical students' professional development. The aim of this study was to explore Swedish medical students' perceptions of the offered learning activities and their experiences of how these activities were connected to their professional development as defined by the CanMEDS framework. A prospective mixed method questionnaire study during three terms (internal medicine, scientific project, and surgery) in which data were collected by using contextual activity sampling system, i.e., the students were sent a questionnaire via their mobile phones every third week. All 136 medical students in the 6th of 11 terms in the autumn of 2012 were invited to participate. Seventy-four students (54%) filled in all of the required questionnaires (4 per term) for inclusion, the total number of questionnaires being 1335. The questionnaires focused on the students' experiences of learning activities, especially in relation to the CanMEDS Roles, collaboration with others and emotions (positive, negative, optimal experiences, i.e., "flow") related to the studies. The quantitative data was analysed statistically and, for the open-ended questions, manifest inductive content analysis was used. Three of the CanMEDs Roles, Medical Expert, Scholar, and Communicator, were most frequently reported while the four others, e.g., the role Health Advocate, were less common. Collaboration with students from other professions was most usual during the 8th term. Positive emotions and experience of "flow" were most often reported during clinical learning activities while the scientific project term was connected with more negative emotions. Our results showed that it is possible, even during clinical courses, to visualise the different areas of professional competence defined in the curriculum and connect these competences to the actual learning activities. Students halfway through their medical education considered the most important learning activities for their professional development to be connected with the Roles of Medical Expert, Scholar, and Communicator. Given that each of the CanMEDS Roles is at least moderately important during undergraduate medical education, the entire spectrum of the Roles should be emphasised and developed during the clinical years.

Selected Screen for Engaging Students in Projectile Motion

NASA Astrophysics Data System (ADS)

Dramae, A.; Toedtanya, K.; Wuttiprom, S.

2017-09-01

Connecting physics concepts to activities that are interesting to students or what they encounter in everyday life will help students build a strong foundation. When there is an interesting activity for the student, it will result in the student responding, engaging, and enthusiasm in learning. Learning activities that are based on what students are interested in and regularly experience will enable students to understand the long and memorable experience. Both of these will enhance the student’s learning experience. One of the activities that can be described in this research used the learning activity through movies, which is the application of the basic motion projectile for students to understand the characteristics of such movement. It also aims to further develop critical thinking skills of learners.

Say Cheese, Please!

ERIC Educational Resources Information Center

Martell, Mary Kathryn

2001-01-01

Presents five cross-curricular activities involving student snapshots that are designed to keep students motivated. Activities include creating a class book with teacher and student photographs, making photo magnets using frozen juice can tops, developing a first-week word wall with students' names and photographs, and creating a post office with…

Building an open academic environment – a new approach to empowering students in their learning of anatomy through ‘Shadow Modules’

PubMed Central

Scott, Jonathan L; Moxham, Bernard J; Rutherford, Stephen M

2014-01-01

Teaching and learning in anatomy is undertaken by a variety of methodologies, yet all of these pedagogies benefit from students discussing and reflecting upon their learning activities. An approach of particular potency is peer-mediated learning, through either peer-teaching or collaborative peer-learning. Collaborative, peer-mediated, learning activities help promote deep learning approaches and foster communities of practice in learning. Students generally flourish in collaborative learning settings but there are limitations to the benefits of collaborative learning undertaken solely within the confines of modular curricula. We describe the development of peer-mediated learning through student-focused and student-led study groups we have termed ‘Shadow Modules’. The ‘Shadow Module’ takes place parallel to the formal academically taught module and facilitates collaboration between students to support their learning for that module. In ‘Shadow Module’ activities, students collaborate towards curating existing online open resources as well as developing learning resources of their own to support their study. Through the use of communication technologies and web 2.0 tools these resources are able to be shared with their peers, thus enhancing the learning experience of all students following the module. The Shadow Module activities have the potential to lead to participants feeling a greater sense of engagement with the subject material, as well as improving their study and group-working skills and developing digital literacy. The outputs from Shadow Module collaborative work are open-source and may be utilised by subsequent student cohorts, thus building up a repository of learning resources designed by and for students. Shadow Module activities would benefit all pedagogies in the study of anatomy, and support students moving from being passive consumers to active participants in learning. PMID:24117249

Building an open academic environment - a new approach to empowering students in their learning of anatomy through 'Shadow Modules'.

PubMed

Scott, Jonathan L; Moxham, Bernard J; Rutherford, Stephen M

2014-03-01

Teaching and learning in anatomy is undertaken by a variety of methodologies, yet all of these pedagogies benefit from students discussing and reflecting upon their learning activities. An approach of particular potency is peer-mediated learning, through either peer-teaching or collaborative peer-learning. Collaborative, peer-mediated, learning activities help promote deep learning approaches and foster communities of practice in learning. Students generally flourish in collaborative learning settings but there are limitations to the benefits of collaborative learning undertaken solely within the confines of modular curricula. We describe the development of peer-mediated learning through student-focused and student-led study groups we have termed 'Shadow Modules'. The 'Shadow Module' takes place parallel to the formal academically taught module and facilitates collaboration between students to support their learning for that module. In 'Shadow Module' activities, students collaborate towards curating existing online open resources as well as developing learning resources of their own to support their study. Through the use of communication technologies and Web 2.0 tools these resources are able to be shared with their peers, thus enhancing the learning experience of all students following the module. The Shadow Module activities have the potential to lead to participants feeling a greater sense of engagement with the subject material, as well as improving their study and group-working skills and developing digital literacy. The outputs from Shadow Module collaborative work are open-source and may be utilised by subsequent student cohorts, thus building up a repository of learning resources designed by and for students. Shadow Module activities would benefit all pedagogies in the study of anatomy, and support students moving from being passive consumers to active participants in learning. © 2013 Anatomical Society.

An Ap"peel"ing Activity

ERIC Educational Resources Information Center

Urich, Joshua A.; Sasse, Elizabeth A.

2011-01-01

This article describes a hands-on mathematics activity wherein students peel oranges to explore the surface area and volume of a sphere. This activity encourages students to make conjectures and hold mathematical discussions with both their peers and their teacher. Moreover, students develop formulas for the surface area and volume of a sphere…

Promoting Physical Activity through Student Life and Academics

ERIC Educational Resources Information Center

McDaniel, Tyler; Melton, Bridget F.; Langdon, Jody

2014-01-01

Objective: A physical activity passport (PAP) was developed to increase student's physical activity through the collaboration of student life and academics. The purpose was to measure the effectiveness of the PAP. Design: The research design used was a quantitative, descriptive, quasi-experimental design with experimental and control groups.…

Developing Health-Related Fitness: It Takes More than a Week!--Fitnessgram Part 2

ERIC Educational Resources Information Center

Walkuski, Jeffrey J.; Masterson, Carolyn

2005-01-01

In this article, the authors discuss some activities that will develop health-related fitness for students and recommend that teachers present activities that make students feel capable, confident and competent to their participation in physical activity. The authors present NASPE's Physical Best fitness education program and the Cooper…

Students as Change Agents in the Community: Developing Active Citizenship at Schools

ERIC Educational Resources Information Center

Akin, Sibel; Calik, Basak; Engin-Demir, Cennet

2017-01-01

Promoting active citizenship is seen as invaluable for educational practices in schools particularly in existing social, political, economic, and cultural context of Turkish society. The present study is part of a European Union project that aimed to help students develop knowledge, skills, attitudes and values to actively participate in…

Motivating Power System Protection Course Students by Practical and Computer-Based Activities

ERIC Educational Resources Information Center

Shahnia, Farhad; Moghbel, Moayed; Yengejeh, Hadi Hosseinian

2016-01-01

This paper presents several methods for motivating students taking a power system protection (PSP) course. The paper reviews the laboratory activities developed for the PSP course at Curtin University, Australia; these methods are applicable and can be used for PSP course instruction at any institution. These activities were developed to improve…

The Effect of Activity-Based Instruction on Conceptual Development of Seventh Grade Students in Probability

ERIC Educational Resources Information Center

Gurbuz, Ramazan

2010-01-01

The purpose of this study is to investigate and compare the effects of activity-based and traditional instructions on students' conceptual development of certain probability concepts. The study was conducted using a pretest-posttest control group design with 80 seventh graders. A developed "Conceptual Development Test" comprising 12…

Peer Mentoring to Facilitate Original Scientific Research by Students With Special Needs

NASA Astrophysics Data System (ADS)

Danch, J. M.

2007-12-01

Developed to allow high school students with special needs to participate in original scientific research, the Peer Mentoring Program was a supplement to existing science instruction for students in a self-contained classroom. Peer mentors were high school seniors at the end of a three-year advanced science research course who used their experience to create and develop inquiry-based research activities appropriate for students in the self- contained classroom. Peer mentors then assisted cooperative learning groups of special education students to facilitate the implementation of the research activities. Students with special needs successfully carried out an original research project and developed critical thinking and laboratory skills. Prior to embarking on their undergraduate course of study in the sciences, peer mentors developed an appreciation for the need to bring original scientific research to students of all levels. The program will be expanded and continued during the 2007-2008 school year.

Paving the Pathway: Exploring Student Perceptions of Professional Development Preparation in Doctoral Education

ERIC Educational Resources Information Center

Heflinger, Craig Anne; Doykos, Bernadette

2016-01-01

The breadth of doctoral education has expanded to include professional development activities in order to prepare students for academic and nonacademic careers. This mixed methods study focused on students' perceptions of professional development opportunities at a Research One university. The findings suggest that most students feel prepared in…

Defining Pedagogic Expertise: Students and New Lecturers as Co-Developers in Learning and Teaching

ERIC Educational Resources Information Center

Howson, Camille Kandiko; Weller, Saranne

2016-01-01

This study evaluated a model of student-engaged educational development. Despite widespread commitment to student engagement across many institutional activities, student participation as partners with faculty in teaching and learning enhancement has been identified as a threshold concept for educational development. This study sought not only to…

Empowering Students in Science through Active Learning: Voices From Inside the Classroom

NASA Astrophysics Data System (ADS)

Erickson, Sabrina Ann

Preparing students for success in the 21st century has shifted the focus of science education from acquiring information and knowledge to mastery of critical thinking and problem-solving skills. The purpose of this qualitative case study was to examine teacher and student perspectives of the relationship between (a) active learning, problem solving, and achievement in science and (b) the conditions that help facilitate this environment. Adapting a social constructivist theoretical framework, high school science teachers and students were interviewed, school records analyzed, curriculum documents studied, and classes observed. The findings revealed that students were engaged with the material in an active learning environment, which led to a sense of involvement, interest, and meaningful learning. Students felt empowered to take ownership of their learning, developed the critical thinking skills necessary to solve problems independently and became aware of how they learn best, which students reported as interactive learning. Moreover, student reflections revealed that an active environment contributed to deeper understanding and higher skills through interaction and discussion, including questioning, explaining, arguing, and contemplating scientific concepts with their peers. Recommendations are for science teachers to provide opportunities for students to work actively, collaborate in groups, and discuss their ideas to develop the necessary skills for achievement and for administrators to facilitate the conditions needed for active learning to occur.

Professional development of undergraduates in wildlife ecology and management

USGS Publications Warehouse

Moen, A.N.; Boomer, G.S.; Runge, M.C.

2000-01-01

This paper describes a cooperative learning environment and a course continuum in wildlife ecology and management which promote the professional development of undergraduates. Students learn about functional relationships in ecology and management in lecture periods that focus on concepts, with participation by students in active learning exercises. Laboratory periods are designed around learning groups, which consist of freshmen through graduate students who focus on a common theme as they work together, while each student is responsible for his or her own research. Undergraduate teaching assistants and senior wildlife management students coordinate the activities of the learning groups and supervise the student research, learning about personnel management by active participation in leadership roles. Publication of research results on a wildlife ecology and management information system in the department's Cooperative Learning Center enables students to share what they learn with their peers and with students who follow in later years.

Motivating Students in Fitness Activities

ERIC Educational Resources Information Center

Wilkinson, Carol; Hunter, Mike

2008-01-01

Physical educators have a responsibility to motivate students to develop personal fitness. This is a critical concept as physical education is the only part of the curriculum capable of meeting the health needs of students regarding physical activity. Current physical educators must promote fitness in ways that motivate students to engage in…

Targeting Efficient Studying--First-Semester Psychology Students' Experiences

ERIC Educational Resources Information Center

Öhrstedt, Maria; Scheja, Max

2018-01-01

Background: How students go about studying, including the learning activities that students engage in both during and between classes, is not easily understood. Previous research indicates that critical student features, such as approaches to learning and decisions of how to organise studying activities, develop in bidirectional interactions…

Tensions in mentoring medical students toward self-directed and reflective learning in a longitudinal portfolio-based mentoring system - An activity theory analysis.

PubMed

Heeneman, Sylvia; de Grave, Willem

2017-04-01

In medical education, students need to acquire skills to self-direct(ed) learning (SDL), to enable their development into self-directing and reflective professionals. This study addressed the mentor perspective on how processes in the mentor-student interaction influenced development of SDL. n = 22 mentors of a graduate-entry medical school with a problem-based curriculum and longitudinal mentoring system were interviewed (n = 1 recording failed). Using activity theory (AT) as a theoretical framework, thematic analysis was applied to the interview data to identify important themes. Four themes emerged: centered around the role of the portfolio, guiding of students' SDL in the context of assessment procedures, mentor-role boundaries and longitudinal development of skills by both the mentor and mentee. Application of AT showed that in the interactions between themes tensions or supportive factors could emerge for activities in the mentoring process. The mentors' perspective on coaching and development of reflection and SDL of medical students yielded important insights into factors that can hinder or support students' SDL, during a longitudinal mentor-student interaction. Coaching skills of the mentor, the interaction with a portfolio and the context of a mentor community are important factors in a longitudinal mentor-student interaction that can translate to students' SDL skills.

Relationship between admission data and pharmacy student involvement in extracurricular activities.

PubMed

Kiersma, Mary E; Plake, Kimberly S; Mason, Holly L

2011-10-10

To assess pharmacy student involvement in leadership and service roles and to evaluate the association between admissions data and student involvement. Doctor of pharmacy (PharmD) students were invited to complete a 56-item online survey instrument containing questions regarding leadership and service involvement, work experiences, perceived contribution of involvement to skill development, and perceived importance of involvement. Responses were linked to admissions data to identify possible associations. Five hundred fourteen (82.4%) pharmacy students completed the survey instrument. Students with higher admissions application and interview scores were more likely to be involved in organizations and hold leadership roles, while students with higher admissions grade point averages were less likely to be involved in organizations and leadership roles. Assessing students' involvement in leadership and service roles can assist in the evaluation of students' leadership skills and lead to modification of curricular and co-curricular activities to provide development opportunities. Student involvement in extracurricular activities may encourage future involvement in and commitment to the pharmacy profession.

Hands-On and Minds-On Modeling Activities to Improve Students' Conceptions of Microscopic Friction

NASA Astrophysics Data System (ADS)

Corpuz, Edgar G.; Rebello, N. Sanjay

2007-11-01

In this paper we discuss the development and validation of hands-on and minds-on modeling activities geared towards improving students' understanding of microscopic friction. We will also present our investigation on the relative effectiveness of the use of the developed instructional material with two lecture formats—traditional and videotaped lectures. Results imply that through a series of carefully designed hands-on and minds-on modeling activities, it is possible to facilitate the refinement of students' ideas of microscopic friction.

Tsikavytys' neznanym: uchnivs'kyi zoshyt (Fascination with the Unknown: Student Activity Book) [and] Tsikavytys' neznanym: vidpovidi do uchnivs'koho zoshyta (Fascination with the Unknown: Answer Key to Student Activity Book). Collage 2: A Ukrainian Language Development Series.

ERIC Educational Resources Information Center

Boruszczak, Bohdan, Comp.; Wozniak, Odarka, Comp.

One of four intermediate- to advanced-level activity books in a series, this student workbook offers a selection of exercises, vocabulary builders, dialogs, and writing exercises for language skill development. It is intended for use in the instruction of native speakers, heritage language learners, or second language learners of Ukrainian. Also…

Active-learning diabetes simulation in an advanced pharmacy practice experience to develop patient empathy.

PubMed

Whitley, Heather P

2012-12-12

To develop and integrate an active-learning diabetes simulation into an advanced pharmacy practice experience to improve pharmacy students' empathy toward patients with diabetes mellitus. Students simulated the experience of having diabetes mellitus by conducting activities commonly prescribed to those with this disease state for 7 days, after which they submitted a standardized diabetes log and narrative reflection. Interpretive phenomenology design with thematic analysis was used to determine the impact of this experience on the students. As shown in student reflections, 95% developed empathy, 97% found the experience beneficial, and 67% improved their ability to relate to and counsel patients. Most (95%) found difficulty adhering to the regimen. On average, students consumed 179 grams of carbohydrates per day and exercised 5 days or 215 minutes per week. Additionally, 69% decided to modify their personal habits to become healthier. Inclusion of the 7-day active-learning exercise greatly impacted student pharmacists' self-reported empathy toward and ability to relate to patients with diabetes mellitus. Completion of this experience may result in long-lasting personal behavior modifications.

Dances and Games.

ERIC Educational Resources Information Center

Hansen, Karen

1991-01-01

Presents guidelines for teaching students about African culture via dances and games and for developing related activities to expand student learning experiences. Student activity pages describe how to do the Ghana national dance and how to play Mankala, a popular African game. (SM)

Parental Influence on Psychological Value Perception of Co-Curricular Activities: Its Links with Improving Personality Traits of Higher Secondary Students

ERIC Educational Resources Information Center

Kumar, G. N. Sunith; Arockiasamy, S.

2012-01-01

Co-curricular activities provide prospects for better youth development and growth experiences. These activities are particularly good at providing opportunities for students to work in teams, to exercise leadership, and to take the initiative themselves. The active participation of the students is required to reap out maximum benefits out of such…

Activities Contributing a Great Deal to the Students' Interactive Skills in Foreign Language Classes

ERIC Educational Resources Information Center

Asatryan, Susanna

2016-01-01

While teaching speaking it is desired to provide a rich environment in class for meaningful communication to take place. With this aim, various speaking activities can contribute a great deal to students in developing their interactive skills necessary for life. These activities make students active in the learning process and at the same time…

Developing research competencies through a project-based tissue-engineering module in the biomedical engineering undergraduate curriculum.

PubMed

Wallen, M; Pandit, A

2009-05-01

In addressing the task of developing an undergraduate module in the field of tissue engineering, the greatest challenge lies in managing to capture what is a growing and rapidly changing field. Acknowledging the call for the development of greater critical thinking and interpersonal skills among the next generation of engineers as well as encouraging students to engage actively with the dynamic nature of research in the field, the module was developed to include both project-based and cooperative-learning experiences. These learning activities include developing hypotheses for the application of newly introduced laboratory procedures, a collaborative mock grant submission, and debates on ethical issues in which students are assigned roles as various stakeholders. Feedback from module evaluations has indicated that, while students find the expectations challenging, they are able to gain an advanced insight into a dynamic field. More importantly, students develop research competencies by engaging in activities that require them to link current research directions with their own development of hypotheses for future tissue-engineering applications.

The Development of Media Activities by Undergraduate Students in Order to Promote Agricultural Tourism Community Enterprise According to the Principles of Social Service Learning and Community-Based Leaning

ERIC Educational Resources Information Center

Thamwipat, Kuntida; Princhankol, Pornpapatsorn; Yampinij, Sakesun; Meejaleurn, Sopon

2018-01-01

This research was aimed to develop media activities by undergraduate students to promote agricultural tourism community enterprise according to the principles of social service learning and community-based learning, 2) to evaluate the quality of such media activities, 3) to measure the income of the community after the development of media…

Student Perception of Metacognitive Activities in Entry-Level Science Courses

ERIC Educational Resources Information Center

Sandall, Leah; Mamo, Martha; Speth, Carol; Lee, Don; Kettler, Timothy

2014-01-01

A research study investigated student perception of the use of metacognitive activities in the classroom. The courses were large enrollment (n greater than 100) introductory Plant and Soil Sciences courses taught in the fall semester. The courses implemented activities such as concept sketches or conceptual modeling to help students develop their…

Athletic Training Student Active Learning Time with and without the Use of Bug-In-Ear Technology

ERIC Educational Resources Information Center

Nottingham, Sara L.; Montgomery, Melissa M.; Kasamatsu, Tricia M.

2017-01-01

Context: Clinical education experiences that actively engage students in patient care are important to the development of competent clinicians. It is important to assess athletic training students' time spent clinically and explore new technology that may facilitate more active learning during clinical education. Objective: To assess athletic…

Using Hierarchical Models of Studying To Evaluate the Character of Students' Study Activities.

ERIC Educational Resources Information Center

Warkentin, Robert W.; And Others

An instrument was developed to measure students' engagement in various classes of study activities within multiple study contexts. This instrument is to be used in a large, ongoing research project investigating the underpinnings of student study activities and effects on academic achievement. The computer-administered instrument used--the Study…

Students' Experiential Learning and Use of Student Farms in Sustainable Agriculture Education

ERIC Educational Resources Information Center

Parr, Damian M.; Trexler, Cary J.

2011-01-01

Student farms, developed largely out of student efforts, have served as centers for the development of experiential learning and sustainable agriculture and food systems educational activities on land-grant colleges of agriculture well before most formal sustainable agriculture and food systems programs were proposed. This study explored students'…

Development, Implementation, and Evaluation of Active Lions: A Campaign to Promote Active Travel to a University Campus.

PubMed

Bopp, Melissa; Sims, Dangaia; Matthews, Stephen A; Rovniak, Liza S; Poole, Erika; Colgan, Joanna

2018-03-01

To outline the development, implementation, and evaluation of a multistrategy intervention to promote active transportation, on a large university campus. Single group pilot study. A large university in the Northeastern United States. University students (n = 563), faculty and staff (employees, n = 999) were included in the study. The Active Lions campaign aimed to increase active transportation to campus for all students and employees. The campaign targeted active transport participation through the development of a smartphone application and the implementation of supporting social marketing and social media components. Component-specific measures included app user statistics, social media engagement, and reach of social marketing strategies. Overall evaluation included cross-sectional online surveys preintervention and postintervention of student and employee travel patterns and campaign awareness. Number of active trips to campus were summed, and the percentage of trips as active was calculated. T tests compared the differences in outcomes from preintervention to postintervention. Students had a higher percentage of active trips postintervention (64.2%) than preintervention (49.2%; t = 3.32, P = .001), although there were no differences for employees (7.9% and 8.91%). Greater awareness of Active Lions was associated with greater active travel. This multistrategy approach to increase active transportation on a college campus provided insight on the process of developing and implementing a campaign with the potential for impacting health behaviors among campus members.

ASPECT: A Survey to Assess Student Perspective of Engagement in an Active-Learning Classroom.

PubMed

Wiggins, Benjamin L; Eddy, Sarah L; Wener-Fligner, Leah; Freisem, Karen; Grunspan, Daniel Z; Theobald, Elli J; Timbrook, Jerry; Crowe, Alison J

2017-01-01

The primary measure used to determine relative effectiveness of in-class activities has been student performance on pre/posttests. However, in today's active-learning classrooms, learning is a social activity, requiring students to interact and learn from their peers. To develop effective active-learning exercises that engage students, it is important to gain a more holistic view of the student experience in an active-learning classroom. We have taken a mixed-methods approach to iteratively develop and validate a 16-item survey to measure multiple facets of the student experience during active-learning exercises. The instrument, which we call A ssessing S tudent P erspective of E ngagement in C lass T ool (ASPECT), was administered to a large introductory biology class, and student responses were subjected to exploratory factor analysis. The 16 items loaded onto three factors that cumulatively explained 52% of the variation in student response: 1) value of activity, 2) personal effort, and 3) instructor contribution. ASPECT provides a rapid, easily administered means to measure student perception of engagement in an active-learning classroom. Gaining a better understanding of students' level of engagement will help inform instructor best practices and provide an additional measure for comprehensively assessing the impact of different active-learning strategies. © 2017 B. L. Wiggins, S. L. Eddy, et al. CBE—Life Sciences Education © 2017 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).

The International Space Station (ISS) Education Accomplishments and Opportunities

NASA Technical Reports Server (NTRS)

Alleyne, Camille W.; Blue, Regina; Mayo, Susan

2012-01-01

The International Space Station (ISS) has the unique ability to capture the imaginations of both students and teachers worldwide and thus stands as an invaluable learning platform for the advancement of proficiency in research and development and education. The presence of humans on board ISS for the past ten years has provided a foundation for numerous educational activities aimed at capturing that interest and motivating study in the sciences, technology, engineering and mathematics (STEM) disciplines which will lead to an increase in quality of teachers, advancements in research and development, an increase in the global reputation for intellectual achievement, and an expanded ability to pursue unchartered avenues towards a brighter future. Over 41 million students around the world have participated in ISS-related activities since the year 2000. Projects such as the Amateur Radio on International Space Station (ARISS) and Earth Knowledge Acquired by Middle School Students (EarthKAM), among others, have allowed for global student, teacher, and public access to space through radio contacts with crewmembers and student image acquisition respectively. . With planned ISS operations at least until 2020, projects like the aforementioned and their accompanying educational materials will be available to enable increased STEM literacy around the world. Since the launch of the first ISS element, a wide range of student experiments and educational activities have been performed by each of the international partner agencies: National Aeronautics and Space Administration (NASA), Canadian Space Agency (CSA), European Space Agency (ESA), Japan Aerospace Exploration Agency (JAXA) and Russian Federal Space Agency (Roscosmos). Additionally, a number of non-participating countries, some under commercial agreements, have also participated in Station-related activities. Many of these programs still continue while others are being developed and added to the station crewmembers tasks on a regular basis. These diverse student experiments and programs fall into one of the following categories: student-developed experiments; students performing classroom versions of ISS experiments; students participating in ISS investigator experiments; students participating in ISS engineering education; education demonstrations and cultural activities. This paper summarizes some of the main student experiments and educational activities that have been conducted on the ISS. It also highlights some upcoming projects.

Teaching child growth and development: the Christmas shoebox.

PubMed

Epp, Sheila M; McAulay, Judy E

2008-01-01

Teaching growth and development to nursing students can be dry, uninteresting, and labor-intensive. Engaging students in learning this material was the challenge of a short, 4-week pediatric experience. Students use growth and development knowledge to select toys and activities that fit in a shoebox and explain to their classmates the rationale for their selection. The Christmas shoebox activity increases their ability to transfer knowledge to both the examination questions and the clinical setting and provides a charitable service to the community.

Strategies for Teaching in a Block-of-Time Schedule.

ERIC Educational Resources Information Center

Hackmann, Donald G.; Schmitt, Donna M.

1997-01-01

Offers suggestions for developing creative instructional approaches in time-blocked classes. Teachers should continuously engage students in active learning, include group activities to encourage student participation, incorporate activities addressing multiple intelligences, use creative thinking activities, move outside the classroom, employ…

Scopes for Schools: What do students know about light and mirrors?

NASA Astrophysics Data System (ADS)

Stassun, K.; Fabian, D.; Brissenden, G.; Lattis, J.

2002-05-01

The 'Scopes for Schools Project is an inquiry- and standards-based program that unites K-12 teachers, students, and professional astronomers to conduct outreach, curriculum development, and teacher professional development in astronomy. The main activities of S4S ('Scopes for Schools) are a teacher professional development workshop to increase teachers' astronomy content and pedagogical content knowledge, provide modeled curriculum activities, and the physical materials needed for doing astronomy in the classroom. We then build low-cost, high-quaility Dobsonian telescopes in the classroom with the students supplemented with fun, collaborative, inquiry-based astronomy activities. Finally, we help support the new teacher partners by assisting with star parties and astronomy club development. Previously, the curriculum development aspects of S4S have focused on post-telescope building activities, but in an attempt to provide a clear understanding of the optical properties of a telescope, we have developed an activity that explores how light interacts with a bare mirror. By grades 6-8, we have observed strongly held alternative conceptions about sight, the nature of light, and its interaction with reflective surfaces. We specifically and rigorously address this problem and the Benchmark ``Something can be "seen" when light waves emitted or reflected by it enter the eye-just as something can be "heard" when sound waves from it enter the ear.'' (Project 2061) with an activity that encourages students to manipulate a mirror and a light source to discover how images are formed. Students also gain experience with multiple variables in an experiment and the idea that it may not be possible to prevent outside factors from influencing the experiment. We discuss how this ``mirror activity'' relates to the cognitive development of students, the standards, and the greater S4S project. The 'Scopes for Schools Project has recieved funding from the Wisconsin Space Grant Consortium and a Chandra EPO grant.

Ten-Structure as Strategy of Addition 1-20 by Involving Spatial Structuring Ability for First Grade Students

ERIC Educational Resources Information Center

Salmah, Ummy; Putri, Ratu Ilma Indra; Somakim

2015-01-01

The aim of this study is to design learning activities that can support students to develop strategies for the addition of number 1 to 20 in the first grade by involving students' spatial structuring ability. This study was conducted in Indonesia by involving 27 students. In this paper, one of three activities is discussed namely ten-box activity.…

A Student-Made Microfluidic Device for Electrophoretic Separation of Food Dyes

ERIC Educational Resources Information Center

Teerasong, Saowapak; McClain, Robert L.

2011-01-01

We have developed an undergraduate laboratory activity to introduce students to microfluidics. In the activity, each student constructs their own microfluidic device using simple photolithographic techniques and then uses the device to separate a food dye mixture by electrophoresis. Dyes are used so that students are able to visually observe the…

Critical Inquiry across the Disciplines: Strategies for Student-Generated Problem Posing

ERIC Educational Resources Information Center

Nardone, Carroll Ferguson; Lee, Renee Gravois

2011-01-01

Problem posing is a higher-order, active-learning task that is important for students to develop. This article describes a series of interdisciplinary learning activities designed to help students strengthen their problem-posing skills, which requires that students become more responsible for their learning and that faculty move to a facilitator…

Marshmallow Meiosis.

ERIC Educational Resources Information Center

Soderberg, Patti

1992-01-01

Presents an activity in which students model the processes of meiosis, fertilization, development, and birth using model creatures called reebops. Students breed reebops to analyze chromosome combinations. Makes recommendations for activity utilization and identifies the strengths of the activity. (MDH)

Faculty and second-year medical student perceptions of active learning in an integrated curriculum.

PubMed

Tsang, Alexander; Harris, David M

2016-12-01

Patients expect physicians to be lifelong learners who are able to interpret and evaluate diagnostic tests, and most medical schools list the development of lifelong learning in their program objectives. However, lecture is the most often utilized form of teaching in the first two years and is considered passive learning. The current generation of medical students has many characteristics that should support active learning pedagogies. The purpose of this study was to analyze student and faculty perceptions of active learning in an integrated medical curriculum at the second-year mark, where students have been exposed to multiple educational pedagogies. The first hypothesis of the study was that faculty would favor active learning methods. The second hypothesis was that Millennial medical students would favor active learning due to their characteristics. Primary faculty for years 1 and 2 and second-year medical students were recruited for an e-mail survey consisting of 12 questions about active learning and lecture. Students perceived that lecture and passive pedagogies were more effective for learning, whereas faculty felt active and collaborative learning was more effective. Students believed that more content should be covered by lecture than faculty. There were also significant differences in perceptions of what makes a good teacher. Students and faculty both felt that lack of time in the curriculum and preparation time were barriers for faculty. The data suggest that students are not familiar with the process of learning and that more time may be needed to help students develop lifelong learning skills. Copyright © 2016 The American Physiological Society.

Student-driven courses on the social and ecological responsibilities of engineers : commentary on "student-inspired activities for the teaching and learning of engineering ethics".

PubMed

Baier, André

2013-12-01

A group of engineering students at the Technical University of Berlin, Germany, designed a course on engineering ethics. The core element of the developed Blue Engineering course are self-contained teaching-units, "building blocks". These building blocks typically cover one complex topic and make use of various teaching methods using moderators who lead discussions, rather than experts who lecture. Consequently, the students themselves started to offer the credited course to their fellow students who take an active role in further developing the course themselves.

Learning to Lead: Developing Young Adolescents' Skills

ERIC Educational Resources Information Center

Fiscus, Lyn

2006-01-01

The middle level years are a crucial time for student development, a time when the path for school success is set for many students. Educators who focus on character and leadership development realize that training in these areas can play a significant role in developing students who will become effective leaders and active citizens in middle…

A Bridge to Active Learning: A Summer Bridge Program Helps Students Maximize Their Active-Learning Experiences and the Active-Learning Experiences of Others

ERIC Educational Resources Information Center

Cooper, Katelyn M.; Ashley, Michael; Brownell, Sara E.

2017-01-01

National calls to improve student academic success in college have sparked the development of bridge programs designed to help students transition from high school to college. We designed a 2-week Summer Bridge program that taught introductory biology content in an active-learning way. Through a set of exploratory interviews, we unexpectedly…

Co-Curricular Engagement for Non-Traditional Online Learners

ERIC Educational Resources Information Center

Fontaine, Sherry J.; Cook, Shawn M.

2014-01-01

Engagement in co-curricular activities is a means of educating the whole student, providing an opportunity for the integration of academic, professional, and personal development. Residential programs offer students campus-based, co-curricular experiences that foster the development of student knowledge and personal development outside of the…

Development of Students' Critical-Reasoning Skills through Content-Focused Activities in a General Education Course

ERIC Educational Resources Information Center

Fencl, Heidi S.

2010-01-01

Students in a general education science course made significant gains in scientific reasoning skills when they were taught using carefully designed hands-on activities and writing assignments. The activities required students to make use of scientific skills such as graphing, predicting outcomes under changing conditions, or designing experiments,…

Student Activity Ideas for the Technology Sequence Systems and Foundation Courses.

ERIC Educational Resources Information Center

New York State Education Dept., Albany.

This publication provides single-page outlines of brief ideas for high school student activities in each of the System and Foundation Courses of the New York State technology sequence. The idea outlines are provided as a resource to assist teachers in the development of student learning activities. The six courses for which ideas are presented are…

Advancing Accounting Research of Teaching Efficacy: Developing a Scale to Measure Student Attitudes toward Active Learning Experiences

ERIC Educational Resources Information Center

Burney, Laurie; Zascavage, Victoria; Matherly, Michele

2017-01-01

Literature consistently documents a positive, direct effect of students' attitudes on learning (Lizzio, Wilson, & Simons, 2002). Hence, accounting studies describing active learning activities often report student attitudes as evidence of efficacy (e.g., Matherly & Burney, 2013), but rely on single-item instead of multi-item scales. This…

Evaluation of Changes in Ghanaian Students' Attitudes Towards Science Following Neuroscience Outreach Activities: A Means to Identify Effective Ways to Inspire Interest in Science Careers.

PubMed

Yawson, Nat Ato; Amankwaa, Aaron Opoku; Tali, Bernice; Shang, Velma Owusua; Batu, Emmanuella Nsenbah; Asiemoah, Kwame; Fuseini, Ahmed Denkeri; Tene, Louis Nana; Angaandi, Leticia; Blewusi, Isaac; Borbi, Makafui; Aduku, Linda Nana Esi; Badu, Pheonah; Abbey, Henrietta; Karikari, Thomas K

2016-01-01

The scientific capacity in many African countries is low. Ghana, for example, is estimated to have approximately twenty-three researchers per a million inhabitants. In order to improve interest in science among future professionals, appropriate techniques should be developed and employed to identify barriers and correlates of science education among pre-university students. Young students' attitudes towards science may affect their future career choices. However, these attitudes may change with new experiences. It is, therefore, important to evaluate potential changes in students' attitudes towards science after their exposure to experiences such as science outreach activities. Through this, more effective means of inspiring and mentoring young students to choose science subjects can be developed. This approach would be particularly beneficial in countries such as Ghana, where: (i) documented impacts of outreach activities are lacking; and (ii) effective means to develop scientist-school educational partnerships are needed. We have established an outreach scheme, aimed at helping to improve interaction between scientists and pre-university students (and their teachers). Outreach activities are designed and implemented by undergraduate students and graduate teaching assistants, with support from faculty members and technical staff. Through this, we aim to build a team of trainee scientists and graduates who will become ambassadors of science in their future professional endeavors. Here, we describe an approach for assessing changes in junior high school students' attitudes towards science following classroom neuroscience outreach activities. We show that while students tended to agree more with questions concerning their perceptions about science learning after the delivery of outreach activities, significant improvements were obtained for only two questions, namely "I enjoy science lessons" and "I want to be a scientist in the future." Furthermore, there was a generally strong trend towards a change in attitude for questions that sought information about students' perceptions about scientists (both positive and negative perceptions). In addition, outreach providers reported that their involvement in this public engagement scheme helped them acquire several transferable skills that will be beneficial in their studies and career development. These include vital skills in project and time management, teamwork and public speaking. Altogether, our findings provide novel indications that the development of scientist-school outreach partnerships in Ghana has valuable implications for science education and capacity development.

Portraiture of constructivist parental involvement: A model to develop a community of practice

NASA Astrophysics Data System (ADS)

Dignam, Christopher Anthony

This qualitative research study addressed the problem of the lack of parental involvement in secondary school science. Increasing parental involvement is vital in supporting student academic achievement and social growth. The purpose of this emergent phenomenological study was to identify conditions required to successfully construct a supportive learning environment to form partnerships between students, parents, and educators. The overall research question in this study investigated the conditions necessary to successfully enlist parental participation with students during science inquiry investigations at the secondary school level. One hundred thirteen pairs of parents and students engaged in a 6-week scientific inquiry activity and recorded attitudinal data in dialogue journals, questionnaires, open-ended surveys, and during one-one-one interviews conducted by the researcher between individual parents and students. Comparisons and cross-interpretations of inter-rater, codified, triangulated data were utilized for identifying emergent themes. Data analysis revealed the active involvement of parents in researching with their child during inquiry investigations, engaging in journaling, and assessing student performance fostered partnerships among students, parents, and educators and supported students' social skills development. The resulting model, employing constructivist leadership and enlisting parent involvement, provides conditions and strategies required to develop a community of practice that can help effect social change. The active involvement of parents fostered improved efficacy and a holistic mindset to develop in parents, students, and teachers. Based on these findings, the interactive collaboration of parents in science learning activities can proactively facilitate a community of practice that will assist educators in facilitating social change.

Development of Professional Identity in Romanian Business Students

ERIC Educational Resources Information Center

Glaser-Segura, Daniel A.; Mudge, Suzanne; Bratianu, Constantin; Dumitru, Ionela

2010-01-01

Purpose: This study aims to focus on the role of learning activities on the development of Romanian students making the change from academia to the workplace, specifically focusing on the role of three learning activities: classroom teaching pedagogies ("in-vitro"); field experiences ("in-situ"); and self-development…

Child Development: An Active Learning Approach

ERIC Educational Resources Information Center

Levine, Laura E.; Munsch, Joyce

2010-01-01

Within each chapter of this innovative topical text, the authors engage students by demonstrating the wide range of real-world applications of psychological research connected to child development. In particular, the distinctive Active Learning features incorporated throughout the book foster a dynamic and personal learning process for students.…

The Perspectives of Students Undertaking Masters' Degrees by Coursework on Career Development Learning

ERIC Educational Resources Information Center

Walsh, Shari P.; Tucker, Kelly

2011-01-01

Master's degree by coursework students have been identified as a "forgotten" cohort by the Queensland University of Technology (QUT) Careers and Employment service. Traditionally, these students have been included in undergraduate career development activities. Master's degree students are arguably a specialised group due to the advanced…

The Effectiveness of the Dramatic Activities in the Development of the Oral Performance Skills of Prep Students in English

ERIC Educational Resources Information Center

Zayed, Jihan El-Sayed Ahmed

2003-01-01

The goal of this study was to determine the effect of using some dramatic activities on developing the oral performance skills of second year prep school students in English. The dramatic activities included storytelling, story-acting, pantomime, puppetry, role-playing, reader's theater and choral reading. The oral performance skills were…

The Development of Science Activities via On-Line Peer Assessment: The Role of Scientific Epistemological Views

ERIC Educational Resources Information Center

Tsai, Chin-Chung; Liang, Jyh-Chong

2009-01-01

This study implemented an online peer assessment learning module to help 36 college students with the major of pre-school education to develop science activities for future instruction. Each student was asked to submit a science activity project for pre-school children, and then experienced three rounds of peer assessment. The effects of the…

Education for sustainable development using indoor and outdoor activities

NASA Astrophysics Data System (ADS)

Žigon, Lenka

2016-04-01

Environmental education became an important part of our development in the last years. We put a lot of effort into a task how to improve students'values, skills, understanding and how to significantly enhance their learning and achievements regarding ecological problems. At the same time we also know that environmental learning is easier when our students have the opportunity to feel, see, touch, taste and smell the nature. Therefore teachers in my school develop regular access to the outdoors as a learning resource. Students understand the impact of their activities on the environment and they also like to participate in the nature protection. My school (Biotechnical Centre)is an example of educational centre where different research and development programes are strongly oriented to the sustainable development. Students are educated to become experts in biotechnology, agronomy, food technology and horticulture. At the same time they are educated how to care for the nature. The institution itself cooperates with different fields of economy (farms, food - baker industry, floristry, country design etc.). For these reasons the environmental education is an essential dimension of basic education focused on a sphere of interaction that lies at the root of personal and social development. We try to develop different outdoor activities through all the school year. These activities are: analyse the water quality; research waste water treatment plants; exploration of new food sources (like aquaponics - where fish and plants grow together); collecting plants with medical activities; care for the plants in the school yard; growing new plants in the poly tunnel; learning about unknown plants - especially when visiting national and regional parks; selling different things in the school shop - also for local citizens; participating in the world wide activity - "Keep the country tidy" etc. Students and teachers enjoy to participate in different outdoor activities; we both understand the importance of nature conservation and sustainable development much better after some outdoor activities.

Physical Activity Behaviors, Motivation, and Self-Efficacy among College Students

ERIC Educational Resources Information Center

Pauline, Jeffrey S.

2013-01-01

Despite the well documented benefits of an active lifestyle, lack of physical activity is a significant health problem in college students. The purpose of this descriptive study was to attain baseline physical activity behaviors, motivation factors, and self-efficacy levels to assist with developing tailored physical activity programs and…

One-Two Punch: Utilizing Teacher Research Experiences and Related Classroom Activities to Increase Student Interest in STEM

NASA Astrophysics Data System (ADS)

Wold-Brennon, R.; Cooper, S. K.

2014-12-01

Through collaborations between scientists and educators, the Consortium for Ocean Leadership developed a series of marine geosciences classroom activities and lesson plans -- including the Adopt-a-Microbe project, a collection of hands-on science lessons that use the sub-seafloor microbiology topics to provide engaging pathways for K-12 students to learn about the world around them. The goal of these activities has been to introduce youth to deep ocean exploration, inspire interest in microbial oceanography, and foster higher education goals and career paths in related sciences for our youth. From the beginning, these lessons were developed in close working relationships between scientists and educators, and the lessons geared towards middle school have been recently piloted with the intent to maximize sustained student interest in STEM topics. While teaching these units, educators used surveys, polls, group discussions, and interviews to shed light on correlations between student interest in STEM and their close proximity to exemplary and enthusiastic educators and student leaders who are active in STEM activities such as research projects and expeditions. Educators continue to use Adopt-a-Microbe and related expedition science-based lessons to explore the broader impacts of their professional development in the Geosciences on their students' professed interest in STEM.

Empowering Teachers to Author Multimedia Learning Resources That Support Students' Critical Thinking

ERIC Educational Resources Information Center

Holley, Debbie; Boyle, Tom

2012-01-01

Students studying Marketing, Fashion, Public Relations, Advertising and similar subjects need to develop a "critical eye" in relation to images, media and digital technologies. This project aims to empower teachers to develop multimedia learning resources that would support students engaging in this essential activity. Developing such…

Animal Research Practices and Doctoral Student Identity Development in a Scientific Community

ERIC Educational Resources Information Center

Holley, Karri

2009-01-01

This article examines doctoral student identity development in regard to engagement with research practices. Using animal research as a contextual lens, it considers how students develop an identity congruent to their perception of the community which facilitates their social and cognitive activities. The shared, interpretive understanding among…

Developing Students' Cultural Intelligence through an Experiential Learning Activity: A Cross-Cultural Consumer Behavior Interview

ERIC Educational Resources Information Center

Kurpis, Lada Helen; Hunter, James

2017-01-01

Business schools can increase their competitiveness by offering students intercultural skills development opportunities integrated into the traditional curricula. This article makes a contribution by proposing an approach to developing students' cultural intelligence that is based on the cultural intelligence (CQ) model, experiential learning…

When Educational Transitions Are Supported by Students

ERIC Educational Resources Information Center

Parrilla, Ángeles; Gallego, Carmen; Sierra, Silvia

2016-01-01

This paper shows how inclusive and participative research is developed into two case studies of students facing educational transitions. The studies were developed in two different places in Spain describing different approaches to support transitions by students. The first case focuses on activities organised and developed together by students…

Creation and implementation of a flipped jigsaw activity to stimulate interest in biochemistry among medical students.

PubMed

Williams, Charlene; Perlis, Susan; Gaughan, John; Phadtare, Sangita

2018-05-06

Learner-centered pedagogical methods that are based on clinical application of basic science concepts through active learning and problem solving are shown to be effective for improving knowledge retention. As the clinical relevance of biochemistry is not always apparent to health-profession students, effective teaching of medical biochemistry should highlight the implications of biochemical concepts in pathology, minimize memorization, and make the concepts memorable for long-term retention. Here, we report the creation and successful implementation of a flipped jigsaw activity that was developed to stimulate interest in learning biochemistry among medical students. The activity combined the elements of a flipped classroom for learning concepts followed by a jigsaw activity to retrieve these concepts by solving clinical cases, answering case-based questions, and creating concept maps. The students' reception of the activity was very positive. They commented that the activity provided them an opportunity to review and synthesize information, helped to gage their learning by applying this information and work with peers. Students' improved performance especially for answering the comprehension-based questions correctly in the postquiz as well as the depth of information included in the postquiz concept maps suggested that the activity helped them to understand how different clinical scenarios develop owing to deviations in basic biochemical pathways. Although this activity was created for medical students, the format of this activity can also be useful for other health-professional students as well as undergraduate and graduate students. © 2018 by The International Union of Biochemistry and Molecular Biology, 2018. © 2018 The International Union of Biochemistry and Molecular Biology.

Curriculum Weaving: Developing Creative Curricular Opportunities for Pre-Service Teachers and Elementary Students through Project-Based Learning

ERIC Educational Resources Information Center

DuBois, Alison Lynn; Keller, Tina Marie

2016-01-01

Curriculum Weaving uses multi-layered goal planning designed to activate the students' prior knowledge, connect the student to student competencies and encourage them to engage in professionally-based, project management activities that will cultivate effective professional in the field classroom teacher. The focus of weaving these elements…

Student Engagement in Research, Scholarship, and Creative Activity (SERSCA) Program: Sharing a Program Model from Design and Development through Evaluation

ERIC Educational Resources Information Center

Young, Shawna; Uy, Ana; Bell, Joyce

2017-01-01

The Student Engagement in Research, Scholarship, and Creative Activity (SERSCA) Program at California State University, Stanislaus provides support for student engagement in these areas from idea conception through dissemination. Through assistantships, mini-grants, the Student Research Competition, and travel grants, the Program is designed to…

Effects of Using Mobile Devices on English Listening Diversity and Speaking for EFL Elementary Students

ERIC Educational Resources Information Center

Hwang, Wu-Yuin; Huang, Yueh-Min; Shadiev, Rustam; Wu, Sheng-Yi; Chen, Shu-Lin

2014-01-01

This study designed learning activities supported by a mobile learning system for students to develop listening and speaking skills in English as a foreign language (EFL). How students perceive learning activities and a mobile learning system were examined in this study. Additionally, how different practices relate to students' language…

Investigation the Scientific Creativity of Gifted Students through Project-Based Activities

ERIC Educational Resources Information Center

Karademir, Ersin

2016-01-01

In this research, it is aimed to identify the scientific creativity of gifted students through project-based activities. In accordance with this purpose, a study has been carried out with 13 gifted students studying in third and fifth grade. In the study, students have been informed about the project development stages and they have been asked…

Relationship Between Admission Data and Pharmacy Student Involvement in Extracurricular Activities

PubMed Central

Plake, Kimberly S.; Mason, Holly L.

2011-01-01

Objectives. To assess pharmacy student involvement in leadership and service roles and to evaluate the association between admissions data and student involvement. Methods. Doctor of pharmacy (PharmD) students were invited to complete a 56-item online survey instrument containing questions regarding leadership and service involvement, work experiences, perceived contribution of involvement to skill development, and perceived importance of involvement. Responses were linked to admissions data to identify possible associations. Results. Five hundred fourteen (82.4%) pharmacy students completed the survey instrument. Students with higher admissions application and interview scores were more likely to be involved in organizations and hold leadership roles, while students with higher admissions grade point averages were less likely to be involved in organizations and leadership roles. Conclusions. Assessing students’ involvement in leadership and service roles can assist in the evaluation of students’ leadership skills and lead to modification of curricular and co-curricular activities to provide development opportunities. Student involvement in extracurricular activities may encourage future involvement in and commitment to the pharmacy profession. PMID:22102745

Landslides! Engaging students in natural hazards and STEM principles through the exploration of landslide analog models

NASA Astrophysics Data System (ADS)

Gochis, E. E.; Lechner, H. N.; Brill, K. A.; Lerner, G.; Ramos, E.

2014-12-01

Graduate students at Michigan Technological University developed the "Landslides!" activity to engage middle & high school students participating in summer engineering programs in a hands-on exploration of geologic engineering and STEM (Science, Technology, Engineering and Math) principles. The inquiry-based lesson plan is aligned to Next Generation Science Standards and is appropriate for 6th-12th grade classrooms. During the activity students focus on the factors contributing to landslide development and engineering practices used to mitigate hazards of slope stability hazards. Students begin by comparing different soil types and by developing predictions of how sediment type may contribute to differences in slope stability. Working in groups, students then build tabletop hill-slope models from the various materials in order to engage in evidence-based reasoning and test their predictions by adding groundwater until each group's modeled slope fails. Lastly students elaborate on their understanding of landslides by designing 'engineering solutions' to mitigate the hazards observed in each model. Post-evaluations from students demonstrate that they enjoyed the hands-on nature of the activity and the application of engineering principles to mitigate a modeled natural hazard.

Look beyond Textbooks: Information Literacy for First-Year Science Students

ERIC Educational Resources Information Center

Wong, Gabrielle K. W.

2011-01-01

This paper describes classroom activities to help students understand the publication cycle and the characteristics of major publication channels (textbooks, books, encyclopedias, and periodicals) for first-year physics students. When designing these activities, the author considered the intellectual development characteristics and the…

An Innovative Teaching Method To Promote Active Learning: Team-Based Learning

NASA Astrophysics Data System (ADS)

Balasubramanian, R.

2007-12-01

Traditional teaching practice based on the textbook-whiteboard- lecture-homework-test paradigm is not very effective in helping students with diverse academic backgrounds achieve higher-order critical thinking skills such as analysis, synthesis, and evaluation. Consequently, there is a critical need for developing a new pedagogical approach to create a collaborative and interactive learning environment in which students with complementary academic backgrounds and learning skills can work together to enhance their learning outcomes. In this presentation, I will discuss an innovative teaching method ('Team-Based Learning (TBL)") which I recently developed at National University of Singapore to promote active learning among students in the environmental engineering program with learning abilities. I implemented this new educational activity in a graduate course. Student feedback indicates that this pedagogical approach is appealing to most students, and promotes active & interactive learning in class. Data will be presented to show that the innovative teaching method has contributed to improved student learning and achievement.

Case study of a problem-based learning course of physics in a telecommunications engineering degree

NASA Astrophysics Data System (ADS)

Macho-Stadler, Erica; Jesús Elejalde-García, Maria

2013-08-01

Active learning methods can be appropriate in engineering, as their methodology promotes meta-cognition, independent learning and problem-solving skills. Problem-based learning is the educational process by which problem-solving activities and instructor's guidance facilitate learning. Its key characteristic involves posing a 'concrete problem' to initiate the learning process, generally implemented by small groups of students. Many universities have developed and used active methodologies successfully in the teaching-learning process. During the past few years, the University of the Basque Country has promoted the use of active methodologies through several teacher training programmes. In this paper, we describe and analyse the results of the educational experience using the problem-based learning (PBL) method in a physics course for undergraduates enrolled in the technical telecommunications engineering degree programme. From an instructors' perspective, PBL strengths include better student attitude in class and increased instructor-student and student-student interactions. The students emphasised developing teamwork and communication skills in a good learning atmosphere as positive aspects.

An Interactive Lesson in Acid/Base and Pro-Drug Chemistry Using Sodium Gamma-Hydroxybutyrate and Commercial Test Coasters

PubMed Central

Page, Nathaniel A.; Paganelli, Meaghan; Boje, Kathleen M.K.

2007-01-01

Objective To develop a classroom activity that applied pertinent pharmaceutical concepts to examine the use and limitations of a commercially available test drink coaster in detecting the presence of a date-rape drug, sodium γ-hydroxybutyrate (NaGHB), in beverages. Design An activity exercise involving a combination of self-study, hands on participation, and classroom discussion was developed. Topics incorporated into the activity were drug-assisted rape, the concepts of false positives and negatives, and prodrug and pH chemistry. Assessment Based on questionnaires completed by the students, the intended concepts were reinforced and students demonstrated an increased awareness of the potential shortcomings of the commercial test devices. The activity was well received by the majority of students. Conclusion The developed activity stimulated student awareness and interest in several principles relevant in pharamceutical education, including drug-assisted rape, consumer-based drug testing of NaGHB, and the chemical basis for its limitations. The activity requires no special equipment other than the drink coasters and can be easily completed in one 2-hour classroom session. PMID:17619654

An interactive lesson in acid/base and pro-drug chemistry using sodium gamma-hydroxybutyrate and commercial test coasters.

PubMed

Page, Nathaniel A; Paganelli, Meaghan; Boje, Kathleen M K; Fung, Ho-Leung

2007-06-15

To develop a classroom activity that applied pertinent pharmaceutical concepts to examine the use and limitations of a commercially available test drink coaster in detecting the presence of a date-rape drug, sodium gamma-hydroxybutyrate (NaGHB), in beverages. An activity exercise involving a combination of self-study, hands on participation, and classroom discussion was developed. Topics incorporated into the activity were drug-assisted rape, the concepts of false positives and negatives, and prodrug and pH chemistry. Based on questionnaires completed by the students, the intended concepts were reinforced and students demonstrated an increased awareness of the potential shortcomings of the commercial test devices. The activity was well received by the majority of students. The developed activity stimulated student awareness and interest in several principles relevant in pharmaceutical education, including drug-assisted rape, consumer-based drug testing of NaGHB, and the chemical basis for its limitations. The activity requires no special equipment other than the drink coasters and can be easily completed in one 2-hour classroom session.

BASIC ELECTRICITY. SCIENCE IN ACTION SERIES, NUMBER 14.

ERIC Educational Resources Information Center

CASSEL, RICHARD

THIS TEACHING GUIDE, INVOLVING ACTIVITIES FOR DEVELOPING AN UNDERSTANDING OF BASIC ELECTRICITY, EMPHASIZES STUDENT INVESTIGATIONS RATHER THAN FACTS, AND IS BASED ON THE PREMISE THAT THE MAJOR GOAL IN SCIENCE TEACHING IS THE DEVELOPMENT OF THE INVESTIGATIVE ATTITUDE IN THE STUDENT. ACTIVITIES SUGGESTED INVOLVE SIMPLE DEMONSTRATIONS AND EXPERIMENTS…

Sciencewise: Discovering Scientific Process through Problem Solving. Book 2.

ERIC Educational Resources Information Center

Holley, Dennis

This book of activities uses problem solving to help students develop the basic science process skills of observing, predicting, designing/experimenting, eliminating, and drawing conclusions. The activities are divided into two sections: Dynamo Demos and Creative Challenges. The teacher-led Dynamo Demos help students to develop science process…

Sciencewise: Discovering Scientific Process through Problem Solving. Book 1.

ERIC Educational Resources Information Center

Holley, Dennis

This book of activities uses problem solving to help students develop the basic science process skills of observing, predicting, designing/experimenting, eliminating, and drawing conclusions. The activities are divided into two sections: Dynamo Demos and Creative Challenges. The teacher-led Dynamo Demos help students to develop science process…

Lessons Learned Through the Implementation of an eHealth Physical Activity Gaming Intervention with High School Youth.

PubMed

Pope, Lizzy; Garnett, Bernice; Dibble, Marguerite

2018-04-01

To encourage high school students to meet physical activity goals using a newly developed game, and to document the feasibility, benefits, and challenges of using an electronic gaming application to promote physical activity in high school students. Working with youth and game designers an electronic game, Camp Conquer, was developed to motivate high school students to meet physical activity goals. One-hundred-five high school students were recruited to participate in a 12-week pilot test of the game and randomly assigned to a Game Condition or Control Condition. Students in both conditions received a FitBit to track their activity, and participants in the Game Condition received access to Camp Conquer. Number of steps and active minutes each day were tracked for all participants. FitBit use, game logins, and qualitative feedback from researchers, school personnel, and participants were used to determine intervention engagement. The majority of study participants did not consistently wear their FitBit or engage with the gaming intervention. Numerous design challenges and barriers to successful implementation such as the randomized design, absence of a true school-based champion, ease of use, and game glitches were identified. Developing games is an exciting technique for motivating the completion of a variety of health behaviors. Although the present intervention was not successful in increasing physical activity in high school students, important lessons were learned regarding how to best structure a gaming intervention for the high school population.

Interprofessional Curbside Consults to Develop Team Communication and Improve Student Achievement of Learning Outcomes

PubMed Central

Greenwood, Kristin Curry; Rico, Janet; Nalliah, Romesh; DiVall, Margarita

2017-01-01

Objective. To design and implement a series of activities focused on developing interprofessional communication skills and to assess the impact of the activities on students’ attitudes and achievement of educational goals. Design. Prior to the first pharmacy practice skills laboratory session, pharmacy students listened to a classroom lecture about team communication and viewed short videos describing the roles, responsibilities, and usual work environments of four types of health care professionals. In each of four subsequent laboratory sessions, students interacted with a different standardized health care professional role-played by a pharmacy faculty member who asked them a medication-related question. Students responded in verbal and written formats. Assessment. Student performance was assessed with a three-part rubric. The impact of the exercise was assessed by conducting pre- and post-intervention surveys and analyzing students’ performance on relevant Center for the Advancement of Pharmacy Education (CAPE) outcomes. Survey results showed improvement in student attitudes related to team-delivered care. Students’ performance on the problem solver and collaborator CAPE outcomes improved, while performance on the educator outcome worsened. Conclusions. The addition of an interprofessional communication activity with standardized health care professionals provided the opportunity for students to develop skills related to team communication. Students felt the activity was valuable and realistic; however, analysis of outcome achievement from the exercise revealed a need for more exposure to team communication skills. PMID:28289305

Building an Undergraduate STEM Team Using Team-Based Learning Leading to the Production of a Storyboard Appropriate for Elementary Students

NASA Astrophysics Data System (ADS)

Cutright, Teresa J.; Evans, Edward; Brantner, Justin S.

2014-06-01

A unique undergraduate team that spans five different engineering disciplines, chemistry, biology, and mathematics was formed. The team was formed to promote cross-disciplinary learning, to improve retention, and to prepare the students for the kind of problems they will face in their careers. This paper describes the variety of activities used over 2 years to tie the team together, as well as afford opportunities to develop team-building skills. The activities described highlight the critical elements of a faculty leader whose own work is interdisciplinary, correct balance of disciplines in the team, and sufficient time for team development. The use of external feedback was essential for all activities. Clearly defined goals and hard deadlines were critical for the completion of individual activities, as well as developing a healthy team environment. Although the student cohort has learned from the activities, more time is needed to assess whether the students have become a fully efficient team. Furthermore, an additional cohort would be needed to assess whether the approach was able to assist with student's interest in STEM and their desire to help other people.

A Systems Approach to Scaffold Communication Skills Development

PubMed Central

Er, Nelson L.

2008-01-01

Objectives To implement a communication skills development (CSD) system and evaluate its effectiveness in a clinical communications course. Design Students conducted baseline interviews and wrote SOAP notes, and based on faculty, patient, self- and peer assessments, set goals for improvement of their communication skills. Students participated in various activities to scaffold their learning, several of which took place in a web-based environment to enhance access and function for both students and faculty members. Quantitative and qualitative analyses were performed. Assessment Students' communication skills improved as evidenced by assessment scores. Student and faculty comments offered additional evidence of the effectiveness of standardized patient interviews, learning strategies, and assessment methods. Conclusion The CSD system effectively integrated various types of learning activities and feedback processes. The use of scaffolding strategies appeared to enhance the development of students' communication skills. PMID:18483601

Contribution of ethics education to the ethical competence of nursing students: educators' and students' perceptions.

PubMed

Cannaerts, Nancy; Gastmans, Chris; Dierckx de Casterlé, Bernadette

2014-12-01

To review the literature on perceptions of nursing students and/or educators on the contribution of ethics education to ethical competence in nursing students. Nurses do not always demonstrate the competencies necessary to engage in ethical practice. Educators continue to debate about the best ways to teach ethics to nurses so that they can develop ethical competencies. MEDLINE, Embase, CINAHL, PsycINFO, and Web of Science. A total of 15 articles with a quantitative, qualitative, or mixed-methods design published between January 1992 and March 2012 were analyzed. According to students and educators, ethics education increases ethical perception of nursing students and the development of reflective and analytical skills. However, its contribution to the development of ethical behavior was barely mentioned. The accounts of students and educators revealed essential features of effective ethics education: active involvement of students in case study discussions and use of ethical frameworks. The use of activating educational strategies requires a safe learning environment where students can openly reflect on values at stake in their care practice. A better understanding of how students learn to develop ethical skills and of influencing factors can guide educators to develop ethics courses for nursing curriculum. Future research needs to focus on the methodological accuracy of sampling and measuring instruments. © The Author(s) 2014.

A Handful of Bacteria: A Simple Activity That Engages Students to Think and Write Like a Scientist

ERIC Educational Resources Information Center

Song, Pengfei

2014-01-01

Non-major students taking science courses to fulfill degree requirements may show low interest in traditional lecture-based classrooms. While professors may try to incorporate hands-on activities to the classroom to foster enthusiasm, the development of a low-cost, low-hazard scienitfic activity that engages students can be challenging. Moreover,…

Leadership Behaviour of College Students in Relation to Their Leisure Time Activities in College Life

ERIC Educational Resources Information Center

Sethi, Priyanka

2009-01-01

The study investigated the Leadership behaviour of college students in relation to their Leisure time activities in college life. In this study, the researcher wants to see the contribution of leisure time activities in developing the qualities of leadership of college students. The main objective of the study was to find out the relationship…

Building Students' Understanding of Quadratic Equation Concept Using Naïve Geometry

ERIC Educational Resources Information Center

Fachrudin, Achmad Dhany; Putri, Ratu Ilma Indra; Darmawijoyo

2014-01-01

The purpose of this research is to know how Naïve Geometry method can support students' understanding about the concept of solving quadratic equations. In this article we will discuss one activities of the four activities we developed. This activity focused on how students linking the Naïve Geometry method with the solving of the quadratic…

Attracting Non-Traditional Students to Campus Activities and Leadership Programs: Providing Links to Academics, Persistence Are Key.

ERIC Educational Resources Information Center

Tucker, Marcie S.

2003-01-01

Explores some strategies to attract non-traditional students to campus activities, highlights a model program that integrates scholarship support and leadership programs, explores new ways of marketing to these students, and offers some suggestions for continued development. (EV)

Clean It Up!

ERIC Educational Resources Information Center

Smith, Janette

2017-01-01

Young students need opportunities to develop their conceptual understanding of properties of matter. By providing students with inquiry activities, we lay the groundwork necessary for students to grasp the challenging concepts associated with learning about the periodic table in middle school. In this 5E activity (Bybee 2009), fifth-grade students…

Bags and blogs: creating an ostomy experience for nursing students.

PubMed

Reed, Karen S

2012-01-01

There are well over three-quarters of a million people living in the United States with an ostomy. These individuals experience many physical and emotional challenges which nurses should address during the in-patient hospitalization experience. The purpose of this educational activity was to provide undergraduate nursing students with a simulated laboratory experience which allowed the student to discuss and experience some of the challenges of living with an ostomy. Small group work, an experiential learning activity, and blogging were used to foster the cognitive, psychomotor, and affective development of the nursing students. All 134 students participated in the small group work and blogging experience and over 100 students participated in the experiential learning activity of wearing an ostomy bag overnight with the bag containing a small amount of simulated fecal material. The impact of the simulated experience is evident in the depth of awareness and emotion expressed in the blogs. The students collectively acknowledged the value of the activity and the impact the gained awareness had on their careers as nurses. The use of social technology and the provision of learning activities, not available on the clinical unit, can have a significant impact on the cognitive, psychomotor, and affective development of nursing students. © 2012 Association of Rehabilitation Nurses.

Quality of Life and Resiliency: Student Development Success.

ERIC Educational Resources Information Center

Forde, Margaret L.

2002-01-01

Argues that quality of life is a vital measure when counseling students to determine their best educational pathways to success. Explains that a student's current life status and his/her projected future are useful tools for making recommendations for development and for instilling motivation. Urges college personnel to actively engage students in…

Mission US and Historical Empathy: A Qualitative Case Study of Sixth-Grade Students' Experiences

ERIC Educational Resources Information Center

Maxlow, James Richard

2015-01-01

This study investigated the potential development and use of historical empathy in sixth-grade students while using the colonial-era historical education game "Mission US" and its associated learning activities. A collective case study was developed to describe and interpret students' experiences. The gathered data included the students'…

Learning LeaderShop Develops Students, Builds Group Unity.

ERIC Educational Resources Information Center

Twale, Darla; Fogle, Rick

1986-01-01

Workshops that help students develop leadership are offered twice a year by the Office of Student Activities at the University of Pittsburgh. Soon after the 12 programming committee chairs and the student coordinator are selected in December, they meet with advisory staff in a local hotel for a training workshop, the first session of the…

Digital Video as a Personalized Learning Assignment: A Qualitative Study of Student Authored Video Using the ICSDR Model

ERIC Educational Resources Information Center

Campbell, Laurie O.; Cox, Thomas D.

2018-01-01

Students within this study followed the ICSDR (Identify, Conceptualize/Connect, Storyboard, Develop, Review/Reflect/Revise) development model to create digital video, as a personalized and active learning assignment. The participants, graduate students in education, indicated that following the ICSDR framework for student-authored video guided…

Making the Introductory Meteorology Class Relevant in a Minority Serving Community College

NASA Astrophysics Data System (ADS)

Marchese, P. J.; Tremberger, G.; Bluestone, C.

2008-12-01

Queensborough Community College (QCC), a constituent campus of the City University of New York (CUNY), has modified the introductory Meteorology Class lecture and lab to include active learning activities and discovery based learning. The modules were developed at QCC and other 4 year colleges and designed to introduce basic physical concepts important in meteorology. The modules consisted of either interactive lecture demonstrations or discovery-based activities. The discovery based activities are intended to have students become familiar with scientific investigation. Students engage in formulating hypotheses, developing and carrying out experiments, and analyzing scientific data. These activities differ from traditional lab experiments in that they avoid "cookbook" procedures and emphasize having the students learn about physical concepts by applying the scientific method. During the interactive lecture demonstrations the instructor describes an experiment/phenomenon that is to be demonstrated in class. Students discuss the phenomenon based on their experiences and make a prediction about the outcome. The class then runs the experiment, makes observations, and compares the expected results to the actual outcome. As a result of these activities students in the introductory Meteorology class scored higher in exams questions measuring conceptual understanding, as well as factual knowledge. Lower scoring students demonstrated the greatest benefit, while the better students had little (or no) changes. All students also had higher self-efficacy scores after the intervention, compared to an unmodified class.

Creation and Assessment of an Active e-Learning Introductory Geology Course

NASA Astrophysics Data System (ADS)

Sit, Stefany M.; Brudzinski, Michael R.

2017-12-01

The recent emphasis in higher education on both student engagement and online learning encouraged the authors to develop an active e-learning environment for an introductory geohazards course, which enrolls 70+ undergraduate students per semester. Instructors focused on replicating the achievements and addressing the challenges within an already established face-to-face student-centered class (Brudzinski and Sikorski 2010; Sit 2013). Through the use of a learning management system (LMS) and other available technologies, a wide range of course components were developed including online homework assignments with automatic grading and tailored feedback, video tutorials of software programs like Google Earth and Microsoft Excel, and more realistic scientific investigations using authentic and freely available data downloaded from the internet. The different course components designed to engage students and improve overall student learning and development were evaluated using student surveys and instructor reflection. Each component can be used independently and intertwined into a face-to-face course. Results suggest that significant opportunities are available in an online environment including the potential for improved student performance and new datasets for educational research. Specifically, results from pre and post-semester Geoscience Concept Inventory (GCI) testing in an active e-learning course show enhanced student learning gains compared to face-to-face lecture-based and student-centered courses.

Antiviral drug research proposal activity.

PubMed

Injaian, Lisa; Smith, Ann C; Shipley, Jennifer German; Marbach-Ad, Gili; Fredericksen, Brenda

2011-01-01

The development of antiviral drugs provides an excellent example of how basic and clinical research must be used together in order to achieve the final goal of treating disease. A Research Oriented Learning Activity was designed to help students to better understand how basic and clinical research can be combined toward a common goal. Through this project students gained a better understanding of the process of scientific research and increased their information literacy in the field of virology. The students worked as teams to research the many aspects involved in the antiviral drug design process, with each student becoming an "expert" in one aspect of the project. The Antiviral Drug Research Proposal (ADRP) culminated with students presenting their proposals to their peers and local virologists in a poster session. Assessment data showed increased student awareness and knowledge of the research process and the steps involved in the development of antiviral drugs as a result of this activity.

Antiviral Drug Research Proposal Activity †

PubMed Central

Injaian, Lisa; Smith, Ann C.; Shipley, Jennifer German; Marbach-Ad, Gili; Fredericksen, Brenda

2011-01-01

The development of antiviral drugs provides an excellent example of how basic and clinical research must be used together in order to achieve the final goal of treating disease. A Research Oriented Learning Activity was designed to help students to better understand how basic and clinical research can be combined toward a common goal. Through this project students gained a better understanding of the process of scientific research and increased their information literacy in the field of virology. The students worked as teams to research the many aspects involved in the antiviral drug design process, with each student becoming an “expert” in one aspect of the project. The Antiviral Drug Research Proposal (ADRP) culminated with students presenting their proposals to their peers and local virologists in a poster session. Assessment data showed increased student awareness and knowledge of the research process and the steps involved in the development of antiviral drugs as a result of this activity. PMID:23653735

Space Projects and Research by Kids (SPARK): A Web Based Research Journal for Middle School Students

NASA Astrophysics Data System (ADS)

Limaye, S. S.; Pertzborn, R. A.

1999-05-01

Project SPARK is designed to facilitate opportunities for upper elementary and middle school students to develop the necessary skills to conduct investigations that focus on the subjects of astronomy, space exploration, and earth remote sensing. This program actively engages students in conducting their own research project to acquire increased understanding and content knowledge in the space sciences. While the development of scientific inquiry skills and content literacy is the primary focus, students also enhance their critical thinking, analytical, technological and communications skills. As in the professional science community, the web based SPARK Journal presents an avenue for students to effectively communicate the results of their investigations and work to classmates as well as the "global learning community" via the world wide web. Educational outreach staff at the Sapce Science and Engineering Center have developed active partnerships with teachers and schools throughout Wisconsin to facilitate the development of standards based curriculum and research projects focusing on current topics in the space sciences. Student research projects and activities arising from these initiatives were submitted in the Spring and Fall of 1998 for inclusion in SPARK, Volume 1. The second volume of SPARK will be published in Spring, 1999. Support for the development of this journal was provided by the NASA/IDEAS Program.

Group Work and the Change of Obstacles over Time: The Influence of Learning Style and Group Composition

ERIC Educational Resources Information Center

Soetanto, Danny; MacDonald, Matthew

2017-01-01

It is through working in groups that students develop cooperative learning skills and experience. However, group work activity often leads students into a difficult experience, especially for first-year students who are not familiar with group work activities at university. This study explores obstacles faced by first-year students during their…

Adapted shared reading at school for minimally verbal students with autism.

PubMed

Mucchetti, Charlotte A

2013-05-01

Almost nothing is known about the capacity of minimally verbal students with autism to develop literacy skills. Shared reading is a regular practice in early education settings and is widely thought to encourage language and literacy development. There is some evidence that children with severe disabilities can be engaged in adapted shared reading activities. The current study examines the impact of teacher-led adapted shared reading activities on engagement and story comprehension in minimally verbal 5-6-year-old children with autism using a multiple baseline/alternating treatment design. Four students and three teachers participated. Teachers conducted adapted shared reading activities with modified books (visual supports, three-dimensional objects, simplified text) and used specific strategies for increasing student engagement. Student performance during adapted activities was compared to performance during standard shared reading sessions. All four students showed increased story comprehension and engagement during adapted shared reading. Average percentage of session engaged was 87%-100% during adapted sessions, compared with 41%-52% during baseline. Average number of correct responses to story comprehension questions was 4.2-4.8 out of 6 during adapted sessions compared with 1.2-2 during baseline. Visual supports, tactile objects, and specific teaching strategies offer ways for minimally verbal students to meaningfully participate in literacy activities. Future research should investigate adapted shared reading activities implemented classroom-wide as well as joint engagement, language, and literacy outcomes after using such activities over time.

Students' Perception of Self-Efficacy Following Medicinal Chemistry Skills Laboratory Exercises.

PubMed

Alsharif, Naser Z; Roche, Victoria F; Qi, Yongyue

2016-06-25

Objective. To analyze student perceptions of self-efficacy in meeting medicinal chemistry course related educational outcomes and skills following a medicinal chemistry skills laboratory. Methods. Four activities were implemented in a pharmacy skills laboratory (PSL) for second-year pharmacy students. Students (n=121) worked individually on exercises for three of the four activities. Pre/post-laboratory surveys on self-efficacy were administered. The McNemar test was performed to evaluate students' self-efficacy above 70% related to course outcomes before and after the exercises in each activity. An independent t test was conducted to compare the mean of students' responses on meeting course outcomes based on the 70% anchor for the perspective confidence on meeting course outcomes. Results. The post-PSL scores on all self-efficacy questions improved. The majority of students reported skill development in all exercises. Students and clinical faculty qualitative responses indicated they felt exercises were effective. Conclusion. A PSL can serve as a valuable opportunity to address course related educational outcomes and specific skill development and can help students assess their self-efficacy in meeting them.

Developing nursing ethical competences online versus in the traditional classroom.

PubMed

Trobec, Irena; Starcic, Andreja Istenic

2015-05-01

The development of society and science, especially medical science, gives rise to new moral and ethical challenges in healthcare. In order to respond to the contemporary challenges that require autonomous decision-making in different work contexts, a pedagogical experiment was conducted to identify the readiness and responsiveness of current organisation of nursing higher education in Slovenia. It compared the successfulness of active learning methods online (experimental group) and in the traditional classroom (control group) and their impact on the ethical competences of nursing students. The hypothesis set in the experiment, hypothesis 1 (the experimental group will be successful and will have good achievements in comprehension and application of ethical principles) was confirmed based on pre-tests and post-tests. The hypothesis tested by the questionnaire, hypothesis 2 (according to the students, the active learning methods online in the experimental group have a positive impact on the development of ethical competences) was confirmed. The pedagogical experiment was supported by a multiple-case study that enabled the in-depth analysis of the students' attitudes towards the active learning methods in both settings. The study included Slovenian first-year nursing students (N = 211) of all the enrolled students (N = 225) at the University of Ljubljana and University of Primorska in the academic year 2010/2011. Before the study ethical permission was obtained from the managements of both participating faculties. The students were given all the necessary information of the experiment before the tutorials. No significant difference was found between the two learning settings and both had a positive impact upon learning. The results of the content analysis show that the students' active engagement with the active learning methods in the group enables the development of ethical competences and the related communicative competences, interpersonal skills, collaboration and critical thinking. Active learning methods in the settings compared, online and the traditional classroom, enabled the development of a higher level of knowledge defined by the ability of critical thinking and reflective response, the core of ethical competences. Students develop ethical competence through active engagement in a group work, role play and discussion, and there is no difference between online or traditional learning settings. In the healthcare, it is crucial for providers to be capable of making autonomous decisions and managing various communication situations and contexts in which the moral attitudes and ethical sensibility are essential. © The Author(s) 2014.

Positive Psychology and Career Development

ERIC Educational Resources Information Center

Aulthouse, Michelle; Kolbert, Jered B.; Bundick, Matthew J.; Crothers, Laura M.

2017-01-01

The article details how school counselors can use principles of positive psychology to promote students' career development by facilitating students' pursuit of purpose and meaning. Specifically, the publication identifies how school counselors can actively employ with their students five constructs of positive psychology--namely strengths,…

Analyzing Students' Learning Progressions Throughout a Teaching Sequence on Acoustic Properties of Materials with a Model-Based Inquiry Approach

NASA Astrophysics Data System (ADS)

Hernández, María Isabel; Couso, Digna; Pintó, Roser

2015-04-01

The study we have carried out aims to characterize 15- to 16-year-old students' learning progressions throughout the implementation of a teaching-learning sequence on the acoustic properties of materials. Our purpose is to better understand students' modeling processes about this topic and to identify how the instructional design and actual enactment influences students' learning progressions. This article presents the design principles which elicit the structure and types of modeling and inquiry activities designed to promote students' development of three conceptual models. Some of these activities are enhanced by the use of ICT such as sound level meters connected to data capture systems, which facilitate the measurement of the intensity level of sound emitted by a sound source and transmitted through different materials. Framing this study within the design-based research paradigm, it consists of the experimentation of the designed teaching sequence with two groups of students ( n = 29) in their science classes. The analysis of students' written productions together with classroom observations of the implementation of the teaching sequence allowed characterizing students' development of the conceptual models. Moreover, we could evidence the influence of different modeling and inquiry activities on students' development of the conceptual models, identifying those that have a major impact on students' modeling processes. Having evidenced different levels of development of each conceptual model, our results have been interpreted in terms of the attributes of each conceptual model, the distance between students' preliminary mental models and the intended conceptual models, and the instructional design and enactment.

Learning from an Owl.

ERIC Educational Resources Information Center

Greeves, Adrian

1988-01-01

Describes one creative writing teacher's use of an owl as a focal point for writing activities and how the writing activities aided the students' personal and creative development. Provides samples of student writing. (ARH)

Empowering Students' Proof Learning through Communal Engagement

ERIC Educational Resources Information Center

Ko, Yi-Yin; Yee, Sean P.; Bleiler-Baxter, Sarah K.; Boyle, Justin D.

2016-01-01

This article describes the authors' three-component instructional sequence--a before-class activity, a during-class activity, and an after-class activity--which supports students in becoming self-regulated proof learners by actively developing class-based criteria for proof. All four authors implemented this sequence in their classrooms, and the…

Nebraska's Ag in the Classroom. Learning Activities.

ERIC Educational Resources Information Center

Nebraska Univ., Lincoln. Inst. of Agriculture and Natural Resources.

This publication contains 22 activities that have been developed to help teachers and students become more aware of, appreciate, and understand the food and fiber production system and its role in the economy and society. Teachers are intended to select activities appropriate to their students' abilities and interests. Each activity contains the…

Physical Education Model Curriculum Standards. Grades Nine through Twelve.

ERIC Educational Resources Information Center

California State Dept. of Education, Sacramento.

These physical education standards were designed to ensure that each student achieve the following goals: (1) physical activity--students develop interest and proficiency in movement skills and understand the importance of lifelong participation in daily physical activity; (2) physical fitness and wellness--students increase understanding of basic…

Student Success Progress Report.

ERIC Educational Resources Information Center

Fresno City Coll., CA.

The Student Success Project at Fresno City College (FCC), in California, is structured around 13 student success core indicators for which activities and completion timelines are developed annually. This report presents data on the status of the indicators as of 1994 and describes activities planned for 1995. Following an introduction, a list of…

What’s Downstream? A Set of Classroom Exercises to Help Students Understand Recessive Epistasis †

PubMed Central

Knight, Jennifer K.; Wood, William B.; Smith, Michelle K.

2013-01-01

Undergraduate students in genetics and developmental biology courses often struggle with the concept of epistasis because they are unaware that the logic of gene interactions differs between enzymatic pathways and signaling pathways. If students try to develop and memorize a single simple rule for predicting epistatic relationships without taking into account the nature of the pathway under consideration, they can become confused by cases where the rule does not apply. To remedy this problem, we developed a short pre-/post-test, an in-class activity for small groups, and a series of clicker questions about recessive epistasis in the context of a signaling pathway that intersects with an enzymatic pathway. We also developed a series of homework problems that provide deliberate practice in applying concepts in epistasis to different pathways and experimental situations. Students show significant improvement from pretest to posttest, and perform well on homework and exam questions following this activity. Here we describe these materials, as well as the formative and summative assessment results from one group of students to show how the activities impact student learning. PMID:24358383

Professional Development For Community College Faculty: Lessons Learned From Intentional Mentoring Workshops

NASA Astrophysics Data System (ADS)

Morris, A. R.; Charlevoix, D. J.

2016-12-01

The Geoscience Workforce Development Initiative at UNAVCO supports attracting, training, and professionally developing students, educators, and professionals in the geosciences. For the past 12 years, UNAVCO has managed the highly successful Research Experiences in Solid Earth Science for Students (RESESS) program, with the goal of increasing the diversity of students entering the geosciences. Beginning in 2015, UNAVCO added Geo-Launchpad (GLP), a summer research preparation internship for Colorado community college students to prepare them for independent research opportunities, facilitate career exploration in the geosciences, and provide community college faculty with professional development to facilitate effective mentoring of students. One core element of the Geo-Launchpad program is UNAVCO support for GLP faculty mentors. Each intern applies to the program with a faculty representative (mentor) from his or her home institution. This faculty mentor is engaged with the student throughout the summer via telephone, video chat, text message, or email. At the end of each of the past two summers, UNAVCO has hosted four GLP faculty mentors in Boulder for two days of professional development focused on intentional mentoring of students. Discussions focused on the distinction between mentoring and advising, and the array of career and professional opportunities available to students. Faculty mentors also met with the external evaluator during the mentor training and provided feedback on both their observations of their intern as well as the impact on their own professional experience. Initial outcomes include re-energizing the faculty mentors' commitment to teaching, as well as the opportunity for valuable networking activities. This presentation will focus on the ongoing efforts and outcomes of the novel faculty mentor professional development activities, and the impact these activities have on community college student engagement in the geosciences.

How Service Learning Addresses the Mental Health Needs of Students in Urban Schools

ERIC Educational Resources Information Center

Wilczenski, Felicia L.; Cook, Amy L.

2009-01-01

Service learning promotes social-emotional and academic development through active engagement in community activities. It empowers students to think beyond themselves and to develop a commitment to serve others. In so doing, service learning builds connections with school and community that are critically important in urban settings. This paper…

Guiding Curriculum Development: Student Perceptions for the Second Language Learning in Technology-Enhanced Learning Environments

ERIC Educational Resources Information Center

Gürleyik, Sinan; Akdemir, Elif

2018-01-01

Developing curriculum to enhance student learning is the primer purpose of all curricular activities. Availability of recent tools supporting to teach various skills including reading, listening, speaking and writing has opened a new avenue for curricular activities in technology-enhanced learning environments. Understanding the perceptions of…

Using Modeling Tasks to Facilitate the Development of Percentages

ERIC Educational Resources Information Center

Shahbari, Juhaina Awawdeh; Peled, Irit

2016-01-01

This study analyzes the development of percentages knowledge by seventh graders given a sequence of activities starting with a realistic modeling task, in which students were expected to create a model that would facilitate the reinvention of percentages. In the first two activities, students constructed their own pricing model using fractions and…

Development of a Questionnaire Assessing School Physical Activity Environment

ERIC Educational Resources Information Center

Robertson-Wilson, Jennifer; Levesque, Lucie; Holden, Ronald R.

2007-01-01

This study was designed to develop the Questionnaire Assessing School Physical Activity Environment (Q--SPACE) based on student perceptions. Twenty-eight items rated on 4-point Likert scales were administered to 244 middle school students in 9 schools. Exploratory factor analysis was used to evaluate the underlying structure of the items and 2…

Developing Social Giftedness in Disadvantaged Girls at an Indian School

ERIC Educational Resources Information Center

Sharma, Yukti

2012-01-01

This article describes developmental interactions with a group of female students at an Indian public school situated in a disadvantaged section of the community. Through a series of activities, the author makes an intensive effort to develop social giftedness in these students. The article describes various activities together with the author's…

An Empirical Assessment of an Activity to Teach Sensory Change in Aging

ERIC Educational Resources Information Center

Dickinson, Paige E.; Schwarzmueller, April; Martin, Bret

2014-01-01

This study empirically tested the effectiveness of a brief, inexpensive aging simulation activity to educate traditional-aged students about sensory declines and their potential causes in older adulthood development. Students in a life-span development course wore specific props (e.g., thick gloves, earplugs, and obscured glasses) to simulate…

Using Informal Inferential Reasoning to Develop Formal Concepts: Analyzing an Activity

ERIC Educational Resources Information Center

Weinberg, Aaron; Wiesner, Emilie; Pfaff, Thomas J.

2010-01-01

Inferential reasoning is a central component of statistics. Researchers have suggested that students should develop an informal understanding of the ideas that underlie inference before learning the concepts formally. This paper presents a hands-on activity that is designed to help students in an introductory statistics course draw informal…

A Microbial Murder Mystery.

ERIC Educational Resources Information Center

Mitchell, Melissa A.; Mitchell, James K.

2002-01-01

Proposes a microbial mystery activity to test students' knowledge of human anatomy and their ability to identify microbes. Provides an opportunity for students to develop logical deductive reasoning. Includes national science education standards related to this activity, activity sheets with whole procedures, and Internet resources. (KHR)

Listening Skills Handbook.

ERIC Educational Resources Information Center

Decatur Public Schools District 61, IL.

Defining listening as the active and conscious process of hearing, recognizing, and interpreting or comprehending language, this guide provides numerous activities to promote the listening skills of primary and intermediate grade students. Specifically, the activities described seek to develop (1) the ability of young students to listen…

Students' Perceptions of an Experiential Learning Activity Designed to Develop Knowledge of Food and Food Preparation Methods

ERIC Educational Resources Information Center

Leveritt, Michael; Ball, Lauren; Desbrow, Jane

2013-01-01

The aim of this study was to describe student learning after completing an experiential learning task that was designed to develop students' knowledge of food and food preparation methods. The task required students to follow a special diet and then complete a daily online journal entry about the experience for other students to read and review.…

Using Game Development to Engage Students in Science and Technology

NASA Technical Reports Server (NTRS)

Wiacek, John

2011-01-01

Game design workshops, camps and activities engage K-12 students In STEM disciplines that use game engine and development tools. Game development will have students create games and simulations that Will inspire them to love technology while learning math, physics, and,logic. By using tools such as Gamemaker, Alice, Unity, Gamesalad and others, students will get a sense of confidence and accomplishment creating games and simulations.

How do we interest students in science?

NASA Astrophysics Data System (ADS)

Murray, L.

2016-02-01

In today's world science literacy is now, more than ever, critical to society. However, today's technically savvy student tends to be bored by "cook-book" laboratory exercises and dated lecture style, which typifies the way that most science courses are taught. To enhance student interest in and understanding of the sciences, we developed two unique programs, in which teachers were provided with the tools and hands-on experience that enabled them to implement research- and inquiry-based projects with their students. The approach was based a framework that is student driven and enables active participation and innovation in the study of the environment. The framework involved selection of a theme and an activity that captured the interest of the participants, participant development of research or investigative questions based on the theme, experimentation to address the research questions, formulation of conclusions, and communication of these results. The projects consisted of two parts: a professional development institute for teachers and the classroom implementation of student research projects, both of which incorporated the framework process. The institutes focused on modeling the framework process, with teachers actively developing questions, researching the question, formulating results and conclusions. This method empowered teachers to be confident in the implementation of the process with their students. With support from project staff, teachers followed up by incorporating the method of teaching with their students. Evaluation results from the programs concluded that projects such as these can increase student interest in and understanding of the scientific process.

Professional Development as a Catalyst for Change in the Community College Science Classroom: How Active Learning Pedagogy Impacts Teaching Practices as Well as Faculty and Student Perceptions of Learning

ERIC Educational Resources Information Center

Harmon, Melissa Cameron

2017-01-01

Active learning, an engaging, student-centered, evidence-based pedagogy, has been shown to improve student satisfaction, engagement, and achievement in college classrooms. There have been numerous calls to reform teaching practices, especially in science, technology, engineering, and math (STEM); however, the utilization of active learning is…

Use of a Mobile Device Simulation as a Preclass Active Learning Exercise.

PubMed

Keegan, Robert D; Oliver, M Cecile; Stanfill, Teresa J; Stevens, Kevin V; Brown, Gary R; Ebinger, Michael; Gay, John M

2016-01-01

Research shows that preclass activities introducing new material can increase student performance. In an effort to engage students in an active learning, preclass activity, the authors developed a mobile application. Eighty-four nursing students were assigned a preclass reading exercise, whereas 32 students completed the preclass simulation scenario on their mobile device. All students completed the same electronic fetal monitoring (EFM) quiz 1 week following the lecture. The effects of reading or simulation on student quiz performance was evaluated with a student's paired t test, using an alpha of .05. Students completing the preclass simulation scored higher on the EFM quiz, compared with students assigned the preclass reading (85% versus 70% correct answers, p = .01). Student survey data indicated that the mobile device simulation was perceived as an engaging and desirable instructional tool. Nursing students completing the mobile device EFM preclass simulation outperformed the students who were given the traditional reading assignment. Copyright 2016, SLACK Incorporated.

Human Development Student Modules.

ERIC Educational Resources Information Center

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

This set of 61 student learning modules deals with various topics pertaining to human development. The modules, which are designed for use in performance-based vocational education programs, each contain the following components: an introduction for the student, a performance objective, a variety of learning activities, content information, a…

An Orientation & Leadership Training Handbook for International Students.

ERIC Educational Resources Information Center

Hansen, M. Eileen

This handbook provides guidance for implementing orientation activities for international students at Middlesex County College (MCC), in New Jersey. An introduction describes the development of MCC's orientation plan, indicating that, in response to problems faced by international students, the college developed an overnight orientation and…

Developing pharmacy student communication skills through role-playing and active learning.

PubMed

Luiz Adrian, Julie Ann; Zeszotarski, Paula; Ma, Carolyn

2015-04-25

To evaluate the impact on pharmacy students of a communication course, which used role-playing to develop active-learning skills. Students role-playing pharmacists in patient care scenarios were critiqued by students and pharmacist faculty members. Grading was performed using the rubric inspired by Bruce Berger's Communication Skills for Pharmacists. Written skills were evaluated using student written critique questionnaires. Students completed precourse and postcourse self-assessment surveys. Preceptor evaluations were analyzed for course impact. Students demonstrated improvement in oral skills based on role-play scores (45.87/50) after practice sessions. The average score based on the student questionnaire was 9.31/10. Gain was demonstrated in all defined course objectives. Impact on introductory pharmacy practice experience (IPPE) communication objectives was insignificant. Student evaluations for course and teaching strategy reflected a high average. Study results demonstrated improvement in oral and written communication skills that may help improve interprofessional teamwork between pharmacists and other health care providers.

Improving Communication Skills of Pharmacy Students Through Effective Precepting

PubMed Central

McDonough, Randy P.; Bennett, Marialice S.

2006-01-01

Pharmacy students should be given opportunities to learn and practice interpersonal communication skills during their community advanced pharmacy practice experience (APPE). Preceptors have the responsibility of setting the stage for the pharmacy students during their initial encounter. During this orientation to the site, students should become familiar with the history of the practice, the types of services provided, and the staff members. Once the orientation is completed, preceptors can develop strategies for incorporating the students into the practice's patient care activities. Students should participate in patient counseling, interviewing, and educational sessions. Also, students should participate in collaborative work with other health care providers. To ensure the development of communication skills in pharmacy students, preceptors can incorporate the teaching process “see one, do one, teach one” into their teaching activities. By following these strategies, preceptors can effectively and positively impact the communication skills of their students. PMID:17136179

Quantitative critical thinking: Student activities using Bayesian updating

NASA Astrophysics Data System (ADS)

Warren, Aaron R.

2018-05-01

One of the central roles of physics education is the development of students' ability to evaluate proposed hypotheses and models. This ability is important not just for students' understanding of physics but also to prepare students for future learning beyond physics. In particular, it is often hoped that students will better understand the manner in which physicists leverage the availability of prior knowledge to guide and constrain the construction of new knowledge. Here, we discuss how the use of Bayes' Theorem to update the estimated likelihood of hypotheses and models can help achieve these educational goals through its integration with evaluative activities that use hypothetico-deductive reasoning. Several types of classroom and laboratory activities are presented that engage students in the practice of Bayesian likelihood updating on the basis of either consistency with experimental data or consistency with pre-established principles and models. This approach is sufficiently simple for introductory physics students while offering a robust mechanism to guide relatively sophisticated student reflection concerning models, hypotheses, and problem-solutions. A quasi-experimental study utilizing algebra-based introductory courses is presented to assess the impact of these activities on student epistemological development. The results indicate gains on the Epistemological Beliefs Assessment for Physical Science (EBAPS) at a minimal cost of class-time.

Learning Outcomes of Teacher Professional Development Activities: A Meta-Study

ERIC Educational Resources Information Center

Thurlings, Marieke; den Brok, Perry

2017-01-01

Former literature reviews suggested that if (student) teachers learn together in their professional development activities, professional development is enhanced. In the present literature review, we explored a variety of peer teacher professional development activities, conceptually divided into coaching, collaborating, and assessing activities.…

Structured student-generated videos for first-year students at a dental school in Malaysia.

PubMed

Omar, Hanan; Khan, Saad A; Toh, Chooi G

2013-05-01

Student-generated videos provide an authentic learning experience for students, enhance motivation and engagement, improve communication skills, and improve collaborative learning skills. This article describes the development and implementation of a student-generated video activity as part of a knowledge, observation, simulation, and experience (KOSE) program at the School of Dentistry, International Medical University, Kuala Lumpur, Malaysia. It also reports the students' perceptions of an activity that introduced first-year dental students (n=44) to clinical scenarios involving patients and dental team aiming to improve professional behavior and communication skills. The learning activity was divided into three phases: preparatory phase, video production phase, and video-watching. Students were organized into five groups and were instructed to generate videos addressing given clinical scenarios. Following the activity, students' perceptions were assessed with a questionnaire. The results showed that 86 percent and 88 percent, respectively, of the students agreed that preparation of the activity enhanced their understanding of the role of dentists in provision of health care and the role of enhanced teamwork. In addition, 86 percent and 75 percent, respectively, agreed that the activity improved their communication and project management skills. Overall, the dental students perceived that the student-generated video activity was a positive experience and enabled them to play the major role in driving their learning process.

All about Me: Reproducible Activity Sheets To Develop Self-Esteem in Your Students.

ERIC Educational Resources Information Center

Palomares, Susanna

This document contains a set of reproducible activity sheets for teachers to use in enhancing the self-esteem of their students. Designed to supplement other approaches being used by teachers, the activities in this book can be used to infuse esteem-building activities into the core curriculum. The activities are organized around several…

Teaching about U.S. History: A Comparative Approach, 33 Activities. History Series, Volume 2.

ERIC Educational Resources Information Center

Smith, Gary R.

This book contains 33 supplementary activities on U.S. history. Although the activities were written for junior and senior high school students, most activities are adaptable for use with elementary school students also. The activities attempt to develop skills in three areas: (1) discovery skills (collecting, analyzing, and evaluating data;…

Facilitative Learning and Students' Engagement in Electrical Technology for Developing Critical Reasoning and Lifelong Learning Skills in the University of Uyo, Akwa Ibom State, Nigeria

ERIC Educational Resources Information Center

Emmanuel, Caleb; Ekpo, Aloysuis

2016-01-01

Research has found that active student engagement in classroom activities can enhance academic achievement, promote retention and application of knowledge. This study investigated the relationship between students' engagement and facilitation in a student-centred learning environment. The study was conducted at the University of Uyo, Akwa Ibom…

Improving Peer Learning for Students' Academic Performance: The Case of Second Year Rural Development and Agricultural Extension Students, College of Agriculture, Wolaita Sodo University

ERIC Educational Resources Information Center

Gebeyehu, Bogale; Regasa, Guta

2016-01-01

Modern universities are facing challenges due to the increasing number of young people attending higher education. The sheer number of students raises the question of how to organize teaching-learning activities that allow the students to become active learners and engaged participants in academic discussions within their disciplines rather than…

Scientific Research Activity of Students Pre-Service Teachers of Sciences at University: The Aspects of Understanding, Situation and Improvement

ERIC Educational Resources Information Center

Lamanauskas, Vincentas; Augiene, Dalia

2017-01-01

The development of student abilities of scientific research activity (SRA) in the process of studies appears as a highly important area. In the course of studies, students not only increase their general competencies, acquire professional abilities and skills but also learn to conduct research. This does not mean that all students will build their…

The "Real Experience" Industry: Student Development Projects and the Depoliticisation of Poverty

ERIC Educational Resources Information Center

Hickel, Jason

2013-01-01

Participation in development projects in the Global South has become one of the most sought-after activities among American and British high school graduates and college students. In the United States this often takes the form of Alternative Spring Break trips, while in Britain students typically pursue development work during their "gap…

Students Active in Leadership.

ERIC Educational Resources Information Center

Brutcher, Robert

2001-01-01

Describes SAIL (Students Active in Leadership) as a school-based, youth-directed group. States that the program helps teenagers learn leadership skills by developing and implementing community service activities. SAIL finds partners with whom to collaborate among local businesses, government, and health associations, and these partners provide the…

How Does the Degree of Guidance Support Students' Metacognitive and Problem Solving Skills in Educational Robotics?

NASA Astrophysics Data System (ADS)

Atmatzidou, Soumela; Demetriadis, Stavros; Nika, Panagiota

2018-02-01

Educational robotics (ER) is an innovative learning tool that offers students opportunities to develop higher-order thinking skills. This study investigates the development of students' metacognitive (MC) and problem-solving (PS) skills in the context of ER activities, implementing different modes of guidance in two student groups (11-12 years old, N1 = 30, and 15-16 years old, N2 = 22). The students of each age group were involved in an 18-h group-based activity after being randomly distributed in two conditions: "minimal" (with minimal MC and PS guidance) and "strong" (with strong MC and PS guidance). Evaluations were based on the Metacognitive Awareness Inventory measuring students' metacognitive awareness and on a think-aloud protocol asking students to describe the process they would follow to solve a certain robot-programming task. The results suggest that (a) strong guidance in solving problems can have a positive impact on students' MC and PS skills and (b) students reach eventually the same level of MC and PS skills development independently of their age and gender.

Enhancement of knowledge construction activities utilizing 21st century learning design rubric

NASA Astrophysics Data System (ADS)

Pedoche, Margarette Anne U.; Taladua, Janica Mae M.; Panal, Geicky Pearl C.; Magsayo, Joy R.; Guarin, Rica Mae B.; Myrna, H. Lahoylahoy

2018-01-01

The main objective of the study was to enhance knowledge construction activities on its design particularly the objectives, support materials, student activities and assessment tools. Activities from the 2nd Quarter of Science Learners Material were the basis in the adaptation of activities. The adapted activities were evaluated by the In-service Science teachers and undergone modification by the researchers based on the teacher's comments and suggestions. It was then evaluated, revised, and validated, tried-out using the 21st CLD Rubric. Subjects of the study were 110 students from Grade 7-B, Grade 7-D, Grade 7-F in Geronima Cabrera National High School, Kolambugan, Lanao del Norte during the academic year 2016-2017, the study to determine their learning capabilities investigated by the use of Knowledge Construction Activities in the 21st Century Classroom, to investigate how the lessons were understood and appreciated by students, to stimulate interpretation, analysis, synthesizing, or evaluating ideas and develop critical thinking. Both quantitative and qualitative data were obtained from the students' scores in three activities. Results showed that there was a significant difference between the pretest and posttest scores of students. Mean scores between the pretest and posttest showed a mean difference of 3.35, thus the null hypothesis was rejected. It could be concluded with sufficient evidence to show that the students had basically low prior knowledge about the topic ecosystem. A significant difference was seen in the pretest and posttest, scores of the activities and Ecosystem model results after the implementation phase that a knowledge construction type of activity was better than the traditional one for it promoted meaningful learning and active engagement of students. Based on the results, it was clear that the use of knowledge construction activities had an effect on student's achievement in comparison to traditional teaching method. Thus, it was recommended for teachers to design more activities to enhance and develop students' knowledge construction and for teachers to start using knowledge construction in the classroom to further improve students' performance.

Teacher Activities and Adolescent Students' Participation in a Colombian EFL Classroom (Actividades de enseñanza y participación de estudiantes adolescentes en una clase de enseñanza de inglés como lengua extranjera en Colombia)

ERIC Educational Resources Information Center

Caicedo, Jefferson

2015-01-01

The present study concerns the activities teachers develop and ninth-graders' participation in responses to those activities. The objectives of this study were to identify and describe the types of teaching activities developed and how students respond to them and to show how the target language is used in the classroom. The data collection was…

Active Learning in an Introductory Meteorology Class

NASA Astrophysics Data System (ADS)

Marchese, P. J.; Bluestone, C.

2007-12-01

Active learning modules were introduced to the primarily minority population in the introductory meteorology class at Queensborough Community College (QCC). These activities were developed at QCC and other 4 year colleges and designed to reinforce basic meteorological concepts. The modules consisted of either Interactive Lecture Demonstrations (ILD) or discovery-based activities. During the ILD the instructor would describe an experiment that would be demonstrated in class. Students would predict what the outcome would be and compare their expected results to the actual outcome of the experiment. In the discovery-based activities students would learn about physical concepts by performing basic experiments. These activities differed from the traditional lab in that it avoided "cookbook" procedures and emphasized having the students learn about the concept using the scientific method. As a result of these activities student scores measuring conceptual understanding, as well as factual knowledge, increased as compared to student scores in a more affluent community college. Students also had higher self- efficacy scores. Lower scoring students demonstrated the greatest benefit, while the better students had little (or no) changes.

[Analysis of a proposal for changing the educational paradigm in bacteriology and virology. Facultad de Ciencias Médicas, Universidad Nacional de Córdoba].

PubMed

Márquez, E; González, S; López, T; Giayetto, V; Littvik, A; Cannistraci, R; Pavan, J

2000-01-01

The productive character of the scientific thought points out a methodological means that include the demand of the students' job about the information and not his mere reception and reproduction. It is essential to give the students the opportunity of discovering the cognitive processes used in the production of the scientific knowledge. In this work, we present the result of the starting of a workshop dynamic in a basic subject, the students' answers, and the analysis of the subject. In the Chair of Medical Bacteriology and Virology of the School of Medical Sciences, the National University of Córdoba, 1700 students attended classes in 1997. The subject was developed with the activities that worked the same contents from two different learning conceptions: (I) workshop activity, non obligatory, constructive, and (II) theorico-practical activity, obligatory and traditional. Two voluntary and anonymous interviews were done about the valuation that the student gave to these two activities and their basis, one in the middle and the other at the end of the course. 90.55% classified the traditional activity as positive, and 9.45% as negative. Regarding the workshop activity, the 60.5% classified it as positive and the 39.5% as negative. The same developed content with two activities made possible the analysis of the impact that the two different methodologies produced on the students. The student's answer to the traditional activity was better than the workshop activity (p < 0.001). The differences in the student's acceptance between the two option revealed the major difficulty of an alternative methodological strategy in the current educational model.

Development of Students' Personal Professional Theories in Senior Secondary Vocational Education

ERIC Educational Resources Information Center

Schaap, H.; Van der Schaaf, M. F.; de Bruijn, E.

2011-01-01

Students in competence-based senior secondary vocational education are expected to actively construct personal knowledge during school-based learning and workplace learning. This study introduces the construct "personal professional theory" (PPT) to monitor and analyse students' personal knowledge development. It aims to investigate the…

Let's Celebrate Autumn: Activities for Grades 4-8.

ERIC Educational Resources Information Center

Kern County Superintendent of Schools, Bakersfield, Ca. Div. of Instructional Services.

One of a series of activity guides, this publication offers a variety of learning activities and resource materials to help teachers and students celebrate special days and events in autumn. The activities and resources are especially designed to develop communications skills of students in grades 4-8; however, they are easily transferable to…

Sweet! Candy Bar Activity Teaches CAD, Math, and Graphics

ERIC Educational Resources Information Center

Granlund, George

2009-01-01

By far, the tastiest technology learning activity that the author's students work on is the development of the design of a chocolate candy bar. This article describes how the author implemented the candy bar activity. The activity gives students an opportunity to design a product and to take it from concept through to production.

Pedagogical Synergetics as the Activity Approach Basis in Professional and Pedagogical Training at the University

ERIC Educational Resources Information Center

Serezhnikova, Raisa Kuzminichna; Fishman, Boris Entilyevich; Abramenko, Natalya Yurevna; Zhoglo, Lyubov Yakovlevna; Fishbein, Miron Honevich

2015-01-01

The article considers an idea of activity approach realization in professional training assuming not only change of the contents, forms and methods of students' educational activities, but also not less radical transformation of teacher's activities oriented at the students' development of creative self-realization experience. The authors…

Investigating the Mechanisms of Learning from a Constrained Preparation for Future Learning Activity

ERIC Educational Resources Information Center

Siler, Stephanie A.; Klahr, David; Price, Norman

2013-01-01

Many studies have shown benefits associated with engaging students in problem-solving activities prior to administering lessons. These problem-solving activities are assumed to activate relevant knowledge and allow students to develop some initial knowledge structures, which support understanding of the lesson. In this paper we report the results…

A Community-Based Volunteer After-School Activity Program Created for Middle School Students.

ERIC Educational Resources Information Center

Greaser, Thomas C., Jr.

This practicum was designed to provide an after-school activity program to middle school students not engaged in interscholastic sports. Utilizing community volunteers, an enrichment-prevention program that featured 19 different activities in 2 class sessions per week over a 10-week period was developed and implemented. Activities included…

Using Student-Generated Comic Books in the Classroom.

ERIC Educational Resources Information Center

Morrison, Timothy G.; Bryan, Gregory; Chilcoat, George W.

2002-01-01

Suggests having students create comic books, particularly as a culminating activity to present their learning at the conclusion of a unit. Describes how comic-book design can be used to help students develop their writing, comprehension, and research skills in a cross-curricular activity. Concludes that by creating and sharing their own comic…

Promoting Active Learning by Practicing the "Self-Assembly" of Model Analytical Instruments

ERIC Educational Resources Information Center

Algar, W. Russ; Krull, Ulrich J.

2010-01-01

In our upper-year instrumental analytical chemistry course, we have developed "cut-and-paste" exercises where students "build" models of analytical instruments from individual schematic images of components. These exercises encourage active learning by students. Instead of trying to memorize diagrams, students are required to think deeply about…

Education in Alaska: Report to the People. Fiscal Year 1989.

ERIC Educational Resources Information Center

Alaska State Dept. of Education, Juneau.

This report describes Department of Education activities as those activities related to the six educational goals and expected outcomes for students established by the Alaska State Board of Education: (1) student achievement; (2) at-risk students; (3) professional development; (4) district administration; (5) support for public education; and (6)…

TEX-SIS FOLLOW-UP: Student Follow-up Management Information System. Activities Manual.

ERIC Educational Resources Information Center

Tarrant County Junior Coll. District, Ft. Worth, TX.

Project FOLLOW-UP was conducted to develop, test, and validate a statewide management information system for follow-up of Texas public junior and community college students. This activities manual provides an overview of the resultant student information system (TEX-SIS) and its characteristics. Seven subsystems comprise SIS, each with its own…

Developing Charismatic Delivery through Transformational Presentations: Modeling the Persona of Steve Jobs

ERIC Educational Resources Information Center

Ivic, Rebecca K.; Green, Robert J.

2012-01-01

How can public speaking instructors teach students how to be charismatic and confident speakers? The activity presented in this article suggests that instructors foster competent and charismatic presentational skills by having students channel the stylistic capabilities of an exceptional speaker. The activity requires students to take on the…

An Evolving Framework for Describing Student Engagement in Classroom Activities

ERIC Educational Resources Information Center

Azevedo, Flavio S.; diSessa, Andrea A.; Sherin, Bruce L.

2012-01-01

Student engagement in classroom activities is usually described as a function of factors such as human needs, affect, intention, motivation, interests, identity, and others. We take a different approach and develop a framework that models classroom engagement as a function of students' "conceptual competence" in the "specific content" (e.g., the…

Motivational Attitudes toward Participating in Physical Activity among International Students Attending Colleges in the United States

ERIC Educational Resources Information Center

Yoh, Taeho

2009-01-01

The purpose of this study was to investigate motivational attitudes toward participating in physical activity among international students attending colleges in the United States. Five-hundred twenty-one students participated in this study. The results indicated that the factors of organic development ("keeping good health and physical…

Promoting Readiness to Practice: Which Learning Activities Promote Competence and Professional Identity for Student Social Workers during Practice Learning?

ERIC Educational Resources Information Center

Roulston, Audrey; Cleak, Helen; Vreugdenhil, Anthea

2018-01-01

Practice learning is integral to the curriculum for qualifying social work students. Accreditation standards require regular student supervision and exposure to specific learning activities. Most agencies offer high-quality placements, but organizational cutbacks may affect supervision and restrict the development of competence and professional…

Probing High School Physics Students' Views and Concerns about Learning Activities

ERIC Educational Resources Information Center

Langley, Dorothy; Eylon, Bat-Sheva

2006-01-01

The current study is framed within an ongoing effort of probing students' attitudes and expectations about knowing and learning physics, which has driven several investigations during the past decade. The questionnaire we developed focuses on physics students' views regarding a variety of specific learning activities, which are presented by title…

The Evolution of Student Activism and Its Influence on Tuition Fees in South Korean Universities

ERIC Educational Resources Information Center

Shin, Jung Cheol; Kim, Hoon-Ho; Choi, Hong-Sam

2014-01-01

This article briefly overviews the student movement working for political democratisation during the authoritarian governments in South Korea. The article focuses on how student activism has changed as a reflection of political developments from the dictatorship through to the civilian democratic governments. Further, it analyses how tuition-fee…

Using the Concordancer in Vocabulary Development for the Cambridge Advanced English (CAE) Course.

ERIC Educational Resources Information Center

Somogyi, Emma

1996-01-01

Discusses concordancing activities tailored for use with English-as-a-Second-Language (ESL) students in the Cambridge Advanced English course in Australia. The article focuses on students selecting appropriate vocabulary to complete gapped text. Findings indicate that these activities benefit ESL students by providing authentic examples of…

Possible Selves: Students Orientating Themselves towards the Future through Extracurricular Activity

ERIC Educational Resources Information Center

Stevenson, Jacqueline; Clegg, Sue

2011-01-01

This paper explores the under-researched area of extracurricular activity undertaken by students through the lens of the possible selves literature, which has largely been developed in the North American context. In the UK the employability agenda assumes an orientation towards the future and employers are increasingly expecting students to…

Intercultural Education in Practice: Two Pedagogical Experiences with Mobile Students

ERIC Educational Resources Information Center

Borghetti, Claudia

2016-01-01

This pedagogical paper describes and discusses a teaching activity of intercultural education for mobile students developed within the European IEREST project (http://ierest-project.eu/). The activity "24 h Erasmus Life" aims at making students reflect on four interrelated areas of their sojourn: the emotional impact of living abroad,…

Video Review in Self-Assessment of Pharmacy Students' Communication Skills

ERIC Educational Resources Information Center

Volino, Lucio R.; Das, Rolee Pathak

2014-01-01

The objectives of this study were to develop a student self-assessment activity of a video-recorded counseling session and evaluate its impact on student self-perceptions of specific communication skills. This activity was incorporated into a core-communications course within the third professional year of a Doctor of Pharmacy curriculum. Student…

Understanding How College Students Think.

ERIC Educational Resources Information Center

Cosgrove, Thomas J.

1987-01-01

With a knowledge of students' thinking processes, activities advisers and leaders can design environments for maximum learning and development. An interpretation of Perry's model of intellectual and ethical development is provided. (MLW)

The value of psychosocial group activity in nursing education: A qualitative analysis.

PubMed

Choi, Yun-Jung

2018-05-01

Nursing faculty often struggle to find effective teaching strategies for nursing students that integrate group work into nursing students' learning activities. This study was conducted to evaluate students' experiences in a psychiatric and mental health nursing course using psychosocial group activities to develop therapeutic communication and interpersonal relationship skills, as well as to introduce psychosocial nursing interventions. A qualitative research design was used. The study explored nursing students' experiences of the course in accordance with the inductive, interpretative, and constructive approaches via focus group interviews. Participants were 17 undergraduate nursing students who registered for a psychiatric and mental health nursing course. The collected data were analyzed by qualitative content analysis. The analysis resulted in 28 codes, 14 interpretive codes, 4 themes (developing interpersonal relationships, learning problem-solving skills, practicing cooperation and altruism, and getting insight and healing), and a core theme (interdependent growth in self-confidence). The psychosocial group activity provided constructive opportunities for the students to work independently and interdependently as healthcare team members through reflective learning experiences. Copyright © 2018 Elsevier Ltd. All rights reserved.

Testing The Scale-up Approach To Introductory Astronomy

NASA Astrophysics Data System (ADS)

Kregenow, Julia M.; Keller, L.; Rogers, M.; Romero, D.

2008-09-01

Ithaca College physics department has begun transforming our general education astronomy courses into hands-on, active-learning courses from the previous lecture-based format. We are using the SCALE-UP model (Student Centered Activities for Large Enrollment University Programs) pioneered at North Carolina State University. Expanding on the successes of Studio Physics (developed at RPI), which exchanges traditionally separate lecture/recitation/ laboratory sessions for one dynamic, active-learning environment for approximately 40 students, SCALE-UP extends this model to accommodate 100+ students by using large round tables creating naturally smaller groups of students. Classes meet three times per week with each class blending lecture, hands-on activities, group problem solving, and the use of student polling devices. We are testing whether this mode of teaching astronomy will lead to a better understanding of astronomy and the nature of science. Applying this approach in both the SCALE-UP classroom (90 students) and a traditional lecture classroom (45 students) in spring 2008, we report on our early results and lessons learned after one semester. We also discuss some of our lingering implementation questions and issues, such as: whether to use the same or different instructor in two parallel sections, requiring textbook reading, reading quizzes, on-line homework and activities, how much math to include, development of hands-on activities, and culling the typically overpacked intro astronomy syllabus.

Effectiveness of Instructional Design Model (Isman - 2011) in Developing the Planning Teaching Skills of Teachers College Students' at King Saud University

ERIC Educational Resources Information Center

Isman, Aytekin; Abanmy, Fahad AbdulAziz; Hussein, Hisham Barakat; Al Saadany, Mohammed Abdurrahman

2012-01-01

The new instructional design model (Isman - 2011) aims at planing, developing, implementing, evaluating, and organizing full learning activities effectively to ensure competent performance by students. The theoretical foundation of this model comes from behaviorism, cognitivism and constructivism views. And it's based on active learning. During…

Meeting the Challenge of Students' Understanding of Formulae in High-School Physics: A Learning Tool

ERIC Educational Resources Information Center

Bagno, Esther; Berger, Hana; Eylon, Bat-Sheva

2008-01-01

In this paper we describe a diagnostic study to investigate students' understanding of two basic formulae in physics. Based on the findings of the study, we have developed a classroom activity focused on the interpretation of formulae. The activity was developed cooperatively by physics education researchers and high-school physics teachers and…

How Do Tertiary Education Students Perceive Co-Curricular Activities under the New Education System?

ERIC Educational Resources Information Center

Wong, Helen; Leung, Simon

2018-01-01

Co-curricular activities in general are believed to be useful for students' development, such as improvement in academic performance, higher retention rate, enhancement of social and competency skills, and assistance of youth development and employment. With the expansion of the education sector and the implementation of a new 3-3-4 education…

School-Based Extracurricular Activities, Personality, Self-Concept, and College Career Development Skills in Chinese Society

ERIC Educational Resources Information Center

Shiah, Yung-Jong; Huang, Ying; Chang, Frances; Chang, Chuan-Feng; Yeh, Lun-Chang

2013-01-01

In the present study, we examined in Chinese society the association of school-based extracurricular activities (SBEAs) in both high school and college with students' career development skills in college, as well as with various personality characteristics and self-concept. Each of 281 college students administered the Lai Personality Inventory,…

The GLAMA (Girls! Lead! Achieve! Mentor! Activate!) physical activity and peer leadership intervention pilot project: a process evaluation using the RE-AIM framework.

PubMed

Jenkinson, Kate A; Naughton, Geraldine; Benson, Amanda C

2012-01-19

Implementing new initiatives and physical activity interventions in schools represents a myriad of challenges that if overcome can potentially facilitate a range of behavioural changes. The aim of this paper is to describe the process evaluation of specific design constructs used in the GLAMA (Girls! Lead! Achieve! Mentor! Activate!) peer leadership and physical activity pilot project. Conducted in a state secondary school in Australia, the intervention was designed to provide students with opportunities to develop leadership skills, school and social connectedness in addition to a range of physical activity experiences. This process evaluation used the RE-AIM (Reach, Efficacy, Adoption, Implementation and Maintenance) health promotion evaluation framework to assess three design constructs of the intervention: the effectiveness of leadership training and leader preparedness, activity suitability and participation, and the barriers to implementation of the intervention and potential solutions to overcome these barriers. As it was not the specific aim of this pilot, no behavioural change data were collected from students. Data were collected using a mixed methods approach including student questionnaires, teachers and researchers reporting on their own observations and feedback from students. There were three main considerations evident across more than one RE-AIM dimension that need to be addressed to assist with future GLAMA dissemination. Firstly, the development of teacher, school and student participation. This needs to be through a variety of professional development opportunities for teachers, integration of the program within timetabled classes within the school and promoting the program to students as an opportunity to develop a range of skills to apply to future learning and workplace environments. Secondly, the successful translation of leadership training to practice is necessary to ensure that leaders are effectively able to motivate, facilitate and activate their teams. Finally, the need for consistent activity implementation requires sequential, competitive elements, purposeful team selection and clearly defined scoring and time periods for team 'challenges'. Factors that have the greatest impact on intervention success are those that come from within the school setting including: the structure of the curriculum, pressure to meet curriculum and assessment content, lack of support for new initiatives, multiple programs already running within the school, time allowances for teachers, appropriate training for teachers, and support for students to participate. These barriers need to be considered when developing all secondary school interventions.

Entrepreneurship skills development through project-based activity in Bachelor of Pharmacy program.

PubMed

Shahiwala, Aliasgar

2017-07-01

To provide pharmacy students with an opportunity to develop entrepreneurial thinking and skills. A business proposal building project-based activity was integrated into a two-credit hour pharmacy management course during the eighth semester of the bachelor of pharmacy degree program. The student groups submitted their proposals, mimicking the process of submitting business proposals and obtaining approval in the real world. Essential management tasks including operation procedures, location and layout design, inventory management, personnel management, marketing management, and finance management were taught step-by-step so that students could work on a similar scenario with their proposal building. Students' career preferences were also measured at the beginning and end of the course. Course was assessed by written exffigam and rubric based project evaluation. Student feedbacks of the project were collected using a five-point Likert scale. The project-based activity was well integrated in the course. The project helped the students (n=72) to understand management concepts more clearly, which was reflected by their significantly higher (p<0.01) grades compared to previous year. Students' feedback was overwhelmingly positive (mean score of 4.53 on the scale of 5). Students developed both interest and confidence to start a pharmacy as a result of this activity. The project was successfully designed and executed in a pharmacy management course within a bachelor of pharmacy curriculum. Based on the response received in this project, efforts will be made to provide guidance and support to the students by calling field experts such as pharmacy owners and financiers. Copyright © 2017 Elsevier Inc. All rights reserved.

Behaviour and burnout in medical students.

PubMed

Cecil, Jo; McHale, Calum; Hart, Jo; Laidlaw, Anita

2014-01-01

Background Burnout is prevalent in doctors and can impact on job dissatisfaction and patient care. In medical students, burnout is associated with poorer self-rated health; however, it is unclear what factors influence its development. This study investigated whether health behaviours predict burnout in medical students. Methods Medical students (n=356) at the Universities of St Andrews and Manchester completed an online questionnaire assessing: emotional exhaustion (EE), depersonalisation (DP), personal accomplishment (PA), alcohol use, physical activity, diet, and smoking. Results Approximately 55% (54.8%) of students reported high levels of EE, 34% reported high levels of DP, and 46.6% reported low levels of PA. Linear regression analysis revealed that year of study, physical activity, and smoking status significantly predicted EE whilst gender, year of study, and institution significantly predicted DP. PA was significantly predicted by alcohol binge score, year of study, gender, and physical activity. Conclusions Burnout is present in undergraduate medical students in the United Kingdom, and health behaviours, particularly physical activity, predict components of burnout. Gender, year of study, and institution also appear to influence the prevalence of burnout. Encouraging medical students to make healthier lifestyle choices early in their medical training may reduce the likelihood of the development of burnout.

Behaviour and burnout in medical students

PubMed Central

Cecil, Jo; McHale, Calum; Hart, Jo; Laidlaw, Anita

2014-01-01

Background Burnout is prevalent in doctors and can impact on job dissatisfaction and patient care. In medical students, burnout is associated with poorer self-rated health; however, it is unclear what factors influence its development. This study investigated whether health behaviours predict burnout in medical students. Methods Medical students (n=356) at the Universities of St Andrews and Manchester completed an online questionnaire assessing: emotional exhaustion (EE), depersonalisation (DP), personal accomplishment (PA), alcohol use, physical activity, diet, and smoking. Results Approximately 55% (54.8%) of students reported high levels of EE, 34% reported high levels of DP, and 46.6% reported low levels of PA. Linear regression analysis revealed that year of study, physical activity, and smoking status significantly predicted EE whilst gender, year of study, and institution significantly predicted DP. PA was significantly predicted by alcohol binge score, year of study, gender, and physical activity. Conclusions Burnout is present in undergraduate medical students in the United Kingdom, and health behaviours, particularly physical activity, predict components of burnout. Gender, year of study, and institution also appear to influence the prevalence of burnout. Encouraging medical students to make healthier lifestyle choices early in their medical training may reduce the likelihood of the development of burnout. PMID:25160716

Behaviour and burnout in medical students.

PubMed

Cecil, Jo; McHale, Calum; Hart, Jo; Laidlaw, Anita

2014-01-01

Burnout is prevalent in doctors and can impact on job dissatisfaction and patient care. In medical students, burnout is associated with poorer self-rated health; however, it is unclear what factors influence its development. This study investigated whether health behaviours predict burnout in medical students. Medical students (n=356) at the Universities of St Andrews and Manchester completed an online questionnaire assessing: emotional exhaustion (EE), depersonalisation (DP), personal accomplishment (PA), alcohol use, physical activity, diet, and smoking. Approximately 55% (54.8%) of students reported high levels of EE, 34% reported high levels of DP, and 46.6% reported low levels of PA. Linear regression analysis revealed that year of study, physical activity, and smoking status significantly predicted EE whilst gender, year of study, and institution significantly predicted DP. PA was significantly predicted by alcohol binge score, year of study, gender, and physical activity. Burnout is present in undergraduate medical students in the United Kingdom, and health behaviours, particularly physical activity, predict components of burnout. Gender, year of study, and institution also appear to influence the prevalence of burnout. Encouraging medical students to make healthier lifestyle choices early in their medical training may reduce the likelihood of the development of burnout.

Science Alive!: Connecting with Elementary Students through Science Exploration.

PubMed

Raja, Aarti; Lavin, Emily Schmitt; Gali, Tamara; Donovan, Kaitlin

2016-05-01

A novel program called Science Alive! was developed by undergraduate faculty members, K-12 school teachers, and undergraduate students to enrich science, technology, engineering, and mathematics (STEM) literacy at community schools located near the university. The ultimate goal of the program is to bolster the scientific knowledge and appreciation of local area students and community members and serve as a model for similar programs. Through the program, we observed that elementary school students made gains toward learning their grade-level science curricula after a hands-on learning experience and had fun doing these hands-on activities. Through the program, undergraduate students, working with graduate students and alumni, build scientific learning modules using explanatory handouts and creative activities as classroom exercises. This helps better integrate scientific education through a collaborative, hands-on learning program. Results showed that elementary school students made the highest learning gains in their performance on higher-level questions related to both forces and matter as a result of the hands-on learning modules. Additionally, college students enjoyed the hands-on activities, would consider volunteering their time at such future events, and saw the service learning program as a benefit to their professional development through community building and discipline-specific service. The science modules were developed according to grade-level curricular standards and can be used year after year to teach or explain a scientific topic to elementary school students via a hands-on learning approach.

Developing the critical thinking skills of astrobiology students through creative and scientific inquiry.

PubMed

Foster, Jamie S; Lemus, Judith D

2015-01-01

Scientific inquiry represents a multifaceted approach to explore and understand the natural world. Training students in the principles of scientific inquiry can help promote the scientific learning process as well as help students enhance their understanding of scientific research. Here, we report on the development and implementation of a learning module that introduces astrobiology students to the concepts of creative and scientific inquiry, as well as provide practical exercises to build critical thinking skills. The module contained three distinct components: (1) a creative inquiry activity designed to introduce concepts regarding the role of creativity in scientific inquiry; (2) guidelines to help astrobiology students formulate and self-assess questions regarding various scientific content and imagery; and (3) a practical exercise where students were allowed to watch a scientific presentation and practice their analytical skills. Pre- and post-course surveys were used to assess the students' perceptions regarding creative and scientific inquiry and whether this activity impacted their understanding of the scientific process. Survey results indicate that the exercise helped improve students' science skills by promoting awareness regarding the role of creativity in scientific inquiry and building their confidence in formulating and assessing scientific questions. Together, the module and survey results confirm the need to include such inquiry-based activities into the higher education classroom, thereby helping students hone their critical thinking and question asking skill set and facilitating their professional development in astrobiology.

Active-learning strategies to develop health literacy knowledge and skills.

PubMed

Devraj, Radhika; Butler, Lakesha M; Gupchup, Gireesh V; Poirier, Therese I

2010-10-11

To implement active-learning exercises in a required pharmacy course and assess their impact on students' knowledge and confidence in identifying and communicating with patients with low health literacy, as part of a required course in cultural competency, health literacy, and health beliefs. Active-learning activities including administering health literacy assessments, identifying informal signs of low health literacy, conducting mock patient counseling sessions, rating the readability of drug information, analyzing information in drug advertisements, and writing patient education materials were incorporated into the 6-sesssion health literacy portion of the course. A pretest and posttest showed that students' knowledge of health literacy increased, and a retrospective pretest found improvement in students' confidence in their ability to care for patients with low health literacy. In-class discussions provided informal evidence that students gained new knowledge from the active-learning activities. The addition of active-learning activities was effective in teaching health literacy concepts to pharmacy students.

How Does the Degree of Guidance Support Students' Metacognitive and Problem Solving Skills in Educational Robotics?

ERIC Educational Resources Information Center

Atmatzidou, Soumela; Demetriadis, Stavros; Nika, Panagiota

2018-01-01

Educational robotics (ER) is an innovative learning tool that offers students opportunities to develop higher-order thinking skills. This study investigates the development of students' metacognitive (MC) and problem-solving (PS) skills in the context of ER activities, implementing different modes of guidance in two student groups (11-12 years…

Using a dual safeguard web-based interactive teaching approach in an introductory physics class

NASA Astrophysics Data System (ADS)

Li, Lie-Ming; Li, Bin; Luo, Ying

2015-06-01

We modified the Just-in-Time Teaching approach and developed a dual safeguard web-based interactive (DGWI) teaching system for an introductory physics course. The system consists of four instructional components that improve student learning by including warm-up assignments and online homework. Student and instructor activities involve activities both in the classroom and on a designated web site. An experimental study with control groups evaluated the effectiveness of the DGWI teaching method. The results indicate that the DGWI method is an effective way to improve students' understanding of physics concepts, develop students' problem-solving abilities through instructor-student interactions, and identify students' misconceptions through a safeguard framework based on questions that satisfy teaching requirements and cover all of the course material. The empirical study and a follow-up survey found that the DGWI method increased student-teacher interaction and improved student learning outcomes.

Language, culture and international exchange of virtual patients.

PubMed

Muntean, Valentin; Calinici, Tudor; Tigan, Stefan; Fors, Uno G H

2013-02-11

Language and cultural differences could be a limiting factor for the international exchange of Virtual Patients (VPs), especially for small countries and languages of limited circulation. Our research evaluated whether it would be feasible to develop a VP based educational program in our Romanian institution, with cases in English and developed in a non-Romanian setting. The participants in the research comprised 4th year Romanian medical students from the Faculty of Medicine in Cluj-Napoca, Romania, with previous training exclusively in Romanian, good English proficiency and no experience with VPs. The students worked on eight VPs in two identical versions, Romanian and English. The first group (2010) of 136 students worked with four VPs developed in Cluj and the second group (2011) of 144 students with four VPs originally developed at an US University. Every student was randomly assigned two different VPs, one in Romanian and another in English. Student activity throughout the case, the diagnosis, therapeutic plan and diagnosis justification were recorded. We also compared student performance on the two VPs versions, Romanian and English and the student performance on the two sets of cases, originally developed in Romania, respectively USA. We found no significant differences between the students' performance on the Romanian vs. English version of VPs. Regarding the students' performance on the two sets of cases, in those originally developed in Romania, respectively in the USA, we found a number of statistically significant differences in the students' activity through the cases. There were no statistically significant differences in the students' ability to reach the correct diagnosis and therapeutic plan. The development of our program with VPs in English would be feasible, cost-effective and in accordance with the globalization of medical education.

Reasoning for All: An Instructional Model

ERIC Educational Resources Information Center

Fuentes, Sarah Quebec; Crawford, Lindy; Huscroft-D'Angelo, Jacqueline

2017-01-01

All students should have opportunities to develop their ability to reason mathematically. Gersten and Chard (1999) support this stance with respect to students with learning disabilities: "Even if students are not automatic with basic facts, they still should be engaged in activities that promote the development of number sense and…

Using Minute Papers to Determine Student Cognitive Development Levels

ERIC Educational Resources Information Center

Vella, Lia

2015-01-01

Can anonymous written feedback collected during classroom assessment activities be used to assess students' cognitive development levels? After library instruction in a first-year engineering design class, students submitted minute papers that included answers to "what they are left wondering." Responses were coded into low, medium and…

Business as Usual? Not for These Middle-Grades Students

ERIC Educational Resources Information Center

Crawford, Heather; Wiest, Lynda

2011-01-01

A perpetual dilemma of schooling is how to help students develop skills needed for everyday life, including the work world. Quantitative literacy, also called numeracy, involves an ability to apply essential mathematics skills to authentic or near-authentic tasks. Carefully planned classroom activities can help students develop these important…

Using a Collaborative Critiquing Technique to Develop Chemistry Students' Technical Writing Skills

ERIC Educational Resources Information Center

Carr, Jeremy M.

2013-01-01

The technique, termed "collaborative critiquing", was developed to teach fundamental technical writing skills to analytical chemistry students for the preparation of laboratory reports. This exercise, which can be completed prior to peer-review activities, is novel, highly interactive, and allows students to take responsibility for their…

Summer Bridge Program 2.0: Using Social Media to Develop Students' Campus Capital

ERIC Educational Resources Information Center

Hottell, Derek L.; Martinez-Aleman, Ana M.; Rowan-Kenyon, Heather T.

2014-01-01

We know that social-networking sites, especially Facebook, offer all students the means to accumulate social capital through connection strategies. Developing social and academic connections through Facebook is particularly important for first-generation college students (FGCS), who may find participating in traditional engagement activities and…

Marketing and Its Effects on Student Development Activities.

ERIC Educational Resources Information Center

Creamer, Don G.; Akins, E. G.

1981-01-01

Explores the intended outcomes of marketing (e.g., attracting new students who differ from the traditional ones and who require different programs and services) and discusses the resultant problems for student development programs. Presents strategies for preventing these problems, founded on careful, knowledge-based planning of marketing and…

Developing and Teaching Ethical Decision Making Skills.

ERIC Educational Resources Information Center

Robinson, John

1991-01-01

Student leaders and campus activities professionals can use a variety of techniques to help college students develop skill in ethical decision making, including teaching about the decision-making process, guiding students through decisions with a series of questions, playing ethics games, exploring assumptions, and best of all, role modeling. (MSE)

Using Electronic Portfolios to Explore Essential Student Learning Outcomes in a Professional Development Course

ERIC Educational Resources Information Center

Alanson, Erik R.; Robles, Richard A.

2016-01-01

The following study utilizes an ePortfolio platform to examine desirable employment competencies during an introductory level professional development course for cooperative education students at a large, research intensive institution. The researchers created course activities allowing students to demonstrate essential learning outcomes derived…

Career Development in Alternative High School Students

ERIC Educational Resources Information Center

Nyhof, Daniel Clark

2013-01-01

Public schools, colleges, and universities all strive to prepare students for the workforce or further education through career development activities and career education. Research shows many high school students have had insufficient exposure to and have inadequate information about career related tasks and duties. Studies also show that many…

Middle Level Leadership Handbook. National Leadership Camp Curriculum--Student Guide.

ERIC Educational Resources Information Center

Jensen, Jacquie; And Others

Activities and exercises to enhance student leadership are included in this curriculum guide for middle-level student leaders and their advisors. Because students in intermediate grades are not "little high school students," this separate leadership curriculum guide for middle-level student leaders was developed. Although the achieved skills are…

Development and evaluation of clicker methodology for introductory physics courses

NASA Astrophysics Data System (ADS)

Lee, Albert H.

Many educators understand that lectures are cost effective but not learning efficient, so continue to search for ways to increase active student participation in this traditionally passive learning environment. In-class polling systems, or "clickers", are inexpensive and reliable tools allowing students to actively participate in lectures by answering multiple-choice questions. Students assess their learning in real time by observing instant polling summaries displayed in front of them. This in turn motivates additional discussions which increase the opportunity for active learning. We wanted to develop a comprehensive clicker methodology that creates an active lecture environment for a broad spectrum of students taking introductory physics courses. We wanted our methodology to incorporate many findings of contemporary learning science. It is recognized that learning requires active construction; students need to be actively involved in their own learning process. Learning also depends on preexisting knowledge; students construct new knowledge and understandings based on what they already know and believe. Learning is context dependent; students who have learned to apply a concept in one context may not be able to recognize and apply the same concept in a different context, even when both contexts are considered to be isomorphic by experts. On this basis, we developed question sequences, each involving the same concept but having different contexts. Answer choices are designed to address students preexisting knowledge. These sequences are used with the clickers to promote active discussions and multiple assessments. We have created, validated, and evaluated sequences sufficient in number to populate all of introductory physics courses. Our research has found that using clickers with our question sequences significantly improved student conceptual understanding. Our research has also found how to best measure student conceptual gain using research-based instruments. Finally, we discovered that students need to have full access to the question sequences after lectures to reap the maximum benefit. Chapter 1 provides an introduction to our research. Chapter 2 provides a literature review relevant for our research. Chapter 3 discusses the creation of the clicker question sequences. Chapter 4 provides a picture of the validation process involving both physics experts and the introductory physics students. Chapter 5 describes how the sequences have been used with clickers in lectures. Chapter 6 provides the evaluation of the effectiveness of the clicker methodology. Chapter 7 contains a brief summary of research results and conclusions.

New educational tools to encourage high-school students' activity in stem

NASA Astrophysics Data System (ADS)

Mayorova, Vera; Grishko, Dmitriy; Leonov, Victor

2018-01-01

Many students have to choose their future profession during their last years in the high school and therefore to choose a university where they will get proper education. That choice may define their professional life for many years ahead or probably for the rest of their lives. Bauman Moscow State Technical University conducts various events to introduce future professions to high-school students. Such activity helps them to pick specialization in line with their interests and motivates them to study key scientific subjects. The paper focuses on newly developed educational tools to encourage high school students' interest in STEM disciplines. These tools include laboratory courses developed in the fields of physics, information technologies and mathematics. More than 2000 high school students already participated in these experimental courses. These activities are aimed at increasing the quality of STEM disciplines learning which will result in higher quality of training of future engineers.

Extracurricular participation and the development of school attachment and learning goal orientation: the impact of school quality.

PubMed

Fischer, Natalie; Theis, Désirée

2014-06-01

School motivation and attachment typically decline after the transition to middle school. According to the stage-environment fit approach, extracurricular activities are supposed to promote motivation. However, research has shown that the effects depend on the quality of the activities, which usually is measured by assessing students' individual perceptions. This article adds to previous studies in examining effects of school-based extracurricular participation on the development of individual motivation (learning goal orientation) and school attachment depending on the quality of the activities (i.e., amounts of challenge and social support) at the school level. We focused on the motivation development of 3,230 students at 98 schools who filled in questionnaires in Grades 5 (2005), 7 (2007), and 9 (2009). The quality of extracurricular activities was assessed on the basis of responses from 4,270 students in Grades 5, 7, and 9 at the same schools at the first measurement point (2005). Thus, individual development of the longitudinal sample was predicted by aggregated quality measures at the school level. Three-level hierarchical linear growth-curve models including school level, student level, and time were calculated. Cross-level interactions were analyzed to examine the influence of extracurricular participation on individual development as a function of school quality. Results show that the effects of extracurricular participation on the development of learning goal orientation are dependent on both features of school quality, whereas the development of school attachment in particular is influenced by activities offering social support. Thus, the effects of extracurricular activities are based not only on individual perceptions of activity features but also on school quality. PsycINFO Database Record (c) 2014 APA, all rights reserved.

The Development of University Students' Self-Sufficiency Based on Interactive Technologies by Their Immersion in the Professional Activity

ERIC Educational Resources Information Center

Ljubimova, Elena Mikhaelovna; Galimullina, Elvira Zufarovna; Ibatullin, Rinat Rivkatovich

2015-01-01

The article discusses the problems of using web technologies in the development of self-sufficiency of University students. We hypothesize that real professional situations in which he/she is obliged to work independently on the basis of web technologies contribute to the development of students' self-sufficiency. It is shown that the activity…

Candies to Dye For: Cooperative, Open-Ended Student Activities To Promote Understanding of Electrophoretic Fractionation.

ERIC Educational Resources Information Center

Emry, Randall; Curtright, Robert D.; Wright, Jonathan; Markwell, John

2000-01-01

Introduces electrophoresis activities developed for chemistry and biology courses in which students identify the food, drug, and cosmetic identity of the food dyes used in the coating of candies. (YDS)

Experiences of nursing students and educators during the co-construction of clinical nursing leadership learning activities: A qualitative research and development study.

PubMed

Ha, Laurence; Pepin, Jacinthe

2017-08-01

Student voice posits that students' unique perspectives on teaching and learning can be used in conjunction with those of educators to create meaningful educational activities. The study aimed to describe nursing students' and educators' experiences during the co-construction of educational activities involving clinical nursing leadership. Qualitative research and development model. The study was conducted at a French-Canadian nursing faculty that provides a 3-year undergraduate program. Five undergraduate nursing students, four nursing educators, and the principal investigator formed the co-construction team. Data collected included all documents (written and audio) related to the co-construction process: three 2-hour team meetings, PI's fieldnotes and a focus group discussion that occurred once the co-construction process was completed. Thematic analysis was performed guided by Paillé and Muchielli's (2010) method. Data analysis revealed two interrelated themes: (1) unique, purposeful collaboration and (2) change that makes a difference. A space described as safe, without hierarchy and that included the "right" people helped the team achieve their objective of creating new educational activities on clinical nursing leadership. The two new learning activities developed by the team were perceived as useful for future nursing students. At the individual level, team members appreciated how co-construction helped them understand teaching and learning from new perspectives. A structured, efficient co-construction process contributed to positive changes in the nursing program and participants. Additional research is required to enhance understanding of the factors that facilitate and hinder student-educator collaboration outside the classroom. Copyright © 2017 Elsevier Ltd. All rights reserved.

Kinesthetic Activities for the Classroom

ERIC Educational Resources Information Center

Mylott, Elliot; Dunlap, Justin; Lampert, Lester; Widenhorn, Ralf

2014-01-01

Educators have found that kinesthetic involvement in an experiment or demonstration can engage students in a powerful way. With that as our goal, we developed three activities that allow students to connect with and quantitatively explore key physics principles from mechanics with three fun physical challenges. By presenting these activities as…

PALS: Parent Activities for Learning Basic Skills.

ERIC Educational Resources Information Center

South Carolina State Dept. of Education, Columbia.

Developed for K-3 teachers to send home with their students, this collection of learning activities and games is offered to help reinforce students' language arts and mathematics skills and to enhance parental involvement. Suggestions to the teacher include sending home only those pages containing activities for skills currently being studied and…

An Active, Collaborative Approach to Learning Skills in Flow Cytometry

ERIC Educational Resources Information Center

Fuller, Kathryn; Linden, Matthew D.; Lee-Pullen, Tracey; Fragall, Clayton; Erber, Wendy N.; Röhrig, Kimberley J.

2016-01-01

Advances in science education research have the potential to improve the way students learn to perform scientific interpretations and understand science concepts. We developed active, collaborative activities to teach skills in manipulating flow cytometry data using FlowJo software. Undergraduate students were given compensated clinical flow…

Promoting Healthy Lifestyle Behaviors: The Heart Smart Discussion Activity

ERIC Educational Resources Information Center

McCalla, Judith R.; Juarez, Cheryl L.; Williams, Lucia E.; Brown, Judy; Chipungu, Katie; Saab, Patrice G.

2012-01-01

The health habits of high school students affect not only their current health but also their future risk for obesity and cardiovascular disease. The "Heart Smart Discussion Activity" was developed to provide information about heart health, good nutrition, physical activity, and stress management. It encourages students to discuss…

Supporting the "Collaborative" Part of Wiki-Mediated Collaborative Learning Activities

ERIC Educational Resources Information Center

Larusson, Johann Ari

2010-01-01

Prior research has highlighted the educational benefit of enabling students to participate in collaborative learning activities. Developing technology that extends the physical boundaries of the classroom and enables students to engage in meaningful collaborative learning activities outside class time can be of significant value. For any…

Web-Based Assessment Tool for Communication and Active Listening Skill Development

ERIC Educational Resources Information Center

Cheon, Jongpil; Grant, Michael

2009-01-01

The website "Active Listening" was developed within a larger project--"Interactive Web-based training in the subtleties of communication and active listening skill development." The Active Listening site aims to provide beginning counseling psychology students with didactic and experimental learning activities and interactive tests so that…

The Effects of Duration of Exposure to the REAPS Model in Developing Students' General Creativity and Creative Problem Solving in Science

ERIC Educational Resources Information Center

Alhusaini, Abdulnasser Alashaal F.

2016-01-01

The Real Engagement in Active Problem Solving (REAPS) model was developed in 2004 by C. June Maker and colleagues as an intervention for gifted students to develop creative problem solving ability through the use of real-world problems. The primary purpose of this study was to examine the effects of the REAPS model on developing students' general…

Active Learning: The Importance of Developing a Comprehensive Measure

ERIC Educational Resources Information Center

Carr, Rodney; Palmer, Stuart; Hagel, Pauline

2015-01-01

This article reports on an investigation into the validity of a widely used scale for measuring the extent to which higher education students employ active learning strategies. The scale is the active learning scale in the Australasian Survey of Student Engagement. This scale is based on the Active and Collaborative Learning scale of the National…

How Can Biodiversity Be Preserved? A Curriculum Unit for Science and Social Studies, Grades 6-10.

ERIC Educational Resources Information Center

Boston, Jane; Commins, Stephen

This unit examines questions about biodiversity and its preservation through six activities. Each activity allows students to explore a particular approach to preservation and to identify some of the challenges facing policymakers. Through the introductory activities and the six focused activities, students develop an understanding of the dynamics…

History of Mathematics: Three Activities to Use with Undergraduate Students and In-Service Teachers

ERIC Educational Resources Information Center

Loats, Jim; White, Diana; Rubino, Carmen

2014-01-01

We provide in-depth information and analysis on three activities for use in History of Mathematics courses taught either in a traditional semester format for undergraduates or in a summer professional development course for middle school teachers. These activities require students to be active participants in their own learning. They also…

Scientific Skateboarding and Mathematical Music: Edutainment That Actively Engages Middle School Students

ERIC Educational Resources Information Center

Robertson, William; Lesser, Lawrence M.

2013-01-01

Edutainment has recently been a major growing area of education, showing great promise to motivate students with relevant activities. The authors are among innovators who have developed cutting-edge fusions of popular culture and STEM concepts to engage and to motivate middle school students, using vehicles such as music/song and skateboarding.…

Athletic Training Students' and Preceptors' Perceptions of Active Learning Time and Bug-in-Ear Technology during Clinical Education Experiences

ERIC Educational Resources Information Center

Nottingham, Sara L.; Kasamatsu, Tricia M.; Montgomery, Melissa M.

2017-01-01

Context: Engaging clinical experiences that allow extensive active learning and patient care interactions are important for the professional development of athletic training students. Understanding students' use of clinical time is important when attempting to improve these experiences. Objective: To gain participants' perspectives on active…

A Hands-On Activity to Build Mastery of Intermolecular Forces and Its Impacts on Student Learning

ERIC Educational Resources Information Center

Bruck, Laura B.

2016-01-01

The intermolecular forces activity presented in this article is designed to foster concept-building through students' use of concrete, manipulative objects, and it was developed to be pedagogically sound. Data analysis via pre- and posttesting and subsequent exam questions indicated that students who had the opportunity to participate in the…

The Value and Challenges of Using Web Conferencing Technology to Integrate Online Students into Campus Activities

ERIC Educational Resources Information Center

Roddenberry, Chris

2017-01-01

Free and low-cost online meeting technology is now ubiquitous enough to allow for the development of live streamed programming of campus activities for online students. This "blended experience" approach breaks down the walls between online and traditional education by providing opportunities for online students to engage in synchronous…

Using Word Clouds for Fast, Formative Assessment of Students' Short Written Responses

ERIC Educational Resources Information Center

Brooks, Bill J.; Gilbuena, Debra M.; Krause, Stephen J.; Koretsky, Milo D.

2014-01-01

Active learning in class helps students develop deeper understanding of chemical engineering principles. While the use of multiple-choice ConcepTests is clearly effective, we advocate for including student writing in learning activities as well. In this article, we demonstrate that word clouds can provide a quick analytical technique to assess…

Teaching Young Scientists about Their Bodies

ERIC Educational Resources Information Center

Ashbrook, Peggy

2012-01-01

Early childhood educators contribute to the good health of their students every day. By telling students, "Wash your hands" and "Eat your healthy food first," and providing them time to develop gross motor skills through active play outdoors, teachers hope that students will take the advice with them on the way to a healthy and active lifestyle.…

The Sky's the Limit! With Math and Science. Aerodynamics. Book 2.

ERIC Educational Resources Information Center

Wiebe, Arthur, Ed.; And Others

Developed for use primarily with students of grades five through nine, the activities presented in this book provide teachers and students with opportunities of exploring the science of aerodynamics. The activities are designed so that students can practice and apply the 22 skills and concepts related to flight in problem-solving situations. Each…

Effects of Implementing STEM-I Project-Based Learning Activities for Female High School Students

ERIC Educational Resources Information Center

Lou, Shi-Jer; Tsai, Huei-Yin; Tseng, Kuo-Hung; Shih, Ru-Chu

2014-01-01

This study aims to explore the application of STEM-I (STEM-Imagination) project-based learning activities and its effects on the effectiveness, processes, and characteristics of STEM integrative knowledge learning and imagination development for female high school students. A total of 72 female high school students were divided into 18 teams.…

Corn Snake Genetics: Students Learn about the Fundamentals of Mendelism by Studying Corn Snakes

ERIC Educational Resources Information Center

King, Kristin

2004-01-01

In an attempt to generate student enthusiasm on the subject of genetics, the author developed a Punnett square activity centered on the genetics of corn snakes to teach students about Mendelism and genetic diversity. As they began the activity, however, some unexpected twists occurred that allowed for investigation into corn snake anatomy and…

Investigation of the Effect of Assignment Projects on Mathematical Activity of Graduating Junior High School Students.

ERIC Educational Resources Information Center

Zehavi, Nurit

This study explored student mathematical activity in open problem-solving situations, derived from the work of Polya on problem solving and Skemp on intelligent learning and teaching. Assignment projects with problems for ninth-grade students were developed, whether they elicit the desired cognitive and cogno-affective goals was investigated, and…

High-School Students Believe School Physics Helps in Developing Logical but Not Creative Thinking: Active Learning Can Change This Idea

ERIC Educational Resources Information Center

Marušic, Mirko; Sliško, Josip

2014-01-01

This study is based on two exploratory questions with the aim of determining the relative effectiveness of two different student activities, called "Reading, Presenting and Questioning" (RPQ) and "Experimenting and Discussing" (ED), in changing students' perceptions and attitudes about the impact of physics learning on the…

Development of Fourth-Grade Students' Understanding of Experimental and Theoretical Probability

ERIC Educational Resources Information Center

English, Lyn; Watson, Jane

2014-01-01

Students explored variation and expectation in a probability activity at the end of the first year of a 3-year longitudinal study across grades 4-6. The activity involved experiments in tossing coins both manually and with simulation using the graphing software, "TinkerPlots." Initial responses indicated that the students were aware of…

Leisure-time physical activity in university students from 23 countries: associations with health beliefs, risk awareness, and national economic development.

PubMed

Haase, Anne; Steptoe, Andrew; Sallis, James F; Wardle, Jane

2004-07-01

Physical inactivity has been linked with chronic disease and obesity in most western populations. However, prevalence of inactivity, health beliefs, and knowledge of the risks of inactivity have rarely been assessed across a wide range of developed and developing countries. A cross-sectional survey was carried out with 19,298 university students from 23 countries varying in culture and level of economic development. Data concerning leisure-time physical activity, health beliefs, and health knowledge were collected. The prevalence of inactivity in leisure time varied with cultural and economic developmental factors, averaging 23% (North-Western Europe and the United States), 30% (Central and Eastern Europe), 39% (Mediterranean), 42% (Pacific Asian), and 44% (developing countries). The likelihood of leisure-time physical activity was positively associated with the strength of beliefs in the health benefits of activity and with national economic development (per capita gross domestic product). Knowledge about activity and health was disappointing, with only 40-60% being aware that physical activity was relevant to risk of heart disease. Leisure-time physical activity is below recommended levels in a substantial proportion of students, and is related to cultural factors and stage of national economic development. The relationship between health beliefs and behavior is robust across cultures, but health knowledge remains deficient. Copyright 2004 The Institute for Cancer Prevention and Elsevier Inc.

Development and evaluation of an interactive electronic laboratory manual for cooperative learning of medical histology.

PubMed

Khalil, Mohammed K; Kirkley, Debbie L; Kibble, Jonathan D

2013-01-01

This article describes the development of an interactive computer-based laboratory manual, created to facilitate the teaching and learning of medical histology. The overarching goal of developing the manual is to facilitate self-directed group interactivities that actively engage students during laboratory sessions. The design of the manual includes guided instruction for students to navigate virtual slides, exercises for students to monitor learning, and cases to provide clinical relevance. At the end of the laboratory activities, student groups can generate a laboratory report that may be used to provide formative feedback. The instructional value of the manual was evaluated by a questionnaire containing both closed-ended and open-ended items. Closed-ended items using a five-point Likert-scale assessed the format and navigation, instructional contents, group process, and learning process. Open-ended items assessed student's perception on the effectiveness of the manual in facilitating their learning. After implementation for two consecutive years, student evaluation of the manual was highly positive and indicated that it facilitated their learning by reinforcing and clarifying classroom sessions, improved their understanding, facilitated active and cooperative learning, and supported self-monitoring of their learning. Copyright © 2013 American Association of Anatomists.

Effects of Multiple Intelligences Activities on Writing Skill Development in an EFL Context

ERIC Educational Resources Information Center

Gündüz, Zennure Elgün; Ünal, Ismail Dogan

2016-01-01

This study aims at exploring the effects of multiple intelligences activities versus traditional method on English writing development of the sixth grade students in Turkey. A quasi-experimental research method with a pre-test post-test design was applied. The participants were 50 sixth grade students at a state school in Ardahan in Turkey. The…

Peer Instructions and Use of Technological Tools. An Innovative Methodology for the Development of Meaningful Learning

ERIC Educational Resources Information Center

Herrera, Oriel A.; Mejías, Patricia

2017-01-01

In most of the pedagogical development experiences, the contents that students generate as a result of the course activities are not considered as a primary source of knowledge. Thus, students see their learning disadvantaged, when their intellectual outputs are not considered in the design of the learning activities. Today, the Web offers a wide…

PlayDoh and Toothpicks and Gummy Bears... OH MY, They're Models!

NASA Astrophysics Data System (ADS)

Kolandaivelu, K. P.; Wilson, M. W.; Glesener, G. B.

2017-12-01

Simple, everyday items found around the house are often used in geoscience lab activities. Gummy bears and silly putty can model the bending and breaking behaviour of rocks; shaking buildings during an earthquake can be modeled with some Jello, toothpicks, and marshmallows; PlayDoh can be used to demonstrate layers of sedimentary rocks; and even plumbing pipes filled with pebbles and playground sand become miniature physical models of aquifers. When performed correctly, these activities can help students visualize geoscience phenomena or increase students' motivation to pay attention in class, but how do these activities help students develop ways to think like a scientist? "Developing and using models" is one of the important science and engineering practices recommended in the Next Generation Science Standards (NGSS). In this presentation, we will demonstrate a variety of common geoscience lab activities using simple, everyday household items in order to describe ways instructors can help their students develop model-based reasoning skills. Specific areas of interest will be on identifying positive and negative attributes of a model, ways to evaluate the reliability of a model, and how a model can be revised to improve its outcome. We will also outline other kinds of models that can be generated from these lab activities, such as mathematical, graphical, and verbal models. Our goal is to encourage educators to focus more time on helping students develop model-based reasoning skills, which can be used in almost all aspects of everyday life.

A Faculty Professional Development Model That Improves Student Learning, Encourages Active-Learning Instructional Practices, and Works for Faculty at Multiple Institutions.

PubMed

Pelletreau, Karen N; Knight, Jennifer K; Lemons, Paula P; McCourt, Jill S; Merrill, John E; Nehm, Ross H; Prevost, Luanna B; Urban-Lurain, Mark; Smith, Michelle K

2018-06-01

Helping faculty develop high-quality instruction that positively affects student learning can be complicated by time limitations, a lack of resources, and inexperience using student data to make iterative improvements. We describe a community of 16 faculty from five institutions who overcame these challenges and collaboratively designed, taught, iteratively revised, and published an instructional unit about the potential effect of mutations on DNA replication, transcription, and translation. The unit was taught to more than 2000 students in 18 courses, and student performance improved from preassessment to postassessment in every classroom. This increase occurred even though faculty varied in their instructional practices when they were teaching identical materials. We present information on how this faculty group was organized and facilitated, how members used student data to positively affect learning, and how they increased their use of active-learning instructional practices in the classroom as a result of participation. We also interviewed faculty to learn more about the most useful components of the process. We suggest that this professional development model can be used for geographically separated faculty who are interested in working together on a known conceptual difficulty to improve student learning and explore active-learning instructional practices.

Going Domestic: Importing the Study Abroad Experience. The Development of a Multicultural New York City Study Away Program.

PubMed

Lane, Susan Hayes; Huffman, Carolyn; Brackney, Dana E; Cuddy, Alyssa

2017-07-01

Significant off-campus domestic study away experiences have been shown to be a transformative active learning environment for students and achieve similar learning outcomes as study abroad programs. This manuscript describes the conception, development, and pedagogical approach of a faculty-led domestic study away experience in New York City for pre-licensure and post-licensure nursing students as an active learning strategy for developing cultural competence. Students participated in service-learning activities that illuminated the realities and challenges persons from other cultures face as they interact with health care in a culture that is not their own. In partnership with New York Cares©, students were immersed in well-established ongoing sustainable community-based projects. These experiences fostered reflective conversations between community members, student participants, and faculty regarding social factors, cultural issues and needs, and global issues and trends. Through the New York study away program, students were able to broaden their perspectives about social factors and culture beyond geographic or ethnic boundaries and apply these service experiences to their nursing practice. Study away programs are an excellent strategy for nursing educators to prepare students for care of multicultural populations and for proficiency in cultural competency within the globalization of the United States. © 2016 Wiley Periodicals, Inc.

Assessing the impact participation in science journalism activities has on scientific literacy among high school students

NASA Astrophysics Data System (ADS)

Farrar, Cathy

As part of the National Science Foundation Science Literacy through Science Journalism (SciJourn) research and development initiative (http://www.scijourn.org ; Polman, Saul, Newman, and Farrar, 2008) a quasi-experimental design was used to investigate what impact incorporating science journalism activities had on students' scientific literacy. Over the course of a school year students participated in a variety of activities culminating in the production of science news articles for Scijourner, a regional print and online high school science news magazine. Participating teachers and SciJourn team members collaboratively developed activities focused on five aspects of scientific literacy: placing information into context, recognizing relevance, evaluating factual accuracy, use of multiple credible sources and information seeking processes. This study details the development process for the Scientific Literacy Assessment (SLA) including validity and reliability studies, evaluates student scientific literacy using the SLA, examines student SLA responses to provide a description of high school students' scientific literacy, and outlines implications of the findings in relation to the National Research Council's A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012) and classroom science teaching practices. Scientifically literate adults acting as experts in the assessment development phase informed the creation of a scoring guide that was used to analyze student responses. Experts tended to draw on both their understanding of science concepts and life experiences to formulate answers; paying close attention to scientific factual inaccuracies, sources of information, how new information fit into their view of science and society as well as targeted strategies for information seeking. Novices (i.e., students), in contrast, tended to ignore factual inaccuracies, showed little understanding about source credibility and suggested unproductive information seeking strategies. However, similar to the experts, novices made references to both scientific and societal contexts. The expert/novice comparison provides a rough description of a developmental continuum of scientific literacy. The findings of this study including student results and Generalized Linear Mixed Modeling suggest that the incorporation of science journalism activities focused on STEM issues can improve student scientific literacy. Incorporation of a wide variety of strategies raised scores on the SLA. Teachers who included a writing and revision process that prioritized content had significantly larger gains in student scores. Future studies could broaden the description of high school student scientific literacy and measured by the SLA and provide alternative pathways for developing scientific literacy as envisioned by SciJourn and the NRC Frameworks.

Assessment of weight status, dietary habits and beliefs, physical activity, and nutritional knowledge among university students.

PubMed

Yahia, Najat; Wang, Daniel; Rapley, Melyssa; Dey, Rajarshi

2016-07-01

The purpose of this study was to assess weight status, dietary habits, physical activity, dietary beliefs, and nutrition knowledge among a sample of students from Central Michigan University. A cross-sectional survey was conducted among a sample of undergraduate students in Fall 2011 and Spring 2012 at Central Michigan University. Participating students completed an online questionnaire that included questions related to their eating habits, physical activity and lifestyle, dietary beliefs, and nutritional knowledge. Weight, height, and waist circumference were measured. Percentage body fat and visceral fat score were determined using a Tanita body composition analyser (SC-331S). Outcomes of this study indicated that 78% of female students were within the healthy weight range compared to 52% of male students. Visceral body fat and waist circumference scores were higher in males than in females. Most students showed 'satisfactory' dietary habits. Almost half of the students reported drinking two glasses of milk and consuming two cups of fruits and vegetables daily. Physical activity and lifestyle score indicated that most of the students were not physically active. Only 7% of students reported having a very active lifestyle, and 4% had quite good nutritional knowledge. The majority of students, particularly females, were within the healthy body weight range. Students' dietary habits were satisfactory. However, physical activity, students' knowledge of healthy and unhealthy diet habits, and nutritional knowledge needed improvement. Developing gender-specific programmes for promoting healthy lifestyle behaviours among students is recommended. © Royal Society for Public Health 2015.

Teaching practical leadership in MIT satellite development class: CASTOR and Exoplanet projects

NASA Astrophysics Data System (ADS)

Babuscia, Alessandra; Craig, Jennifer L.; Connor, Jane A.

2012-08-01

For more than a decade, the Aeronautics and Astronautics Department at MIT has offered undergraduate students the opportunity of conceiving, developing, implementing and operating new spacecraft's missions. During a three term class, junior and senior students experience all the challenges of a true engineering team project: design, analysis, testing, technical documentation development, team management, and leadership. Leadership instruction is an important part of the curricula; through the development of leadership skills, students learn to manage themselves and each other in a more effective way, increasing the overall productivity of the team. Also, a strong leadership education is a key factor in improving the abilities of future engineers to be effective team members and leaders in the companies and agencies in which they will work. However, too often leadership instruction is presented in an abstract way, which does not provide students with suggestions for immediate applicability. As a consequence, students underestimate the potential that leadership education can have on the development of their projects. To counteract that effect, a new approach for teaching "practical" leadership has been developed. This approach is composed of a set of activities developed to improve students' leadership skills in the context of a project. Specifically, this approach has been implemented in the MIT satellite development class. In that class, students experienced the challenges of building two satellites: CASTOR and Exoplanet. These two missions are real space projects which will be launched in the next two years, and which involve cooperation with different entities (MIT, NASA, and Draper). Hence, the MIT faculty was interested in developing leadership activities to improve the productivity of the teams in a short time. In fact, one of the key aspects of the approach proposed is that it can be quickly implemented in a single semester, requiring no more than 4 h of activity. Data collected show that the approach improved the ability of students to interact productively with each other. This suggests that the activity can also be used in different contexts where a rapid and effective way of improving leadership and team membership is required. The article presents an overview of MIT satellite development class and of the two missions used as test cases, a detailed description of the leadership approach implemented, and of the results obtained.

Entrepreneurial model based technology creative industries sector software through the use of free open source software for Universitas Pendidikan Indonesia students

NASA Astrophysics Data System (ADS)

Hasan, B.; Hasbullah; Purnama, W.; Hery, A.

2016-04-01

Creative industry development areas of software by using Free Open Source Software (FOSS) is expected to be one of the solutions to foster new entrepreneurs of the students who can open job opportunities and contribute to economic development in Indonesia. This study aims to create entrepreneurial coaching model based on the creative industries by utilizing FOSS software field as well as provide understanding and fostering entrepreneurial creative industries based field software for students of Universitas Pendidikan Indonesia. This activity phase begins with identifying entrepreneurs or business software technology that will be developed, training and mentoring, apprenticeship process at industrial partners, creation of business plans and monitoring and evaluation. This activity involves 30 UPI student which has the motivation to self-employment and have competence in the field of information technology. The results and outcomes expected from these activities is the birth of a number of new entrepreneurs from the students engaged in the software industry both software in the world of commerce (e-commerce) and education/learning (e-learning/LMS) and games.

On the use of history of mathematics: an introduction to Galileo's study of free fall motion

NASA Astrophysics Data System (ADS)

Ponce Campuzano, Juan Carlos; Matthews, Kelly E.; Adams, Peter

2018-05-01

In this paper, we report on an experimental activity for discussing the concepts of speed, instantaneous speed and acceleration, generally introduced in first year university courses of calculus or physics. Rather than developing the ideas of calculus and using them to explain these basic concepts for the study of motion, we led 82 first year university students through Galileo's experiments designed to investigate the motion of falling bodies, and his geometrical explanation of his results, via simple dynamic geometric applets designed with GeoGebra. Our goal was to enhance the students' development of mathematical thinking. Through a scholarship of teaching and learning study design, we captured data from students before, during and after the activity. Findings suggest that the historical development presented to the students helped to show the growth and evolution of the ideas and made visible authentic ways of thinking mathematically. Importantly, the activity prompted students to question and rethink what they knew about speed and acceleration, and also to appreciate the novel concepts of instantaneous speed and acceleration at which Galileo arrived.

Integrating Leadership Development throughout the Undergraduate Science Curriculum

ERIC Educational Resources Information Center

Reed, Kelynne E.; Aiello, David P.; Barton, Lance F.; Gould, Stephanie L.; McCain, Karla S.; Richardson, John M.

2016-01-01

This article discusses the STEM (science, technology, engineering, and mathematics) Teaching and Research (STAR) Leadership Program, developed at Austin College, which engages students in activities integrated into undergraduate STEM courses that promote the development of leadership behaviors. Students focus on interpersonal communication,…

Preparing Students for the Future: Making Career Development a Priority.

ERIC Educational Resources Information Center

Hughey, Kenneth F.; Hughey, Judith K.

1999-01-01

Presents information relevant to school counseling about the implications of work changes. Outlines foundational guides for student success: improving decision making, learning about career paths, acquiring employability skills, and developing lifelong learning attitudes. Describes activities to facilitate career development. (SK)

Altering conditions for student participation and motive development in school science: learning from Helena's mistake

NASA Astrophysics Data System (ADS)

Andrée, Maria

2012-06-01

Previous research on science education has described various factors influencing students' participation and produced categorizations of students based on e.g. cultural background. In this article it is argued, theoretically and empirically, that an understanding of students' participation in science education needs to begin with an analysis of what activity students are engaged in. The aim is to explore how altering conditions of classroom work may open up opportunities for students mainly participating in an activity of education or schooling to engage in an activity of science learning. Activity is conceptualized in a Cultural-Historical Activity Theory perspective as object-oriented and transformative. Drawing on an ethnographic study in a Swedish compulsory school, a critical incident of the participation in science education of a 7th grade girl called Helena is analyzed. The results show that altered conditions of classroom practice may produce new possibilities for student participation, and point to the impossibility of determining students as `different kinds of students' based on a priori categories e.g. sex, ethnicity, socio-economic background.

Student-Organized College of Education "Educational Research Exchanges" from the Student and Former Student Perspective.

ERIC Educational Resources Information Center

Henson, Robin K.; Guthrie, Abbie

2001-01-01

Discusses how some colleges of education (COEs) attempt to develop academic climate and facilitate graduate student research activity, addressing the role of student-organized internal research conferences in the transformation of student to social scientist and explicating the benefits of these internal conferences to students, faculty, and COEs.…

Constructive alignment of a research-informed teaching activity within an undergraduate diagnostic radiography curriculum: A reflection.

PubMed

Higgins, R; Hogg, P; Robinson, L

2017-09-01

To evaluate the learning experience of a level 5 (year 2) student cohort within a research-informed teaching (RiT) activity and to map findings against learning outcomes and level descriptors using constructive alignment. An online questionnaire was used to explore the level 5 student experience of a Research-informed Teaching (RiT) activity. Responses were retrospectively mapped against Framework for Higher Education Qualifications (FHEQ) level descriptors for level 5 using constructive alignment. Thirty one out of 46 level 5 students completed the questionnaire (67% response rate). Analysis of the questionnaire supported the integration of this RiT activity within the curriculum in terms of learning and research skill development by students. However, it was identified that this activity could be revised further to better align with level 5 descriptors and incorporate additional higher level cognitive processes. Learning outcomes for this RiT activity were constructively aligned with FHEQ level 5 descriptors. Recommendations are provided on how these could be further refined to ensure students undertake a more critical approach to the application of theory into practice. Discussion also considers how this process could be used to develop a similar RiT activity at level 6 (year 3). Copyright © 2016 The College of Radiographers. Published by Elsevier Ltd. All rights reserved.

Becoming a Scientist: Using First-Year Undergraduate Science Courses to Promote Identification with Science Disciplines

ERIC Educational Resources Information Center

Ruff, Chloe; Jones, Brett D.

2016-01-01

In this qualitative study, we examined how two professors (a physicist and biochemist) of first year college students perceived their students' development of identification in biochemistry or physics and how they actively supported this development. The professors described students who entered college with different levels of domain…

Learning in a Physics Classroom Community: Physics Learning Identity Construct Development, Measurement and Validation

ERIC Educational Resources Information Center

Li, Sissi L.

2012-01-01

At the university level, introductory science courses usually have high student to teacher ratios which increases the challenge to meaningfully connect with students. Various curricula have been developed in physics education to actively engage students in learning through social interactions with peers and instructors in class. This learning…

Pedagogical Guest Room as an Educational Form of Students' Pedagogical Competence Development

ERIC Educational Resources Information Center

Sabirova, Elvira G.

2016-01-01

Actuality of the studied problem is conditioned by the fact that certain work forms with students represent possibilities for organizing educative activity of more complex level. The article is aimed on revealing educative potentiality of "pedagogical guest room" as one of the forms intended on development of students' pedagogical…

Engagement and Skill Development in Biology Students through Analysis of Art

ERIC Educational Resources Information Center

Milkova, Liliana; Crossman, Colette; Wiles, Stephanie; Allen, Taylor

2013-01-01

An activity involving analysis of art in biology courses was designed with the goals of piquing undergraduates' curiosity, broadening the ways in which college students meaningfully engage with course content and concepts, and developing aspects of students' higher-level thinking skills, such as analysis, synthesis, and evaluation. To meet these…

Innovative Methods for Promoting and Assessing Intercultural Competence in Higher Education

ERIC Educational Resources Information Center

Hiller, Gundula Gwenn

2010-01-01

This paper presents an intercultural training program that was developed by the Center for Intercultural Learning at the European University Viadrina in cooperation with students. A few of the student-generated activities will be described in detail. The program, aimed at enabling students to acquire intercultural competence, was developed at an…

Impact of Work Awareness Instruction for Adolescents with Special Needs.

ERIC Educational Resources Information Center

Black, Rhonda S.

A work awareness curriculum designed to help disabled students develop the core social skills critical to success in the workplace was developed and presented to disabled students in two states. The core social skills were identified in a literature review. The curriculum included activities to increase students' awareness of often-unstated…

Student Growth within the School Garden: Addressing Personal/Social, Academic, and Career Development

ERIC Educational Resources Information Center

Swank, Jacqueline M.; Swank, David E.

2013-01-01

School counselors have the challenging task of implementing a comprehensive, developmental school counseling program to serve a large number of students. We present the creative use of a garden program to promote the development of students through the integration of the natural environment. Additionally, we describe activities and metaphors…

Using Reciprocal Peer Review to Help Graduate Students Develop Scholarly Writing Skills

ERIC Educational Resources Information Center

Palmer, Betsy; Major, Claire Howell

2008-01-01

We developed an innovative instructional method to actively engage students in writing and critiquing scholarly work. We tested the effectiveness of this pedagogy using a mixed methods research design. Compared to control group peers, students in the experimental classes perceived gains in their own writing, research ability, and motivation to…

Active Learning in a Neuroethics Course Positively Impacts Moral Judgment Development in Undergraduates

PubMed Central

Abu-Odeh, Desiree; Dziobek, Derek; Jimenez, Nathalia Torres; Barbey, Christopher; Dubinsky, Janet M

2015-01-01

The growing neuroscientific understanding of the biological basis of behaviors has profound social and ethical implications. To address the need for public awareness of the consequences of these advances, we developed an undergraduate neuroethics course, Neuroscience and Society, at the University of Minnesota. Course evolution, objectives, content, and impact are described here. To engage all students and facilitate undergraduate ethics education, this course employed daily reading, writing, and student discussion, case analysis, and team presentations with goals of fostering development of moral reasoning and judgment and introducing application of bioethical frameworks to topics raised by neuroscience. Pre- and post-course Defining Issues Test (DIT) scores and student end-of-course reflections demonstrated that course objectives for student application of bioethical frameworks to neuroethical issues were met. The active-learning, student-centered pedagogical approaches used to achieve these goals serve as a model for how to effectively teach neuroethics at the undergraduate level. PMID:25838802

Young Scientists Explore an Encyclopedia of Energy Activities. Book 8--Intermediate Level. A Good Apple Activity Book.

ERIC Educational Resources Information Center

DeBruin, Jerry

Designed to develop creativity in young learners, this book contains interdisciplinary activities which focus on the theme of energy. Activity pages are provided that can serve as front and back covers of a student booklet and the suggested activities can be duplicated for insertion between the covers resulting in a booklet for each student. A…

A Comparative Study of Students Active and Inactive in Extracurricular Activities While Enrolled in Second Year Associate Degree Programs on the Kenosha and Racine Campuses of Gateway Technical Institute, Kenosha, Wisconsin.

ERIC Educational Resources Information Center

Rinck, Lorna Lee

Students at Gateway Technical Institute were surveyed to determine their attitudes toward extracurricular activities, e.g., campus activities, advisors and sponsors, the effect of outside forces on school activities, extended athletic participation by girls in interscholastic sports, administration and faculty, and leadership development. The…

Formula student as part of a mechanical engineering curriculum

NASA Astrophysics Data System (ADS)

Davies, Huw Charles

2013-10-01

Formula Student (FS) is a multi-university student design competition managed by the UK Institution of Mechanical Engineers. Students are required to demonstrate and prove their creativity and engineering skills through the design, manufacture and financing of a small formula style race car. This paper seeks to explore the educational value that derives from the FS activity through a series of semi-structured interviews with key stakeholders. Through the analysis of the interview data, it was found that the FS activity supported development of student skills and competencies in the following areas: use of engineering knowledge to support the application of existing and emerging technology; application of theoretical and practical knowledge to the solution of engineering problems; development of technical and commercial management skills; development of effective interpersonal skills, including communication skills; and demonstration of personal commitment to professional development. In addition, a number of areas for implementing 'good practise' have been identified. The information herein supports educators in their responsibility to help meet the needs of the engineering industry for high quality graduates.

Using Student Work to Develop Teachers' Knowledge of Algebra

ERIC Educational Resources Information Center

Herbel-Eisenmann, Beth A.; Phillips, Elizabeth Difanis

2005-01-01

This article describes a set of learning activities that use algebraic problems and written student work to help preservice and in-service teachers understand students' algebraic thinking. (Contains 4 figures.)

Student profiling on university co-curriculum activities using data visualization tools

NASA Astrophysics Data System (ADS)

Jamil, Jastini Mohd.; Shaharanee, Izwan Nizal Mohd

2017-11-01

Co-curricular activities are playing a vital role in the development of a holistic student. Co-curriculum can be described as an extension of the formal learning experiences in a course or academic program. There are many co-curriculum activities such as students' participation in sports, volunteerism, leadership, entrepreneurship, uniform body, student council, and other social events. The number of student involves in co-curriculum activities are large, thus creating an enormous volume of data including their demographic facts, academic performance and co-curriculum types. The task for discovering and analyzing these information becomes increasingly difficult and hard to comprehend. Data visualization offer a better ways in handling with large volume of information. The need for an understanding of these various co-curriculum activities and their effect towards student performance are essential. Visualizing these information can help related stakeholders to become aware of hidden and interesting information from large amount of data drowning in their student data. The main objective of this study is to provide a clearer understanding of the different trends hidden in the student co-curriculum activities data with related to their activities and academic performances. The data visualization software was used to help visualize the data extracted from the database.

Developing Pharmacy Student Communication Skills through Role-Playing and Active Learning

PubMed Central

Zeszotarski, Paula; Ma, Carolyn

2015-01-01

Objective. To evaluate the impact on pharmacy students of a communication course, which used role-playing to develop active-learning skills. Design. Students role-playing pharmacists in patient care scenarios were critiqued by students and pharmacist faculty members. Grading was performed using the rubric inspired by Bruce Berger’s Communication Skills for Pharmacists. Written skills were evaluated using student written critique questionnaires. Students completed precourse and postcourse self-assessment surveys. Preceptor evaluations were analyzed for course impact. Assessment. Students demonstrated improvement in oral skills based on role-play scores (45.87/50) after practice sessions. The average score based on the student questionnaire was 9.31/10. Gain was demonstrated in all defined course objectives. Impact on introductory pharmacy practice experience (IPPE) communication objectives was insignificant. Student evaluations for course and teaching strategy reflected a high average. Conclusion. Study results demonstrated improvement in oral and written communication skills that may help improve interprofessional teamwork between pharmacists and other health care providers. PMID:25995519

The Development and Implementation of a Model for Teaching Astronomy to Deaf Students

ERIC Educational Resources Information Center

Bolat, Mualla

2016-01-01

The purpose of this study is to develop and assess a model aimed at teaching astronomy to deaf students. Thus, a 7 day-long project of indoor and outdoor activities was developed. Since the purpose of our study was to teach astronomy to deaf students, our sample was determined by using purposeful sampling technique. The sample of this study…

McDonald Observatory Visitor Center Education Programs

NASA Astrophysics Data System (ADS)

Hemenway, M. K.; Armosky, B. J.; Wetzel, M.; Preston, S.

2002-12-01

The opening of the new Visitor Center at McDonald Observatory in Fort Davis, Texas provided an opportunity to greatly expand the Observatory's outreach efforts to students and teachers. In addition to a theater, outdoor telescope park, and amphitheater, the facility contains a classroom and an exhibit entitled ``Decoding Starlight." In preparation for the opening, new teacher-friendly materials were written to provide standards aligned (both state and national) classroom activities for students. These activities form the core for both the multi-day Professional Development Program for teachers and the Student Field Experience Program. Student Field Experiences often begin with a tour specifically designed for student groups to emphasize careers and life at the Observatory. The group then interacts with the exhibit using Exhibit Guides that were developed for various grade levels. When their schedule allows, student groups may also participate in nighttime observing activities. Smaller groups (under 30 members) may choose from a menu of hands-on activities offered within the classroom. The positive reception of these activities has led to their inclusion in the existing Elderhostel program for senior citizens. We gratefully acknowledge the support of NSF 96-26965 ``Fingerprinting the Universe - An Interactive, Bilingual Exhibit on Spectroscopy," NSF 97-05340 ``Universo, Hispanic Heritage Month Programs, and StarDate in the Classroom," and NASA IDEAS HST-ED-90234-.01 ``Enriching the Experience at McDonald Observatory: Pre/Post Visit Materials for Teachers and Students."

Effects of Engineering Design-Based Science on Elementary School Science Students' Engineering Identity Development across Gender and Grade

NASA Astrophysics Data System (ADS)

Capobianco, Brenda M.; Yu, Ji H.; French, Brian F.

2015-04-01

The integration of engineering concepts and practices into elementary science education has become an emerging concern for science educators and practitioners, alike. Moreover, how children, specifically preadolescents (grades 1-5), engage in engineering design-based learning activities may help science educators and researchers learn more about children's earliest identification with engineering. The purpose of this study was to examine the extent to which engineering identity differed among preadolescents across gender and grade, when exposing students to engineering design-based science learning activities. Five hundred fifty preadolescent participants completed the Engineering Identity Development Scale (EIDS), a recently developed measure with validity evidence that characterizes children's conceptions of engineering and potential career aspirations. Data analyses of variance among four factors (i.e., gender, grade, and group) indicated that elementary school students who engaged in the engineering design-based science learning activities demonstrated greater improvements on the EIDS subscales compared to those in the comparison group. Specifically, students in the lower grade levels showed substantial increases, while students in the higher grade levels showed decreases. Girls, regardless of grade level and participation in the engineering learning activities, showed higher scores in the academic subscale compared to boys. These findings suggest that the integration of engineering practices in the science classroom as early as grade one shows potential in fostering and sustaining student interest, participation, and self-concept in engineering and science.

An Exploratory Study of a Robotics Educational Platform on STEM Career Interests in Middle School Students

NASA Astrophysics Data System (ADS)

Hinton, Tracy Barger

With the large expected growth in STEM-related careers in American industries, there are not enough graduates to fill these positions (United States Department of Labor, 2015). Increased efforts are being made to reform STEM education from early childhood to college level studies, mainly through increased efforts to incorporate new technologies and project-based learning activities (Hegedorn & Purnamasari, 2012). At the middle school level, a robotics educational platform can be a worthwhile activity that provides hands-on learning as students learn basic programming and engineering skills (Grubbs, 2013). Based on the popularity of LEGO toys, LEGO Education developed an engaging and effective way to learn about computer programming and basic engineering concepts (Welch & Huffman, 2011). LEGO MINDSTORMS offers a project-based learning environment that engages students in real-life, problem-solving challenges. The purpose of this qualitative study was to investigate the instructional use of a robotics educational curriculum on middle school students' attitudes toward and interests in STEM and their experiences with LEGO Robotics activities. Participants included 23 seventh grade students who were enrolled in a Career Cluster Technologies I class in a suburban middle school. Data for the study were collected from three focus group interviews, open-ended surveys, classroom observations, and the Career Cruising program. Findings revealed that the robotics activities led to an increased interest and higher self-efficacy in STEM tasks. If students continue to nurture and develop their STEM interests, it is possible that many of them may develop higher confidence and eventually set personal goals related to STEM classes and careers. While other studies have been conducted on similar topics, this qualitative research is unique because it contributed to the gap in research that investigates the impact of an in-class robotics curriculum on middle school students' attitudes and interests in STEM. Throughout the robotics unit, students exhibited positive reactions, including much excitement and enjoyment as they solved the robotics challenges. In addition, students demonstrated a greater interest in STEM courses and careers as a result of this hands-on activity. Middle school teachers should incorporate STEM-based activities such as robotics to help students gain hands-on STEM skills.

Developing the STS sound pollution unit for enhancing students' applying knowledge among science technology engineering and mathematics

NASA Astrophysics Data System (ADS)

Jumpatong, Sutthaya; Yuenyong, Chokchai

2018-01-01

STEM education suggested that students should be enhanced to learn science with integration between Science, Technology, Engineering and Mathematics. To help Thai students make sense of relationship between Science, Technology, Engineering and Mathematics, this paper presents learning activities of STS Sound Pollution. The developing of STS Sound Pollution is a part of research that aimed to enhance students' perception of the relationship between Science Technology Engineering and Mathematics. This paper will discuss how to develop Sound Pollution through STS approach in framework of Yuenyong (2006) where learning activities were provided based on 5 stages. These included (1) identification of social issues, (2) identification of potential solutions, (3) need for knowledge, (4) decisionmaking, and (5) socialization stage. The learning activities could be highlighted as following. First stage, we use video clip of `Problem of people about Sound Pollution'. Second stage, students will need to identification of potential solutions by design Home/Factory without noisy. The need of scientific and other knowledge will be proposed for various alternative solutions. Third stage, students will gain their scientific knowledge through laboratory and demonstration of sound wave. Fourth stage, students have to make decision for the best solution of designing safety Home/Factory based on their scientific knowledge and others (e.g. mathematics, economics, art, value, and so on). Finally, students will present and share their Design Safety Home/Factory in society (e.g. social media or exhibition) in order to validate their ideas and redesigning. The paper, then, will discuss how those activities would allow students' applying knowledge of science technology engineering, mathematics and others (art, culture and value) for their possible solution of the STS issues.

Integrating Field-Centered, Project Based Activities with Academic Year Coursework: A Curriculum Wide Approach

NASA Astrophysics Data System (ADS)

Kelso, P. R.; Brown, L. M.

2015-12-01

Based upon constructivist principles and the recognition that many students are motivated by hands-on activities and field experiences, we designed a new undergraduate curriculum at Lake Superior State University. One of our major goals was to develop stand-alone field projects in most of the academic year courses. Examples of courses impacted include structural geology, geophysics, and geotectonics, Students learn geophysical concepts in the context of near surface field-based geophysical studies while students in structural geology learn about structural processes through outcrop study of fractures, folds and faults. In geotectonics students learn about collisional and rifting processes through on-site field studies of specific geologic provinces. Another goal was to integrate data and samples collected by students in our sophomore level introductory field course along with stand-alone field projects in our clastic systems and sequence stratigraphy courses. Our emphasis on active learning helps students develop a meaningful geoscience knowledge base and complex reasoning skills in authentic contexts. We simulate the activities of practicing geoscientists by engaging students in all aspects of a project, for example: field-oriented project planning and design; acquiring, analyzing, and interpreting data; incorporating supplemental material and background data; and preparing oral and written project reports. We find through anecdotal evidence including student comments and personal observation that the projects stimulate interest, provide motivation for learning new concepts, integrate skill and concept acquisition vertically through the curriculum, apply concepts from multiple geoscience subdisiplines, and develop soft skills such as team work, problem solving, critical thinking and communication skills. Through this projected-centered Lake Superior State University geology curriculum students practice our motto of "learn geology by doing geology."

Redesign and Evaluation of a Patient Assessment Course

PubMed Central

Sobieraj, Diana M.; McCaffrey, Desmond; Lee, Jennifer J.

2009-01-01

Objectives To redesign a patient assessment course using a structured instructional design process and evaluate student learning. Design Course coordinators collaborated with an instructional design and development expert to incorporate new pedagogical approaches (eg, Web-based self-tests), create new learning activities (eg, peer collaboration on worksheets, SOAP note writing), and develop grading rubrics. Assessment Formative and summative surveys were administered for student self-assessment and course evaluation. Seventy-six students (78%) completed the summative survey. The mean course grade was 91.8% ± 3.6%, with more than 75% of students reporting achievement of primary course learning objectives. All of the additional learning activities helped students meet the learning objectives with the exception of the written drug information response. Conclusion The use of a structured instructional design process to redesign a patient assessment course was successful in creating a curriculum that succeeded in teaching students the specified learning objectives. Other colleges and schools are encouraged to collaborate with an instructional design and development expert to improve the pharmacy curriculum. PMID:19960090

Discover the pythagorean theorem using interactive multimedia learning

NASA Astrophysics Data System (ADS)

Adhitama, I.; Sujadi, I.; Pramudya, I.

2018-04-01

In learning process students are required to play an active role in learning. They do not just accept the concept directly from teachers, but also build their own knowledge so that the learning process becomes more meaningful. Based on the observation, when learning Pythagorean theorem, students got difficulty on determining hypotenuse. One of the solution to solve this problem is using an interactive multimedia learning. This article aims to discuss the interactive multimedia as learning media for students. This was a Research and Development (R&D) by using ADDIE model of development. The results obtained was multimedia which was developed proper for students as learning media. Besides, on Phytagorian theorem learning activity we also compare Discovery Learning (DL) model with interactive multimedia and DL without interactive multimedia, and obtained that DL with interactive gave positive effect better than DL without interactive multimedia. It was also obtainde that interactive multimedia can attract and increase the interest ot the students on learning math. Therefore, the use of interactive multimedia on DL procees can improve student learning achievement.

Partnership with informal education learning centers to develop hands-on activities for research outreach efforts

NASA Astrophysics Data System (ADS)

Courville, Z.; Haynes, R.; DeFrancis, G.; Koh, S.; Ringelberg, D.

2012-12-01

Outreach informed by scientific research plays an important role in fostering interest in science by making science and scientists accessible, fun, and interesting. Developing an interest in science in young, elementary-aged students through outreach is a rewarding endeavor for researchers, in that audiences are usually receptive, requirements for broader impacts are met, and bonds are formed between researchers and members of their local and surrounding communities. Promoting such interest among young students is imperative not only for an individual researcher's own self interest, but also for the strength of American science and innovation moving forward, and is the responsibility of the current generation of scientists. Developing genuine and successful inquiry-based, hands-on activities for elementary-aged students is outside the expertise of many researchers. Partnering with an informal education learning center (i.e. science museum or after-school program) provides researchers with the expertise they might be lacking in such endeavors. Here, we present a series of polar-, engineering- and microbiology-themed hands-on activities that have been developed by researchers at a government lab in partnership with a local science museum. Through a series of workshops, the science education staff at the museum provided researchers with background and instruction on inquiry and hands-on activities, and then collaborated with the researchers to develop activities which were later demonstrated at the museum to museum-goers. Education staff provided feedback about the presentation of the activities for further refinement. The program provided an opportunity for researchers to develop fun, on-target and age-appropriate science activities for elementary-aged students, an audience for outreach, and enabled general public audiences the chance to interact with researchers and scientists in an informal setting.

Revitalizing chemistry laboratory instruction

NASA Astrophysics Data System (ADS)

McBride, Phil Blake

This dissertation involves research in three major domains of chemical education as partial fulfillment of the requirements for the Ph.D. program in chemistry at Miami University with a major emphasis on chemical education, and concurrent study in organic chemistry. Unit I, Development and Assessment of a Column Chromatography Laboratory Activity, addresses the domain of Instructional Materials Development and Testing. This unit outlines the process of developing a publishable laboratory activity, testing and revising that activity, and subsequently sharing that activity with the chemical education community. A laboratory activity focusing on the separation of methylene blue and sodium fluorescein was developed to demonstrate the effects of both the stationary and mobile phase in conducting a separation. Unit II, Bringing Industry to the Laboratory, addresses the domain of Curriculum Development and Testing. This unit outlines the development of the Chemistry of Copper Mining module, which is intended for use in high school or undergraduate college chemistry. The module uses the learning cycle approach to present the chemistry of the industrial processes of mining copper to the students. The module includes thirteen investigations (three of which are web-based and ten which are laboratory experiments) and an accompanying interactive CD-ROM, which provides an explanation of the chemistry used in copper mining with a virtual tour of an operational copper mine. Unit III, An Alternative Method of Teaching Chemistry. Integrating Lecture and the Laboratory, is a project that addresses the domain of Research in Student Learning. Fundamental Chemistry was taught at Eastern Arizona College as an integrated lecture/laboratory course that met in two-hour blocks on Monday, Wednesday, and Friday. The students taking this integrated course were compared with students taking the traditional 1-hour lectures held on Monday, Wednesday, and Friday, with accompanying 3-hour lab on Tuesday or Thursday. There were 119 students in the test group, 522 students in the Shelton control group and 556 students in the McBride control group. Both qualitative data and quantitative data were collected. A t-test was used to test significance.

Approaches and Activities of Professional Development During Graduate/Postdoctoral Summer Workshops

NASA Astrophysics Data System (ADS)

Gross, N. A.; Wiltberger, M. J.; Hughes, W. J.; Bhattacharjee, A.; Schrijver, K.; Bagenal, F.; Sojka, J. J.; Munoz-Jaramillo, A.

2017-12-01

NSF and NASA each fund a space physics summer school - the Space Weather Summer School (https://www2.hao.ucar.edu/CISM-Summer-School) and the Heliophysics Summer School (https://cpaess.ucar.edu/heliophysics/summer-school) - each of which provide a comprehensive introduction to their fields at the conceptual and quantitative level for graduate and postdoctoral researchers. Along with specific content goals, each summer school also recognizes professional development goals for the students. Each school intentionally develops community among the summer school students to promote professional networking between the students and between students and instructors. Community is promoted both as part of the formal program and through informal gatherings and outings. Social media is intentionally used for this purpose as well. The summer schools also promote practice with discussing science concepts in small groups through peer instruction, practice presenting in small groups, and discussing results with minimal preparation. Short formal student presentations and poster sessions are organized as part of the formal schedule of one of the summer schools. Much of the professional development work is informed by improvisational theater approaches. Group improv training focuses on the development of the group or the community rather than the individual. Group improv activities are used to build the group and encourage full participation. This talk will outline the professional development activities in each school and how they are informed by improv.

The effect of non traditional teaching methods in entrepreneurship education on students entrepreneurial interest and business startups: A data article.

PubMed

Olokundun, Maxwell; Moses, Chinonye Love; Iyiola, Oluwole; Ibidunni, Stephen; Ogbari, Mercy; Peter, Fred; Borishade, Taiye

2018-08-01

Traditional methods of teaching entrepreneurship in universities involves more theoretical approaches which are less effective in motivating considerations for an entrepreneurship career. This owes to the fact that such techniques essentially make students develop a dormant attitude rather than active participation. Expert views suggest that experiential entrepreneurship teaching methods in universities which involve practical activities and active participation can be considered salient to students' development of entrepreneurial interest an business startup potentials. This present study presents data on the extent to which experiential teaching methods in entrepreneurship adopted by Nigerian universities stimulate students' entrepreneurial interest and business startups. Data have been gathered following a descriptive cross-sectional quantitative survey conducted among university students ( N = 600) of four selected institutions in Nigeria offering a degree programme in entrepreneurship. Hierarchical Multiple Regression Analysis was used in confirming the hypothesis proposed in the study using the Statistical Package for Social Sciences (SPSS) version 22.The findings from the analysis showed that the adoption of experiential practical activities considered as best practices in entrepreneurship teaching in Nigerian universities can stimulate students' interest and drive for engaging in business start-up activities even as undergraduates. The field data set is made extensively available to allow for critical investigation.

Implementation of an Undergraduate Nutritional Support Clerkship.

ERIC Educational Resources Information Center

Stennett, Douglass J.; And Others

1983-01-01

A 10-week, full-time elective nutritional support clerkship designed for fifth-year pharmacy students is described. The course refines the student's communication skills and develops the student's ability to properly prepare and adjust a nutritional therapy plan. A weekly student activity plan and student evaluation form are appended. (MSE)

Instilling positive beliefs about disabilities: pilot testing a novel experiential learning activity for rehabilitation students.

PubMed

Silverman, Arielle M; Pitonyak, Jennifer S; Nelson, Ian K; Matsuda, Patricia N; Kartin, Deborah; Molton, Ivan R

2018-05-01

To develop and test a novel impairment simulation activity to teach beginning rehabilitation students how people adapt to physical impairments. Masters of Occupational Therapy students (n = 14) and Doctor of Physical Therapy students (n = 18) completed the study during the first month of their program. Students were randomized to the experimental or control learning activity. Experimental students learned to perform simple tasks while simulating paraplegia and hemiplegia. Control students viewed videos of others completing tasks with these impairments. Before and after the learning activities, all students estimated average self-perceived health, life satisfaction, and depression ratings among people with paraplegia and hemiplegia. Experimental students increased their estimates of self-perceived health, and decreased their estimates of depression rates, among people with paraplegia and hemiplegia after the learning activity. The control activity had no effect on these estimates. Impairment simulation can be an effective way to teach rehabilitation students about the adaptations that people make to physical impairments. Positive impairment simulations should allow students to experience success in completing activities of daily living with impairments. Impairment simulation is complementary to other pedagogical methods, such as simulated clinical encounters using standardized patients. Implication of Rehabilitation It is important for rehabilitation students to learn how people live well with disabilities. Impairment simulations can improve students' assessments of quality of life with disabilities. To be beneficial, impairment simulations must include guided exposure to effective methods for completing daily tasks with disabilities.

H2Oh!: Classroom demonstrations and activities for improving student learning of water concepts

NASA Astrophysics Data System (ADS)

Chan-Hilton, A.; Neupauer, R. M.; Burian, S. J.; Lauer, J. W.; Mathisen, P. P.; Mays, D. C.; Olson, M. S.; Pomeroy, C. A.; Ruddell, B. L.; Sciortino, A.

2012-12-01

Research has shown that the use of demonstrations and hands-on activities in the classroom enhances student learning. Students learn more and enjoy classes more when visual and active learning are incorporated into the lecture. Most college-aged students prefer visual modes of learning, while most instruction is conducted in a lecture, or auditory, format. The use of classroom demonstrations provides opportunities for incorporating visual and active learning into the classroom environment. However, while most instructors acknowledge the benefits of these teaching methods, they typically do not have the time and resources to develop and test such activities and to develop plans to incorporate them into their lectures. Members of the Excellence in Water Resources Education Task Committee of the Environmental and Water Resources Institute (EWRI) of the American Society of Civil Engineers (ASCE) have produced a publication that contains a collection of activities aimed to foster excellence in water resources and hydrology education and improve student learning of principles. The book contains forty-five demonstrations and activities that can be used in water-related classes with topics in fluid mechanics, hydraulics, surface water hydrology, groundwater hydrology, and water quality. We present examples of these activities, including topics such as conservation of momentum, buoyancy, Bernoulli's principle, drag force, pipe flow, watershed delineation, reservoir networks, head distribution in aquifers, and molecular diffusion in a porous medium. Unlike full laboratory exercises, these brief demonstrations and activities (most of which take less than fifteen minutes) can be easily incorporated into classroom lectures. For each demonstration, guidance for preparing and conducting the activity, along with a brief overview of the principles that are demonstrated, is provided. The target audience of the activities is undergraduate students, although the activities also may be used in K-12 and graduate classes.

Building chemistry one atom at a time: An investigation of the effects of two curricula in students' understanding of covalent bonding and atomic size

NASA Astrophysics Data System (ADS)

Bull, Barbara Jeanne

Chemists have to rely on models to aid in the explanation of phenomena they experience. Instruction of atomic theory has been used as the introduction and primary model for many concepts in chemistry. Therefore, it is important for students to have a robust understanding of the different atomic models, their relationships and their limitations. Previous research has shown that students have alternative conceptions concerning their interpretation of atomic models, but there is less exploration into how students apply their understanding of atomic structure to other chemical concepts. Therefore, this research concentrated on the development of three Model Eliciting Activities to investigate the most fundamental topic of the atom and how students applied their atomic model to covalent bonding and atomic size. Along with the investigation into students' use of their atomic models, a comparison was included between a traditional chemistry curriculum using an Atoms First approach and Chemistry, Life, the Universe and Everything (CLUE), a NSF-funded general chemistry curriculum. Treatment and Control groups were employed to determine the effectiveness of the curricula in conveying the relationship between atoms, covalent bonds and atomic size. The CLUE students developed a Cloud representation on the Atomic Model Eliciting Activity and maintained this depiction through the Covalent Bonding Model Eliciting Activity. The traditional students more often illustrated the atom using a Bohr representation and continued to apply the same model to their portrayal of covalent bonding. During the analysis of the Atomic Size Model Eliciting Activity, students had difficulty fully supporting their explanation of the atomic size trend. Utilizing the beSocratic platform, an activity was designed to aid students' construction of explanations using Toulmin's Argumentation Pattern. In order to study the effectiveness of the activity, the students were asked questions relating to a four-week long investigation into the identity of an inorganic salt during their laboratory class. Students who completed the activity exhibited an improvement in their explanation of the identity of their salt's cation. After completing the activity, another question was posed about the identity of their anion. Both groups saw a decrease in the percentage of students who included reasoning in their answer; however, the activity group maintained a significantly higher percentage of responses with a reasoning than the control group.

Student Needs to Practicum Guidance in Physiology of Animals Based on Guided Inquiry

NASA Astrophysics Data System (ADS)

Widiana, R.; Susanti, S.; Susanti, D.

2017-09-01

The achievement of the subject of animal physiology requires that the students actively and creatively find their knowledge independently in understanding the concepts, theories, physiological processes, decompose, assemble, compare and modify physiological processes in relation to the fluctuation of environmental factors through practicum activities. The achievement of this lesson has not been fully realized because the learning resources used can’t guide, direct and make the independent students achieve their learning achievement and the practical handbook used has not been able to lead the students active and creative in finding their own knowledge. The practical handbook used so far consists only of the introduction of materials, work steps and questions. For that, we need to develop guided inquiry guide based on the needs of students. Objectives this study produces a practical handbook that fits the needs of the students. The research was done by using 4-D models and limited to define stage that is student requirement analysis. Data obtained from the questionnaire and analysed descriptively. The questionnaire obtained an average of 88.16%. So the needs of students will guide guided inquiry based inquiry both to be developed.

S.T.E.P. - Students Toward Environmental Participation - Into Your Environment.

ERIC Educational Resources Information Center

Brandt, Sandy, Ed.; Walters, Casey, Ed.

This high school environmental guide uses the Students Toward Environmental Participation (S.T.E.P.) approach. Activities are designed to develop an awareness of the purpose, interrelationship, and wholeness of the earth through activities, games and role-playing. Sample activities include: trust walk, scavenger hunt, nature collage, and alphabet…

Correlates of School-Day Physical Activity in Preschool Students

ERIC Educational Resources Information Center

Robinson, Leah E.; Wadsworth, Danielle D.; Peoples, Christina M.

2012-01-01

This study examined the relationship among sex, body mass index, motor skill competence (MSC), perceived physical competence (PPC), and school-day physical activity in preschool students (N = 34). Physical activity was assessed by steps accumulated during the school day, while MSC and PPC were assessed with the Test of Gross Motor Development--2nd…

Wisconsin's Model Academic Standards for Business. Activities Guide. Bulletin No. 00190.

ERIC Educational Resources Information Center

Loock, Joan W.; Schmitt, Bette

This document, which is intended for teachers of high school-level business education courses, contains both the academic standards for business education in Wisconsin secondary schools that were disseminated in 1998 and learning activities to enable students to meet the standards. The activities were developed for students completing grade 12 and…

A Hands-On Activity Incorporating the Threefold Representation on Limiting Reactant

ERIC Educational Resources Information Center

Gonza´lez-Sa´nchez, Ange´lica M.; Ortiz-Nieves, Edgardo L.; Medina, Zuleikra

2014-01-01

Many students share the common belief that the limiting reactant in a chemical reaction is the reactant in the smallest quantity of material. To help students overcome this difficulty a hands-on activity for the limiting reactant concept was developed. The activity incorporates the three levels of representation (macroscopic, submicroscopic, and…

Food as Social Justice: Critical Ethnography as a Lens for Communication Activism

ERIC Educational Resources Information Center

Louis, Ross

2016-01-01

Courses: Public Speaking. Objectives: This semester-long service-learning activity examines access to affordable healthy food as a social justice issue, using critical ethnography as a framework to help students understand the link between activism and public speaking skills. After completing the project, students will be able to: (1) develop a…

Preventing Negative Behaviors Among Elementary-School Students Through Enhancing Students’ Social-Emotional and Character Development

PubMed Central

Snyder, Frank J.; Acock, Alan C.; Vuchinich, Samuel; Beets, Michael W.; Washburn, Isaac J.; Flay, Brian R.

2013-01-01

Purpose Examine the effects of a comprehensive, school-wide social-emotional and character development program using a positive youth development perspective. Specifically, we examined a mediation mechanism whereby positive academic-related behaviors mediated the intervention effects on substance use, violence, and sexual activity. Design Matched-pair, cluster-randomized, controlled design. Setting Twenty (10 intervention and 10 control) racially/ethnically diverse schools in Hawaii. Subjects Elementary-aged students (N = 1784) from grade 5. Intervention The Positive Action program. Measures Students self-reported their academic behaviors, together with their substance use, violence, and voluntary sexual activity; teachers rated students’ academic behaviors, substance use, and violence. Analysis Structural equation modeling. Results Students attending intervention schools reported significantly better academic behavior (B = .273, SE = .039, p < .001) and significantly less substance use (B = −.970, SE = .292, p < .01, incidence-rate ratio [IRR] = .379), violence (B = −1.410, SE = .296, p < .001, IRR= .244), and sexual activity (B = − 2.415, SE = .608, p < .001, odds ratio = .089); boys reported more negative behaviors than girls. Intervention effects on student-reported substance use, violence, and sexual activity were mediated by positive academic behavior. Teacher reports corroborated these results, with rated academic behavior partially mediating the effects of the intervention on rated negative behaviors. Conclusion This study (1) provides evidence that adds insight into one mechanism through which a social-emotional and character development program affects negative outcomes and (2) supports social-emotional and character development and positive youth development perspectives that posit that focusing on youths’ assets may reduce negative behaviors. PMID:23470183

Toward Understanding Business Student Professional Development Engagement

ERIC Educational Resources Information Center

Blau, Gary; Blessley, Misty; Kunkle, Matthew; Schirmer, Michael; Regan, Laureen

2017-01-01

Professional development engagement (PDE) is defined as the level of perceived undergraduate engagement in professional development activities. An 11-item measure of PDE exhibited a good reliability. Using a complete data sample of 467 graduating business undergraduates, four variable sets (student background or precollege variables,…

Pilot Design and Implementation of an Innovative Mental Health and Wellness Clinic at a Historically Black College/University.

PubMed

Moore, Jessica R; Pollio, David E; Hong, Barry A; Valencia, Celeste; Sorrell, Michael; North, Carol S

2018-05-01

A pilot mental health and wellness clinic was developed and implemented on the campus of Paul Quinn College, a small Historically Black College and University (HBCU) in Dallas, TX, to address mental health disparities in an African-American student population. Additionally, a series of student engagement activities was developed and implemented to address stigma and enhance linkage to the clinic. The student engagement activities were well attended. In all, 14 students requested a total of 97 appointments during the spring 2016 semester, but attended only 41 appointments. Students sought treatment of a variety of psychiatric disorders, most commonly major depressive disorder and adjustment disorder. A model based on this program could conceivably be extended to serve students more broadly in other HBCUs as well as in community colleges.

Developing the Critical Thinking Skills of Astrobiology Students through Creative and Scientific Inquiry

PubMed Central

Lemus, Judith D.

2015-01-01

Abstract Scientific inquiry represents a multifaceted approach to explore and understand the natural world. Training students in the principles of scientific inquiry can help promote the scientific learning process as well as help students enhance their understanding of scientific research. Here, we report on the development and implementation of a learning module that introduces astrobiology students to the concepts of creative and scientific inquiry, as well as provide practical exercises to build critical thinking skills. The module contained three distinct components: (1) a creative inquiry activity designed to introduce concepts regarding the role of creativity in scientific inquiry; (2) guidelines to help astrobiology students formulate and self-assess questions regarding various scientific content and imagery; and (3) a practical exercise where students were allowed to watch a scientific presentation and practice their analytical skills. Pre- and post-course surveys were used to assess the students' perceptions regarding creative and scientific inquiry and whether this activity impacted their understanding of the scientific process. Survey results indicate that the exercise helped improve students' science skills by promoting awareness regarding the role of creativity in scientific inquiry and building their confidence in formulating and assessing scientific questions. Together, the module and survey results confirm the need to include such inquiry-based activities into the higher education classroom, thereby helping students hone their critical thinking and question asking skill set and facilitating their professional development in astrobiology. Key Words: Scientific inquiry—Critical thinking—Curriculum development—Astrobiology—Microbialites. Astrobiology 15, 89–99. PMID:25474292

Science Alive!: Connecting with Elementary Students through Science Exploration†

PubMed Central

Raja, Aarti; Lavin, Emily Schmitt; Gali, Tamara; Donovan, Kaitlin

2016-01-01

A novel program called Science Alive! was developed by undergraduate faculty members, K–12 school teachers, and undergraduate students to enrich science, technology, engineering, and mathematics (STEM) literacy at community schools located near the university. The ultimate goal of the program is to bolster the scientific knowledge and appreciation of local area students and community members and serve as a model for similar programs. Through the program, we observed that elementary school students made gains toward learning their grade-level science curricula after a hands-on learning experience and had fun doing these hands-on activities. Through the program, undergraduate students, working with graduate students and alumni, build scientific learning modules using explanatory handouts and creative activities as classroom exercises. This helps better integrate scientific education through a collaborative, hands-on learning program. Results showed that elementary school students made the highest learning gains in their performance on higher-level questions related to both forces and matter as a result of the hands-on learning modules. Additionally, college students enjoyed the hands-on activities, would consider volunteering their time at such future events, and saw the service learning program as a benefit to their professional development through community building and discipline-specific service. The science modules were developed according to grade-level curricular standards and can be used year after year to teach or explain a scientific topic to elementary school students via a hands-on learning approach. PMID:27158309

Young Scientists Explore Animals. Book 2--Intermediate Level. A Good Apple Activity Book.

ERIC Educational Resources Information Center

DeBruin, Jerry

Designed to develop creativity in young learners, this book contains interdisciplinary activities which focus on the theme of animals. Activity pages are provided that can serve as front and back covers of a student booklet and the suggested activities can be duplicated for insertion between the covers resulting in a booklet for each student. A…

Young Scientists Explore the Weather. Book 5--Intermediate Level. A Good Apple Activity Book.

ERIC Educational Resources Information Center

DeBruin, Jerry

Designed to develop creativity in young learners, this book contains interdisciplinary activities which focus on the theme of the weather. Activity pages are provided that can serve as front and back covers of a student booklet and the suggested activities can be duplicated for insertion between the covers resulting in a booklet for each student.…

Young Scientists Explore Nature. Book 10--Intermediate Level. A Good Apple Activity Book.

ERIC Educational Resources Information Center

DeBruin, Jerry

Designed to develop creativity in young learners, this book contains interdisciplinary activities which focus on the theme of nature. Activity pages are provided that can serve as front and back covers of a student booklet and the suggested activities can be duplicated for insertion between the covers resulting in a booklet for each student. A…

Young Scientists Explore the Moon. Book 3--Intermediate Level. A Good Apple Activity Book.

ERIC Educational Resources Information Center

DeBruin, Jerry

Designed to develop creativity in young learners, this book contains interdisciplinary activities which focus on the theme of the moon. Activity pages are provided that can serve as front and back covers of a student booklet and the suggested activities can be duplicated for insertion between the covers resulting in a booklet for each student. A…

Young Scientists Explore the World of Water. Book 9--Intermediate Level. A Good Apple Activity Book.

ERIC Educational Resources Information Center

DeBruin, Jerry

Designed to develop creativity in young learners, this book contains interdisciplinary activities which focus on the theme of water. Activity pages are provided that can serve as front and back covers of a student booklet and the suggested activities can be duplicated for insertion between the covers resulting in a booklet for each student. A…

Young Scientists Explore the World Around Them. Book 1--Intermediate Level. A Good Apple Activity Book.

ERIC Educational Resources Information Center

DeBruin, Jerry

Designed to develop creativity in young learners, this book contains interdisciplinary activities which focus on the theme of scientists. Activity pages are provided that can serve as front and back covers of a student booklet and the suggested activities can be duplicated for insertion between the covers resulting in a booklet for each student. A…

Integrative Curriculum Development in Nuclear Education and Research Vertical Enhancement Program

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

Egarievwe, Stephen U.; Jow, Julius O.; Edwards, Matthew E.

Using a vertical education enhancement model, a Nuclear Education and Research Vertical Enhancement (NERVE) program was developed. The NERVE program is aimed at developing nuclear engineering education and research to 1) enhance skilled workforce development in disciplines relevant to nuclear power, national security and medical physics, and 2) increase the number of students and faculty from underrepresented groups (women and minorities) in fields related to the nuclear industry. The program uses multi-track training activities that vertically cut across the several education domains: undergraduate degree programs, graduate schools, and post-doctoral training. In this paper, we present the results of an integrativemore » curriculum development in the NERVE program. The curriculum development began with nuclear content infusion into existing science, engineering and technology courses. The second step involved the development of nuclear engineering courses: 1) Introduction to Nuclear Engineering, 2) Nuclear Engineering I, and 2) Nuclear Engineering II. The third step is the establishment of nuclear engineering concentrations in two engineering degree programs: 1) electrical engineering, and 2) mechanical engineering. A major outcome of the NERVE program is a collaborative infrastructure that uses laboratory work, internships at nuclear facilities, on-campus research, and mentoring in collaboration with industry and government partners to provide hands-on training for students. The major activities of the research and education collaborations include: - One-week spring training workshop at Brookhaven National Laboratory: The one-week training and workshop is used to enhance research collaborations and train faculty and students on user facilities/equipment at Brookhaven National Laboratory, and for summer research internships. Participants included students, faculty members at Alabama A and M University and research collaborators at BNL. The activities include 1) tour and introduction to user facilities/equipment at BNL that are used for research in room-temperature semiconductor nuclear detectors, 2) presentations on advances on this project and on wide band-gap semiconductor nuclear detectors in general, and 3) graduate students' research presentations. - Invited speakers and lectures: This brings collaborating research scientist from BNL to give talks and lectures on topics directly related to the project. Attendance includes faculty members, researchers and students throughout the university. - Faculty-students team summer research at BNL: This DOE and National Science Foundation (NSF) program help train students and faculty members in research. Faculty members go on to establish research collaborations with scientists at BNL, develop and submit research proposals to funding agencies, transform research experience at BNL to establish and enhance reach capabilities at home institution, and integrate their research into teaching through class projects and hands-on training for students. The students go on to participate in research work at BNL and at home institution, co-author research papers for conferences and technical journals, and transform their experiences into developing senior and capstone projects. - Grant proposal development: Faculty members in the NERVE program collaborate with BNL scientists to develop proposals, which often help to get external funding needed to expand and sustain the continuity of research activities and supports for student's wages and scholarships (stipends, tuition and fees). - Faculty development and mentoring: The above collaboration activities help faculty professional development. The experiences, grants, joint publications in technical journals, and supervision of student's research, including thesis and dissertation research projects, contribute greatly to faculty development. Senior scientists at BNL and senior faculty members on campus jointly mentor junior faculty members to enhance their professional growth. - Graduate thesis and dissertation research: Brookhaven National Laboratory provides unique opportunities and outstanding research resources for the NERVE program graduate research. Scientists from BNL serve in master's degree thesis and PhD dissertation committees, where they play active roles in the supervision of the research. (authors)« less

Bringing Hands-on Activities and Real Scientists to Students: Bishop Museum's X-treme Science Exhibit, Holoholo Science Program, and Planned Science Learning Center

NASA Astrophysics Data System (ADS)

Hills, D. J.; Fullerton, K.; Hoddick, C.; Ali, N.; Mosher, M. K.

2002-12-01

Bishop Museum developed the "X-treme Science: Exploring Oceans, Volcanoes, and Outer Space" museum exhibit in conjunction with NASA as part of their goal to increase educational outreach. A key element of the exhibit was the inclusion of real scientists describing what they do, and fostering the interaction between scientists and students. Highlights of the exhibit were interviews with local (Hawaii-based) scientists involved in current ocean, volcano, and space research. These interviews were based on questions that students provided, and were available during the exhibit at interactive kiosks. Lesson plans were developed by local teachers and scientists, and provided online to enhance the exhibit. However, one limitation of the museum exhibit was that not all students in the state could visit, or spend enough time with it. To serve more remote schools, and to provide for additional enrichment for those who did attend, the education department at Bishop Museum developed a traveling program with the X-treme Science exhibit as the basis. The Holoholo (Hawaiian for "fun outing") Science program brings a scientist into the classroom with a hands-on scientific inquiry activity. The activity is usually a simplified version of a problem that the scientist actually deals with. The students explore the activity, reach conclusions, and discuss their results. They are then given the opportunity to question the scientist about the activity and about what the scientist does. This allows students to understand that science is not something mystical, but rather something attainable. A key element of Holoholo remains the active participation of real-life scientists in the experience. The scientists who have participated in the program have had overwhelmingly positive experiences. Bishop Museum is developing a science learning center, with the objective of meeting local and national science standards using inquiry based science. The unifying theme of all three of these projects is involving students with active scientists who are accessible to them. AGU scientists are vital to realizing this goal.

Active Bodies/Active Brains: The Relationship between Physical Engagement and Children's Brain Development

ERIC Educational Resources Information Center

Stevens-Smith, Deborah A.

2016-01-01

Educators often struggle daily with the issue of how to engage students for learning. Many instructional strategies are devoted to the concept of engagement to keep students interested and on task to enhance learning, but defining the term is difficult. Engagement may involve a combination of terms that relates to the effort of students when they…

Exploring Alignment among Learning Progressions, Teacher-Designed Formative Assessment Tasks, and Student Growth: Results of a Four-Year Study

ERIC Educational Resources Information Center

Furtak, Erin Marie; Circi, Ruhan; Heredia, Sara C.

2018-01-01

This article describes a 4-year study of experienced high school biology teachers' participation in a five-step professional development experience in which they iteratively studied student ideas with the support of a set of learning progressions, designed formative assessment activities, practiced using those activities with their students,…

A Web Environment to Encourage Students to Do Exercises outside the Classroom: A Case Study

ERIC Educational Resources Information Center

Capus, Laurence; Curvat, Frederic; Leclair, Olivier; Tourigny, Nicole

2006-01-01

For the past five years, our students have been passing less and less time preparing for lectures and exams. To encourage them to do more exercises, a pedagogical activity was offered outside the classroom. With the goal of making students more active during the problem-solving process, an innovative online environment, Sphinx, was developed.…

Coffee Can Speakers: Amazing Energy Transformers--Fifth-Grade Students Learn the Science behind Speakers

ERIC Educational Resources Information Center

Wise, Kevin; Haake, Monica

2007-01-01

In this article, the authors describe steps on how to develop a high-impact activity in which students build, test, and improve their own "coffee can" speakers to observe firsthand how loudspeakers work to convert electrical energy to sound. The activity is appropriate for students in grades three to six and lends itself best to students…

Effects of Interfaith Dialog Activities: The Role of a Turkish Student Association at an East Coast U.S. University

ERIC Educational Resources Information Center

Acar, Erkan

2013-01-01

The purpose of this case study is to analyze a Turkish Student Association's (TSA) extracurricular activities involving interfaith dialog with respect to their contributions to students' academic and social development in a predominantly white, Catholic, liberal arts college located in the Northeastern United States. The study aims to explain how…

"Finger Kits:" An Interactive Demonstration of Biomaterials and Engineering for Elementary School Students

ERIC Educational Resources Information Center

Canavan, Heather E.; Stanton, Michael; Lopez, Kaori; Grubin, Catherine; Graham, Daniel J.

2008-01-01

This article describes a hands-on activity and demonstration developed at the University of Washington and further reined at the University of New Mexico. In this activity, the authors present a real-world problem to the student: Someone has an injured finger joint, and the students in the class need to design an implant to replace it. After…

Inspiring the Next Generation: The International Space Station Education Accomplishments

NASA Technical Reports Server (NTRS)

Alleyne, Camille W.; Hasbrook, Pete; Knowles, Carolyn; Chicoine, Ruth Ann; Miyagawa, Yayoi; Koyama, Masato; Savage, Nigel; Zell, Martin; Biryukova, Nataliya; Pinchuk, Vladimir;

Preparing Twice Exceptional Students for Adult Lives: A Critical Need.

ERIC Educational Resources Information Center

Hua, C. Bruce; Coleman, Mary Ruth

2002-01-01

Six necessary program components to prepare gifted students with disabilities for productive adult lives are identified: provide challenging educational experiences along with supports, facilitate passion learning through enrichment activities, empower students through student-centered planning, develop self-advocacy, enhance positive social…

Students as facilitators in a teacher training program: motivation for leadership roles.

PubMed

Burgess, Annette; van Diggele, Christie; Mellis, Craig

2015-01-01

Although students often partake in peer-teaching activities during medical school, they are rarely provided with formal training in teaching. We have previously described our teacher training (TT) program for medical students. The TT program is delivered face-to-face across two sessions. In order to alleviate academic teaching load required to run the course, and at the same time provide our final-year students with practical opportunities to develop their leadership skills, we engaged five senior students as co-facilitators alongside academic staff. By developing an understanding of our students' motivation to participate as facilitators, we may be able to promote an interest within leadership in teaching among other students. Our study sought to examine students' motivation to take part as facilitators in the TT program. Data were collected through a focus group session with the five student facilitators. Self-determination theory, which poses that there are three elements key to intrinsic motivation, including autonomy, competence, and relatedness, was used as a conceptual lens to identify and code recurrent themes in the data. Elements that motivated students to assist in facilitation included an opportunity to review and build on their knowledge and skills in teaching practices; the recognition and acknowledgement received from school staff and fellow students; the opportunity to develop these relationships; and a desire to increase their peer-teaching responsibilities. By actively involving our students in leadership practices, we were able to not only engage the students, but also develop our student community and contribute to the promotion of a culture of excellence in teaching within the hospital.

Photography activities for developing students’ spatial orientation and spatial visualization

NASA Astrophysics Data System (ADS)

Hendroanto, Aan; van Galen, Frans; van Eerde, D.; Prahmana, R. C. I.; Setyawan, F.; Istiandaru, A.

2017-12-01

Spatial orientation and spatial visualization are the foundation of students’ spatial ability. They assist students’ performance in learning mathematics, especially geometry. Considering its importance, the present study aims to design activities to help young learners developing their spatial orientation and spatial visualization ability. Photography activity was chosen as the context of the activity to guide and support the students. This is a design research study consisting of three phases: 1) preparation and designing 2) teaching experiment, and 3) retrospective analysis. The data is collected by tests and interview and qualitatively analyzed. We developed two photography activities to be tested. In the teaching experiments, 30 students of SD Laboratorium UNESA, Surabaya were involved. The results showed that the activities supported the development of students’ spatial orientation and spatial visualization indicated by students’ learning progresses, answers, and strategies when they solved the problems in the activities.

[International academic mobility program in nursing experience report].

PubMed

de Oliveira, Mariana Gonçalves; Pagliuca, Lorita Marlena Freitag

2012-03-01

An experience of studying abroad or of academic exchange, really adds value to the professional and personal development of exchange students. This report aims to describe a student's experience in an international academic mobility program. It was developed from 2008 to 2009 in Brazil and Spain. The experiences, observations and activities of the student were emphasized believing that the training of students and researchers is not only restricted to the university and the students' home country, and that it is important to have possibilities of new experiences and differentiated knowledge. The conclusion is that this opportunity promoted a profound effect on psychological, cultural social and scientific development of the exchange student.

Senior nursing students' self-reported college experiences and gains toward liberal education goals.

PubMed

Zaborowska, R

1995-04-01

The purpose of this descriptive study is to assess baccalaureate nursing students' self-reported achievements toward liberal education goals in college and university settings and compare them to norms for the general college population by measuring their perceived involvement in campus life and activities. At the end of the spring semester, senior nursing students from 11 nursing programs in the Midwest filled out the College Student Experience Questionnaire, developed by Pace (1984), which measures the effort students put into liberal education goals. Nursing students reported high involvement in academic activities, but little involvement in other types of experiences in the college; they reported significant progress toward academic goals like intellectual skills, but less progress toward liberal education goals like art, literature, and music. Nursing students were very similar to other college students (except for students in selective liberal arts colleges) in reported involvement in activities and made similar progress toward liberal education goals.

Fundamental Movement Skills among Iranian Primary School Children.

PubMed

Aalizadeh, Bahman; Mohamadzadeh, Hassan; Hosseini, Fatemeh Sadat

2014-12-01

To determine the relationship between anthropometric indicators, physical activity (PA) and socioeconomic status (SES) with fundamental movement skills (FMS) among Iranian male students. In this descriptive study, based on SES scores, 241 students (7-10 years) were randomly selected and classified in high, medium and low groups. All children were measured by 8 morphology anthropometric measures. In order to examine a subset of manipulative skills and to measure physical activity and socioeconomic status, Test of Gross Motor Development (TGMD2) and, interviewer-administered questionnaires were used, respectively. The data were analyzed using Pearson correlation and multiple regression. There was a significant positive correlation between SES and body mass index (BMI), while a significant negative correlation existed between PA and BMI. Object control skills were significantly correlated with height, foot length, forearm length, hand length and physical activity. Students with low socioeconomic status were more qualified in movements than other students who were in medium and high socioeconomic status. Therefore, parents need to encourage students to be more active in order to prevent obesity and to facilitate development of object control skills in high socioeconomic status.

Physics and Science Education through Project Activities of University Students and Regional Collaboration

NASA Astrophysics Data System (ADS)

Hasegawa, Makoto

A project team "Rika-Kobo" organized by university students has actively performed various science education activities at primary and secondary schools and other educational facilities as well as in science events in local areas. The activities of this student project team are related to various fields of physics and sciences. In order to provide more attractive activities, the student members prepare original experiment tools and easily-understandable presentation and explanation. Through such activities, the members can have opportunities of obtaining new knowledge and refreshing their already-obtained understandings in related fields of physics and sciences. They can also have chances of improving their skills and abilities such as presentation, problem-finding and solving, which are useful for realizing their career development. The activities of the student project team have been also welcomed by children, parents, teachers and other people in local areas because the activities provide them with opportunities of knowing and learning new knowledge in physics and sciences.

Development of an Interdisciplinary STEM Classroom Activity for Radio Receiver Technology

NASA Astrophysics Data System (ADS)

Davis, Kristina

2015-01-01

Introduction The development of a mini STEM-based classroom activity designed to integrate these two fields into one project for middle school aged students is presented here. This lesson involves small groups of students constructing a small AM radio receivers. The lesson surrounding the activity focuses on both the physical nature of electromagnetic and AC waves, circuit design, practical applications to AM radio broadcasting, and research applications of radio telescopes. These tools have shown a significant increase in the lesson's primary concept understanding among 6th grade students, as well as net positive STEM awareness and enthusiasm.Content The primary teaching point for the students to consider and learn during this lesson is 'How does scientific application influence engineering design, and vice versa?' The lesson surrounds the hands-on activity of having students construct their own AM radio receiver. Wave theory and the use of radio instruments for astronomy research are also taught in a traditional lecture format. The activity is designed to complement middle school curriculum, although it has been tested and found suitable for high school and older students as well as the general public.Evaluation and ImpactThe evaluation tool that used for the student groups in this project was a Fryer chart, which is a four panel chart with the main topic listed in the center and a single question in each of the four panels. The students are asked to answer the questions in the chart before and after they participate in the lesson activity, each time in a different colored pencil so that the scores can be given to each student before and after they participated in the activity. Student scores improved from 4.5 to 17.9 out of a total of 20 possible points. This is an overall increase of 67% of the total possible points. The questions asked on the quiz cover the range of wave theory, circuit design, and scientific explanation. This factor of improvement shows that the lesson designed for this fellowship project is effective at teaching students about each of those concepts with a single teaching activity.

Health status, physical activity, and orthorexia nervosa: A comparison between exercise science students and business students.

PubMed

Malmborg, Julia; Bremander, Ann; Olsson, M Charlotte; Bergman, Stefan

2017-02-01

Orthorexia nervosa is described as an exaggerated fixation on healthy food. It is unclear whether students in health-oriented academic programs, highly focused on physical exercise, are more prone to develop orthorexia nervosa than students in other educational areas. The aim was to compare health status, physical activity, and frequency of orthorexia nervosa between university students enrolled in an exercise science program (n = 118) or a business program (n = 89). The students completed the Short Form-36 Health Survey (SF-36), the International Physical Activity Questionnaire (IPAQ), and ORTO-15, which defines orthorexia nervosa as a sensitive and obsessive behavior towards healthy nutrition. The SF-36 showed that exercise science students scored worse than business students regarding bodily pain (72.8 vs. 82.5; p = 0.001), but better regarding general health (83.1 vs. 77.1; p = 0.006). Of 188 students, 144 (76.6%) had an ORTO-15 score indicating orthorexia nervosa, with a higher proportion in exercise science students than in business students (84.5% vs. 65.4%; p = 0.002). Orthorexia nervosa in combination with a high level of physical activity was most often seen in men in exercise science studies and less often in women in business studies (45.1% vs. 8.3%; p < 0.000). A high degree of self-reporting of pain and orthorexia nervosa in exercise science students may cause problems in the future, since they are expected to coach others in healthy living. Our findings may be valuable in the development of health-oriented academic programs and within student healthcare services. Copyright © 2016 Elsevier Ltd. All rights reserved.

The GLAMA (Girls! Lead! Achieve! Mentor! Activate!) physical activity and peer leadership intervention pilot project: A process evaluation using the RE-AIM framework

PubMed Central

2012-01-01

Background Implementing new initiatives and physical activity interventions in schools represents a myriad of challenges that if overcome can potentially facilitate a range of behavioural changes. The aim of this paper is to describe the process evaluation of specific design constructs used in the GLAMA (Girls! Lead! Achieve! Mentor! Activate!) peer leadership and physical activity pilot project. Conducted in a state secondary school in Australia, the intervention was designed to provide students with opportunities to develop leadership skills, school and social connectedness in addition to a range of physical activity experiences. Methods This process evaluation used the RE-AIM (Reach, Efficacy, Adoption, Implementation and Maintenance) health promotion evaluation framework to assess three design constructs of the intervention: the effectiveness of leadership training and leader preparedness, activity suitability and participation, and the barriers to implementation of the intervention and potential solutions to overcome these barriers. As it was not the specific aim of this pilot, no behavioural change data were collected from students. Data were collected using a mixed methods approach including student questionnaires, teachers and researchers reporting on their own observations and feedback from students. Results There were three main considerations evident across more than one RE-AIM dimension that need to be addressed to assist with future GLAMA dissemination. Firstly, the development of teacher, school and student participation. This needs to be through a variety of professional development opportunities for teachers, integration of the program within timetabled classes within the school and promoting the program to students as an opportunity to develop a range of skills to apply to future learning and workplace environments. Secondly, the successful translation of leadership training to practice is necessary to ensure that leaders are effectively able to motivate, facilitate and activate their teams. Finally, the need for consistent activity implementation requires sequential, competitive elements, purposeful team selection and clearly defined scoring and time periods for team 'challenges'. Conclusions Factors that have the greatest impact on intervention success are those that come from within the school setting including: the structure of the curriculum, pressure to meet curriculum and assessment content, lack of support for new initiatives, multiple programs already running within the school, time allowances for teachers, appropriate training for teachers, and support for students to participate. These barriers need to be considered when developing all secondary school interventions. PMID:22260195

Designing Efficient Self-Diagnosis Activities in the Physics Classroom

NASA Astrophysics Data System (ADS)

Safadi, Rafi'

2017-12-01

Self-diagnosis (SD) activities require students to self-diagnose their solutions to problems that they solved on their own. This involves identifying where they went wrong and then explaining the nature of their errors—why they went wrong—aided by some form of support. Worked examples (WEs) are often used to support students in SD activities. A WE is a step-by-step demonstration of how to solve a problem. One unresolved issue is why students fail to exploit WEs in SD exercises. Yerushalmi et al., for instance, provided students with written WEs and asked them to self-diagnose their solutions with respect to these WEs. These authors found no correlation between students' SD performance and their subsequent problem-solving performance on transfer problems, suggesting that students had only superficially exploited the written WEs. The aim of this article is to describe a new SD activity that was developed to prompt students to effectively use written WEs when self-diagnosing, and to examine its effectiveness in advancing students' learning in physics.

Implementing a Transition Career Education Program for Secondary Students with Disabilities.

ERIC Educational Resources Information Center

Spring, Shannon Harrelson

This practicum developed a program to help students with disabilities to locate adequate employment, utilize community services, and live independently in the community. Practicum activities involved developing a comprehensive K-12 vocational curriculum, developing a policies and procedures manual for competitive/supportive employment, increasing…

Developing Creativity through Collaborative Problem Solving

ERIC Educational Resources Information Center

Albert, Lillie R.; Kim, Rina

2013-01-01

This paper discusses an alternative approach for developing problem solving experiences for students. The major argument is that students can develop their creativity by engaging in collaborative problem solving activities in which they apply a variety of mathematical methods creatively to solve problems. The argument is supported by: considering…

Algebra Aerobics

ERIC Educational Resources Information Center

Barnes, Julie; Jaqua, Kathy

2011-01-01

A kinesthetic approach to developing ideas of function transformations can get students physically and intellectually involved. This article presents low- or no-cost activities which use kinesthetics to support high school students' mathematical understanding of transformations of function graphs. The important point of these activities is to help…

An Art Activity Guide for Teachers of Severely Handicapped.

ERIC Educational Resources Information Center

Burst, Judy; And Others

This manual presents 48 visual art activities developed for severely disabled elementary and secondary school students. Brief explanations are presented for several handicapping conditions (cerebral palsy, Down's Syndrome, microcephaly, hydrocephaly, and communication handicaps), and information is given for positioning of students and…

Bowling for Elementary Students

ERIC Educational Resources Information Center

Curtis, Joyce M.

2005-01-01

Physical education programs at the elementary school level play an important role in developing students' interest and skill in lifelong physical activities. With increasing inactivity, overweight, and obesity among children, school physical education programs are challenged with presenting activities that can be enjoyed in childhood and…

Soweto Curriculum Extension Programme.

ERIC Educational Resources Information Center

Murray, Chris

1992-01-01

A Saturday enrichment program for gifted black children in Soweto townships (South Africa) is described, including development of basic numeracy and literacy skills for elementary students; work in English, mathematics, and science/biology for high school students; creative activities and excursions; interracial activities; and cross-cultural…

Teacher feedback during active learning: current practices in primary schools.

PubMed

van den Bergh, Linda; Ros, Anje; Beijaard, Douwe

2013-06-01

Feedback is one of the most powerful tools, which teachers can use to enhance student learning. It appears difficult for teachers to give qualitatively good feedback, especially during active learning. In this context, teachers should provide facilitative feedback that is focused on the development of meta-cognition and social learning. The purpose of the present study is to contribute to the existing knowledge about feedback and to give directions to improve teacher feedback in the context of active learning. The participants comprised 32 teachers who practiced active learning in the domain of environmental studies in the sixth, seventh, or eighth grade of 13 Dutch primary schools. A total of 1,465 teacher-student interactions were examined. Video observations were made of active learning lessons in the domain of environmental studies. A category system was developed based on the literature and empirical data. Teacher-student interactions were assessed using this system. Results. About half of the teacher-student interactions contained feedback. This feedback was usually focused on the tasks that were being performed by the students and on the ways in which these tasks were processed. Only 5% of the feedback was explicitly related to a learning goal. In their feedback, the teachers were directing (rather than facilitating) the learning processes. During active learning, feedback on meta-cognition and social learning is important. Feedback should be explicitly related to learning goals. In practice, these kinds of feedback appear to be scarce. Therefore, giving feedback during active learning seems to be an important topic for teachers' professional development. © 2012 The British Psychological Society.

Advanced Integration Matrix Education Outreach

NASA Technical Reports Server (NTRS)

Paul Heather L.

2004-01-01

The Advanced Integration Matrix (AIM) will design a ground-based test facility for developing revolutionary integrated systems for joint human-robotic missions in order to study and solve systems-level integration issues for exploration missions beyond Low Earth Orbit (LEO). This paper describes development plans for educational outreach activities related to technological and operational integration scenarios similar to the challenges that will be encountered through this project. The education outreach activities will provide hands-on, interactive exercises to allow students of all levels to experience design and operational challenges similar to what NASA deals with everyday in performing the integration of complex missions. These experiences will relate to and impact students everyday lives by demonstrating how their interests in science and engineering can develop into future careers, and reinforcing the concepts of teamwork and conflict resolution. Allowing students to experience and contribute to real-world development, research, and scientific studies of ground-based simulations for complex exploration missions will stimulate interest in the space program, and bring NASA's challenges to the student level. By enhancing existing educational programs and developing innovative activities and presentations, AIM will support NASA s endeavor to "inspire the next generation of explorers.. .as only NASA can."

Orchestrating 21st Century Learning in Higher Education: A Perspective on Student Voice

ERIC Educational Resources Information Center

Hämäläinen, Raija; Kiili, Carita; Smith, Blaine E.

2017-01-01

For universities to meet the 21st-century learning needs of today's students, it is important they allow students to take an active role in developing pedagogy and sharing their perspective. This paper introduces design-based research aiming to develop a pedagogic approach to support technology-enhanced learning practices at the university level…

Tentative Guidelines for the Development of an Ability-Based Emotional Intelligence Intervention Program for Gifted Students

ERIC Educational Resources Information Center

Zeidner, Moshe

2017-01-01

This paper presents a number of general principles and guidelines for the development of an emotional intelligence training program designed to foster emotional abilities in gifted students. The presented guidelines underscore the need for EI theory-driven program planning geared to the needs of gifted students; integrating activities into routine…

Student Health Services in Institutions of Higher Education. Bulletin, 1937, No. 7

ERIC Educational Resources Information Center

Rogers, James Frederick

1937-01-01

Originating 75 years ago as a means of safeguarding students from excesses in physical activities, the student-health service has had a phenomenal development. From an examination, by the methods then at hand, of heart, lungs, and spine and the prescription of gymnastic exercises according to the findings, this examination has developed, with the…

Marine Biology: Ecology of the Sea. A Zephyr Learning Packet. Revised.

ERIC Educational Resources Information Center

Tanner, Joey

From the smallest plankton to the most massive whales, marine biology is the study of the flora and fauna, the living creatures of the ocean. This Zephyr self-directed study unit was developed to bridge the gap between students as passive learners to students as active participants. Originally developed for gifted students, these units emphasize…

Definition and Formulation of Scientific Prediction and Its Role in Inquiry-Based Laboratories

ERIC Educational Resources Information Center

Mauldin, Robert F.

2011-01-01

The formulation of a scientific prediction by students in college-level laboratories is proposed. This activity will develop the students' ability to apply abstract concepts via deductive reasoning. For instances in which a hypothesis will be tested by an experiment, students should develop a prediction that states what sort of experimental…

The Octet Rules: A Dating Game for Atoms

ERIC Educational Resources Information Center

Welborn, Jennifer

2004-01-01

To develop student interest in the periodic table, the author developed a simple, but fun, role-playing activity. This play is used after students have learned the basic structure of atoms and the general layout of the periodic table. It also comes after students have learned the basics of ionic and covalent bonding. The basic idea of bonding is…

The Complexity of Scientific Literacy: The Development and Use of a Data Analysis Matrix

ERIC Educational Resources Information Center

Garthwaite, Kathryn; France, Bev; Ward, Gillian

2014-01-01

Data were gathered from 95 Year 10 students in a New Zealand secondary school to explore how the indicators of scientific literacy are expressed in student responses. These students completed an activity based around the two contexts of lighting and health. A matrix, which incorporated descriptive indicators, was developed to analyse the student…

Queer Student Leaders: A Case Study of Leadership Development and Lesbian, Gay, Bisexual, and Transgender Student Involvement.

ERIC Educational Resources Information Center

Renn, Kristen A.; Bilodeau, Brent

The purpose of this study was to explore a possible relationship between involvement in student leadership activities and the development of lesbian, gay, bisexual, and transgender (LGBT; "queer") campus activists and leaders. This paper focuses on the experience of planning a regional LGBT conference; later papers will explore long-term…

The Development of a Competency Based Food Preparations Curriculum for High School Special Needs Students in New Castle County, Delaware.

ERIC Educational Resources Information Center

Stewart, Richard Lee

A competency-based culinary arts food preparation curriculum for Delaware high school students with special needs was developed during a project that included the following activities: review of the state's existing culinary arts curriculum for regular education students; incumbent worker survey administered to 24 restaurant…

Does Medical Students' Diagnostic Performance Improve by Observing Examples of Self-Explanation Provided by Peers or Experts?

ERIC Educational Resources Information Center

Chamberland, Martine; Mamede, Sílvia; St-Onge, Christina; Setrakian, Jean; Schmidt, Henk G.

2015-01-01

Educational strategies that promote the development of clinical reasoning in students remain scarce. Generating self-explanations (SE) engages students in active learning and has shown to be an effective technique to improve clinical reasoning in clerks. Example-based learning has been shown to support the development of accurate knowledge…

Discerning the Difference between "Feel Good" and "Real Good": Teaching the Complexity of Sustainable Development

ERIC Educational Resources Information Center

Hogan, Theodore J.; Kelter, Paul

2015-01-01

Environmental issues can serve as a marvelous framework for high-level student analysis of critical scientific and social concerns. We describe a series of activities and discussions that motivate students to explore environmentalism, sustainable development, carbon offsets, and related ideas with an engaged learning format that helps students to…

The Toxics Geography Exercise: Students Use Inquiry to Uncover Uses and Limits of Data in Policy Analysis

ERIC Educational Resources Information Center

Duke, L. Donald; Schmidt, Diane L.

2011-01-01

The Toxics Geography Exercise was developed as an application-oriented exercise to develop skills in critical analysis in groups of undergraduate students from widely diverse academic backgrounds. Students use publicly available data on industrial activities, history of toxic material disposal, basic chemistry, regulatory approaches of federal and…

Focusing on the Sophomores: Characteristics Associated with the Academic and Social Involvement of Second-Year College Students

ERIC Educational Resources Information Center

Wang, Xueli; Kennedy-Phillips, Lance

2013-01-01

Research has long suggested that an optimal level of involvement in academic and social activities positively affects student development and outcomes. However, many second-year students experience the "sophomore slump." For this study, guided by both prior literature and theoretical perspectives, a survey instrument was developed to…

An Innovative and Successful Simulation Day.

PubMed

Bowling, Ann M; Eismann, Michelle

This article discusses the development of a creative and innovative plan to incorporate independent activities, including skill reviews and scenarios, into a single eight-hour day, using small student groups to enhance the learning process for pediatric nursing students. The simulation day consists of skills activities and pediatric simulation scenarios using the human patient simulator. Using small student groups in simulation captures the students' attention and enhances motivation to learn. The simulation day is a work in progress; appropriate changes are continually being made to improve the simulation experience for students.

An Analysis of the Relationship between School-Level AP® Professional Development Activity and Subsequent Student AP Performance. Research Report No. 2012-8

ERIC Educational Resources Information Center

Laitusis, Vytas

2012-01-01

The overarching purpose behind this evaluation was to gauge the impact of AP professional development (PD) on AP student outcomes in a state with a significant rate of PD implementation. The evaluation attempted to predict the level of student AP performance by the number of AP professional development events attended by teachers in that school in…

Teacher Self-Efficacy, Professional Development and Student Reading Performance in Persistently Low-Performing Schools

ERIC Educational Resources Information Center

Washington, Vanassa

2016-01-01

The overall aim of this quantitative non-experimental study was to investigate the degree to which content-focused professional development, active based-learning professional development and teacher self-efficacy predict student performance in reading, within persistently low-performing schools. The need to investigate professional development in…

Economic Development through Youth. A Program for Schools and Communities. Manual.

ERIC Educational Resources Information Center

Nolen, Lori

This manual is designed to help teachers, businesses, Chambers of Commerce, and students start their own economic development activities and youth ventures. It describes a two-step plan to economic development through youth: development of an in-school student chamber of commerce program and development of a youth-owned venture. The first part of…

Impact of Adding Internet Technology on Student Performance and Perception of Autonomy in Fundamentals of Electronics Course

NASA Astrophysics Data System (ADS)

Rosero-Zambrano, Carlos Andrés; Avila, Alba; Osorio, Luz Adriana; Aguirre, Sandra

2018-04-01

The coupling of the traditional classroom instruction and a virtual learning environment (VLE) in an engineering course is critical to stimulating the learning process and to encouraging students to develop competencies outside of the classroom. This can be achieved through planned activities and the use of information and communication technologies (ICTs), resources designed to complement students' autonomous learning needs. A quantitative analysis of students' academic performance using final course grades was performed for a fundamentals of electronics course and we examine students' perception of their autonomy using surveys. The students' progress and attitudes were monitored over four consecutive semesters. The first began with the design of the intervention and the following three consisted in the implementation. The strategy was focused on the development of course competencies through autonomous learning with ICT tools presented in the VLE. Findings indicate that the students who did the activities in the VLE showed an increase in performance scores in comparison with students who did not do them. The strategy used in this study, which enhanced perceived autonomy, was associated with a positive effect on their learning process. This research shows that a technology-enhanced course supported by ICT activities can both improve academic performance and foster autonomy in students.

Improving Student Awareness and Performance.

ERIC Educational Resources Information Center

Brown, Dale; Bateman, David N.

1978-01-01

Through the student activities of the Profession and Career Package (PAC), general principles taught in an introductory business course, "Principles of Management," are made relevant to students' future career plans. The development of the PAC approach, its objectives, and student reaction to this method are discussed. (JMD)

Remediating lapses in professionalism among undergraduate pre-clinical medical students in an Asian Institution: a multimodal approach.

PubMed

Findyartini, Ardi; Sudarsono, Nani Cahyani

2018-05-02

Fostering personal identity formation and professional development among undergraduate medical students is challenging. Based on situated learning, experiential learning and role-modelling frameworks, a six-week course was developed to remediate lapses in professionalism among undergraduate medical students. This study aims to explore the students' perceptions of their personal identity formation and professional development following completion of the course. This qualitative study, adopting a phenomenological design, uses the participants' reflective diaries as primary data sources. In the pilot course, field work, role-model shadowing and discussions with resource personnel were conducted. A total of 14 students were asked to provide written self-reflections. Consistent, multi-source feedback was provided throughout the course. A thematic analysis was conducted to identify the key processes of personal and professional development among the students during remediation. Three main themes were revealed. First, students highlighted the strength of small group activities in helping them 'internalise the essential concepts'. Second, the role-model shadowing supported their understanding of 'what kind of medical doctors they would become'. Third, the field work allowed them to identify 'what the "noble values" are and how to implement them in daily practice'. By implementing multimodal activities, the course has high potential in supporting personal identity formation and professional development among undergraduate pre-clinical medical students, as well as remediating their lapses in professionalism. However, there are challenges in implementing the model among a larger student population and in documenting the long-term impact of the course.

Veterinary student attitudes toward curriculum integration at James Cook University.

PubMed

Cavalieri, John

2009-01-01

The aim of this study was to investigate the attitudes of veterinary science students to activities designed to promote curriculum integration. Students (N = 33) in their second year of a five-year veterinary degree were surveyed in regard to their attitudes to activities that aimed to promote integration. Imaging, veterinary practice practicals, and a field trip to a cattle property were classified as the three most valuable learning activities that were designed to promote integration. Veterinary practice practicals, case studies, and palpable anatomy were regarded by students as helping them to learn information presented in other teaching sessions. They also appeared to enhance student motivation, and students indicated that the activities assisted them with their preparation for and performance at examinations. Attitudes to whether the learning exercises helped improve a range of skills and specific knowledge varied, with 39-88% of students agreeing that specific skills and knowledge were enhanced to a large or very large extent by the learning activities. The results indicate that learning activities designed to promote curriculum integration helped improve motivation, reinforced learning, created links between foundational knowledge and its application, and assisted with the development of skills that are related to what students will do in their future careers.

Developing Instructional Design to Improve Mathematical Higher Order Thinking Skills of Students

NASA Astrophysics Data System (ADS)

Apino, E.; Retnawati, H.

2017-02-01

This study aimed to describe the instructional design to improve the Higher Order Thinking Skills (HOTS) of students in learning mathematics. This research is design research involving teachers and students of class X MIPA 1 MAN Yigyakarta III, Special Region of Yogyakarta, Indonesia. Data collected through focus group discussions and tests. Data analyzed by quantitative descriptive. The results showed that the instructional design developed is effective to improving students’ HOTS in learning mathematics. Instructional design developed generally include three main components: (1) involve students in the activities non-routine problem solving; (2) facilitating students to develop the ability to analyze and evaluate (critical thinking) and the ability to create (creative thinking); and (3) encourage students to construct their own knowledge.

The Education Chief Resident in Medical Student Education: Indicators of Success

ERIC Educational Resources Information Center

Roman, Brenda; Khavari, Andrew; Hart, David

2010-01-01

Objective: Although residents are actively involved in teaching medical students, some students do not feel that they get adequate teaching from residents. The position of Education Chief Resident in Medical Student Education was developed to enhance the educational experience for the students, cultivate the academic skills of the education chief,…

Project Activities as a Form of English Language Teaching Based on the Interdisciplinary Approach to Form Intercultural Communicative Competence

ERIC Educational Resources Information Center

Redchenko, Nadezhda N.

2016-01-01

The authors of this article suggest a thesis about the purpose of teaching a foreign language--it is student's communicative activities, i.e. learning a foreign language in practice. The teacher's task is to encourage activities of every student and to create situations to develop their creative activities in a learning process. New information…

Moving Physical Activity beyond the School Classroom: A Social-Ecological Insight for Teachers of the Facilitators and Barriers to Students' Non-Curricular Physical Activity

ERIC Educational Resources Information Center

Hyndman, Brendon; Telford, Amanda; Finch, Caroline F.; Benson, Amanda C.

2012-01-01

Non-curricular avenues such as active play during school breaks have been established as a major source for children's physical and cognitive development, yet there is little information for teachers on the influences affecting primary and secondary school students' non-curricular physical activity. During this study focus groups and drawing were…

Focusing on the Processes of Science Using Inquiry-oriented Astronomy Labs for Learning Astronomy

NASA Astrophysics Data System (ADS)

Speck, Angela; Ruzhitskaya, L.; Whittington, A.; Witzig, S.

2010-01-01

The U.S. National Science Education Standards provide guidelines for teaching science through inquiry, where students actively develop their understanding of science by combining scientific knowledge with reasoning and thinking skills. Inquiry activities include reading scientific literature, generating hypotheses, designing and carrying out investigations, interpreting data, and formulating conclusions. Inquiry-based instruction emphasizes questions, evidence, and explanation, the essential features of inquiry. We present two projects designed to develop learning materials for laboratory experiences in an undergraduate astronomy course. First, we engage students in inquiry-based learning by using "mini-journal” articles that follow the format of a scientific journal article, including a title, authors, abstract, introduction, methods, results, discussion and citations to peer-reviewed literature. The mini-journal provides a scaffold and serves as a springboard for students to develop and carry out their own follow-up investigation. They then present their findings in the form of their own mini-journal. This mini-journal format more directly reflects and encourages scientific practice. We use this technique in both introductory and upper level courses. The second project develops 3D virtual reality environments to help students interact with scientific constructs, and the use of collaborative learning tools to motivate student activity, deepen understanding and support knowledge building.

The Effects of Activity and Gain Based Virtual Material on Student's Success, Permanency and Attitudes towards Science Lesson

ERIC Educational Resources Information Center

Tas, Erol

2015-01-01

The main objective of this study is to research the effects of a student gains and activity based virtual material on students' success, permanence and attitudes towards science lesson, developed for science and technology lesson 6th grade "Systems in our body" unit. The study, which had a quasi-experimental design, was conducted with…

Active Engagement with Assessment and Feedback Can Improve Group-Work Outcomes and Boost Student Confidence

ERIC Educational Resources Information Center

Scott, G. W.

2017-01-01

This study involves evaluation of a novel iterative group-based learning task developed to enable students to actively engage with assessment and feedback in order to improve the quality of their written work. The students were all in the final semester of their final year of study and enrolled on either BSc Zoology or BSc Marine and Freshwater…

The e-Learning Tool Voxopop and Its Benefits on Oral Skills: Activities for Final Year Students of German

ERIC Educational Resources Information Center

Stollhans, Sascha

2015-01-01

This case study demonstrates how Voxopop, a voice based e-learning tool, can be used to practise oal skills in the target language by presenting activities which have been developed for students of German at the University of Nottingham. The focus lies on an ongoing innovative project designed to improve final year students' oral skills by having…

Using PyMOL to Explore the Effects of ph on Noncovalent Interactions between Immunoglobulin G and Protein A: A Guided-Inquiry Biochemistry Activity

ERIC Educational Resources Information Center

Roche Allred, Zahilyn D.; Tai, Heeyoung; Bretz, Stacey Lowery; Page, Richard C.

2017-01-01

Students' understandings of foundational concepts such as noncovalent interactions, pH and pK[subscript a] are crucial for success in undergraduate biochemistry courses. We developed a guided-inquiry activity to aid students in making connections between noncovalent interactions and pH/pK[subscript a]. Students explore these concepts by examining…

The Effect of Hands-on '"Energy-Saving House" Learning Activities on Elementary School Students' Knowledge, Attitudes, and Behavior Regarding Energy Saving and Carbon-Emissions Reduction

ERIC Educational Resources Information Center

Lee, Lung-Sheng; Lin, Kuen-Yi; Guu, Yunn-Horng; Chang, Liang-Te; Lai, Chih-Chien

2013-01-01

Energy saving and carbon-emissions reduction (ESCER) are widely regarded as important issues for progress towards ensuring sustainable forms of economic development. This Taiwanese study focuses on the effects of a series of educational activities about ESCER on students' knowledge, attitudes and behavior. Sixty fifth-grade students from two…

The Art and Science Connection. Hands-On Activities for Primary Students.

ERIC Educational Resources Information Center

Tolley, Kimberley

Most people think that the artist and the scientist live in two totally different worlds. However, art and science are only two different ways of understanding and knowing the world. To help primary students make a connection between art and science, a collection of hands-on activities have been developed. By engaging in these activities that…

Enhancing Learning Outcomes through Application Driven Activities in Marketing

ERIC Educational Resources Information Center

Stegemann, Nicole; Sutton-Brady, Catherine

2013-01-01

This paper introduces an activity used in class to allow students to apply previously acquired information to a hands-on task. As the authors have previously shown active learning is a way to effectively facilitate and improve students' learning outcomes. As a result to improve learning outcomes we have overtime developed a series of learning…

Secondary Market Activities of the Student Loan Marketing Association. Report to the Committee on Labor and Human Resources, United States Senate.

ERIC Educational Resources Information Center

General Accounting Office, Washington, DC.

Lending and secondary market activities of the Student Loan Marketing Association (Sallie Mae) since it began operations in 1973 were reviewed. Specific areas of review were: the Association's legislative development and financial activities, its profitability compared to commercial banks and other government-sponsored enterprises that provide…

Developing Clinical Competency in Crisis Event Management: An Integrated Simulation Problem-Based Learning Activity

ERIC Educational Resources Information Center

Liaw, S. Y.; Chen, F. G.; Klainin, P.; Brammer, J.; O'Brien, A.; Samarasekera, D. D.

2010-01-01

This study aimed to evaluate the integration of a simulation based learning activity on nursing students' clinical crisis management performance in a problem-based learning (PBL) curriculum. It was hypothesized that the clinical performance of first year nursing students who participated in a simulated learning activity during the PBL session…

Student Volunteering and the Active Community: Issues and Opportunities for Teaching and Learning in Sociology

ERIC Educational Resources Information Center

Hall, David; Hall, Irene; Cameron, Andrew; Green, Pat

2004-01-01

Student volunteering is currently being promoted through the Higher Education Active Community Fund, which runs to August 2004 and may be extended further. This development of higher education's "third mission" has strong links with the government's agenda for citizenship and the active community. This initiative appears to have taken…

The Art and Science Connection: Hands-on Activities for Intermediate Students.

ERIC Educational Resources Information Center

Tolley, Kimberley

Most people think that the artist and the scientist live in two totally different worlds. However, art and science are only two different ways of understanding and knowing the world. To help intermediate students make a connection between art and science, a collection of hands-on activities have been developed. By engaging in these activities that…

Enhancing RN-to-BSN students' information literacy skills through the use of instructional technology.

PubMed

Schutt, Michelle A; Hightower, Barbara

2009-02-01

The American Association of Colleges of Nursing advocates that professional nurses have the information literacy skills essential for evidence-based practice. As nursing schools embrace evidence-based models to prepare students for nursing careers, faculty can collaborate with librarians to create engaging learning activities focused on the development of information literacy skills. Instructional technology tools such as course management systems, virtual classrooms, and online tutorials provide opportunities to reach students outside the traditional campus classroom. This article discusses the collaborative process between faculty and a library instruction coordinator and strategies used to create literacy learning activities focused on the development of basic database search skills for a Computers in Nursing course. The activities and an online tutorial were included in a library database module incorporated into WebCT. In addition, synchronous classroom meeting software was used by the librarian to reach students in the distance learning environment. Recommendations for module modifications and faculty, librarian, and student evaluations are offered.

Students’ Perception of Self-Efficacy Following Medicinal Chemistry Skills Laboratory Exercises

PubMed Central

Roche, Victoria F.; Qi, Yongyue

2016-01-01

Objective. To analyze student perceptions of self-efficacy in meeting medicinal chemistry course related educational outcomes and skills following a medicinal chemistry skills laboratory. Methods. Four activities were implemented in a pharmacy skills laboratory (PSL) for second-year pharmacy students. Students (n=121) worked individually on exercises for three of the four activities. Pre/post-laboratory surveys on self-efficacy were administered. The McNemar test was performed to evaluate students’ self-efficacy above 70% related to course outcomes before and after the exercises in each activity. An independent t test was conducted to compare the mean of students’ responses on meeting course outcomes based on the 70% anchor for the perspective confidence on meeting course outcomes. Results. The post-PSL scores on all self-efficacy questions improved. The majority of students reported skill development in all exercises. Students and clinical faculty qualitative responses indicated they felt exercises were effective. Conclusion. A PSL can serve as a valuable opportunity to address course related educational outcomes and specific skill development and can help students assess their self-efficacy in meeting them. PMID:27402979

The Development of Expert Learners in the Classroom

ERIC Educational Resources Information Center

Rahman, Saemah; Mahmud, Zuria; Yassin, Siti Fatimah Mohd; Amir, Ruslin; Ilias, Khadijah Wan

2010-01-01

The term "expert learner" refers to students who are actively engaged with the materials learned and take responsibility for their own learning. Literature reviews suggested the use of metacognitive approach to help develop students to become expert learners. Research on development of expert learners can be traced from movements that…

Gunn and Heid: Teaching Small Group Development with Reality TV

ERIC Educational Resources Information Center

Kopaczewski, Shana

2017-01-01

Courses: Small group communication or any courses with units on group/team work. Objective: In this single-class activity, students will use reality TV to identify Tuckman's five phases of group development: forming, storming, norming, performing, and adjourning. Students analyze how phases of group development manifest through group interaction…

Incorporating Technologies into a Flexible Teaching Space

ERIC Educational Resources Information Center

Joy, Mike; Foss, Jonathan; King, Emma; Sinclair, Jane; Sitthiworachart, Jirarat; Davis, Rachel

2014-01-01

Higher education institutions are increasingly exploring how they can use emerging technologies to develop and enhance the learning experiences offered to students. These activities have mainly focused on developing student-centered facilities. The University of Warwick has taken the next step by developing a space (the Teaching Grid) specifically…

The development of guided inquiry-based learning devices on photosynthesis and respiration matter to train science literacy skills

NASA Astrophysics Data System (ADS)

Choirunnisak; Ibrahim, M.; Yuliani

2018-01-01

The purpose of this research was to develop a guided inquiry-based learning devices on photosynthesis and respiration matter that are feasible (valid, practical, and effective) to train students’ science literacy. This research used 4D development model and tested on 15 students of biology education 2016 the State University of Surabaya with using one group pretest-posttest design. Learning devices developed include (a) Semester Lesson Plan (b) Lecture Schedule, (c) Student Activity Sheet, (d) Student Textbook, and (e) testability of science literacy. Research data obtained through validation method, observation, test, and questionnaire. The results were analyzed descriptively quantitative and qualitative. The ability of science literacy was analyzed by n-gain. The results of this research showed that (a) learning devices that developed was categorically very valid, (b) learning activities performed very well, (c) student’s science literacy skills improved that was a category as moderate, and (d) students responses were very positively to the learning that already held. Based on the results of the analysis and discussion, it is concluded that the development of guided inquiry-based learning devices on photosynthesis and respiration matter was feasible to train students literacy science skills.

Law Education Lessons, Grade 4-8.

ERIC Educational Resources Information Center

Allen, Rodney F., Ed.; And Others

Teacher developed activities for elementary and junior high school students provide instruction in citizenship, civil governments, law in a free society, and the consequences for disobedience of the law. Part 1 contains 13 activities for lower elementary students. Games, questionnaires, discussions, checklists, and attitude scales reinforce…

Geography, Culture, History, Politics of Latin America. Revised.

ERIC Educational Resources Information Center

Dangle, James; Esler, Jon

This curriculum guide provides activities to help students understand Latin America. A foundation for analyzing the interdependence of world nations develops critical thinking, and problem solving skills. Activities emphasize research, reading, writing, and speaking skills. Detailed lesson plans and accompanying reproducible student handouts are…

Understanding Instructions.

ERIC Educational Resources Information Center

Milburn, Val

This guide is intended to help adult basic education (ABE) teachers teach their students to understand instructions in their daily lives. The 25 learning activities included all develop students' skills in the area of following directions by using basic situations drawn from everyday life. The following activities are included: sequencing pictures…

(Role) Playing Politics in an Environmental Chemistry Lecture Course

ERIC Educational Resources Information Center

Smythe, Meredith A.; Higgins, Daniel A.

2007-01-01

Participation of environmental chemistry students in mock congressional hearings is described, as a means of helping them better develop their speaking and debating skills. The activity brings active learning principles into the classroom and greatly increases student participation in an otherwise traditional lecture course.

Promoting the Geosciences for Minority Students in the Urban Coastal Environment of New York City

NASA Astrophysics Data System (ADS)

Liou-Mark, J.; Blake, R.

2013-12-01

The 'Creating and Sustaining Diversity in the Geo-Sciences among Students and Teachers in the Urban Coastal Environment of New York City' project was awarded to New York City College of Technology (City Tech) by the National Science Foundation to promote the geosciences for students in middle and high schools and for undergraduates, especially for those who are underrepresented minorities in STEM. For the undergraduate students at City Tech, this project: 1) created and introduced geoscience knowledge and opportunities to its diverse undergraduate student population where geoscience is not currently taught at City Tech; and 2) created geoscience articulation agreements. For the middle and high schools, this project: 1) provided inquiry-oriented geoscience experiences (pedagogical and research) for students; 2) provided standards-based professional development (pedagogical and research) in Earth Science for teachers; 3) developed teachers' inquiry-oriented instructional techniques through the GLOBE program; 4) increased teacher content knowledge and confidence in the geosciences; 5) engaged and intrigued students in the application of geoscience activities in a virtual environment; 6) provided students and teachers exposure in the geosciences through trip visitations and seminars; and 7) created community-based geoscience outreach activities. Results from this program have shown significant increases in the students (grades 6-16) understanding, participation, appreciation, and awareness of the geosciences. Geoscience modules have been created and new geosciences courses have been offered. Additionally, students and teachers were engaged in state-of-the-art geoscience research projects, and they were involved in many geoscience events and initiatives. In summary, the activities combined geoscience research experiences with a robust learning community that have produced holistic and engaging stimuli for the scientific and academic growth and development of grades 6 - 12 student and teacher participants and undergraduates. (This program is supported by NSF OEDG grant #1108281.)

Increasing Opportunities and Success in Science, Math, Engineering and Technology Through Partnerships and Resource Convergence

NASA Astrophysics Data System (ADS)

Huebner, P.

2003-12-01

Bridging the geographic boundaries and providing educational opportunities is the goal of American Indian Programs at Arizona State University East. Since its inception in 1997, American Indian Programs has established programs and partnerships to provide opportunities and resources to Tribal communities throughout Arizona. From educational programs to enhance student achievement at the K-12 level to recruitment and retention of American Indian students at the post secondary level, American Indian Programs provides the resources to further the success of students in science, math, engineering and technology. Resource convergence is critical in providing opportunities to ensure the success of Indian students in science, math, engineering and technology. American Indian Programs has built successful programs based on partnerships between federal grant programs, corporate, federal and state agencies. Providing professional development for teachers, school assessment, science and math curriculum and data collection are the primary efforts at the K-12 level to increase student achievement. Enrichment programs to enhance K-12 activities include the development of the Arizona American Indian Science and Engineering Fair (the only State fair for American Indiana's in the country) supported entirely through corporate support, summer residential programs, after school activities and dual enrollment programs for high school students. ASU East's retention rate for first year students is 92 percent and 1in 6 graduating students enter graduate programs. American Indian Programs strives to build student relationships with federal, state and corporate agencies through internships and coops. This effort has led to the development of an E-mentoring program that allows students (and K-12 teachers) to work directly with practicing scientists, and engineers in research activities. New programs look to increase technology not only in Tribal schools but increase technology in the homes of students as well.

Design and evaluation of an Internet based data repository and visualization system for science education

NASA Astrophysics Data System (ADS)

Dalphond, James M.

In modern classrooms, scientific probes are often used in science labs to engage students in inquiry-based learning. Many of these probes will never leave the classroom, closing the door on real world experimentation that may engage students. Also, these tools do not encourage students to share data across classrooms or schools. To address these limitations, we have developed a web-based system for collecting, storing, and visualizing sensor data, as well as a hardware package to interface existing classroom probes. This system, The Internet System for Networked Sensor Experimentation (iSENSE), was created to address these limitations. Development of the system began in 2007 and has proceeded through four phases: proof-of-concept prototype, technology demonstration, initial classroom deployment, and classroom testing. User testing and feedback during these phases guided development of the system. This thesis includes lessons learned during development and evaluation of the system in the hands of teachers and students. We developed three evaluations of this practical use. The first evaluation involved working closely with teachers to encourage them to integrate activities using the iSENSE system into their existing curriculum. We were looking for strengths of the approach and ease of integration. Second, we developed three "Activity Labs," which teachers used as embedded assessments. In these activities, students were asked to answer questions based on experiments or visualizations already entered into the iSENSE website. Lastly, teachers were interviewed after using the system to determine what they found valuable. This thesis makes contributions in two areas. It shows how an iterative design process was used to develop a system used in a science classroom, and it presents an analysis of the educational impact of the system on teachers and students.

I. Developing Methods for the Analysis of Chemistry Students' Inscriptions, II. Exploring the Regioselectivity of 1,3-Dipolar Cycloadditions of Munchnones, III. Stereochemical Investigations of C-H Activation Reactions Involving Germylene and Stannylene/Aryl Iodide Reagents

ERIC Educational Resources Information Center

Kiste, Alan L.

2009-01-01

I. Analyzing and comparing student-generated inscriptions in chemistry is crucial to gaining insight into students' understanding about chemistry concepts. Thus, we developed two methods of analyzing student-generated inscriptions: features analysis and thematic analysis. We have also demonstrated how these methods are able to discern differences…

Students in a Teacher College of Education Develop Educational Programs and Activities Related to Intelligent Use of the Web: Cultivating New Knowledge

ERIC Educational Resources Information Center

Wadmany, Rivka; Zeichner, Orit; Melamed, Orly

2014-01-01

Students in a teacher training college in Israel have developed and taught curricula on the intelligent use of the Web. The educational programs were based on activities thematically related to the world of digital citizenship, such as the rights of the child and the Internet, identity theft, copyrights, freedom of expression and its limitations,…

The active engagement model of applied ethics as a structure for ethical reflection in the context of course-based service learning.

PubMed

Nesbit, Kathryn C; Jensen, Gail M; Delany, Clare

2018-01-01

The purpose of this case report is to explore the active engagement model as a tool to illuminate the ethical reflections of student physical therapists in the context of service learning in a developing country. The study participants were a convenience sample of six students. The study design is a case report using a phenomenological perspective. Data were collected from students' narrative writing and semi-structured interviews. The steps of the active engagement model provided the structural framework for student responses. The analysis process included open coding, selective coding, and member checking. Results showed the emergence of two main themes: 1) gathering rich detail and 2) developing independent moral identity. Students' descriptions of their relationships were detailed and included explanations about the complexities of the sociocultural context. Independent and deliberate agency was evident by the students' preparedness to be collaborative, to raise ethical questions, to identify ethically important aspects of their practice and to describe their professional roles. The students noted that the use of the model increased their engagement in the ethical decision-making process and their recognition of ethical questions. This case report illustrates attributes of the active engagement model which have implications for teaching ethical reflection: scaffolding for ethical reflection, use of narrative for reflection, reflection in action, and illumination of relevant themes. Each of these attributes leads to the development of meaningful ethical reflection. The attributes of this model shown by this case report have potential applications to teaching ethical reflection.

Voyages...voyages.

ERIC Educational Resources Information Center

Saraceni, Luisa; And Others

1990-01-01

Four teachers from Norway, Italy, and Hungary have found ways to actively prepare their students for overseas exchanges, using student correspondence, discussion of current events, exercises in formulating questions, and student language skill development projects to elevate the visit above superficial tourism. (MSE)

Description of a research-based health activism curriculum for medical students.

PubMed

Cha, Stephen S; Ross, Joseph S; Lurie, Peter; Sacajiu, Galit

2006-12-01

Few curricula train medical students to engage in health system reform. To develop physician activists by teaching medical students the skills necessary to advocate for socially equitable health policies in the U.S. health system. Montefiore Medical Center, the University Hospital of the Albert Einstein College of Medicine, Bronx, NY. We designed a 1-month curriculum in research-based health activism to develop physician activists. The annual curriculum includes a student project and 4 course sections;health policy, research methods, advocacy, and physician activists as role models; taught by core faculty and volunteers from academic institutions, government, and nongovernmental organizations. From 2002 to 2005, 47 students from across the country have participated. Students reported improved capabilities to generate a research question, design a research proposal,and create an advocacy plan. Our curriculum demonstrates a model for training physician activists to engage in health systems reform.

Developing students' qualitative muscles in an introductory methods course.

PubMed

SmithBattle, Lee

2014-08-30

The exponential growth of qualitative research (QR) has coincided with methodological innovations, the proliferation of qualitative textbooks and journals, and the greater availability of qualitative methods courses. In spite of these advances, the pedagogy for teaching qualitative methods has received little attention. This paper provides a philosophical foundation for teaching QR with active learning strategies and shows how active learning is fully integrated into a one-semester course. The course initiates students into qualitative dispositions and skills as students develop study aims and procedures; enter the field to gather data; analyze the full set of student-generated data; and write results in a final report. Conducting a study in one semester is challenging but has proven feasible and disabuses students of the view that QR is simple, unscientific, or non-rigorous. Student reflections on course assignments are integrated into the paper. The strengths and limitations of this pedagogical approach are also described.

HEADS UP! A nested intervention with freshmen male college students and the broader campus community to promote responsible drinking.

PubMed

LaBrie, Joseph W; Pedersen, Eric R; Lamb, Toby F; Bove, Lane

2006-01-01

The National Institute on Alcohol Abuse and Alcoholism developed several guidelines for effective interventions in dealing with problematic college student drinking, including targeted individual interventions paired with broader campus community involvement. The project Heads UP! combines these suggestions in an effort to intervene with high-risk first-year male college students. The objective of the program is to reduce campus alcohol-related negative events and prevent these high-risk students from developing dangerous drinking patterns throughout college. The project provides an environment that supports students in actively following the goals outlined by the intervention, and it actively impacts the overall campus by helping students make responsible drinking decisions. Promising results are forthcoming, and the authors encourage other universities to design and adopt similar campus-supported programs nested within the broader campus community that target high-risk populations on campus.

Promoting children's agency and communication skills in an informal science program

NASA Astrophysics Data System (ADS)

Wulf, Rosemary; Hinko, Kathleen; Finkelstein, Noah

2013-01-01

The Partnerships for Informal Science Education in the Community (PISEC) program at the University of Colorado Boulder brings together university and community institutions to create an environment where K-12 students join with university educators to engage in inquiry-based scientific practices after school. In our original framing, these afterschool activities were developed to reinforce the traditional learning goals of the classroom, including mastering scientific content, skills and processes. Recently, the primary focus of the PISEC curriculum has been shifted towards the development of students' scientific identity, an explicit objective of informal learning environments. The new curriculum offers students more activity choices, affords opportunities for scientific drawings and descriptions, and provides incentive for students to design their own experiments. We have analyzed student science notebooks from both old and new curricula and find that with the redesigned curriculum, students exhibit increased agency and more instances of scientific communication while still demonstrating substantial content learning gains.

Perceptions of Taiwanese nursing students' English-language progression following interactive scenario development and role play.

PubMed

Robinson, Carolyn I; Harvey, Theresa M; Tseng 曾翊瑄, Monica

2016-10-01

The English language has been recognised as an international language, enabling the globalisation of education and work opportunities. An institute in Taiwan has committed to strengthening English teaching by implementing a student-centred teaching and learning activity using role play. In addition, the involvement of a visiting teacher from Australia has been established. Data collection consisted of a questionnaire that collected qualitative and quantitative data that revealed student perceptions and attitudes towards learning English including nursing terminology, teamwork and communication. Fifty five of sixty students participating in the activity completed the questionnaire. Students regarded this as a positive experience for learning English, collegiality and teamwork. This project revealed that students who are not generally exposed to English-speaking people enjoyed this experience. They gained confidence in their ability to learn English in a collegial atmosphere where teamwork and supportive relationships were developed, despite the perception that learning English was difficult.

Developing Latent Mathematics Abilities in Economically Disadvantaged Students

ERIC Educational Resources Information Center

McKenna, Michele A.; Hollingsworth, Patricia L.; Barnes, Laura L. B.

2005-01-01

The current study was undertaken as an effort to attend to the potential giftedness of economically disadvantaged students, to give opportunities for mathematics acceleration, and to provide a sequential, individualized mathematics program for students of high mobility. The authors evaluated the Project SAIL (Students' Active Interdisciplinary…

Student-Created Digital Media and Engagement in Middle School History

ERIC Educational Resources Information Center

Alexander, Curby

2014-01-01

In this study, student engagement during classroom activities was investigated where sixth graders created digital media projects using historical images. The study employed a qualitative design involving observations, student artifacts, and interviews while students were creating digital storyboards using a Web-based application developed for…

Case study method and problem-based learning: utilizing the pedagogical model of progressive complexity in nursing education.

PubMed

McMahon, Michelle A; Christopher, Kimberly A

2011-08-19

As the complexity of health care delivery continues to increase, educators are challenged to determine educational best practices to prepare BSN students for the ambiguous clinical practice setting. Integrative, active, and student-centered curricular methods are encouraged to foster student ability to use clinical judgment for problem solving and informed clinical decision making. The proposed pedagogical model of progressive complexity in nursing education suggests gradually introducing students to complex and multi-contextual clinical scenarios through the utilization of case studies and problem-based learning activities, with the intention to transition nursing students into autonomous learners and well-prepared practitioners at the culmination of a nursing program. Exemplar curricular activities are suggested to potentiate student development of a transferable problem solving skill set and a flexible knowledge base to better prepare students for practice in future novel clinical experiences, which is a mutual goal for both educators and students.

Participation Motivation and Student's Physical Activity among Sport Students in Three Countries.

PubMed

Kondric, Miran; Sindik, Joško; Furjan-Mandic, Gordana; Schiefler, Bernd

2013-01-01

The main aim of this study was to examine the differences in motivation to participate in sport activities among sports students from three different countries. On a sample of 390 sports students from Slovenia, Croatia and Germany we studied what motivates an interest in being sports active. The sample was stratified across the choice to attend table tennis lessons at all three institutions and all students have completed the Participation Motivation Questionnaire (PMQ). The results revealed that the latent structure of the types of sports students' motives consisted of six factors (sport action with friend, popularity, fitness & health, social status, sports events, relaxation through sports). We also found significant sex differences in motivation to participate in sport activities for all sports students from the three different countries. We did not find relevant age-based differences among the students, and this is the only initial hypothesis that we can reject. Key pointsThe potential implications of the result can be in better understanding the relationship between different motivational orientations - in particular, extrinsic motivation - and sport motivation among school-aged individuals.In the context of Self Determination Theory, students can be encouraged in developing more autonomous orientations for sport activity, rather than controlled and impersonal, especially in certain countries.Significant factors of differences have been found in motivation to participate in sport activities among sports students from three different countries and also some significant sex differences have been found in motivation to participate in sport activities for all sports students.

Improving Physical Fitness and Cognitive Functions in Middle School Students: Study Protocol for the Chinese Childhood Health, Activity and Motor Performance Study (Chinese CHAMPS).

PubMed

Zhou, Zhixiong; Dong, Shanshan; Yin, Jun; Fu, Quan; Ren, Hong; Yin, Zenong

2018-05-14

Background : Sedentary lifestyles and their associated harmful consequences are public health concerns that impact more than half of the world's youth population in both developed and developing countries. Methods : The Chinese Childhood Health; Activity and Motor Performance Study (Chinese CHAMPS) was a cluster randomized controlled trial to modify school physical activity policies and the physical education (PE) curriculum; using teacher training and parent engagement to increase opportunities and support students' physical activity and healthy eating. Using a 2 × 2 factorial design, the study tested the incremental effects of increasing the amount and intensity of physical activity, alongside adding support for healthy eating, on health-related and cognitive function outcomes in Chinese middle school students. Results : The intervention was implemented by PE teachers in 12 middle schools in three Chinese cities, with a targeted enrollment of 650 students from August 2015⁻June 2016. The assessment of the outcomes involved a test battery of physical fitness and cognitive functioning at both baseline and at the end of the intervention. Process information on implementation was also collected. Discussion : The Chinese CHAMPS is a multi-level intervention that is designed to test the influences of policy and environmental modifications on the physical activity and eating behaviors of middle school students. It also addresses some key weaknesses in school-based physical activity interventions.

Engaging Adolescents to Inform the Development of a Mobile Gaming App to Incentivize Physical Activity

PubMed Central

Dibble, Marguerite

2017-01-01

Background Involving youth in the development of a mobile game designed to increase physical activity may increase relevancy and adoption. Objective To share the development process used to create a gaming app aimed at incentivizing physical activity in high school students. Methods Five focus groups were conducted with high school students (N=50) to understand gaming behaviors. A subset of students from the focus groups chose to complete a Web-based survey (N=10). Four different versions of gaming artwork and concept design based on student input were pilot tested (N=35), and group consensus building determined the direction of the game. The 4 game versions differed in their artwork style and gaming concept with some requiring competition versus cooperation, or being more individual versus team based. Group consensus building meant that all artwork and game concept options were displayed at the front of a classroom. Students could then vote for their top artwork and concept choices by putting stickers on the top 1 or 2 artwork and concept options that they liked best. Once all votes were cast, investigators discussed the voting results with students, and brainstormed ways to incorporate popular aspects of the 3 “losing” artwork and game concepts into the winning ideas. Results Focus group transcripts were analyzed for common themes. Artwork and gaming concept-voting data was tallied at the time of voting to share with students in real time. Focus groups and survey results revealed important themes for a successful gaming app: (1) competition, (2) balanced in-game rewards, (3) accessibility, and (4) aesthetic features. Consensus voting indicated the popularity of a collaborative competitive content design (35/66, 53%) and playful art (27/71, 38%). Conclusions To ensure saliency and effectiveness of game-based physical activity interventions, youth need to be included in design and implementation. Furthermore, the unique preferences and social constructs of high school students need to be considered during intervention development. PMID:28851676

Connecting Texas to the Poles - IPY outreach at the University of Texas Institute for Geophysics

NASA Astrophysics Data System (ADS)

Stevenoski, S.; Lawver, L.

2007-12-01

This outreach effort at UTIG targets high school teachers and students during the International Polar Year. Four individual activities were designed using a constructivist approach. The activities were integrated into a new website at UTIG specifically designed to help researchers connect with students and teachers. The website and activities serve as a starting point for the scientists to potentially get more involved with individual classrooms and traditional professional science organizations. Students will use accepted scientific knowledge, models, and theories to explain their results and to raise further questions about their investigations. Students will state what they have learned from investigations, relating their inferences to scientific knowledge and to data they have collected. They will explain their data and conclusions in ways that allow others to understand the inquiry that they have conducted. The activities are based upon data sets modified for student use from the UT Polar science community. These Polar data sets will complement student data acquired during the hands on activities central to the student inquiry lessons. The activities are range from traditional classroom lab investigations to Internet based georeferencing and mapping. Researchers and graduate students were actively involved in the development of the final products to insure the accuracy of the science and data used.

Training the Next Generation: Developing Health Education Skills in Undergraduate Public Health Students at a Historically Black College and University.

PubMed

Mincey, Krista; Gross, Tyra

2017-01-01

With the looming workforce crisis, undergraduate public health students could be an important link in filling this demand. As public health continues to face challenges in the future, it is important that the future workforce is not only diverse but also trained in a manner that exposes them to real-world experiences that give them an opportunity to apply coursework to solve problems. This article outlines how a health program planning course was taught at a Historically Black College and University using assignments that promote active learning. Students were assessed on their ability to plan and implement a health activity based on a developed metric. Student and instructor reflections were collected from final assessments of the health programs by both groups. All elements of the course are discussed from course design, structure, assignments, and outcomes along with student and instructor reflections and lessons learned. Results suggest that including assignments focused on active learning are beneficial to helping students learn course material. As public health continues to change, more work needs to focus on teaching pedagogies that better prepare students to address future public health issues.

Patterns of objectively assessed physical activity and sedentary time: Are Nigerian health professional students complying with public health guidelines?

PubMed Central

Muhammed, Suleiman; Oyeyemi, Adetoyeje Y.; Adegoke, Babatunde O. A.

2017-01-01

Background Understanding patterns of physical activity and sedentary time is important to effective population-wide primary prevention and control of non-communicable diseases. This study examined the patterns of objectively assessed physical activity and sedentary time, and the prevalence of compliance with physical activity guidelines according to different public health recommendations in a sub-population of health professional students in Nigeria. Methods A cross-sectional study was conducted among 102 health professional students (age = 19–34 years old, 43.1% women) of the University of Maiduguri, Nigeria. Participants wore Actigraph accelerometers on their waist for minimum of 5 days/week to objectively measure intensity and duration of physical activity and sedentary time. Prevalence and demographic patterns of physical activity and sedentary time were examined using descriptive and inferential statistics. Results The students spent most time in sedentary activity (458.6 ± minutes/day, about 61% of daily time) and the least in vigorous-intensity activity (2.1 ± 4.4 minutes/day, about 0.3% of daily time). Sedentary time was higher among older than younger students (P<0.038) and among medical laboratory science students than physiotherapy and nursing students (P = 0.046). Total physical activity was higher among nursing and medical students than medical laboratory science students (P = 0.041). Although, 85.3% of the students engaged in 150 minutes/week of moderate-to-vigorous physical activity, only 2.9% met the guideline of 75 minutes/week of vigorous intensity activity. Conclusions Prevalence of sedentary time was high while that of vigorous-intensity activity was very low among health professional students in Nigeria. Compliance with physical activity guidelines was mainly through accumulation of moderate intensity activity. The results suggest that age and academic programme may influence physical activity level and sedentary behaviour of health professional students in Nigeria. These findings provide preliminary evidence that could be used to inform the needs to develop interventions to improve and support active lifestyle behaviour among students in Nigerian universities. PMID:29281683

A student-led process to enhance the learning and teaching of teamwork skills in medicine.

PubMed

Balasooriya, Chinthaka; Olupeliyawa, Asela; Iqbal, Maha; Lawley, Claire; Cohn, Amanda; Ma, David; Luu, Queenie

2013-01-01

The development of teamwork skills is a critical aspect of modern medical education. This paper reports on a project that aimed to identify student perceptions of teamwork-focused learning activities and generate student recommendations for the development of effective educational strategies. The project utilized a unique method, which drew on the skills of student research assistants (RAs) to explore the views of their peers. Using structured interview guides, the RAs interviewed their colleagues to clarify their perceptions of the effectiveness of current methods of teamwork teaching and to explore ideas for more effective methods. The RAs shared their deidentified findings with each other, identified preliminary themes, and developed a number of recommendations which were finalized through consultation with faculty. The key themes that emerged focused on the need to clarify the relevance of teamwork skills to clinical practice, reward individual contributions to group process, facilitate feedback and reflection on teamwork skills, and systematically utilize clinical experiences to support experiential learning of teamwork. Based on these findings, a number of recommendations for stage appropriate teamwork learning and assessment activities were developed. Key among these were recommendations to set up a peer-mentoring system for students, suggestions for more authentic teamwork assessment methods, and strategies to utilize the clinical learning environment in developing teamwork skills. The student-led research process enabled identification of issues that may not have been otherwise revealed by students, facilitated a better understanding of teamwork teaching and developed ownership of the curriculum among students. The project enabled the development of recommendations for designing learning, teaching, and assessment methods that were likely to be more effective from a student perspective.

Infusing the Core Curriculum with Societally Relevant Issues and Preparing Faculty to Work with Diverse Students

NASA Astrophysics Data System (ADS)

Shellito, L. J.; Straw, B.; Sexton, J. M.; Hoyt, W.

2016-12-01

The way we teach our courses has an impact on student experience, and ultimately, student interest and persistence in geoscience majors and career paths. With that in mind, the primary goal of the InTeGrate implementation program in the University of Northern Colorado Department of Earth and Atmospheric Science is to promote retention in the Earth Science major through interventions that impact student classroom experience. We used two approaches to accomplish this. 1) We developed interdisciplinary curricular activities that are based on societally-relevant issues, engage students in problem-solving, and that prompt students to consider the relationships between science, society, and sustainability. We implemented these activities in core earth science courses and in a general education scientific writing course. 2) Our Earth and Atmospheric Science faculty participated in diversity and equity awareness training. In this presentation, we share our initial assessment of the effectiveness of new curricular activities and the effectiveness of a workshop developed for faculty that promotes awareness of teaching styles and behaviors that promote inclusion of students traditionally underrepresented in the sciences. Our results suggest that incorporating a societally-relevant component to activities improves student interest in the material and provides them with experience in interdisciplinary analysis and problem solving. The implementation of sustainability issues into a general education scientific writing course has a demonstrated impact on student perception of climate change and sustainability. Faculty report that they are more aware of teaching styles that promote inclusion of students traditionally underrepresented in the sciences.

Results of a model AIDS prevention program for high school students in the Philippines.

PubMed

Aplasca, M R; Siegel, D; Mandel, J S; Santana-Arciaga, R T; Paul, J; Hudes, E S; Monzon, O T; Hearst, N

1995-07-01

To describe the sexual practices of high school students; to describe the process of development of a school-based AIDS prevention program; and to evaluate the effect of this program on students' AIDS-related knowledge, attitudes and AIDS-preventive behaviors. A cluster-randomized, controlled trial with pretest/post-test evaluation was conducted in four demographically similar public high schools in a semi-urban district of Metro Manila, the Philippines. Of 845 high school students who participated in the baseline survey, 804 (95%) completed a postintervention questionnaire. An AIDS prevention program was developed by public high school teachers together with local AIDS experts, social scientists and health educators. The teacher-led AIDS program was designed to provide students with accurate information about AIDS, particularly in dispelling misconceptions about casual contagion, to foster positive attitudes towards people with AIDS and to develop skills aimed at clarifying values and assessing intended behavior. At baseline, 11% of students (20% of males and 4% of females) reported ever having had sexual intercourse (mean age 14 years). Among these, condom use was low (24%). After implementation of the AIDS prevention program, statistically significant effects favoring the intervention group were observed in knowledge and attitudes towards people with AIDS. While there was no statistically significant overall effect on intended preventive behavior, the program appeared to delay the students' intended onset of sexual activity. A sizable number of Filipino high school students are sexually active but condom use is low. School-based AIDS prevention programs can be developed and implemented in developing countries with the assistance of school personnel to address sexual issues. Our program was successful in increasing AIDS-related knowledge and improving attitudes towards people with AIDS. Supplementation with other preventive activities may be needed to achieve lasting changes in students' risk-taking behavior.

Vodcasts and active-learning exercises in a "flipped classroom" model of a renal pharmacotherapy module.

PubMed

Pierce, Richard; Fox, Jeremy

2012-12-12

To implement a "flipped classroom" model for a renal pharmacotherapy topic module and assess the impact on pharmacy students' performance and attitudes. Students viewed vodcasts (video podcasts) of lectures prior to the scheduled class and then discussed interactive cases of patients with end-stage renal disease in class. A process-oriented guided inquiry learning (POGIL) activity was developed and implemented that complemented, summarized, and allowed for application of the material contained in the previously viewed lectures. Students' performance on the final examination significantly improved compared to performance of students the previous year who completed the same module in a traditional classroom setting. Students' opinions of the POGIL activity and the flipped classroom instructional model were mostly positive. Implementing a flipped classroom model to teach a renal pharmacotherapy module resulted in improved student performance and favorable student perceptions about the instructional approach. Some of the factors that may have contributed to students' improved scores included: student mediated contact with the course material prior to classes, benchmark and formative assessments administered during the module, and the interactive class activities.

Lemon-Lime Science Time.

ERIC Educational Resources Information Center

Brown, Helen

1995-01-01

Presents a unit to investigate lemons and experience the real taste of a lemon that includes simple, enjoyable, and inexpensive activities that develop students' observation, prediction, measurement, and inference skills. Students also developed creative arts projects, explored mathematical concepts, and wrote stories about fruit. (NB)

Laboratory Activities for Life Span Motor Development.

ERIC Educational Resources Information Center

Haywood, Kathleen M.

This manual describes motor development laboratory activities to help future physical education teachers observe, assess, measure, and test students' motor skills. A total of 20 laboratory activities are described under five sections geared toward: (1) physical growth and maturation; (2) assessing early motor development; (3) assessing basic motor…

Student Responses Toward Student Worksheets Based on Discovery Learning for Students with Intrapersonal and Interpersonal Intelligence

NASA Astrophysics Data System (ADS)

Yerizon, Y.; Putra, A. A.; Subhan, M.

2018-04-01

Students have a low mathematical ability because they are used to learning to hear the teacher's explanation. For that students are given activities to sharpen his ability in math. One way to do that is to create discovery learning based work sheet. The development of this worksheet took into account specific student learning styles including in schools that have classified students based on multiple intelligences. The dominant learning styles in the classroom were intrapersonal and interpersonal. The purpose of this study was to discover students’ responses to the mathematics work sheets of the junior high school with a discovery learning approach suitable for students with Intrapersonal and Interpersonal Intelligence. This tool was developed using a development model adapted from the Plomp model. The development process of this tools consists of 3 phases: front-end analysis/preliminary research, development/prototype phase and assessment phase. From the results of the research, it is found that students have good response to the resulting work sheet. The worksheet was understood well by students and its helps student in understanding the concept learned.

Communication Idol: Using Popular Culture to Catalyse Active Learning by Engaging Students in the Development of Entertaining Teaching and Learning Resources

ERIC Educational Resources Information Center

Dune, Tinashe; Bidewell, John; Firdaus, Rubab; Kirwan, Morwenna

2016-01-01

Bringing popular culture to tertiary education can potentially increase student engagement with learning tasks and content, especially when the learning task has students producing the content. Using a single-group intervention plus post-test design, this study implemented and evaluated a purposely developed learning and teaching innovation…

Engaging Students as Partners in Developing Online Learning and Feedback Activities for First-Year Fluid Mechanics

ERIC Educational Resources Information Center

Brown, Alan

2018-01-01

Much learning takes place outside of formal class settings, yet students starting in higher education are not always well equipped with independent learning skills, appropriate self-knowledge or the required levels of intrinsic motivation This project used students as partners to develop resources that could be used by first-year undergraduates in…

Developing Teaching Materials PISA-Based for Mathematics and Science of Junior High School

ERIC Educational Resources Information Center

Somakim; Suharman, Andi; Madang, Kodri; Taufiq

2016-01-01

This research aims to develop valid and practical teaching materials for mathematics and science lesson PISA-based for junior high school students and to determine potential effects on students in scientific activity. Subjects of this study were students of Junior High School 9 Palembang (SMP Negeri 9 Palembang). The method used in this study is…

Comparing Two Inquiry Professional Development Interventions in Science on Primary Students' Questioning and Other Inquiry Behaviours

ERIC Educational Resources Information Center

Nichols, Kim; Burgh, Gilbert; Kennedy, Callie

2017-01-01

Developing students' skills to pose and respond to questions and actively engage in inquiry behaviours enables students to problem solve and critically engage with learning and society. The aim of this study was to analyse the impact of providing teachers with an intervention in inquiry pedagogy alongside inquiry science curriculum in comparison…

A Project to Develop Career Awareness Materials for Special Needs Students. Final Report. Research Series No. 19.

ERIC Educational Resources Information Center

Rustan, Jack; And Others

The report briefly describes a project to develop career orientation materials for special needs students--disadvantaged and educable mentally handicapped (EMH)--at the junior and senior high school levels in North Dakota. The activities involved in selecting the career areas are briefly discussed. By polling various students in different parts of…

A Learning Module for BA Students to Develop ICT Skills for Their Learning Activities

ERIC Educational Resources Information Center

Platteaux, Hervé; Hoein, Sergio

2015-01-01

This case illustrates the process of developing a learning module to support BA students in their use of ICT (Information and Communication Technology) tools in their learning. At the university where this case occurred, the skill level of ICT use among students in a learning context was very heterogeneous. The E-learning Competency Centre, or…

Healthy & Empowered Youth: A Positive Youth Development Program for Native Youth.

PubMed

Rushing, Stephanie N Craig; Hildebrandt, Nichole L; Grimes, Carol J; Rowsell, Amanda J; Christensen, Benjamin C; Lambert, William E

2017-03-01

During 2010-2012, Oregon Health & Science University's Prevention Research Center, a Northwest Tribe, and the Northwest Portland Area Indian Health Board, collaborated to evaluate the Healthy & Empowered Youth Project, a school- and community-based positive youth development program for American Indian and Alaska Native high school students. The Native STAND (Students Together Against Negative Decisions) curriculum was enhanced with hands-on learning activities in media design to engage students in sexual and reproductive health topics covered by the curriculum. Guest speakers, field trips, and extracurricular activities were added to provide academic enrichment, engage students in cultural activities, and offer opportunities for career development. Students completed comprehensive pre- and post-surveys, and the authors conducted focus groups and key informant interviews with students and teachers. Data analysis was conducted during 2013-2014. Survey findings demonstrated improvements in student leadership and achievement, physical and mental health, and protective sexual health behaviors. The percentage of female teens reporting use of a condom the last time they had sex increased from 17% to 30%, and those who reported ever having been tested for sexually transmitted illnesses doubled from 12% to 24%. Focus group and interview findings indicated similar improvements in student self-esteem, life skills, health behavior, and engagement in community. The Healthy & Empowered Youth Project educated and empowered Native high school students on a variety of sensitive health topics. The media enhancements were central to the program's success, reinforcing and personalizing classroom lessons and generating health-related videos and posters that resonated with family and friends. Copyright © 2016 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Development and Testing of the Observational System for Recording Physical Activity in Children: Elementary School

PubMed Central

McIver, Kerry L.; Brown, William H.; Pfeiffer, Karin A.; Dowda, Marsha; Pate, Russell R.

2016-01-01

Purpose This study describes the development and pilot testing of the Observational System for Recording Physical Activity-Elementary School (OSRAC-E) version. Methods This system was developed to observe and document the levels and types of physical activity and physical and social contexts of physical activity in elementary school students during the school day. Inter-observer agreement scores and summary data were calculated. Results All categories had Kappa statistics above 0.80, with the exception of the activity initiator category. Inter-observer agreement scores were 96% or greater. The OSRAC-E was shown to be a reliable observation system that allows researchers to assess physical activity behaviors, the contexts of those behaviors, and the effectiveness of physical activity interventions in the school environment. Conclusion The OSRAC-E can yield data with high interobserver reliability and provide relatively extensive contextual information about physical activity of students in elementary schools. PMID:26889587

How volunteering helps students to develop soft skills

NASA Astrophysics Data System (ADS)

Khasanzyanova, Albina

2017-06-01

It is widely recognised that tertiary education does not provide all of the knowledge and skills required to succeed in modern societies. Personal and interpersonal skills - so-called "soft skills" - are also needed to complement professional skills and expertise, and become an essential part of an individual's personality. One way of acquiring soft skills is volunteering with associations and non-governmental organisations (NGOs). This paper discusses the involvement of French third-level students in voluntary activities and the skills they acquire as a result. The author presents the findings of a study involving a questionnaire and semi-structured interviews. Results show that many students develop skills linked to their future professional career, that they reflect on this consciously and feel enriched by the experience. The author argues that "non-professional" activities like volunteering can be actively incorporated into students' learning process, making their overall experience of higher education more active, enjoyable and relevant. Learning through action was found to be the most important factor in the acquisition of soft skills. This article aims to contribute to research on the educational dimension of volunteering, demonstrating that it benefits both personal and professional development.

Connecting with Teachers and Students through K-12 Outreach Activities

NASA Astrophysics Data System (ADS)

Chapman, Susan; Lindbo, David; Robinson, Clay

2014-05-01

The Soil Science Society of America has invested heavily in a significant outreach effort to reach teachers and students in the primary/secondary grades (K-12 grades in US/Canada) to raise awareness of soil as a critical resource. The SSSA K-12 committee has been charged with increasing interest and awareness of soil science as a scientific pursuit and career choice, and providing resources that integrate more information on soil science into biology, chemistry, physics, and earth science areas taught at multiple grade levels. Activities center around five main areas: assessment and standards, learning modules/lesson plans, website development, and books and materials, and partnership activities. Members (professionals and students) of SSSA are involved through committee participation, local events, materials review, and project development.

Informatics and physics intersubject communications in the 7th and 8th grades of the basics level by means of computer modeling

NASA Astrophysics Data System (ADS)

Vasina, A. V.

2017-01-01

The author of the article imparts pedagogical experience of realization of intersubject communications of school basic courses of informatics, technology and physics through research activity of students with the use of specialized programs for the development and studying of computer models of physical processes. The considered technique is based on the principles of independent scholar activity of students, intersubject communications such as educational disciplines of technology, physics and informatics; it helps to develop the research activity of students and a professional and practical orientation of education. As an example the lesson of modeling of flotation with the use of the environment "1C Physical simulator" is considered.

Building Sinusoids

ERIC Educational Resources Information Center

Landers, Mara G.

2013-01-01

In this article, the author describes the development and implementation of a measurement-based group activity designed to support students in understanding the connection between angle magnitude and the shape of the sine function. She explains that the benefit of this activity is that it allows students to build their trigonometric knowledge…

The Clone Factory

ERIC Educational Resources Information Center

Stoddard, Beryl

2005-01-01

Have humans been cloned? Is it possible? Immediate interest is sparked when students are asked these questions. In response to their curiosity, the clone factory activity was developed to help them understand the process of cloning. In this activity, students reenact the cloning process, in a very simplified simulation. After completing the…

Blueprint for Success: An Energy Education Unit Management Plan.

ERIC Educational Resources Information Center

National Energy Education Development Project, Reston, VA.

This energy education unit contains activities and classroom management strategies that emphasize cooperative learning and peer teaching. The activities are designed to develop students' science, math, language arts, and social studies skills and knowledge. Students' critical thinking, leadership, and problem solving skills will be enhanced as…

A Mathematical Exploration of "Grandpa's Quilt"

ERIC Educational Resources Information Center

Reynolds, Anne; Cassel, Darlinda; Lillard, Eileen

2006-01-01

This article describes a mathematics unit developed with second-grade students based on the story, "Grandpa's Quilt." The activities encourage students to make connections with a number of areas of mathematics, particularly patterns and relationships, measurement, geometry, and spatial sense as well as multiplication activities. (Contains 7…

Communication between Students and Teachers in Realization of Extracurricular Activities

ERIC Educational Resources Information Center

Šejtanic, Semir; Lalic, Majra

2016-01-01

Extracurricular activities represent educational, preplanned actions which enable complete confirmation of students' personality as well as development of their communication skills and competencies; whilst they enable the teachers to expand their educational influence. Modern school can't be imagined without innovations or modifications to the…

Table-Top Robotics for Engineering Design

ERIC Educational Resources Information Center

Wilczynski, Vincent; Dixon, Gregg; Ford, Eric

2005-01-01

The Mechanical Engineering Section at the U.S. Coast Guard Academy has developed a comprehensive activity based course to introduce second year students to mechanical engineering design. The culminating design activity for the course requires students to design, construct and test robotic devices that complete engineering challenges. Teams of…

Environmental Exchange Box

ERIC Educational Resources Information Center

Moseley, Christine

2003-01-01

In this activity, teachers in one state create and share an "exchange box" of environmental and cultural items with students of another state. The Environmental Exchange Box activity enables teachers to improve students' skills in scientific inquiry and develop attitudes and values conducive to science learning such as wonder, curiosity,…

Kaua'i: Streams and Estuaries.

ERIC Educational Resources Information Center

Hawkins, John, Ed.; Murakami, Colleen, Ed.

Designed to help teachers develop students' awareness and understanding of some of Hawaii's endangered aquatic resources, this module contains activities and instructional suggestions for use with intermediate as well as high school students. The module is divided into two sections which explore the streams and estuaries of Kauai. Activities in…

Developing a Global Perspective: Educating for a Global Community.

ERIC Educational Resources Information Center

Couvio, A. Buddy

1991-01-01

Five methods for increasing college student global awareness through campus activities programing are offered, including a "global quotient" quiz for student populations, international exchanges for activities staff, introduction of world music on campus, a weekly international television show aired on sed-circuit television, and a…

Activities U.S.A.

ERIC Educational Resources Information Center

Bolger, Charlene

A compilation of over 50 elementary school activities focuses on developing students' familiarity with the 50 states. Exercises such as word searches, scrambled word puzzles, shape puzzles, spelling bees, match games, and atlas games introduce students to the capitals, major cities, main characteristics, and location of each state. The document is…

Supporting Representational Competence in High School Biology with Computer-Based Biomolecular Visualizations

ERIC Educational Resources Information Center

Wilder, Anna; Brinkerhoff, Jonathan

2007-01-01

This study assessed the effectiveness of computer-based biomolecular visualization activities on the development of high school biology students' representational competence as a means of understanding and visualizing protein structure/function relationships. Also assessed were students' attitudes toward these activities. Sixty-nine students…

Towards Practical Reflexivity in Online Discussion Groups

ERIC Educational Resources Information Center

Sarja, Anneli; Janhonen, Sirpa; Havukainen, Pirjo; Vesterinen, Anne

2018-01-01

This paper continues the discussion about student-driven, interactive learning activities in higher education. Using object-oriented activity theory, the article explores the relational aspects of reflexive practice as demonstrated in five online discussions groups to develop students' conceptual understanding. The purpose of the research is to…

Practical Educational Prescriptions for Students in the Mainstream.

ERIC Educational Resources Information Center

Choate, Joyce S., Ed.; Young, Larry S., Ed.

Activity suggestions developed by experienced teachers are presented for mainstreamed students with difficulties in specific instructional areas of reading, mathematics, spelling, writing, and behavior. Activity descriptions are grouped according to instructional area, and are classified as large group, small group, or one to one exercises.…

Integrating outdoor activities into the FOSS curriculum: Effect on teacher practices on the Blackfeet Indian Reservation, Montana

NASA Astrophysics Data System (ADS)

Geraghty, E.

2004-12-01

A goal of the Center for Learning and Teaching West based at the University of Montana is to provide in-depth professional development through a combination of on-site and distance education activities to mathematics and science middle and high school teachers at identified high-needs schools. In accordance with the Center's goal, teachers on the Blackfeet Indian Reservation have been contacted as they meet the "high-needs" criteria: the schools are in a rural setting and educate mainly Native American students. Since the spring of 2003, contact with the directors of the Rural Systemic Initiative (RSI) on the Blackfeet Reservation has uncovered the need for integration of local outdoor earth science activities into the current Full Option Science System (FOSS) curriculum used in the middle school classrooms. This information combined with the results of a teacher interest survey sent out to the Blackfeet educators in early 2004 indicates an interest in professional development (PD) that covers training in both earth science and field experiences. This research focuses on the earth science teachers and their use of outdoor activities in their science curriculum. Much research has been conducted on the learning styles of Native American students and show that these students have some tendency toward: global/holistic style of organizing information, visual style of mental representation in thinking, reflective style for information processing, and preference of collaborative work on assigned tasks (Hilberg and Tharp, 2002). Though native students generally perform poorly in science, the belief is that their learning styles matched with hands-on, outdoor instruction may improve the students' connection with science and their performance on science assessments. Therefore, the first step in the process is to work with the teachers through professional development in order to incorporate activities that match the learning styles of their students. The workshop designed for the middle school teachers on the Blackfeet Reservation provides support for teachers with regards to FOSS training, content, and activities at local field sites (example is the outdoor classroom at Cut Bank Creek outside of Browning, MT) specific to the Earth History FOSS kit activities chosen for the workshop. The field activities will highlight National and Montana Science Content Standards identified by the teachers and specifically Montana Science Content Standard 5 which reads: "Students understand how scientific knowledge and technological developments impact society." The specific focus on this standard provides opportunity for the "traditional" and "practical" earth science experiences to be "integrated into the more formal content approach of school science (Cajete, 1988)"; a format more accessible to native students."

Building and critiquing qualitative research websites: a cyberspace project to connect undergraduate nursing students in Canada and the United States.

PubMed

Teel, Cynthia S; Shaw, Judith A

2005-01-01

This project had a dual purpose: 1) to facilitate student learning about qualitative research methods, and 2) to promote collegiality and professional development among senior nursing students in Canada and the United States through the use of distance technology. In each of three project years, students at St. Francis Xavier University (STFX) in Nova Scotia initiated the experience by working in small groups to develop websites about different methodological approaches in qualitative research. Site information included an overview of the selected approach, discussion of trustworthiness issues, citation of journal articles in which authors used the approach, additional references, and some personal information about the student developers. Also working in small groups, University of Kansas students identified and read related research articles, reviewed website information, and responded to the STFX groups about the usefulness of site information in increasing understanding of qualitative methods and using the information for evaluation of research. The experience promoted active use of qualitative research concepts and facilitated the development of skills in evaluating research article content and website content. Participation in the activity fostered positive perceptions about the value and use of research and helped students appreciate the similarities in courses, programs, and professional requirements and values among international peers.

Students' Perceptions of Interventions for Supporting Their Engagement with Feedback

ERIC Educational Resources Information Center

Parker, Michael; Winstone, Naomi E.

2016-01-01

Recent approaches to assessment and feedback in higher education stress the importance of students' involvement in these processes, where effective reception of feedback is as important as effective delivery. Many interventions have been developed to support students' active use of feedback; however, students' engagement will be influenced by…

The College, the Constitution, and the Consumer Student. ERIC Digest.

ERIC Educational Resources Information Center

Hendrickson, Robert M.; Gibbs, Annette

Recent legal developments concerning college students and colleges and universities are summarized, with a focus on constitutional issues related to the rights of students to organize, the collection and allocation of mandatory student activity fees, and the protection of freedom of speech regarding commercial enterprises. The status of…

Safety Teams: An Approach to Engage Students in Laboratory Safety

ERIC Educational Resources Information Center

Alaimo, Peter J.; Langenhan, Joseph M.; Tanner, Martha J.; Ferrenberg, Scott M.

2010-01-01

We developed and implemented a yearlong safety program into our organic chemistry lab courses that aims to enhance student attitudes toward safety and to ensure students learn to recognize, demonstrate, and assess safe laboratory practices. This active, collaborative program involves the use of student "safety teams" and includes…

Collaborative Learning: Students' Perspectives on How Learning Happens

ERIC Educational Resources Information Center

Almajed, Abdulaziz; Skinner, Vicki; Peterson, Ray; Winning, Tracey

2016-01-01

Collaborative learning (CL), a core component of inquiry-based learning approaches, aims to support students' development of key skills (e.g., working in multidisciplinary teams). To design effective CL activities, we need to understand students' perceptions about CL. However, few studies have examined students' understandings of CL. This…

Determinants of Entrepreneurial Intention among African Students in China

ERIC Educational Resources Information Center

Jinying, Wang; Pelagie, Pene Zongabiro Nina

2014-01-01

Students' perceptions towards entrepreneurship have been a focus for many researches in the field of Entrepreneurship: Given the role that entrepreneurship play in the economic development of a country, researchers acknowledge that students are the key population for entrepreneurial activities. Researchers want to predict and understand students'…

Fostering Students' Development of the Concept of Angles Using Technology

ERIC Educational Resources Information Center

Richardson, Sue Ellen; Koyunkaya, Melike Yigit

2017-01-01

We have used "GeoGebra," a dynamic geometry software environment, to explore how Year 4 students understand definitions of angles. Seven students defined angle and then completed several activities adapted for the dynamic environment. Afterward, students again shared their definitions of angles. We found that even a short investigation…

Using Courthouse Portfolios to Establish Rapport and Motivate College Students

ERIC Educational Resources Information Center

Gentry, Ruben

2013-01-01

Motivation enhances student learning (Wang, 2012). One means for an instructor to stimulate students and get them actively involved is to establish good rapport with them (Cottringer & Sloan, 2003). For this study, county courthouse portfolios were developed and used to build relationships and motivate college students. The strategy was…

Visual Productions and Student Learning.

ERIC Educational Resources Information Center

Bazeli, Marilyn

When students become actively involved in technology productions they develop learning skills, communication skills, and visual analysis skills, all of which are applied to real-life learning within the classroom curriculum. Students participate in all stages of the production projects, which proves to be motivating for the students and allows the…

Project LEEDS: Leadership Education To Empower Disabled Students. Final Report.

ERIC Educational Resources Information Center

Aune, Betty; And Others

This final report describes the activities of Project LEEDS (Leadership Education to Empower Disabled Students), a federally supported project designed to create student/staff teams from colleges and universities to encourage undergraduate/graduate students with disabilities to become leaders, through development of self-identity and identity with…

Through the eyes of professional developers: Understanding the design of learning experiences for science teachers

NASA Astrophysics Data System (ADS)

Higgins, Tara Eileen

Professional development is important for improving teacher practice and student learning, particularly in inquiry-oriented and technology-enhanced science instruction. This study examines professional developers' practices and their impact on teachers' classroom instruction and student achievement. It analyzes professional developers designing and implementing a five-year professional development program designed to support middle school science teachers. The professional developers are four university-based researchers who worked with sixteen science teachers over three years, setting program goals, facilitating workshops, providing in-classroom support for teachers, and continually refining the program. The analysis is guided by the knowledge integration perspective, a sociocognitive framework for understanding how teachers and professional developers integrate their ideas about teaching and learning. The study investigates the professional developers' goals and teachers' interpretations of those goals. It documents how professional developers plan teacher learning experiences and explores the connection between professional development activities and teachers' classroom practice. Results are based on two rounds of interviews with professional developers, audio recordings of professional developers' planning meetings and videotaped professional development activities. Data include classroom observations, teacher interviews, teacher reflections during professional development activities, and results from student assessments. The study shows the benefit of a professional development approach that relies on an integrated cycle of setting goals, understanding teachers' interpretations, and refining implementation. The professional developers based their design on making inquiry and technology accessible, situating professional development in teachers' work, supporting collaboration, and sustaining learning. The findings reflect alignment of the design goals with the perspective guiding the curriculum design, and consider multiple goals for student and teacher learning. The study has implications for professional development design, particularly in supporting inquiry-oriented science and technology-enhanced instruction. Effective professional developers formulate coherent conceptions of program goals, use evidence of teacher outcomes to refine their goals and practices, and connect student and teacher learning. This study illustrates the value of research on the individuals who design and lead professional development programs.

Teaching evidence-based practice principles to prepare health professions students for an interprofessional learning experience.

PubMed

Aronoff, Nell; Stellrecht, Elizabeth; Lyons, Amy G; Zafron, Michelle L; Glogowski, Maryruth; Grabowski, Jeremiah; Ohtake, Patricia J

2017-10-01

The research assessed online learning modules designed to teach health professions students evidence-based practice (EBP) principles in an interprofessional context across two institutions. Students from nine health professions at two institutions were recruited to participate in this pilot project consisting of two online learning modules designed to prepare students for an in-person case-based interprofessional activity. Librarians and an instructional designer created two EBP modules. Students' competence in EBP was assessed before and after the modules as well as after the in-person activity. Students evaluated the online learning modules and their impact on the students' learning after the in-person session. A total of 39 students from 8 health professions programs participated in the project. Average quiz scores for online EBP module 1 and module 2 were 83% and 76%, respectively. Following completion of the learning modules, adapted Fresno test of competence in EBP scores increased ( p =0.001), indicating that the modules improved EBP skill competence. Student evaluations of the learning modules were positive. Students indicated that they acquired new information skills that contributed to their ability to develop a patient care plan and that they would use these information skills in their future clinical practice. Online EBP learning modules were effective in developing EBP knowledge and skills for health professions students. Using the same modules ensured that students from different health professions at different stages of their professional programs had consistent knowledge and enabled each student to fully engage in an interprofessional evidence-based activity. Student feedback indicated the modules were valued and beneficial.

Students’ Spatial Ability through Open-Ended Approach Aided by Cabri 3D

NASA Astrophysics Data System (ADS)

Priatna, N.

2017-09-01

The use of computer software such as Cabri 3D for learning activities is very unlimited. Students can adjust their learning speed according to their level of ability. Open-ended approach strongly supports the use of computer software in learning, because the goal of open-ended learning is to help developing creative activities and mathematical mindset of students through problem solving simultaneously. In other words, creative activities and mathematical mindset of students should be developed as much as possible in accordance with the ability of spatial ability of each student. Spatial ability is the ability of students in constructing and representing geometry models. This study aims to determine the improvement of spatial ability of junior high school students who obtained learning with open-ended approach aided by Cabri 3D. It adopted a quasi-experimental method with the non-randomized control group pretest-posttest design and the 2×3 factorial model. The instrument of the study is spatial ability test. Based on analysis of the data, it is found that the improvement of spatial ability of students who received open-ended learning aided by Cabri 3D was greater than students who received expository learning, both as a whole and based on the categories of students’ initial mathematical ability.

Archiving Student Solutions with Tablet PCs in a Discussion-based Introductory Physics Class

NASA Astrophysics Data System (ADS)

Price, Edward; De Leone, Charles

2008-10-01

Many active learning based physics courses use whiteboards as a space for groups to respond to prompts based on short lab activities, problem solving, or inquiry-oriented activities. Whiteboards are volatile; once erased, the material is lost. Tablet PCs and software such as Ubiquitous Presenter can be used as digital whiteboards in active learning classes. This enables automatic capture and archiving of student work for online review by students, instructors, and researchers. We studied the use of digital whiteboards in an active-learning introductory physics course at California State University, San Marcos. In this paper we examine the archival features of digital whiteboards', and characterize the use of these features by students and instructors, and explore possible uses for researchers and curriculum developers.