Student Conversations: How Diverse Groups of Students Perceive College Culture, Supports, and Challenges in College Education

ERIC Educational Resources Information Center

Cole, Kimberly Ann

2012-01-01

The purpose of this study was to identify and examine student perceptions of the lived experience of college and what supported or challenged their adaptation to college culture. Focus groups divided by gender and race or ethnicity served as the primary "self-contained" data collection method. Although the questions surrounding this…

Content, Affective, and Behavioral Challenges to Learning: Students' Experiences Learning Statistics

ERIC Educational Resources Information Center

McGrath, April L.

2014-01-01

This study examined the experiences of and challenges faced by students when completing a statistics course. As part of the requirement for this course, students completed a learning check-in, which consisted of an individual meeting with the instructor to discuss questions and the completion of a learning reflection and study plan. Forty…

Curriculum Issues: Using Questions to Elevate Thinking

ERIC Educational Resources Information Center

VanTassel-Baska, Joyce

2012-01-01

Instructional strategies have always been underestimated for their role in enhancing gifted student learning. The use of deliberate questions is a critical strategy for getting gifted students to learn about their world in more complex and in-depth ways. It provides multiple pathways for challenging the gifted through their content learning. It…

The Role of Intermediary Organizations in Sustaining Student Voice Initiatives

ERIC Educational Resources Information Center

Mitra, Dana

2009-01-01

Background/Context: The sustainability of change efforts continues to be an important and challenging question in educational research. Purpose/Objective/Research Question/Focus of Study: By examining 13 programs aimed at increasing student voice in school reform, this article examines conditions that enable and constrain the sustainability of…

Good Student Questions in Inquiry Learning

ERIC Educational Resources Information Center

Lombard, François E.; Schneider, Daniel K.

2013-01-01

Acquisition of scientific reasoning is one of the big challenges in education. A popular educational strategy advocated for acquiring deep knowledge is inquiry-based learning, which is driven by emerging "good questions". This study will address the question: "Which design features allow learners to refine questions while preserving…

Learning How to Ask Research Questions

ERIC Educational Resources Information Center

Musante, Susan

2010-01-01

Collaborative research is a demanding endeavor, and for a group of undergraduate students tasked with identifying their own interdisciplinary research problem, the challenges are even greater. "It was scary--we didn't know what to ask the professors, and we couldn't decide on a research question," says Miran Park, a student at the University of…

To Share or Not to Share--How Is the Question!

ERIC Educational Resources Information Center

Hagen, Pamela A.; Hooyberg, Terra; Marsden, Paul; Simonski, Jana; Yuen, Gary

2007-01-01

Can a rich problem-solving task challenge a diverse range of students? How would students across various grade levels, from elementary school to secondary school, respond to the same task? These were the questions five different teachers in different schools wanted to explore in their respective classes, ranging from first grade through ninth…

Preparing Underprepared Students for College: Remedial Education and Early Assessment Programs

ERIC Educational Resources Information Center

Tierney, William G.; Garcia, Lisa D.

2008-01-01

Postsecondary level remediation has recently received a great deal of attention with the public questioning the efficacy of spending money on remedial classes, and scholars questioning whether such courses are effective in helping students graduate. The California State University (CSU) system has responded to the challenge of remediation by…

Examining Teachers' Instructional Moves Aimed at Developing Students' Ideas and Questions in Learner-Centered Science Classrooms

NASA Astrophysics Data System (ADS)

Harris, Christopher J.; Phillips, Rachel S.; Penuel, William R.

2012-11-01

Prior research has shown that orchestrating scientific discourse in classrooms is difficult and takes a great deal of effort on the part of teachers. In this study, we examined teachers' instructional moves to elicit and develop students' ideas and questions as they orchestrated discourse with their fifth grade students during a learner-centered environmental biology unit. The unit materials included features meant to support teachers in eliciting and working with students' ideas and questions as a source for student-led investigations. We present three contrasting cases of teachers to highlight evidence that shows teachers' differing strategies for eliciting students' ideas and questions, and for developing their ideas, questions and questioning skills. Results from our cross case analysis provide insight into the ways in which teachers' enactments enabled them to work with students' ideas and questions to help advance learning. Consistent with other studies, we found that teachers could readily elicit ideas and questions but experienced challenges in helping students develop them. Findings suggest a need for more specified supports, such as specific discourse strategies, to help teachers attend to student thinking. We explore implications for curricular tools and discuss a need for more examples of effective discourse moves for use by teachers in orchestrating scientific discourse.

Challenging clinical learning environments: experiences of undergraduate nursing students.

PubMed

O'Mara, Linda; McDonald, Jane; Gillespie, Mary; Brown, Helen; Miles, Lynn

2014-03-01

Clinical learning is an essential component of becoming a nurse. However at times, students report experiencing challenging clinical learning environments (CCLE), raising questions regarding the nature of a challenging clinical learning environment, its impact on students' learning and how students might respond within a CCLE. Using an Interpretive Descriptive study design, researchers held focus groups with 54 students from two Canadian sites, who self-identified as having experienced a CCLE. Students defined a CCLE as affected by relationships in the clinical area and by the context of their learning experiences. CCLE decreased students' learning opportunities and impacted on them as persons. As students determined which relationships were challenging, they tapped other resources and they used strategies to rebuilt, reframe, redirect and/or retreat relative to the specific challenge. Relationships also acted as buffers to unsupportive practice cultures. Implications for practice and research are addressed. Copyright © 2013 Elsevier Ltd. All rights reserved.

An interactive online approach to small-group student presentations and discussions.

PubMed

Thor, Der; Xiao, Nan; Zheng, Meixun; Ma, Ruidan; Yu, Xiao Xi

2017-12-01

Student presentations had been widely implemented across content areas, including health sciences education. However, due to various limitations, small-group student presentations in the classroom may not reach their full potential for student learning. To address challenges with presentations in the classroom, we redesigned the assignment by having students present and discuss online using VoiceThread, a cloud-based presentation and discussion tool. First-year students pursuing a Doctor of Dental Surgery degree were assigned into small groups to present physiology content and to discuss that content online. This assignment was similar to traditional student classroom presentations, with the exception that the entire assignment was conducted online. The primary purpose of this exploratory study was to investigate the impact of the online format on the discussion quality. Another purpose of the study was to examine students' perceptions of using VoiceThread for presenting and learning, as well as the online interactions between the presenter and audience. Students posted a higher number of questions and comments than required by the assignment. The questions from students were also higher level questions, and the answers to these questions were more thorough compared with what we had previously observed in classroom presentations. The survey results showed that students preferred using VoiceThread for presenting, learning from other presentations, and discussing presentation content over performing this process in the classroom. Preliminary findings suggested that having dental students make presentations and hold discussions online might help address the challenges of student presentations in the classroom. Copyright © 2017 the American Physiological Society.

Focus on the School Calendar. Challenge to Lead Series

ERIC Educational Resources Information Center

Dixon, Asenith

2010-01-01

Over the last several years, questions have risen across the nation regarding the public school calendar and how to make it a more effective tool for operating schools. These questions are the product of a variety of conditions occurring in states, including a renewed focus on student learning and closing achievement gaps among students, sizable…

Ornithologists by Design: Kindergarteners Design, Construct, and Evaluate Bird Feeders

ERIC Educational Resources Information Center

Shorter, Angela; Segers, Marcia

2016-01-01

How can an engineer design a bird feeder that attracts many birds? This question resulted from kindergarten students' observations of the bird feeders in their school's bird sanctuary. The challenging question is the heart of project-based learning (PBL), a teaching strategy in which students tackle real-world problems and design projects to solve…

Automating a Massive Online Course with Cluster Computing

ERIC Educational Resources Information Center

Haas, Timothy C.

2016-01-01

Before massive numbers of students can take online courses for college credit, the challenges of providing tutoring support, answers to student-posed questions, and the control of cheating will need to be addressed. These challenges are taken up here by developing an online course delivery system that runs in a cluster computing environment and is…

National Science Bowl | NREL

Science.gov Websites

and high school student teams on science and math topics. The National Science Bowl provides an opportunity for students to develop science, technology, engineering, and math (STEM) skills in a non tournament challenges students' knowledge of science. Student teams are questioned on life science, math

Exploring the Use of Audience Response Systems in Secondary School Science Classrooms

NASA Astrophysics Data System (ADS)

Kay, Robin; Knaack, Liesel

2009-10-01

An audience response systems (ARS) allows students to respond to multiple choice questions using remote control devices. Once the feedback is collected and displayed, the teacher and students discuss misconceptions and difficulties experienced. ARSs have been extremely popular and effective in higher education science classrooms, although almost no research has been done at the secondary school level. The purpose of this study was to conduct a detailed formative analysis of the benefits, challenges, and use of ARSs from the perspective of 213 secondary school science students. Perceived benefits were increased student involvement (engagement, participation, and attention) and effective formative assessment of student understanding. Perceived challenges included decreased student involvement and learning when ARSs were used for summative assessment, occasional technological malfunctions, resistance to using a new method of learning, and increased stress due to time constraints when responding to questions. Finally, students rated the use of ARSs significantly higher when it was used for formative as opposed to summative assessment.

Examining the impact of question surface features on students' answers to constructed-response questions on photosynthesis.

PubMed

Weston, Michele; Haudek, Kevin C; Prevost, Luanna; Urban-Lurain, Mark; Merrill, John

2015-01-01

One challenge in science education assessment is that students often focus on surface features of questions rather than the underlying scientific principles. We investigated how student written responses to constructed-response questions about photosynthesis vary based on two surface features of the question: the species of plant and the order of two question prompts. We asked four versions of the question with different combinations of the two plant species and order of prompts in an introductory cell biology course. We found that there was not a significant difference in the content of student responses to versions of the question stem with different species or order of prompts, using both computerized lexical analysis and expert scoring. We conducted 20 face-to-face interviews with students to further probe the effects of question wording on student responses. During the interviews, we found that students thought that the plant species was neither relevant nor confusing when answering the question. Students identified the prompts as both relevant and confusing. However, this confusion was not specific to a single version. © 2015 M. Weston et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Investigating Teachers' Views of Student-Centred Learning Approach

ERIC Educational Resources Information Center

Seng, Ernest Lim Kok

2014-01-01

Conventional learning is based on low levels of students' participation where students are rarely expected to ask questions or to challenge the theories of the academic. A paradigm shift in curriculum has resulted in implementing student-centred learning (SCL) approach, putting students as the centre of the learning process. This mode of…

The Comparative Difficulty of Professional Certification Questions in an Undergraduate Accounting Course.

ERIC Educational Resources Information Center

Goldwater, Paul; Fogarty, Timothy

1995-01-01

An expert system administered study questions from the Certified Public Accountant (CPA) and Certified Management Accountant (CMA) exams and others designed for textbooks to 113 accounting students. CPA/CMA questions were more difficult (71% correct compared to 74% for others); CMA questions were more challenging than CPA ones (67% to 73%…

Academic Advising as an Intervention for College Students with ADHD

ERIC Educational Resources Information Center

D'Alessio, Kathleen A.; Banerjee, Manju

2016-01-01

An innovative approach to academic advising is being proposed as an intervention for college students with attention deficit hyperactivity disorder (ADHD). This is a student-centered developmental approach that includes specific elements of coaching, such as open-ended questioning, creating a safe space for students with challenges in…

Making Sense of the Atmospheric Science Gender Gap: Do Female and Male Graduate Students Have Different Career Motives, Goals, and Challenges?

ERIC Educational Resources Information Center

Canetto, Silvia Sara; Trott, Carlie D.; Thomas, Jenifer J.; Wynstra, Cheryl A.

2012-01-01

There is a persisting gap in the participation of women in atmospheric science (ATS), particularly at the higher levels of ATS education and occupations. This gap raises questions about ATS women's career motives, plans, and challenges relative to men's. To explore these questions, in-depth interviews were conducted with 10 female and male ATS…

More on enrolling female students in science and engineering.

PubMed

Townley, Cynthia

2010-06-01

This paper investigates reasons for practices and policies that are designed to promote higher levels of enrollment by women in scientific disciplines. It challenges the assumptions and problematic arguments of a recent article questioning their legitimacy. Considering the motivations for and merits of such programs suggests a practical response to the question of whether there should be programs to attract female science and engineering students.

The Car Race Challenge: An Intragroup and Intergroup Exercise.

ERIC Educational Resources Information Center

Dresdow, Sally; Benson, Joy

2000-01-01

Describes the Race Challenge, an exercise requiring business students to participate on cross-functional teams and compare collaborative and competitive behavior. Presents issues addressed, materials required, variations, discussion questions, and debriefing instructions. (SK)

Rocks in the River: The Challenge of Piloting the Inquiry Process in Today's Learning Environment

ERIC Educational Resources Information Center

Lambusta, Patrice; Graham, Sandy; Letteri-Walker, Barbara

2014-01-01

School librarians in Newport News, Virginia, are meeting the challenges of integrating an Inquiry Process Model into instruction. In the original model the process began by asking students to develop questions to start their inquiry journey. As this model was taught it was discovered that students often did not have enough background knowledge to…

Doing Science and Asking Questions II: An Exercise That Generates Questions

NASA Astrophysics Data System (ADS)

Hurt Middlecamp, Catherine; Nickel, Anne-Marie L.

2005-08-01

Given the importance of questions in science, it is critical that students learn to ask questions as well as learning to answer them. This paper describes a classroom exercise to help students better ask their own questions. It has been classroom-tested in multiple formats and has also been used for curriculum development workshops for faculty. This exercise in creating questions can be easily customized to suit different instructional contexts; some variations are outlined. More broadly, this paper also discusses the pedagogical significance of questioning, raising four salient points: (1) learners are more likely to have a personal interest in the questions they raise; (2) questions can serve as entry points for issues relating to ethnicity and gender; (3) questions give control to the person who asks them; and (4) questions can challenge existing structures, categories, and norms.

Urban High School Students and the Challenge of Access: Many Routes, Difficult Paths. Higher Ed, Questions about the Purpose(s) of Colleges and Universities Volume 17

ERIC Educational Resources Information Center

Tierney, William G., Ed.; Colyar, Julia E., Ed.

2006-01-01

This book documents a year in the life of five adolescents preparing for college. The text examines the different pathways that brought these students to where they are: living in poverty, attending overcrowded schools, and the pressure to be the first in their families to attend college are just a few of the challenges these students must battle…

Teaching Mathematically Talented Students: A Cross-Cultural Study about Their Teachers' Views

ERIC Educational Resources Information Center

Shayshon, Bruria; Gal, Hagar; Tesler, Bertha; Ko, Eun-Sung

2014-01-01

The instruction of mathematically talented students (MTS) in heterogeneous classes is an issue of debate. Questions of equity, differential instruction, teacher awareness of their talented students' needs, and their willingness and competence to face the challenges of nurturing these students are all raised within this context. Our international…

Student Employee Handbook. EP-2008-09-136-MSFC

ERIC Educational Resources Information Center

National Aeronautics and Space Administration (NASA), 2007

2007-01-01

This student employee handbook offers tips on planning, design process, and presentation of a student Lunar Nautics project. Each section includes mission, task, challenge, and guide questions. With the activities presented, students will learn to design a Lunar Lander, Lunar Miner, and Lunar Base; investigate the geography and geology of the moon…

[Exploring Aeronautics

NASA Technical Reports Server (NTRS)

Robinson, Brandi

2004-01-01

This summer I have been working with the N.A.S.A. Project at Cuyahoga Community College (Tri-C) under the title of Exploring Aeronautics Project Leader. The class that I have worked with is comprised of students that will enter the eighth grade in the fall of 2004. The program primarily focuses upon math proficiency and individualized class projects. My duties have encompassed both realms. During the first 2-3 weeks of my internship, I worked at NASA Glenn Research Center (GRC) researching, organizing, and compiling information for weekly Scholastic Challenges and the Super Scholastic Challenge. I was able to complete an overview of Scholastic Challenge and staff responsibilities regarding the competition; a proposal for an interactive learning system, Quizdom; a schedule for challenge equipment, as well as a schedule listing submission deadlines for the staff. Also included in my tasks, during these first 2-3 weeks, were assisting Tammy Allen and Candice Thomas with the student application review and interview processes for student applicants. For the student and parent orientation, I was assigned publications and other varying tasks to complete before the start of the program. Upon the commencement of the program, I changed location from NASA GRC to Tri-C Metro Campus, where student classes for the Cleveland site are held. During the duration of the program, I work with the instructor for the Exploring Aeronautics class, kkkk, assisting in classroom management, daily attendance, curriculum, project building, and other tasks as needed. These tasks include the conducting of the weekly competition, known as Scholastic Challenge. As a Project Leader, I am also responsible for one subject area of the Scholastic Challenge aspect of the N.A.S.A. Project curriculum. Each week I have to prepare a mission that the participants will take home the following Monday and at least 10 questions that will be included in the pool of questions used for the Scholastic Challenge competition on Thursdays. For at least one of these competitions, I must compile all mission and question information submitted by the staff, distribute missions to the students, and enter questions into Jeopardy formatted PowerPoint presentation. Unique to the N.A.S.A. Project are its Saturday sessions and opportunities for field trips. As a Project Leader, I am required to attend all field trips and Saturday sessions held for participants and their parent(s)/guardian(s). The Saturday sessions do not require my assistance because they are facilitated by a contracting company, Imhotep. This leaves my duties to observation unless instructed otherwise.

Courage in the Classroom.

ERIC Educational Resources Information Center

Costin, Frank

Challenges to the psychology teacher are considered, including engaging students in the learning process, helping students develop a historical perspective in their study of psychology, and dealing with controversial topics. Resistance to answering questions is likely to be greatest when the lecturer asks for highly specific facts. Students may be…

Predicting Student Misconceptions in Science

ERIC Educational Resources Information Center

Fouché, Jaunine

2015-01-01

Two challenges science teachers face are identifying misconceptions students have about how the world operates and getting past those misconceptions. Students' prior conceptions often conflict with the content educators are trying to teach. The gateway to revealing and changing such misconceptions, Fouché says, is predictive questioning. As they…

Briefing Teams in World Affairs Class.

ERIC Educational Resources Information Center

Dunn, Joe P.

1992-01-01

In a college world affairs course, the teacher acted as foreign policy/national security advisor to the president and assigned students as staff members for different geographic regions. Students briefed him daily, first on current events, then on specific issues. Students enjoyed the challenging assignments, intensive questioning, and policy…

Investigating Turkish Primary School Students' Interest in Science by Using Their Self-Generated Questions

NASA Astrophysics Data System (ADS)

Cakmakci, Gultekin; Sevindik, Hatice; Pektas, Meryem; Uysal, Asli; Kole, Fatma; Kavak, Gamze

2012-06-01

This paper reports on an attempt to investigate Turkish primary school students' interest in science by using their self-generated questions. We investigated students' interest in science by analyzing 1704 self-generated science-related questions. Among them, 826 questions were submitted to a popular science magazine called Science and Children. Such a self-selected sample may represent a group of students who have a higher level of motivation to seek sources of information outside their formal education and have more access to resources than the students of low social classes. To overcome this problem, 739 students were asked to write a question that they wanted to learn from a scientist and as a result 878 questions were gathered. Those students were selected from 13 different schools at 9 cities in Turkey. These schools were selected to represent a mixture of socioeconomic areas and also to cover different students' profile. Students' questions were classified into two main categories: the field of interest and the cognitive level of the question. The results point to the popularity of biology, astrophysics, nature of scientific inquiry, technology and physics over other science areas, as well as indicating a difference in interest according to gender, grade level and the setting in which the questions were asked. However, our study suggests that only considering questions submitted to informal learning environments, such as popular science magazines or Ask-A-Scientist Internet sites has limitations and deficiencies. Other methodologies of data collection also need to be considered in designing teaching and school science curriculum to meet students' needs and interest. The findings from our study tend to challenge existing thinking from other studies. Our results show that self-generated questions asked in an informal and a formal setting have different patterns. Some aspects of students' self-generated questions and their implications for policy, science curriculum reform and teaching are discussed in this paper.

Using Art to Teach Students Science Outdoors: How Creative Science Instruction Influences Observation, Question Formation, and Involvement

NASA Astrophysics Data System (ADS)

Cone, Christina Schull

Elementary education has become increasingly divided into subjects and focused on the demand for high math and reading scores. Consequently, teachers spend less time devoted to science and art instruction. However, teaching art and science is crucial to developing creative and rational thinking, especially for observation and questioning skills. In this study, third grade students attending an urban school in Portland, Oregon received instruction of an art strategy using observational and quantifying drawing techniques. This study examines, "Will an art strategy observing the local environment help students make observations and ask questions?" and "In what ways are student learning and perspectives of science affected by the art strategy?" The independent variable is the art strategy developed for this study. There are three dependent variables: quality of student observations, quality of questions, and themes on student learning and perspectives of science. I predicted students would develop strong observation and questioning skills and that students would find the strategy useful or have an increased interest in science. The art scores were high for relevance and detail, but not for text. There were significant correlations between art scores and questions. Interviews revealed three themes: observations create questions, drawing is helpful and challenging, and students connected to science. By examining science through art, students were engaged and created strong observations and questions. Teachers need to balance unstructured drawing time with scaffolding for optimal results. This study provides an integrated science and art strategy that teachers can use outdoors or adapt for the classroom.

Cognitive Difficulty and Format of Exams Predicts Gender and Socioeconomic Gaps in Exam Performance of Students in Introductory Biology Courses

PubMed Central

Wright, Christian D.; Eddy, Sarah L.; Wenderoth, Mary Pat; Abshire, Elizabeth; Blankenbiller, Margaret; Brownell, Sara E.

2016-01-01

Recent reform efforts in undergraduate biology have recommended transforming course exams to test at more cognitively challenging levels, which may mean including more cognitively challenging and more constructed-response questions on assessments. However, changing the characteristics of exams could result in bias against historically underserved groups. In this study, we examined whether and to what extent the characteristics of instructor-generated tests impact the exam performance of male and female and middle/high- and low-socioeconomic status (SES) students enrolled in introductory biology courses. We collected exam scores for 4810 students from 87 unique exams taken across 3 yr of the introductory biology series at a large research university. We determined the median Bloom’s level and the percentage of constructed-response questions for each exam. Despite controlling for prior academic ability in our models, we found that males and middle/high-SES students were disproportionately favored as the Bloom’s level of exams increased. Additionally, middle/high-SES students were favored as the proportion of constructed-response questions on exams increased. Given that we controlled for prior academic ability, our findings do not likely reflect differences in academic ability level. We discuss possible explanations for our findings and how they might impact how we assess our students. PMID:27252299

Improving large class performance and engagement through student-generated question banks.

PubMed

Hancock, Dale; Hare, Nicole; Denny, Paul; Denyer, Gareth

2018-03-12

Disciplines such as Biochemistry and Molecular Biology, which involve concepts not included in the high-school curriculum, are very challenging for many first year university students. These subjects are particularly difficult for students accustomed to surface learning strategies involving memorization and recall of facts, as a deeper understanding of the relationship between concepts is needed for successful transfer to related areas and subsequent study. In this article, we explore an activity in a very large first year Molecular Biology course, in which students create multiple-choice questions related to targeted learning outcomes, and then answer and evaluate one another's questions. This activity encompasses elements of both self- and peer-assessment and the generative tasks of creating questions and producing written feedback may contribute to a deeper understanding of the material. We make use of a free online platform to facilitate all aspects of the process and analyze the effect of student engagement with the task on overall course performance. When compared to previous semester's cohorts, we observe a pronounced improvement in class performance on exam questions targeting similar concepts to the student-generated questions. In addition, those students that engage to a greater extent with the activity perform significantly better on the targeted exam questions than those who are less active, yet all students perform similarly on a set of isolated control questions appearing on the same exam. © 2018 by The International Union of Biochemistry and Molecular Biology, 2018. © 2018 The International Union of Biochemistry and Molecular Biology.

Attitude of Academic Community towards Physically Challenged Students in the University of Maiduguri: Implications for Financing Inclusive Education for Sustainable Development

ERIC Educational Resources Information Center

Bamiteko, Racheal Modupe; Ibi, Mustapha Baba; Bukar, Ibrahim Bulama

2017-01-01

This study examined the attitude of academic community towards physically challenged students in the University of Maiduguri as it affect the financing of inclusive education for sustainable development in Nigeria. Four objectives, two research questions and two hypotheses were set and tested for the study. Descriptive survey was adopted as a…

District-Wide PBIS Team Questions Related to Using the PBIS Framework to Transition Students with Challenging Behaviors from an Alternative School to a Neighborhood School

ERIC Educational Resources Information Center

Jolivette, Kristine; Swoszowski, Nicole C.; Josephs, Nikki L.; McDaniel, Sara C.; Ennis, Robin Parks

2012-01-01

Students with emotional and behavioral disorders (E/BD) and those with challenging behaviors are often served in alternative education (AE) settings due to behavior that interferes with their learning and the learning of others to a degree that warrants placement outside of the traditional, neighborhood school environment. Placement in AE…

Does Question Structure Affect Exam Performance in the Geosciences?

NASA Astrophysics Data System (ADS)

Day, E. A.; D'Arcy, M. K.; Craig, L.; Streule, M. J.; Passmore, E.; Irving, J. C. E.

2015-12-01

The jump to university level exams can be challenging for some students, often resulting in poor marks, which may be detrimental to their confidence and ultimately affect their overall degree class. Previous studies have found that question structure can have a strong impact on the performance of students in college level exams (see Gibson et al., 2015, for a discussion of its impact on physics undergraduates). Here, we investigate the effect of question structure on the exam results of geology and geophysics undergraduate students. Specifically, we analyse the performance of students in questions that have a 'scaffolded' framework and compare them to their performance in open-ended questions and coursework. We also investigate if observed differences in exam performance are correlated with the educational background and gender of students, amongst other factors. It is important for all students to be able to access their degree courses, no matter what their backgrounds may be. Broadening participation in the geosciences relies on removing systematic barriers to achievement. Therefore we recommend that exams are either structured with scaffolding in questions at lower levels, or students are explicitly prepared for this transition. We also recommend that longitudinal studies of exam performance are conducted within individual departments, and this work outlines one approach to analysing performance data.

Let's Get Physical

ERIC Educational Resources Information Center

Kahn, Sami; Wild, Tiffany; Woolsey, Lynn; Haegele, Justin A.

2014-01-01

How do students with visual impairments measure liquids? Can a student with cerebral palsy participate in hands-on science activities? What challenges might a hearing-impaired student have in my science class? These are just some of the important questions increasingly being asked by science teachers, thanks in part to the Individuals with…

Peer Pedagogy: Student Collaboration and Reflection in a Learning-through-Design Project

ERIC Educational Resources Information Center

Ching, Cynthia Carter; Kafai, Yasmin B.

2008-01-01

Background: Existing research suggests that one of the challenges for teachers in persisting with innovative inquiry curricula is their difficulty scaffolding students' transitions into technology-supported and open-ended activities. The question of whether students can effectively scaffold one another's transitions has not been previously…

Designing Developmentally Appropriate School Counseling Interventions for LGBQ Students

ERIC Educational Resources Information Center

Kayler, Holly; Lewis, Todd F.; Davidson, English

2008-01-01

Lesbian, gay, bisexual, and questioning (LGBQ) students must face the physical, cognitive, and emotional challenges of adolescent development while becoming aware of and coping with a sexual minority orientation. As an invisible minority, LGBQ students are stigmatized, and many experience negative outcomes (e.g., isolation, depression) as a result…

Bits and Bytes: A Google Dare

ERIC Educational Resources Information Center

Bennett-Bealer, Nichole

2013-01-01

Educators' reliance on the Internet to research and answer any question, gives rise to a new challenge for students. Like its counterpart at other colleges and universities, Career Services at Burlington County College leads students through a workshop where they analyze their social media presence. The tips and hints help students develop the…

Medical Students' Understanding of Directed Questioning by Their Clinical Preceptors.

PubMed

Lo, Lawrence; Regehr, Glenn

2017-01-01

Phenomenon: Throughout clerkship, preceptors ask medical students questions for both assessment and teaching purposes. However, the cognitive and strategic aspects of students' approaches to managing this situation have not been explored. Without an understanding of how students approach the question and answer activity, medical educators are unable to appreciate how effectively this activity fulfills their purposes of assessment or determine the activity's associated educational effects. A convenience sample of nine 4th-year medical students participated in semistructured one-on-one interviews exploring their approaches to managing situations in which they have been challenged with questions from preceptors to which they do not know the answer. Through an iterative and recursive analytic reading of the interview transcripts, data were coded and organized to identify themes relevant to the students' considerations in answering such questions. Students articulated deliberate strategies for managing the directed questioning activity, which at times focused on the optimization of their learning but always included considerations of image management. Managing image involved projecting not only being knowledgeable but also being teachable. The students indicated that their considerations in selecting an appropriate strategy in a given situation involved their perceptions of their preceptors' intentions and preferences as well as several contextual factors. Insights: The medical students we interviewed were quite sophisticated in their understanding of the social nuances of the directed questioning process and described a variety of contextually invoked strategies to manage the situation and maintain a positive image.

Teaching Mathematics: Challenging the Sacred Cow of Mathematical Certainty.

ERIC Educational Resources Information Center

Borba, Marcelo C.

1992-01-01

Challenges the concept of mathematical certainty and questions whether it is a useful concept for elementary and secondary mathematics curriculum. Encourages teachers to bring this issue into the classroom and ask students to think about it critically. (HB)

Teacher Efficacy Beliefs toward Serving Culturally and Linguistically Diverse Students in Special Education: Implications of a Pilot Study

ERIC Educational Resources Information Center

Chu, Szu-Yin

2013-01-01

Educating a nation of culturally, ethnically/racially, and linguistically diverse (CLD) students is one of the many challenges facing teachers and teacher educators, resulting in teachers' questioning their ability to improve learning for these groups. Yet teacher efficacy is significantly related to student achievement, motivation, and students'…

The Effect of Administering a Boundary Course to Third-Year Medical Students During Their Psychiatry Clerkship.

PubMed

Kunaparaju, Sindhura; Hidalgo, Michael Sposito; Bennett, David S; Sedky, Karim

2018-06-01

Due to lack of experience, third-year medical students (MS3) may be vulnerable to boundary violations. Investigators aimed to increase awareness regarding boundary issues among MS3s and assess the effect of using videotaped scenarios and case-based discussion on medical students' comfort in managing boundary issues. A nine-question pre-course survey was administered to MS3s enrolled at Cooper Medical School of Rowan University that asked students to rate their comfort in managing various boundary challenges. MS3s then viewed seven pre-recorded boundary-related cases followed by a 10-15-min discussion after each case. A post-course survey reassessed comfort in managing boundary challenges using the same nine questions, with three additional questions assessing satisfaction with the course. Change in pre- and post-course scores were analyzed using paired t tests and effect sizes. Internal consistency was assessed using Cronbach's alpha. There was a significant difference between pre- and post-course total scores as well as seven of the nine individual scores. Effect sizes were large (d > .08). These findings indicate that students became more comfortable managing boundary issues following the course. In addition, satisfaction ratings were high indicating the course was perceived favorably. Medical students perceived the course to be beneficial and reported that it increased their awareness of boundary issues. A boundary course at the beginning of the psychiatry clerkship can improve MS3s' comfort in managing boundary challenges. With increased comfort in managing boundary, students can better focus on other aspects of their psychiatry education and on building therapeutic alliances with their patients.

A Combination of Hand-held Models and Computer Imaging Programs Helps Students Answer Oral Questions about Molecular Structure and Function: A Controlled Investigation of Student Learning

PubMed Central

Peck, Ronald F.; Colton, Shannon; Morris, Jennifer; Chaibub Neto, Elias; Kallio, Julie

2009-01-01

We conducted a controlled investigation to examine whether a combination of computer imagery and tactile tools helps introductory cell biology laboratory undergraduate students better learn about protein structure/function relationships as compared with computer imagery alone. In all five laboratory sections, students used the molecular imaging program, Protein Explorer (PE). In the three experimental sections, three-dimensional physical models were made available to the students, in addition to PE. Student learning was assessed via oral and written research summaries and videotaped interviews. Differences between the experimental and control group students were not found in our typical course assessments such as research papers, but rather were revealed during one-on-one interviews with students at the end of the semester. A subset of students in the experimental group produced superior answers to some higher-order interview questions as compared with students in the control group. During the interview, students in both groups preferred to use either the hand-held models alone or in combination with the PE imaging program. Students typically did not use any tools when answering knowledge (lower-level thinking) questions, but when challenged with higher-level thinking questions, students in both the control and experimental groups elected to use the models. PMID:19255134

[Public Health as an Applied, Multidisciplinary Subject: Is Research-Based Learning the Answer to Challenges in Learning and Teaching?

PubMed

Gerhardus, A; Schilling, I; Voss, M

2017-03-01

Public health education aims at enabling students to deal with complex health-related challenges using appropriate methods based on sound theoretical understanding. Virtually all health-related problems in science and practice require the involvement of different disciplines. However, the necessary interdisciplinarity is only partly reflected in the curricula of public health courses. Also theories, methods, health topics, and their application are often taught side-by-side and not together. For students, it can become an insurmountable challenge to integrate the different disciplines ("horizontal integration") and theories, methods, health topics, and their application ("vertical integration"). This situation is specific for education in public health but is representative for other interdisciplinary fields as well. Several approaches are available to achieve the horizontal integration of different disciplines and vertical integration of theories, methods, health topics, and their application. A curriculum that is structured by topics, rather than disciplines might be more successful in integrating different disciplines. Vertical integration can be achieved by research-based learning. Research-based learning places a student-led research project at the centre of teaching. Students choose a topic and a research question, raise their own questions for theories and methods and will hopefully cross the seeming chasm between science and practice. Challenges of research-based learning are enhanced demands on students, teachers and curriculum design. © Georg Thieme Verlag KG Stuttgart · New York.

Web Based Homework for CAPA in General Education Astronomy Courses

NASA Astrophysics Data System (ADS)

Robertson, T. H.

2002-12-01

Qualitative questions in astronomy have been developed to operate under the CAPA web-based homework system. Multiple versions of similar questions and software randomization are used to create different homework sets for each student. The questions are grouped by concept and subject to create more challenging activities from relatively simple questions. These questions have been used for three semesters in five sections of ASTRO 100 which enrolled a total of 500 students over the past two years. Student surveys consistently indicate that they like the system and believe that it helps them to learn. Cognitive measures in the form of exam and course grades do not demonstrate statistically significant improvement in sections which have used the new homework system. This is due in part to a conscious effort to create exam questions which focus on content understanding and not memorization and the persistent student habit of studying for exams by memorizing homework. Differences have been identified between female and male students in terms of completion rates and performance on homework, quiz and exam scores. This work was supported in part by funding from the George and Frances Ball Fund for Academic Excellence and the 21st Century Fund for Faculty Development.

Preceptor questioning and student critical thinking.

PubMed

Myrick, Florence; Yonge, Olive

2002-01-01

Questioning is fundamental to student learning. Not only does it enable students to elevate their level of thinking, but in the process it also affords them the opportunity to deal with their world intelligently. The practice setting is an environment rich in opportunity for enabling critical thinking through the use of questioning. In the preceptorship experience, preceptors are in a prime position to use questioning behaviors that can challenge the way preceptees think, encourage them to justify or clarify their assertions, promote the generation of original ideas, explanations, or solutions to patient problems, provide mental and emotional tools to help resolve dilemmas, promote discussion, and evaluate learning. This article discusses the importance of preceptor questioning for the development and promotion of student critical thinking. Contextually, the authors draw on the findings of a recent study in which preceptor questioning of the knowledge base, decision making, and actions of the preceptee were found to directly bring about or trigger their critical thinking. This article allows for some further reflection on that process and its contribution to the enhancement of the preceptorship experience. Copyright 2002, Elsevier Science (USA). All rights reserved.

Processes and Challenges in Identifying Learning Disabilities among Students Who Are English Language Learners in Three New York State Districts. Issues & Answers. REL 2010-No. 085

ERIC Educational Resources Information Center

Sanchez, Maria Teresa; Parker, Caroline; Akbayin, Bercem; McTigue, Anna

2010-01-01

Using interviews with district and school personnel and documents from state and district web sites in three districts in New York State, the study examines practices for identifying learning disabilities among students who are English language learners and the challenges that arise. Specifically, two research questions guided the project: (1)…

Nursing students collaborating to develop multiple-choice exam revision questions: A student engagement study.

PubMed

Craft, Judy A; Christensen, Martin; Shaw, Natasha; Bakon, Shannon

2017-12-01

Nursing students find bioscience subjects challenging. Bioscience exams pose particular concerns for these students, which may lead to students adopting a surface-approach to learning. To promote student collective understanding of bioscience, improve their confidence for the final exam, and improve deeper understanding of bioscience. In order to address exam anxiety, and improve student understanding of content, this student engagement project involved nursing students collaborating in small groups to develop multiple-choice questions and answers, which became available to the entire student cohort. This study was conducted at two campuses of an Australian university, within a first year bioscience subject as part of the undergraduate nursing programme. All students enrolled in the subject were encouraged to attend face-to-face workshops, and collaborate in revision question writing. Online anonymous questionnaires were used to invite student feedback on this initiative; 79 respondents completed this feedback. Students collaborated in groups to write revision questions as part of in-class activities. These questions were made available on the student online learning site for revision. An online feedback survey was deployed at the conclusion of all workshops for this subject, with questions rated using a Likert scale. Participants indicated that they enjoyed the opportunity to collaborate in this activity, and almost all of these respondents used these questions in their exam preparation. There was strong agreement that this activity improved their confidence for the final exam. Importantly, almost two-thirds of respondents agreed that writing questions improved their understanding of content, and assisted in their active reflection of content. Overall, this initiative revealed various potential benefits for the students, including promoting bioscience understanding and confidence. This may improve their long-term understanding of bioscience for nursing practice, as registered nurses' bioscience knowledge can impact on patient outcomes. Copyright © 2017 Elsevier Ltd. All rights reserved.

"Gone" into Solution: Assessing the Effect of Hands-On Activity on Students' Comprehension of Solubility

ERIC Educational Resources Information Center

Bruck, Laura B.; Bruck, Aaron D.; Phelps, Amy J.

2010-01-01

Solubility is challenging for many general chemistry students, and the interactions of aqueous species are difficult to conceptualize. Derived from the pedagogies of Johnstone, Bloom, and Piaget, our primary research questions probe whether students' conceptual understandings of solubility could be enhanced by participation in a concept-building,…

Disconnected Data: The Challenge of Matching Activities to Outcomes for Students with Disabilities in Online Learning

ERIC Educational Resources Information Center

Connell, Michael W.; Johnston, Sam Catherine; Hall, Tracey E.; Stahl, William

2017-01-01

Within blended learning environments, the availability and analysis of student data has emerged as a central issue. For struggling students, data generated by digital learning systems present new opportunities to investigate critical success factors. In reality, many seemingly basic questions about persistence, progress, and performance of these…

Students' Spirituality and "Big Questions" in Introductory Religion Courses

ERIC Educational Resources Information Center

Walvoord, Barbara E.

2008-01-01

A study of sixty-six highly effective teachers of introductory theology and religion courses in various types of institutions reveals very complex challenges for instructors. The majority of students have as a goal their own religious and spiritual development. Faculty members' most frequent goal is critical thinking. Students much less frequently…

Survey of New Mexico School Health Professionals Regarding Preparedness to Support Sexual Minority Students

ERIC Educational Resources Information Center

Mahdi, Inas; Jevertson, Jenn; Schrader, Ronald; Nelson, Anna; Ramos, Mary M.

2014-01-01

Background: For schools to be safe and supportive for students, school health professionals should be aware of the particular challenges lesbian, gay, bisexual, transgender, or questioning (LGBTQ) students face, especially the risk for discrimination, violent victimization, and depression in the school setting. We assessed school health…

Visible Thinking in High School Mathematics

ERIC Educational Resources Information Center

Sliman, Emily

2013-01-01

If a teacher asked their students what thinking looks like, what would they say? Would they just look at the teacher quizzically? The question is challenging because thinking is largely an invisible endeavor, and developing thoughtful students can be a daunting task. However, the job of mathematics teachers is to develop students who think about…

Teaching Students to Visualize: Nine Key Questions for Success

ERIC Educational Resources Information Center

Rader, Laura A.

2009-01-01

The seemingly simple task associated with formal reading instruction may be problematic for many students with speech and language delays who often enter school with meager literacy experiences (B. K. Gunn, D. C. Simmons, & E. J. Kame'enui, 1999). However, the challenges that students face may be reduced when reading instruction includes…

Early integration of the individual student in academic activities: a novel classroom concept for graduate education in molecular biophysics and structural biology

PubMed Central

2014-01-01

Background A key challenge in interdisciplinary research is choosing the best approach from a large number of techniques derived from different disciplines and their interfaces. Results To address this challenge in the area of Biophysics and Structural Biology, we have designed a graduate level course to teach students insightful use of experimental biophysical approaches in relationship to addressing biological questions related to biomolecular interactions and dynamics. A weekly seminar and data and literature club are used to compliment the training in class. The course contains wet-laboratory experimental demonstration and real-data analysis as well as lectures, grant proposal preparation and assessment, and student presentation components. Active student participation is mandatory in all aspects of the class. Students prepare materials for the class receiving individual and iterative feedback from course directors and local experts generating high quality classroom presentations. Conclusions The ultimate goal of the course is to teach students the skills needed to weigh different experimental approaches against each other in addressing a specific biological question by thinking and executing academic tasks like faculty. PMID:25132964

Early integration of the individual student in academic activities: a novel classroom concept for graduate education in molecular biophysics and structural biology.

PubMed

Leuba, Sanford H; Carney, Sean M; Dahlburg, Elizabeth M; Eells, Rebecca J; Ghodke, Harshad; Yanamala, Naveena; Schauer, Grant; Klein-Seetharaman, Judith

2014-01-01

A key challenge in interdisciplinary research is choosing the best approach from a large number of techniques derived from different disciplines and their interfaces. To address this challenge in the area of Biophysics and Structural Biology, we have designed a graduate level course to teach students insightful use of experimental biophysical approaches in relationship to addressing biological questions related to biomolecular interactions and dynamics. A weekly seminar and data and literature club are used to compliment the training in class. The course contains wet-laboratory experimental demonstration and real-data analysis as well as lectures, grant proposal preparation and assessment, and student presentation components. Active student participation is mandatory in all aspects of the class. Students prepare materials for the class receiving individual and iterative feedback from course directors and local experts generating high quality classroom presentations. The ultimate goal of the course is to teach students the skills needed to weigh different experimental approaches against each other in addressing a specific biological question by thinking and executing academic tasks like faculty.

Introversion and medical student education: challenges for both students and educators.

PubMed

Davidson, Bernard; Gillies, Ralph A; Pelletier, Allen L

2015-01-01

Introversion is one of the personality factors that has been shown to be associated with performance in medical school. Prior cross-sectional studies highlight performance evaluation differences between introverted and extraverted medical students, though the mechanisms and implications of these differences remain relatively unexplained and understudied. This gap in the literature has become more salient as medical schools are employing more interactive learning strategies into their curricula which may disproportionately challenge introverted learners. In this article, we provide an overview and working definition of introversion as a valid construct occurring on a continuum. We apply a goodness of fit model to explore how various medical training contexts may be more or less challenging for introverted students and the potential consequences of a poor fit. As preliminary support for these hypothesized challenges, we share observations from students self-identified as introverts. Examples include introverted students feeling at times like misfits, questioning a need to change their identity to succeed in medical school, and being judged as underperformers. We offer pragmatic suggestions for improving the fit between introverted students and their training contexts, such as teachers and students pausing between a question being asked and the initial response being offered and teachers differentiating between anxious and introverted behaviors. We conclude with suggested areas for future qualitative and quantitative research to examine how medical school curricula and the teaching environment may be differentially impacting the learning and health of introverted and extraverted students. Extraverted behaviors will continue to be an important part of medical training and practice, but the merits of introverted behaviors warrant further consideration as both medical training and practice evolve. Educators who make manageable adjustments to current teaching practices can improve the learning for both introverted and extraverted styles of academic engagement.

The Contributions of Student Organization Involvement to Students' Self-Assessments of Their Leadership Traits and Relational Behaviors

ERIC Educational Resources Information Center

Smith, Lois J.; Chenoweth, John D.

2015-01-01

Many business schools designate leadership as a learning outcome for their undergraduates, but the question of how to teach leadership is challenging. Results of this study showed that students who were engaged in extracurricular student organizations rated themselves higher on both leadership traits and behaviors than those who were not involved…

Adapting the Music Curriculum for Senior Secondary Students with Intellectual Disabilities in Hong Kong: Content, Pedagogy and Mindsets

ERIC Educational Resources Information Center

Wong, Marina Wai-yee

2015-01-01

Why should bringing the power of music into student learning be a challenge--even more so when the class comprises students deemed in need of "special education"? To address this question, three case studies are presented of Hong Kong special schools music teachers experienced in teaching students with intellectual disabilities at senior…

Swedish Lower Secondary School Teachers' Perceptions and Experiences Regarding Homework

ERIC Educational Resources Information Center

Gu, Limin; Kristoffersson, Margaretha

2015-01-01

This study investigates homework in Swedish lower secondary schools: teachers' perceptions and experiences about it and their understanding of its potentials and challenges for students' learning and development. Data collected through an online survey (N = 201) mixed standardized questions and open questions. Descriptive statistics and…

The Community Connection

ERIC Educational Resources Information Center

Rittenburg, Rebecca; Miller, Brant G.; Rust, Cindy; Esler, Jamie; Kreider, Rusti; Boylan, Ryan; Squires, Audrey

2015-01-01

In a regional gathering called the Youth Water Summit, high school students present projects that respond to the driving question behind their science curriculum: "How can you address a significant water resource challenge in your community's watershed?" Students exhibit scientific posters, interactive presentations, films, art projects,…

When the Answer Is the Question

ERIC Educational Resources Information Center

Battreal, Vanessa M.; Brewster, Vanessa; Dixon, Juli K.

2016-01-01

After teaching the concept of division with remainders for many years, Vanessa Battreal, Vanessa Brewster, and Juli Dixon noticed that interpreting remainders in contextualized problems is particularly challenging for elementary school students. To effectively interpret remainders, students must attend to problem context and consider carefully…

Assessments That Promote Collaborative Learning

ERIC Educational Resources Information Center

Watanabe, Maika; Evans, Laura

2015-01-01

This article discusses assessments that can be used to help encourage a collaborative classroom community, in which students help one another learn mathematics. The authors describe participation quizzes and explanation quizzes as assessment tools that encourage students to work together, share specific questions on challenging mathematics…

Nourishing the Spirit, Reflection and Dialogue with Our Students on the Question of Intelligent Design: What Are We Likely to Encounter and How Might We Proceed?

ERIC Educational Resources Information Center

Zigler, Ronald Lee

2009-01-01

In her 1993 text "Educating For Intelligent Belief and Unbelief," Nel Noddings advocated an ambitious plan to challenge the students; she wished to engage them in a dialogue on the religious issues that define those questions, which "matter deeply to everyone." This was seen as a dialogue that can take place at all levels of education, but was…

Co-Curricular Leadership Education: Considering Critical Questions

ERIC Educational Resources Information Center

Fincher, Justin; Shalka, Tricia R.

2009-01-01

This article highlights the importance of examining the ways that leadership educators approach leadership education on college campuses. It also raises questions by which co-curricular leadership educators can re-evaluate how they prepare students for leadership that is relevant to meet the challenges of today's world. Through these questions…

Using Order of Magnitude Calculations to Extend Student Comprehension of Laboratory Data

ERIC Educational Resources Information Center

Dean, Rob L.

2015-01-01

Author Rob Dean previously published an Illuminations article concerning "challenge" questions that encourage students to think imaginatively with approximate quantities, reasonable assumptions, and uncertain information. This article has promoted some interesting discussion, which has prompted him to present further examples. Examples…

This Rock 'n' Roll Video Teaches Math

ERIC Educational Resources Information Center

Niess, Margaret L.; Walker, Janet M.

2009-01-01

Mathematics is a discipline that has significantly advanced through the use of digital technologies with improved computational, graphical, and symbolic capabilities. Digital videos can be used to present challenging mathematical questions for students. Video clips offer instructional possibilities for moving students from a passive mode of…

Grand Challenges and Opportunities in Mathematics Education Research

ERIC Educational Resources Information Center

Stephan, Michelle L.; Chval, Kathryn B.; Wanko, Jeffrey J.; Civil, Marta; Fish, Michael C.; Herbel-Eisenmann, Beth; Konold, Clifford; Wilkerson, Trena L.

2015-01-01

Mathematics education researchers seek answers to important questions that will ultimately result in the enhancement of mathematics teaching, learning, curriculum, and assessment, working toward ensuring that all students attain mathematics proficiency and increasing the numbers of students from all racial, ethnic, gender, and socioeconomic groups…

First-Generation, Low-Income College Students during the First Semester in Higher Education: Challenges and Successes

ERIC Educational Resources Information Center

Chhen Stewart, Lee May

2012-01-01

Typically, studies first-generation, low-income students have focused on the financial aid and academic preparedness to enter college and persist. These researchers have found little data about first-generation, low-income students once they enter higher education. One question largely unexplored has been why some first-generation, low-income…

Does Climate Literacy Matter? A Case Study of U.S. Students' Level of Concern about Anthropogenic Global Warming

ERIC Educational Resources Information Center

Bedford, Daniel

2016-01-01

Educators seeking to address global warming in their classrooms face numerous challenges, including the question of whether student opinions about anthropogenic global warming (AGW) can change in response to increased knowledge about the climate system. This article analyzes survey responses from 458 students at a primarily undergraduate…

Language and Cultural Challenges Facing Business Faculty in the Ever-Expanding Global Classroom

ERIC Educational Resources Information Center

Vogel, Glen M.

2013-01-01

More than 690,000 foreign students studied in the United States during the 2009-10 academic year. As non-native English-speaking students continue to pour into American educational institutions, one question many educators have is: are these international students adequately prepared for the language and cultural demands they will face when they…

Museums as Resources for Science Teachers

ERIC Educational Resources Information Center

Summers, Susan

2004-01-01

A class visit to an informal science center can do wonders to broaden students? horizons while challenging creative thinking. However, students will get much more out of the visit with a little preparation. One of the best ways to prepare students is by providing them with a focus question to research during the visit. Some centers will be able…

Is Case-Based Learning an Effective Teaching Strategy to Challenge Students' Alternative Conceptions regarding Chemical Kinetics?

ERIC Educational Resources Information Center

Yalcinkaya, Eylem; Tastan-Kirik, Ozgecan; Boz, Yezdan; Yildiran, Demet

2012-01-01

Background: Case-based learning (CBL) is simply teaching the concept to the students based on the cases. CBL involves a case, which is a scenario based on daily life, and study questions related to the case, which allows students to discuss their ideas. Chemical kinetics is one of the most difficult concepts for students in chemistry. Students…

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…

Social Risk Takers: Understanding Bilingualism in Mathematical Discussions

ERIC Educational Resources Information Center

Dominguez, Higinio

2017-01-01

The teaching and research communities in mathematics education agree that mathematical discussions pose challenges in elementary classrooms. These challenges continue to motivate research on mathematical discussions, with a focus on how students use talk in discussions. This study addresses the question, "What can teachers and researchers…

Ethical Challenges Regarding Globalization of Higher Education

ERIC Educational Resources Information Center

Olivier, Bert

2011-01-01

This paper places the question of ethical challenges in relation to the process of globalization concerning international education and the mobility of international students worldwide. It focuses on five areas of justice, namely, social and political justice, administrative justice, distributive justice, cultural justice and ecological justice.…

Factors associated with clinical skill remediation in dental hygiene education programs.

PubMed

Wood, Donna F; Mitchell, Tanya Villalpando; Holt, Lorie A; Branson, Bonnie G

2014-02-01

The purpose of this study was to examine the challenges related to formal clinical remediation in dental hygiene programs, which include timing of student identification, policy development, and the issues of methodology and scheduling. A 23 item investigator-designed survey was electronically distributed to all 303 U.S. entry-level dental hygiene program directors. This questionnaire included 23 forced-choice questions with the options to add comments to 8 of the questions. A total of 111 surveys were returned yielding a response rate of 36%. Descriptive statistics and Chi-square analyses were utilized to analyze relationships between responses and the degree earned from the dental hygiene program. All schools reported having a remediation policy; however, 13.6% of the respondents revealed this information was not readily available to students. The majority of respondents (67.8%) reported identifying students with clinical deficiencies in the preclinical semester, and 15.5% identified students in the second year, second clinical semester. Instrumentation technique was identified as the area in greatest need of remediation (81%), followed by critical thinking and problem solving skills (12%). Coordination of faculty and student schedules to conduct remediation was identified as one of the greatest challenges by respondents (25.2%). Results of this study suggest that challenges exist with the process of remediation. Some of these challenges include involving the student in remedial plan development, the academic consequences associated with remediation and scheduling time and space for remedial activities. These findings indicate that respondents are well aware of the need for remediation policies in dental hygiene programs. The point in time varies when students in need of remediation are identified. Therefore, further research needs to be conducted to determine the reasons for this difference. Some reasons may include inability to grasp the foundational skills and/or the complexity of advanced instrumentation in the second year. Also, it is suggested that investigation regarding methods used to address the challenge of faculty and student scheduling for remediation sessions would be useful.

Constructed-Response Problems

ERIC Educational Resources Information Center

Swinford, Ashleigh

2016-01-01

With rigor outlined in state and Common Core standards and the addition of constructed-response test items to most state tests, math constructed-response questions have become increasingly popular in today's classroom. Although constructed-response problems can present a challenge for students, they do offer a glimpse of students' learning through…

A participatory learning approach to biochemistry using student authored and evaluated multiple-choice questions.

PubMed

Bottomley, Steven; Denny, Paul

2011-01-01

A participatory learning approach, combined with both a traditional and a competitive assessment, was used to motivate students and promote a deep approach to learning biochemistry. Students were challenged to research, author, and explain their own multiple-choice questions (MCQs). They were also required to answer, evaluate, and discuss MCQs written by their peers. The technology used to support this activity was PeerWise--a freely available, innovative web-based system that supports students in the creation of an annotated question repository. In this case study, we describe students' contributions to, and perceptions of, the PeerWise system for a cohort of 107 second-year biomedical science students from three degree streams studying a core biochemistry subject. Our study suggests that the students are eager participants and produce a large repository of relevant, good quality MCQs. In addition, they rate the PeerWise system highly and use higher order thinking skills while taking an active role in their learning. We also discuss potential issues and future work using PeerWise for biomedical students. Copyright © 2011 Wiley Periodicals, Inc.

Many Faces Have I.

ERIC Educational Resources Information Center

Zilliox, Joseph T.; Lowery, Shannon G.

1997-01-01

Describes an extended investigation of polygons and polyhedra which was conducted in response to a challenge posed in Focus, a newsletter from the Mathematical Association of America (MAA). Students were challenged to construct a polyhedron with faces that measure more than 13 inches to a side. Outlines the process, including the questions posed…

Science, Sport and Technology--A Contribution to Educational Challenges

ERIC Educational Resources Information Center

O'Hara, Kelly; Reis, Paula; Esteves, Dulce; Bras, Rui; Branco, Luisa

2011-01-01

Improve students' ability to link knowledge with real life practice, through enhancing children or teenagers' ability to think critically by way of making observations, posing questions, drawing up hypotheses, planning and carrying out investigations, analysing data and therefore improve their decision making is an educational challenge. Learning…

Districtwide Instructional Reform: Using Sociocultural Theory to Link Professional Learning to Organizational Support

ERIC Educational Resources Information Center

Gallucci, Chrysan

2008-01-01

No Child Left Behind Act accountability pressures and calls to close achievement gaps between groups of students have challenged school districts to achieve systemwide instructional improvement. These policies create learning challenges for classroom teachers and for school and district leaders. This article engages questions about organizational…

Generating Effective Facilitation Questions for Team-Building/Personal-Challenge Activities

ERIC Educational Resources Information Center

Gabbei, Ritchie

2004-01-01

Team-building/personal-challenge (TB/PC) activities have become popular ways to address students' interpersonal and intrapersonal skills and abilities associated with the affective domain. The outcomes associated with TB/PC activities are often best experienced and learned through the use of indirect methods of instruction. Typically, many…

The Assessment Journey: Defining and Refining Instrument Dilemmas

ERIC Educational Resources Information Center

Gallo, Ann Marie; Carr, Michael T.; Gallo, Joseph A.

2010-01-01

Designing and implementing assessment instruments are ongoing challenges for physical educators. The initial design phase includes asking the question, "What do I want the students to know and/or be able to do?" Seemingly, the question is direct and should lead to a concrete answer. In addition to designing assessment instruments, one of the most…

Tablet technology in medical education in South Africa: a mixed methods study

PubMed Central

Lazarus, L; Sookrajh, R; Satyapal, K S

2017-01-01

Objective The purpose of this study was to establish the use of mobile devices by learners at a selected medical school. Distribution of mobile devices was an inaugural initiative implemented by our college. Design A mixed methodology design using a questionnaire comprising both open-ended and close-ended questions was analysed from 179 (60 male; 119 female) second year medical students registered for the Anatomy course. Open-ended questions were analysed using a thematic approach by identifying emergent ideas and concepts. Close-ended questions were analysed using SPSS V.21.0. Setting and participants Second year medical students at a medical school in South Africa. Results Three main themes emerged, namely, (a) mobile device engagement, (b) advantages and (c) challenges affecting use of mobile devices. A majority of learners accessed their tablets for lecture notes; more females were inclined to access these devices than males. Challenges experienced included poor wifi connectivity on and off the university campus; some students were not keen on the idea of mobile devices and preferred traditional methods of teaching. Conclusions Mobile devices have been adopted by learners at our university. Uses of technology outlined are related to Eraut's intentions of informal learning. Integrating tablets into classes had a positive effect on student access to course material. PMID:28760784

How Can Science Education Foster Students' Rooting?

ERIC Educational Resources Information Center

Østergaard, Edvin

2015-01-01

The question of how to foster rooting in science education points towards a double challenge; efforts to "prevent" (further) uprooting and efforts to "promote" rooting/re-rooting. Wolff-Michael Roth's paper discusses the uprooting/rooting pair of concepts, students' feeling of alienation and loss of fundamental sense of the…

Making Molecular Movies

ERIC Educational Resources Information Center

O'Brien, Walter

2015-01-01

One of the most difficult challenges of incorporating literacy in the classroom--as called for by the "Common Core State Standards" (NGAC and CCSSO 2010)--is inspiring reluctant writers. Students are often unmotivated by essay assignments or having to write answers to open-ended questions. Some students may even view these as obstacles…

Exploring Primary Student's Problem-Solving Ability by Doing Tasks Like PISA's Question

ERIC Educational Resources Information Center

Novita, Rita; Zulkardi; Hartono, Yusuf

2012-01-01

Problem solving plays an important role in mathematics and should have a prominent role in the mathematics education. The term "problem solving" refers to mathematics tasks that have the potential to provide intellectual challenges for enhancing students' mathematical understanding and development. In addition, the contextual problem…

Creating Space for Agency

ERIC Educational Resources Information Center

Altobelli, Rachel

2017-01-01

It's easy to imagine no gay, lesbian, bisexual, transgender, or questioning (LGBTQ) students are at a given school, and, therefore, no need exists to court controversy and potential challenges by providing LGBTQ materials. LGBTQ students are everywhere, though, and they are at increased risk for a host of issues, including bullying, assault, and…

Inference Strategies to Improve Reading Comprehension of Challenging Texts

ERIC Educational Resources Information Center

Attaprechakul, Damrong

2013-01-01

This study aimed to explore inference strategies necessary to successfully read journal articles. Eighty-eight graduate students read a set of texts on education and economic growth and answered comprehension questions. Twenty-four of these participants also volunteered for an in-depth interview. The findings revealed that students usually relied…

Risky Business: Whose "Right Thing" Are We Talking about?

ERIC Educational Resources Information Center

Monseau, Virginia R.

2008-01-01

Questioning the dichotomy of right and wrong, Virginia R. Monseau explores the tensions that arise from choices teachers make when trying to "do the right thing." From warning teachers about difficult students to presenting sensitive materials that challenge student belief systems, Monseau advises educators to pay close attention,…

Three Conceptual Replication Studies in Group Theory

ERIC Educational Resources Information Center

Melhuish, Kathleen

2018-01-01

Many studies in mathematics education research occur with a nonrepresentative sample and are never replicated. To challenge this paradigm, I designed a large-scale study evaluating student conceptions in group theory that surveyed a national, representative sample of students. By replicating questions previously used to build theory around student…

Barriers to Fanfiction Access: Results from a Usability Inspection of Fanfiction.net

ERIC Educational Resources Information Center

Lammers, Jayne C.; Palumbo, Nicholas P.

2017-01-01

As researchers encourage teachers to bring fanfiction into classrooms, questions remain about whether online fanfiction communities are accessible to all students. This paper presents results from a practitioner-oriented usability inspection of FanFiction.net, investigating challenges students with disabilities might encounter as they participate.…

Strength Training: Institutes Pump up Teachers' Roles as Instructional Leaders

ERIC Educational Resources Information Center

Mongiello, Peg; Brady, Deborah; Johnson, George; Berg, Jill Harrison

2009-01-01

In the North Middlesex Regional School District, located in north central Massachusetts near the New Hampshire border, teachers knew that the district had urgent challenges. Isolated programs provided rigor to only some students, student achievement scores showed room for improvement, and a recent accreditation review had raised questions about…

Solar Panels and Alternative Energy in the Eighth-Grade Classroom

ERIC Educational Resources Information Center

Buck, Laura

2010-01-01

In this solar panels and alternative energy project, students were challenged to develop a researchable question about solar energy and electronics and devise a means of answering it. Students worked cooperatively, with specific roles for each member, conducting research, conducting experiments, analyzing results, and writing the final…

Using Simulation to Teach Distributions

ERIC Educational Resources Information Center

Doane, David P.

2004-01-01

Many students doubt that statistical distributions are of practical value. Simulation makes it possible for students to tackle challenging, understandable projects that illustrate how distributions can be used to answer "what-if" questions of the type often posed by analysts. Course materials that have been developed over two years of classroom…

"Hopping on the Tips of a Trident": Two Graduate Students of Color Reflect on Teaching Critical Content at Predominantly White Institutions

ERIC Educational Resources Information Center

Waring, Chandra D. L.; Bordoloi, Samit Dipon

2012-01-01

In this article, the authors capture the complexity of being a marginalized individual with institutional authority who encourages students to question all levels of power; simultaneously, they are acutely aware of the social implications of students challenging their authority, their intellectual aptitude, and their critical orientation. They…

College Students Who Are Deaf-Blind. Practice Perspectives--Highlighting Information on Deaf-Blindness. Number 7

ERIC Educational Resources Information Center

Arndt, Katrina

2011-01-01

Imagine being in college and being deaf-blind. What opportunities might you have? What types of challenges would you face? This publication describes a study that begins to answer these questions. During the study, 11 college students with deaf-blindness were interviewed about their college experiences. They were like most college students in many…

Teachers' Integration of Scientific and Engineering Practices in Primary Classrooms

NASA Astrophysics Data System (ADS)

Merritt, Eileen G.; Chiu, Jennie; Peters-Burton, Erin; Bell, Randy

2017-06-01

The Next-Generation Science Standards (NGSS) challenge primary teachers and students to work and think like scientists and engineers as they strive to understand complex concepts. Teachers and teacher educators can leverage what is already known about inquiry teaching as they plan instruction to help students meet the new standards. This cross-case analysis of a multiple case study examined teacher practices in the context of a semester-long professional development course for elementary teachers. We reviewed lessons and teacher reflections, examining how kindergarten and first grade teachers incorporated NGSS scientific and engineering practices during inquiry-based instruction. We found that most of the teachers worked with their students on asking questions; planning and carrying out investigations; analyzing and interpreting data, using mathematics and computational thinking; and obtaining, evaluating and communicating information. Teachers faced challenges in supporting students in developing their own questions that could be investigated and using data collection strategies that aligned with students' development of number sense concepts. Also, some teachers overemphasized the scientific method and lacked clarity in how they elicited and responded to student predictions. Discussion focuses on teacher supports that will be needed as states transition to NGSS.

Is `Learning' Science Enough? - A Cultural Model of Religious Students of Science in an Australian Government School

NASA Astrophysics Data System (ADS)

Ferguson, Joseph Paul; Kameniar, Barbara

2014-10-01

This paper investigates the cognitive experiences of four religious students studying evolutionary biology in an inner city government secondary school in Melbourne, Australia. The participants in the study were identified using the Religious Background and Behaviours questionnaire (Connors, Tonigan, & Miller, 1996). Participants were interviewed and asked to respond to questions about their cognitive experiences of studying evolutionary biology. Students' responses were analysed using cultural analysis of discourse to construct a cultural model of religious students of science. This cultural model suggests that these students employ a human schema and a non-human schema, which assert that humans are fundamentally different from non-humans in terms of origins and that humans have a transcendental purpose in life. For these students, these maxims seem to be challenged by their belief that evolutionary biology is dictated by metaphysical naturalism. The model suggests that because the existential foundation of these students is challenged, they employ a believing schema to classify their religious explanations and a learning schema to classify evolutionary biology. These schemas are then hierarchically arranged with the learning schema being made subordinate to the believing schema. Importantly, these students are thus able to maintain their existential foundation while fulfilling the requirements of school science. However, the quality of this "learning" is questionable.

Bike Helmets and Black Riders: Experiential Approaches to Helping Students Understand Natural Hazard Assessment and Mitigation Issues

NASA Astrophysics Data System (ADS)

Stein, S. A.; Kley, J.; Hindle, D.; Friedrich, A. M.

2014-12-01

Defending society against natural hazards is a high-stakes game of chance against nature, involving tough decisions. How should a developing nation allocate its budget between building schools for towns without ones or making existing schools earthquake-resistant? Does it make more sense to build levees to protect against floods, or to prevent development in the areas at risk? Would more lives be saved by making hospitals earthquake-resistant, or using the funds for patient care? These topics are challenging because they are far from normal experience, in that they involve rare events and large sums. To help students in natural hazard classes conceptualize them, we pose tough and thought-provoking questions about complex issues involved and explore them together via lectures, videos, field trips, and in-class and homework questions. We discuss analogous examples from the students' experiences, drawing on a new book "Playing Against Nature, Integrating Science and Economics to Mitigate Natural Hazards in an Uncertain World". Asking whether they wear bicycle helmets and why or why not shows the cultural perception of risk. Individual students' responses vary, and the overall results vary dramatically between the US, UK, and Germany. Challenges in hazard assessment in an uncertain world are illustrated by asking German students whether they buy a ticket on public transportation - accepting a known cost - or "ride black" - not paying but risking a heavy fine if caught. We explore the challenge of balancing mitigation costs and benefits via the question "If you were a student in Los Angeles, how much more would you pay in rent each month to live in an earthquake-safe building?" Students learn that interdisciplinary thinking is needed, and that due to both uncertainties and sociocultural factors, no unique or right strategies exist for a particular community, much the less all communities. However, we can seek robust policies that give sensible results given uncertainties.

Student Performance along Axes of Scenario Novelty and Complexity in Introductory Biology: Lessons from a Unique Factorial Approach to Assessment.

PubMed

Deane-Coe, Kirsten K; Sarvary, Mark A; Owens, Thomas G

2017-01-01

In an undergraduate introductory biology laboratory course, we used a summative assessment to directly test the learning objective that students will be able to apply course material to increasingly novel and complex situations. Using a factorial framework, we developed multiple true-false questions to fall along axes of novelty and complexity, which resulted in four categories of questions: familiar content and low complexity (category A); novel content and low complexity (category B); familiar content and high complexity (category C); and novel content and high complexity (category D). On average, students scored more than 70% on all questions, indicating that the course largely met this learning objective. However, students scored highest on questions in category A, likely because they were most similar to course content, and lowest on questions in categories C and D. While we anticipated students would score equally on questions for which either novelty or complexity was altered (but not both), we observed that student scores in category C were lower than in category B. Furthermore, students performed equally poorly on all questions for which complexity was higher (categories C and D), even those containing familiar content, suggesting that application of course material to increasingly complex situations is particularly challenging to students. © 2017 K. K. Deane-Coe 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).

Simulated patients in audiology education: student reports.

PubMed

Naeve-Velguth, Susan; Christensen, Sara A; Woods, Suzanne

2013-09-01

Despite increased attention in recent years to audiology counseling education, students remain concerned about their abilities to interact with patients in challenging situations, such as when breaking difficult news. Simulated patients, or actors trained to portray patients in clinical scenarios, have been used for many years in medical schools to teach and assess students' interpersonal skills, and are just beginning to be used in audiology programs. Although research suggests that medical students value simulated patient experiences, little is known about whether the same is true for audiology students. The purpose of this study was to survey audiology students who had completed a simulated patient counseling experience as part of their graduate coursework at Central Michigan University, to learn about their experiences and views of this instructional format. This study used descriptive and comparative statistics to report student observations and to determine if student responses to evaluative questions differed from chance. Study participants included 29 audiology students who had completed a "breaking difficult news" simulated patient experience as part of their required graduate coursework in patient counseling. Participants completed an online survey that included seven evaluative five-point Likert-scale questions about their simulated patient counseling experience. Participants also completed one multiple-choice question on suggestions for future simulated-patient sessions. For each of the seven evaluative questions, a majority of participants (76-100%) responded positively, agreeing or strongly agreeing that the experience was helpful to their learning. For each of these evaluative questions, a χ² analysis revealed that the distribution of positive (i.e., strongly agree and agree) to nonpositive (i.e., neutral, disagree, and strongly disagree) responses differed significantly from chance (p < .0001, df = 1). The results also indicated that when asked which of several suggested clinical scenarios would be helpful for future sessions, simulations of challenging patient types (i.e., hostile, rambling, and noncommunicative patients) were supported by most (62-90%) respondents. The results of the present study are consistent with findings of medical students' positive perceptions of simulated patient experiences as well as those previously reported for audiology students. Together, these data support the continued use of simulated patients as a method of instruction for audiology counseling education for breaking difficult news, and suggest a potential value of using simulated patient interactions for training counseling skills in other clinical situations and scenarios. American Academy of Audiology.

Retrieval practice with short-answer, multiple-choice, and hybrid tests.

PubMed

Smith, Megan A; Karpicke, Jeffrey D

2014-01-01

Retrieval practice improves meaningful learning, and the most frequent way of implementing retrieval practice in classrooms is to have students answer questions. In four experiments (N=372) we investigated the effects of different question formats on learning. Students read educational texts and practised retrieval by answering short-answer, multiple-choice, or hybrid questions. In hybrid conditions students first attempted to recall answers in short-answer format, then identified answers in multiple-choice format. We measured learning 1 week later using a final assessment with two types of questions: those that could be answered by recalling information verbatim from the texts and those that required inferences. Practising retrieval in all format conditions enhanced retention, relative to a study-only control condition, on both verbatim and inference questions. However, there were little or no advantages of answering short-answer or hybrid format questions over multiple-choice questions in three experiments. In Experiment 4, when retrieval success was improved under initial short-answer conditions, there was an advantage of answering short-answer or hybrid questions over multiple-choice questions. The results challenge the simple conclusion that short-answer questions always produce the best learning, due to increased retrieval effort or difficulty, and demonstrate the importance of retrieval success for retrieval-based learning activities.

Setting the question for inquiry: The effects of whole class vs small group on student achievement in elementary science

NASA Astrophysics Data System (ADS)

Cavagnetto, Andy Roy

This study was conducted to determine the effects of two different student-centered approaches to setting the question for inquiry. The first approach (whole class) consisted of students setting a single question for inquiry after which students worked in small groups during an investigation phase of the activity with all groups exploring the same question. The second approach (small group) consisted of each group of students setting a question resulting in numerous questions being explored per class. A mixed method quasi-experimental design was utilized. Two grade five teachers from a small rural school district in the Midwestern United States participated, each teaching two sections of science (approximately 25 students per section). Results indicate three major findings. Instructional approach (whole class vs. small group) did not effect student achievement in science or language arts. Observational data indicated the actions and skills teachers utilized to implement the approaches were similar. Specifically, the pedagogical skills of dialogical interaction (which was found to be influenced by teacher level of control of learning and teacher content knowledge) and effective rather than efficient use of time were identified as key factors in teachers' progression toward a student-centered, teacher-managed instructional approach. Unit exams along with qualitative and quantitative teacher observation data indicated that these factors do have an impact on student achievement. Specifically increased dialogical interaction in the forms of greater student voice, and increased cognitive demands placed on students by embedding and emphasizing science argument within the student inquiry corresponded to positive gains in student achievement. Additionally, teacher's perception of student abilities was also found to influence professional growth. Finally, allowing students to set the questions for inquiry and design the experiments impact the classroom environment as teacher talk changed from giving directions toward scaffolding student thought. These results have implications for professional development and teacher education as they suggest that more time should be spent on challenging teachers to align their pedagogy with how students learn rather than simply providing strategies and lesson plans for teachers to use in the classrooms.

The Translation of Teachers' Understanding of Gifted Students Into Instructional Strategies for Teaching Science

NASA Astrophysics Data System (ADS)

Park, Soonhye; Steve Oliver, J.

2009-08-01

This study examined how instructional challenges presented by gifted students shaped teachers’ instructional strategies. This study is a qualitative research grounded in a social constructivist framework. The participants were three high school science teachers who were teaching identified gifted students in both heterogeneously- and homogeneously-grouped classrooms. Major data sources are classroom observations and interviews. Data analysis indicated that these science teachers developed content-specific teaching strategies based on their understanding of gifted students, including: (a) instructional differentiation, e.g., thematic units, (b) variety in instructional mode and/or students’ products, (c) student grouping strategies and peer tutoring, (d) individualized support, (e) strategies to manage challenging questions, (f) strategies to deal with the perfectionism, and (g) psychologically safe classroom environments.

Physical education "in all sorts of corners": student activists transgressing formal physical education curricular boundaries.

PubMed

Enright, Eimear; O'Sullivan, Mary

2012-06-01

The data for this paper were generated during a 3-year; participatory action research project, with 41 female coresearchers and activists ages 15-19 years old, within and beyond the walls of a secondary school. The two questions we sought to answer were (a) what happens when we engage with students to challenge formal physical education curricular boundaries and connect with students' physical culture; and (b) what are the benefits and the challenges associated with engaging in this sort of practical activism? The findings suggest that a boundary-crossing approach to physical education can facilitate students in finding their own meanings in physical education and physical activity. Supporting boundary-crossing practices is, however; a time- and thought-intensive pedagogical design, which will be challenging for many physical education teachers.

Use of Feedback-Oriented Online Exercises to Help Physiology Students Construct Well-Organized Answers to Short-Answer Questions

PubMed Central

Carnegie, Jacqueline

2015-01-01

Postsecondary education often requires students to use higher-order cognitive skills (HOCS) such as analysis, evaluation, and creation as they assess situations and apply what they have learned during lecture to the formulation of solutions. Summative assessment of these abilities is often accomplished using short-answer questions (SAQs). Quandary was used to create feedback-oriented interactive online exercises to help students strengthen certain HOCS as they actively constructed answers to questions concerning the regulation of 1) metabolic rate, 2) blood sugar, 3) erythropoiesis, and 4) stroke volume. Each exercise began with a SAQ presenting an endocrine dysfunction or a physiological challenge; students were prompted to answer between six and eight multiple-choice questions while building their answer to the SAQ. Student outcomes on the SAQ sections of summative exams were compared before and after the introduction of the online tool and also between subgroups of students within the posttool-introduction population who demonstrated different levels of participation in the online exercises. While overall SAQ outcomes were not different before and after the introduction of the online exercises, once the SAQ tool had become available, those students who chose to use it had improved SAQ outcomes compared with those who did not. PMID:26113627

A Graduate Student's Experience and Perspective on a Student-Teacher-Researcher Partnership

NASA Astrophysics Data System (ADS)

Bostic, J.; Stylinski, C.; Doty, C.

2017-12-01

Teachers and their K-12 students lack firsthand experience in science research and often harbor misconceptions about science practices and the nature of science. To address this challenge, the NOAA-funded Student-Teacher-Researcher (STAR) partnership that provides rural high school students with authentic research experiences investigating the amount and sources of nitrate in schoolyard runoff. Teachers received training, guiding curricular materials aligned with NGSS and in-classroom support. With a focus on evidence-based reasoning skills, students actively participate in the research process through sample collection, data analysis, and an in-person discussion of conclusions and implications with our scientist team. As a member of this team, I assisted with refining the study design, analyzing nitrate isotope runoff samples, and sharing insights and feedback with students during the in-person discussion session. Assessment results indicate student gained an understanding of nitrate pollution and of science practices. As a graduate student, young scientist, and possessor of a B.S. in Science Education, I already recognized the value of involving K-12 students and teachers in authentic research experiences, as these experiences expose students to the nature of science while also improving content knowledge. During the STAR partnership, I learned firsthand some of the obstacles presented during outreach involving partnerships between a research institution and schools, such as inflexibility of school scheduling and the need for flexibility with research questions requiring complex lab analysis. Additionally, I discovered the challenge of working systemically across a school district, which can have broad impact but limit student experiences. Highlights of my experience included interactions with students and teachers, especially when students have unexpected answers to my questions, providing novel explanations for patterns observed in the data. Despite the challenges of these partnerships and balancing of outreach with traditional graduate school requirements, I believe student-teacher-researcher partnerships are beneficial endeavors that deepen K-12 students and teachers understanding of the nature of science, while expanding young public engagement skills.

Use of Multi-Response Format Test in the Assessment of Medical Students' Critical Thinking Ability.

PubMed

Mafinejad, Mahboobeh Khabaz; Arabshahi, Seyyed Kamran Soltani; Monajemi, Alireza; Jalili, Mohammad; Soltani, Akbar; Rasouli, Javad

2017-09-01

To evaluate students critical thinking skills effectively, change in assessment practices is must. The assessment of a student's ability to think critically is a constant challenge, and yet there is considerable debate on the best assessment method. There is evidence that the intrinsic nature of open and closed-ended response questions is to measure separate cognitive abilities. To assess critical thinking ability of medical students by using multi-response format of assessment. A cross-sectional study was conducted on a group of 159 undergraduate third-year medical students. All the participants completed the California Critical Thinking Skills Test (CCTST) consisting of 34 multiple-choice questions to measure general critical thinking skills and a researcher-developed test that combines open and closed-ended questions. A researcher-developed 48-question exam, consisting of 8 short-answers and 5 essay questions, 19 Multiple-Choice Questions (MCQ), and 16 True-False (TF) questions, was used to measure critical thinking skills. Correlation analyses were performed using Pearson's coefficient to explore the association between the total scores of tests and subtests. One hundred and fifty-nine students participated in this study. The sample comprised 81 females (51%) and 78 males (49%) with an age range of 20±2.8 years (mean 21.2 years). The response rate was 64.1%. A significant positive correlation was found between types of questions and critical thinking scores, of which the correlations of MCQ (r=0.82) and essay questions (r=0.77) were strongest. The significant positive correlations between multi-response format test and CCTST's subscales were seen in analysis, evaluation, inference and inductive reasoning. Unlike CCTST subscales, multi-response format test have weak correlation with CCTST total score (r=0.45, p=0.06). This study highlights the importance of considering multi-response format test in the assessment of critical thinking abilities of medical students by using both open and closed-ended response questions.

Photonics Xplorers and Leaders: challenging diverse students in a flat world for emerging careers

NASA Astrophysics Data System (ADS)

Hilliard-Clark, Joyce; Gilchrist, Pamela O.

2007-06-01

The Photonics programs address the question of how to integrate scientific content, student encouragement, and parental support to engage minority high school students to experience success in areas of a national need. Historical data indicates African Americans do not take advanced mathematics and science courses, especially physics, in high school. Therefore, we propose using a variety of strategies for providing instruction in leadership, experimentation, research writing, communications and scientific presentation to work with students, families and teachers in promoting selection of and academic achievement in challenging science courses. Seventy-five African American students are participating in year-round Photonics programs at The Science House on NC State University's Centennial Campus. Students from sixteen counties in North Carolina learn about fiber optics, communications and the properties of light.

Riding the Waves: Journalism Education in Post-Apartheid South Africa

ERIC Educational Resources Information Center

Garman, Anthea; van der Merwe, Mia

2017-01-01

Since 1994, South African journalism education has undergone waves of introspection about curricula and methods of teaching as educators respond to the challenging realities of the post-apartheid environment. The most recent challenge to journalism educators is the student protests which started at the end of 2015, questioning the high costs of…

The Effect of Using a Video Clip Presenting a Contextual Story on Low-Achieving Students' Mathematical Discourse

ERIC Educational Resources Information Center

Kolikant, Yifat Ben-David; Broza, Orit

2011-01-01

The question of how to enhance the learning of low-achieving students in mathematics presents an important challenge to researchers and teachers alike. We investigated whether and how the use of a contextual story presented in a video clip facilitated low-achieving students' understanding of the meaning of fraction expansion. To this end, we (a)…

Campus Involvement as a Predictor for Durable Leadership Development in Conjunction with Leadership Program Participation

ERIC Educational Resources Information Center

Rosch, David M.; Stephens, Clinton M.

2017-01-01

Postsecondary educators have long been faced with the challenge of developing the leadership capacity of their students. This research investigated the following research question: To what degree do formal opportunities for involvement predict durable growth in leadership capacity in students who participate in a formal leadership development…

Seeking Support: Researching First-Year Students' Experiences of Coping with Academic Life

ERIC Educational Resources Information Center

Morosanu, Laura; Handley, Karen; O'Donovan, Berry

2010-01-01

Students' transition to academia comes with a number of challenges which, if inadequately addressed, may negatively affect their academic performance and psychological well-being. Hence, the question of support becomes critical and has been reflected in the variety of practical measures to provide support with learning and facilitate newcomers'…

Questioning Clerkship: Applying Popper's Evolutionary Analysis of Learning to Medical Student Training

ERIC Educational Resources Information Center

Chitpin, Jeremy Sebastian; Chitpin, Stephanie

2017-01-01

Purpose: Through a series of critical discussions on Karl Popper's evolutionary analysis of learning and the non-authoritarian values it promotes, the purpose of this paper is to advocate a Popperian approach for building medical student knowledge. Specifically, it challenges positivist assumptions that permeate the design and management of many…

SSD 5-4-3: A Dialogical Writing Warm-Up

ERIC Educational Resources Information Center

Mulder, Tom

2012-01-01

The Silent Socratic Dialogue (SSD) writing warm-up technique places college students in a dialogic setting in which they construct the texts that explore, inform, and challenge each other through a succession of questions and answers. It validates students' voices, ideas, and interactions as worthy of study while engaging them in the…

A Demonstration of the Analysis of Variance Using Physical Movement and Space

ERIC Educational Resources Information Center

Owen, William J.; Siakaluk, Paul D.

2011-01-01

Classroom demonstrations help students better understand challenging concepts. This article introduces an activity that demonstrates the basic concepts involved in analysis of variance (ANOVA). Students who physically participated in the activity had a better understanding of ANOVA concepts (i.e., higher scores on an exam question answered 2…

Beginning Teacher Challenges Instructing Students Who Are in Foster Care

ERIC Educational Resources Information Center

Zetlin, Andrea; MacLeod, Elaine; Kimm, Christina

2012-01-01

Children in foster care compose a population of students very vulnerable to school failure. Placement and school instability and lack of collaboration between the school and child welfare agency are some of the barriers that impede their school performance. This study focused on the classroom context and questioned beginning general and special…

Climate Cases: Learning about Student Conceptualizations of Global Climate Change

ERIC Educational Resources Information Center

Tierney, Benjamin P.

2013-01-01

The complex topic of global climate change continues to be a challenging yet important topic among science educators and researchers. This mixed methods study adds to the growing research by investigating student conceptions of climate change from a system theory perspective (Von Bertalanffy, 1968) by asking the question, "How do differences…

Kick-Starting Discussions with the Flipped Classroom

ERIC Educational Resources Information Center

Strayer, Jeremy F.; Hart, James B.; Bleiler-Baxter, Sarah K.

2016-01-01

On a typical day in a university precalculus classroom, as students arrive, they settle into their small groups and begin sharing their ideas and questions from the homework assigned the previous night. It can be quite challenging to create a learning environment in which students engage in mathematical thinking outside class and are prepared to…

Using Teacher Questions to Enhance EFL Students' Critical Thinking Ability

ERIC Educational Resources Information Center

Feng, Zhiwen

2013-01-01

In this era of information and economic globalization, developing critical thinking skills in college students has been set as a primary goal and learning outcome in higher education. Teaching critical thinking, however, is a great challenge to most EFL teachers. This article, therefore, attempts to examine the nature and teachability of critical…

Correlation Revelation: The Search for Meaning in Pearson's Coefficient

ERIC Educational Resources Information Center

Huhn, Craig

2016-01-01

When the author was first charged with getting a group of students to understand the correlation coefficient, he did not anticipate the topic would challenge his own understanding, let alone cause him to eventually question the very nature of mathematics itself. On the surface, the idea seemed straightforward, one that millions of students across…

Losing Sleep over Student Success?

ERIC Educational Resources Information Center

Cordova, France A.

2006-01-01

Over the past year, a number of journals have reprised many of the questions plaguing higher education--providing a full year's worth of sleepless nights. While each of these issues justifies considerable dialogue and attention, the one issue on which parents, students, the public, and educators can agree is the importance--and the challenge--of…

Good Practices for Whom? A Vital Question for Understanding the First Year of College

ERIC Educational Resources Information Center

Goodman, Kathleen M.

2014-01-01

This chapter demonstrates that the effects of good teaching and academic challenge on leadership and psychological well-being during the first year of college differ for African-American and White students, which suggests that institutional researchers should disaggregate data by race or other relevant student characteristics when trying to…

Blending for Student Engagement: Lessons Learned for MOOCs and Beyond

ERIC Educational Resources Information Center

Montgomery, Amanda P.; Hayward, Denyse V.; Dunn, William; Carbonaro, Mike; Amrhein, Carl G.

2015-01-01

The purpose of this ongoing, three-year action research study is to explore the digital challenges of student engagement in higher education within the experimental platform of blended learning. Research questions examine the role of digital innovation in supporting diverse learners, as well as building meaningful connections with technology for…

Students' perceptions of the use of eportfolios in nursing and midwifery education.

PubMed

Birks, Melanie; Hartin, Peter; Woods, Cindy; Emmanuel, Elizabeth; Hitchins, Marnie

2016-05-01

ePortfolios have been introduced into many higher education degrees in the past decade in an effort to help students to link theory, practice and personal experiences. This pilot study used a survey to examine ePortfolio use from the perspective of undergraduate nursing and postgraduate midwifery students. Fifty-seven students from a regional Australian university completed an online questionnaire which contained questions about the following areas of ePortfolio use: understanding of the tool; psychological perceptions; challenges around use; assessment; outcomes of use; benefits; maintenance of the ePortfolio; and enhanced learning. The majority of respondents were female, undergraduate students, aged 21-30 years. Results indicated that many students found ePortfolio use frustrating; in particular, technological and logistical challenges in using ePortfolios were highlighted. Most students, however, noted ePortfolios could be useful repositories for documents, reflections and learning experiences. Undergraduate students were more likely than postgraduate students to see the positive potential of ePortfolio use. The findings, coupled with the literature, raise questions about the effectiveness of ePortfolio use in nursing and midwifery education and, particularly, whether ePortfolios have been implemented with misguided and misinformed good intention. Further research is required to better understand the logistical and technological aspects of successful implementation of ePortfolios and fully capitalise on their benefits for nursing and midwifery education. Copyright © 2016 Elsevier Ltd. All rights reserved.

A Very Different Non-Stressful Comprehensive Final Exam that Achieve Our Goals for Student Evaluation and Learning

NASA Astrophysics Data System (ADS)

Bhavsar, Suketu

2015-08-01

I will introduce the radical concept of a final exam where the questions are given beforehand, a method I first encountered as a graduate student at Princeton University from an outstanding and well known astrophysicist and exceptional teacher, Lyman Spitzer.Every Instructor aspires for students to master all the material covered. A comprehensive final can assess the breadth and depth of their learning. Students are required to review early material in light of later topics, create connections and integrate understanding, thus retaining knowledge for the long term. Comprehensive finals can therefore be a significant basis for student learning and evaluation, but are especially daunting for non-STEM majors in required GE synthesis STEM classes. The exam format proposed here calmed student fears and encouraged thorough review.Ten days before the exam students received 20-30 challenging, well-crafted, numbered questions that interconnected and spanned the entire range of topics. The key is crafting questions that lead to deeply understanding the subject matter and mastering skills to solve problems. At the final, each student was required to pick a number out of a hat and answer that numbered question in a 5-minute presentation. They also had to critically comment on 10 other presentations of their peers. They are graded equally on both.The exam sets up definite goals for a student. Equally important, it enhances collaborative learning and peer mentoring. The conceptual questions and problems that students are required to answer can be studied together in study groups. The final presentation is theirs and they are not only encouraged but required to be constructively critical of their peer presentations.I will provide examples of some of the conceptual and problem solving questions I used. These were crafted to interconnect and span the entire range of topics. This method requires students to be prepared for all of the multitude of crafted question encouraging interaction and communication while studying. Knowing the questions beforehand provides a guide to their studying as well as allays their fears about what could be asked. The students also receive guidance to what constitutes a good answer, namely accuracy, thoroughness and the quality of the presentation.

Tablet technology in medical education in South Africa: a mixed methods study.

PubMed

Lazarus, L; Sookrajh, R; Satyapal, K S

2017-07-31

The purpose of this study was to establish the use of mobile devices by learners at a selected medical school. Distribution of mobile devices was an inaugural initiative implemented by our college. A mixed methodology design using a questionnaire comprising both open-ended and close-ended questions was analysed from 179 (60 male; 119 female) second year medical students registered for the Anatomy course. Open-ended questions were analysed using a thematic approach by identifying emergent ideas and concepts. Close-ended questions were analysed using SPSS V.21.0. Second year medical students at a medical school in South Africa. Three main themes emerged, namely, (a) mobile device engagement, (b) advantages and (c) challenges affecting use of mobile devices. A majority of learners accessed their tablets for lecture notes; more females were inclined to access these devices than males. Challenges experienced included poor wifi connectivity on and off the university campus; some students were not keen on the idea of mobile devices and preferred traditional methods of teaching. Mobile devices have been adopted by learners at our university. Uses of technology outlined are related to Eraut's intentions of informal learning. Integrating tablets into classes had a positive effect on student access to course material. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Inquiry science as a discourse: New challenges for teachers, students, and the design of curriculum materials

NASA Astrophysics Data System (ADS)

Tzou, Carrie Teh-Li

Science education reform emphasizes learning science through inquiry as a way to engage students in the processes of science at the same time that they learn scientific concepts. However, inquiry involves practices that are challenging for students because they have underlying norms with which students may be unfamiliar. We therefore cannot expect students to know how to engage in such practices simply by giving them opportunities to do so, especially if the norms for inquiry practices violate traditional classroom norms for engaging with scientific ideas. Teachers therefore play a key role in communicating expectations for inquiry. In this dissertation, I present an analytical framework for characterizing two teachers' enactments of an inquiry curriculum. This framework, based on Gee's (1996) notion of Discourses, describes inquiry practices in terms of three dimensions: cognitive, social, and linguistic. I argue that each of these dimensions presents challenges to students and, therefore, sites at which teachers' support is important for students' participation in inquiry practices. I use this framework to analyze two teachers' support of inquiry practices as they enact an inquiry-based curriculum. I explore three questions in my study: (1) what is the nature of teachers' support of inquiry practices? (2) how do teachers accomplish goals along multiple dimensions of inquiry?, and (3) what aspects of inquiry are in tension and how can we describe teachers' practice in terms of the tradeoff spaces between elements of inquiry in tension? In order to study these questions, I studied two eighth grade teachers who both enacted the same inquiry-based science curriculum developed by me and others in the context of a large design-based research project called IQWST (Investigating and Questioning my World through Science and Technology. I found that the teachers provided support for inquiry along all three dimensions, sometimes in ways in which the dimensions were synergistic and sometimes in ways in which the dimensions were in tension. These findings have implications for the design of inquiry science learning environments and for our understanding of what it means for teachers to be "cultural brokers" between students' everyday experiences and classroom science inquiry.

Creating Lecture Tutorials for the Introductory Geoscience Classroom with Data Found on the Digital Library for Earth System Education (DLESE) Website

NASA Astrophysics Data System (ADS)

Kortz, K. M.; Jager, J. M.

2006-05-01

Lecture Tutorials (LTs) are short, interactive materials used during lectures that guide student learning and challenge students to think about their own misconceptions. They are designed to be used by instructors as a simple way to increase the amount of interactive learning in their classroom. We developed several geoscience LTs, using data sets found on the Digital Library for Earth System Education (DLESE) website when possible, in order to address the problems of student misconceptions and lack of appreciation of science. After a short lecture, the students were given 3 to 4 multiple choice questions about the material covered. They then worked in groups on an LT, participated in a class discussion and answered a second similar question set to test for additional learning. Based on the results of one author's students, the materials were revised and retested with the other's students. Student interviews were conducted to determine the role data sets played in changing student attitudes toward science. LTs in this study were written with two different purposes. One set focused on data interpretation and scientific methods using real-world data sets found on DLESE. We found little to no increase in pre-LT and post-LT performance on the question sets when these LTs were used. The other set of LTs specifically tackled misconceptions about a single geologic topic. Students showed a significant increase in pre-LT and post-LT learning based on the questions sets when these LTs were used. LTs that successfully decreased student misconceptions did not require the use of real-world data sets. We identified several factors influencing student performance on the pre- and post-LT questions, in addition to whether or not the LT focused on including data sets or tackling misconceptions. The distracters in the questions need to include the student misconceptions to verify the students have changed their understanding. This demonstrates a need for a large database of well-written and tested questions to use for evaluation purposes. If lectures are well-designed, effective, and address the focus of the LT, then the increase in student performance on the questions is reduced. However, students still have difficulties with not changing their previously-held conceptions which shows why the LTs are so effective when they address misconceptions - misconceptions cannot be overcome by simply listening to a lecture.

Automatic Generation of Analogy Questions for Student Assessment: An Ontology-Based Approach

ERIC Educational Resources Information Center

Alsubait, Tahani; Parsia, Bijan; Sattler, Uli

2012-01-01

Different computational models for generating analogies of the form "A is to B as C is to D" have been proposed over the past 35 years. However, analogy generation is a challenging problem that requires further research. In this article, we present a new approach for generating analogies in Multiple Choice Question (MCQ) format that can be used…

ESL Reading Textbooks vs. University Textbooks: Are We Giving Our Students the Input They May Need?

ERIC Educational Resources Information Center

Miller, Don

2011-01-01

Developing reading skills in a second language presents learners with many challenges, including lexico-grammatical decoding. An additional challenge is posed by the different registers of written text and the associated lexico-grammatical features with which learners must contend. Questioning the efficacy of using non-academic reading texts in…

Cognitive Difficulty and Format of Exams Predicts Gender and Socioeconomic Gaps in Exam Performance of Students in Introductory Biology Courses

ERIC Educational Resources Information Center

Wright, Christian D.; Eddy, Sarah L.; Wenderoth, Mary Pat; Abshire, Elizabeth; Blankenbiller, Margaret; Brownell, Sara E.

2016-01-01

Recent reform efforts in undergraduate biology have recommended transforming course exams to test at more cognitively challenging levels, which may mean including more cognitively challenging and more constructed-response questions on assessments. However, changing the characteristics of exams could result in bias against historically underserved…

Creating a 'Born Digital' Introductory Online Geology Course with a Community of Inquiry that Supports Discussion of Societal Challenges

NASA Astrophysics Data System (ADS)

d'Alessio, M. A.; Schwartz, J. J.

2014-12-01

With earth science relevant to so many societal challenges, we created an introductory geology course as a forum for students to explore the interplay between geoscience and society. With new media and digital tools enabling such rich collaboration, we designed the course as a fully online lecture and laboratory experience that meets the natural science general education requirements of our university. We hook students by using popular Hollywood blockbusters paired with documentary films that address related science content. Student ask questions using an online question ranking tool (Google Moderator) to guide the direction of further content delivery using the slide sharing/collaboration tool 'VoiceThread.' It allows instructors to post slides, add video narration, and invite students to comment or answer specific questions using video, voice, or text. Students report that VoiceThread makes an asynchronous class feel like a face-to-face experience. Student also collect data using online tools and pool their data in Google Spreadsheets. They discuss their collective findings in VoiceThread. With these tools in place, each content unit culminates with a challenge scenario. Students work in teams to come to a consensus about a real-world decision that requires them to apply their geologic knowledge. Examples include whether or not to evacuate a town in light of volcanic activity, which house to purchase in an earthquake prone area, which industry was polluting local groundwater, and whether or not to sell mineral rights for hydraulic fracturing. While many of these activities are widely utilized, our approach using them in an integrated online lecture/lab environment is unique. A survey of student attitudes towards the course revealed that students felt a stronger personal connection to the course instructor and one another than typical face-to-face GE classes, including those from our own department. Students' self-report of how much they learned was strongly correlated to their perceived sense of community. We attribute the high course grades and low failure rates (30% A's with only 13% D/F/W) to this sense of community and the socially relevant content it enabled students to engage, as the scores were much higher than more traditional face-to-face courses taught by the same instructors.

Addressing "Who Am I?" before "Who Are They?" when Facing Diversity

ERIC Educational Resources Information Center

Frank, Jan L. H.; Frank, Kerry D.

2006-01-01

Before we as teachers can even begin to address the question of "Who are our students?" we must first reflect on and analyze ourselves--who we are in terms of race, ethnicity, class, gender, culture, personality, and other important factors. Relating to our students, challenging their thinking and actions, and being voices for change all demand…

Making Sense of Confusion: Relating Performance, Confidence, and Self-Efficacy to Expressions of Confusion in an Introductory Physics Class

ERIC Educational Resources Information Center

Dowd, Jason E.; Araujo, Ives; Mazur, Eric

2015-01-01

Although confusion is generally perceived to be negative, educators dating as far back as Socrates, who asked students to question assumptions and wrestle with ideas, have challenged this notion. Can confusion be productive? How should instructors interpret student expressions of confusion? During two semesters of introductory physics that…

Challenging Notions of Curriculum Development: Questions of Multicultural Context and Content in How We Encourage Students to Learn.

ERIC Educational Resources Information Center

Dambekalns, Lydia

1994-01-01

Maintains that two goals in multicultural art education are developing students' sensitivity to the techniques and inspiration of artists and utilizing that understanding to discover more about their own beliefs and values as translated through an art object. Describes a case-study lesson based on this approach. (CFR)

Transfer Climate and EAP Education: Students Perceptions of Challenges to Learning Transfer

ERIC Educational Resources Information Center

James, Mark Andrew

2010-01-01

This study examined the applicability of the construct transfer climate in EAP education. In an EAP setting, transfer climate can be viewed as the support for learning transfer from an EAP course that students perceive in mainstream academic courses. The research question was as follows: What can a transfer climate perspective reveal about…

Meeting the Needs of Students with Disabilities in a STEM School

ERIC Educational Resources Information Center

Bargerhuff, Mary Ellen

2013-01-01

This single site case study examines the ways a particular STEM school in its first year of operation meets the unique needs of freshmen students with disabilities (SWD). Specific research questions address primary supports and challenges to the learning of SWD, and the working relationship among general and special educators and administrators. A…

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…

Contrasts in Mathematical Challenges in A-Level Mathematics and Further Mathematics, and Undergraduate Mathematics Examinations

ERIC Educational Resources Information Center

Darlington, Ellie

2014-01-01

This article describes part of a study which investigated the role of questions in students' approaches to learning mathematics at the secondary-tertiary interface, focussing on the enculturation of students at the University of Oxford. Use of the Mathematical Assessment Task Hierarchy taxonomy revealed A-level Mathematics and Further Mathematics…

Project-Based Learning in a STEM Academy: Student Engagement and Interest in STEM Careers

NASA Astrophysics Data System (ADS)

Misher, Pamela Henry

This case study explored the utilization of project-based learning (PBL) and how it affected student engagement and interest in STEM careers. Sixty-seven students and nine teachers participated in this case study. Three research questions addressed student engagement, perceptions, and challenges during PBL implementation. This study was designed to understand the experiences teachers and students had when they participated in a PBL environment. This research investigated how to develop a globally skilled workforce utilizing a PBL approach and the challenges teachers encountered during implementation. The survey data and informal focus-group sessions with staff and students were utilized, analyzed, and summarized in order to obtain insight on perceptions, challenges, and implementation of PBL. PBL is an instructional approach that was designed to encourage more engaged learning. This approach was built upon realistic learning activities that stimulated student interest and motivation. This research discovered that PBL did teach content and 21st century skills as students worked collaboratively toward a common goal while responding to a question or problem. This study revealed that rigorous projects were carefully planned to aid students in learning important academic content. This study displayed how PBL allowed students to reflect on their projects and ideas with the opportunity to voice their decisions and findings. This instructional approach provided opportunities for students to investigate and strengthen interest in future STEM careers. The driving force of America's future economy and maintaining the competitive edge will be through more innovation, mainly derived from advances in STEM (Science, Technology, Engineering, and Math) careers. As business and industry leaders stressed the importance of improving STEM education, there continued to be a need to better prepare students to fill STEM-related careers. This research adds to the current body of research knowledge on STEM education in a high school setting and provides guidance on integrating PBL into the academic program.

Solar powered rotorcraft: a multidisciplinary engineering challenge for undergraduate students

NASA Astrophysics Data System (ADS)

Danner, Aaron J.; Henz, Martin; Teo, Brian Shohei

2017-08-01

Controlled, fully solar-powered flight in a rotorcraft is a difficult engineering challenge. Over the past five years, multidiciplinary teams of undergraduate engineering students at the National University of Singapore have built and test-flown a succession of increasingly impressive and larger, more efficient aircraft. While many other multidisciplinary or purely photonics projects are available to students in our programme, this particular project attracts an unusual level of excitement and devotion among students working on it. Why is that the case, and what, in general, makes a good final year undergraduate design project? These questions will be explored. Additionally, videos of solar helicopter test flights and spectacular crashes will be shown in the presentation for which the proceedings below have been prepared.

Student Motivation in Science Subjects in Tanzania, Including Students' Voices

NASA Astrophysics Data System (ADS)

Mkimbili, Selina Thomas; Ødegaard, Marianne

2017-12-01

Fostering and maintaining students' interest in science is an important aspect of improving science learning. The focus of this paper is to listen to and reflect on students' voices regarding the sources of motivation for science subjects among students in community secondary schools with contextual challenges in Tanzania. We conducted a group-interview study of 46 Form 3 and Form 4 Tanzanian secondary school students. The study findings reveal that the major contextual challenges to student motivation for science in the studied schools are limited resources and students' insufficient competence in the language of instruction. Our results also reveal ways to enhance student motivation for science in schools with contextual challenges; these techniques include the use of questioning techniques and discourse, students' investigations and practical work using locally available materials, study tours, more integration of classroom science into students' daily lives and the use of real-life examples in science teaching. Also we noted that students' contemporary life, culture and familiar language can be utilised as a useful resource in facilitating meaningful learning in science in the school. Students suggested that, to make science interesting to a majority of students in a Tanzanian context, science education needs to be inclusive of students' experiences, culture and contemporary daily lives. Also, science teaching and learning in the classroom need to involve learners' voices.

Making sense of confusion: Relating performance, confidence, and self-efficacy to expressions of confusion in an introductory physics class

NASA Astrophysics Data System (ADS)

Dowd, Jason E.; Araujo, Ives; Mazur, Eric

2015-06-01

Although confusion is generally perceived to be negative, educators dating as far back as Socrates, who asked students to question assumptions and wrestle with ideas, have challenged this notion. Can confusion be productive? How should instructors interpret student expressions of confusion? During two semesters of introductory physics that involved Just-in-Time Teaching (JiTT) and research-based reading materials, we evaluated performance on reading assignments while simultaneously measuring students' self-assessment of their confusion over the preclass reading material (N =137 ; Nfall=106 , Nspring=88 ). We examined the relationship between confusion and correctness, confidence in reasoning, and (in the spring) precourse self-efficacy. We find that student expressions of confusion before coming to class are negatively related to correctness on preclass content-related questions, confidence in reasoning on those questions, and self-efficacy, but weakly positively related to final grade when controlling for these factors (β =0.23 , p =0.03 ).

"Do I need to know this for the exam?" Using popular media, inquiry-based laboratories, and a community of scientific practice to motivate students to learn developmental biology.

PubMed

Madhuri, Marga; Broussard, Christine

2008-01-01

One of the greatest challenges instructors face is getting students to connect with the subject in a manner that encourages them to learn. In this essay, we describe the redesign of our Developmental Biology course to foster a deeper connection between students and the field of developmental biology. In our approach, we created a community of scientific practice focused on the investigation of environmental impacts on embryonic development and informed by popular and scientific media, the students' own questions, and the instructor. Our goals were to engage students in meaningful ways with the material, to develop students' science process skills, and to enhance students' understanding of broad principles of developmental biology. Though significant challenges arose during implementation, assessments indicate using this approach to teach undergraduate developmental biology was successful.

Tardigrades: In the Classroom, Laboratory, and on the Internet.

ERIC Educational Resources Information Center

Miller, William R.; Case, Steve B.

1998-01-01

Details the development of the Tardigrade Survey, focusing on the questions related to how to present projects. Recommends challenging high school students in ways that stimulate their interest in the investigatory approach. (DDR)

Collaboration challenges in systematic reviews: a survey of health sciences librarians

PubMed Central

Nicholson, Joey; McCrillis, Aileen; Williams, Jeff D.

2017-01-01

Objective: While many librarians have been asked to participate in systematic reviews with researchers, often these researchers are not familiar with the systematic review process or the appropriate role for librarians. The purpose of this study was to identify the challenges and barriers that librarians face when collaborating on systematic reviews. To take a wider view of the whole process of collaborating on systematic reviews, the authors deliberately focused on interpersonal and methodological issues other than searching itself. Methods: To characterize the biggest challenges that librarians face while collaborating on systematic review projects, we used a web-based survey. The thirteen-item survey included seventeen challenges grouped into two categories: methodological and interpersonal. Participants were required to indicate the frequency and difficulty of the challenges listed. Open-ended questions allowed survey participants to describe challenges not listed in the survey and to describe strategies used to overcome challenges. Results: Of the 17 challenges listed in the survey, 8 were reported as common by over 40% of respondents. These included methodological issues around having too broad or narrow research questions, lacking eligibility criteria, having unclear research questions, and not following established methods. The remaining challenges were interpersonal, including issues around student-led projects and the size of the research team. Of the top 8 most frequent challenges, 5 were also ranked as most difficult to handle. Open-ended responses underscored many of the challenges included in the survey and revealed several additional challenges. Conclusions: These results suggest that the most frequent and challenging issues relate to development of the research question and general communication with team members. Clear protocols for collaboration on systematic reviews, as well as a culture of mentorship, can help librarians prevent and address these challenges. PMID:28983202

Collaboration challenges in systematic reviews: a survey of health sciences librarians.

PubMed

Nicholson, Joey; McCrillis, Aileen; Williams, Jeff D

2017-10-01

While many librarians have been asked to participate in systematic reviews with researchers, often these researchers are not familiar with the systematic review process or the appropriate role for librarians. The purpose of this study was to identify the challenges and barriers that librarians face when collaborating on systematic reviews. To take a wider view of the whole process of collaborating on systematic reviews, the authors deliberately focused on interpersonal and methodological issues other than searching itself. To characterize the biggest challenges that librarians face while collaborating on systematic review projects, we used a web-based survey. The thirteen-item survey included seventeen challenges grouped into two categories: methodological and interpersonal. Participants were required to indicate the frequency and difficulty of the challenges listed. Open-ended questions allowed survey participants to describe challenges not listed in the survey and to describe strategies used to overcome challenges. Of the 17 challenges listed in the survey, 8 were reported as common by over 40% of respondents. These included methodological issues around having too broad or narrow research questions, lacking eligibility criteria, having unclear research questions, and not following established methods. The remaining challenges were interpersonal, including issues around student-led projects and the size of the research team. Of the top 8 most frequent challenges, 5 were also ranked as most difficult to handle. Open-ended responses underscored many of the challenges included in the survey and revealed several additional challenges. These results suggest that the most frequent and challenging issues relate to development of the research question and general communication with team members. Clear protocols for collaboration on systematic reviews, as well as a culture of mentorship, can help librarians prevent and address these challenges.

The Use of Questions within In-the-Moment Coaching in Initial Mathematics Teacher Education: Enhancing Participation, Reflection, and Co-Construction in Rehearsals of Practice

ERIC Educational Resources Information Center

Averill, Robin; Drake, Michael; Anderson, Dayle; Anthony, Glenda

2016-01-01

Managing mathematical discussion is known to be challenging for novice teachers. Coaching within student teacher rehearsals of teaching has been shown to develop mathematics teaching practice, but can be time consuming. To examine how coaching using questions could assist novice teachers to promote mathematical thinking and discussions within…

"Do octopuses have a brain?" Knowledge, perceptions and attitudes towards neuroscience at school.

PubMed

Sperduti, Alessandra; Crivellaro, Federica; Rossi, Paola Francesca; Bondioli, Luca

2012-01-01

The present study contributes to the question of school literacy about the brain, with an original survey conducted on Italian students from the 3(rd) to 10(th) grades (n=508). The main goal was to test student's knowledge, attitudes, and interests about neuroscience, to assess needs, prospects, and difficulties in teaching about the brain from elementary to high school. A written questionnaire, maintaining anonymity, asked 12 close-ended multiple choice questions on topics related to human and animal brains, plus one facultative open-ended question about interests and curiosities on brain topics. The results show that respondents have a fragmentary level of basic knowledge about the brain, with aspects related to brain functions and consciousness the most challenging. As expected, degrees of performance improve with school level; elementary school students answered correctly an average number of 5.3 questions, middle school 6.5, and high school 7.4. Overall, students show great interest in the brain, as shown by the large number of questions gathered through the open-ended question (n=384). Other topics are addressed, mostly related to brain structure/functions and the role of the brain in the everyday life. The survey indicates the need of more thorough school programs on this subject, reinforced by interdisciplinary teaching where comparative anatomy and evolutionary aspects of brain development are covered.

Teacher as a Key Role Player to Induce Quality Education: Challenges and Prospects of Primary Schools in Addis Ababa

ERIC Educational Resources Information Center

Shishigu, Aweke

2016-01-01

There is no question that Ethiopia registered an extraordinary achievement in terms of increasing student enrolment, but quality education still remains a challenge and is becoming a bottleneck for the country. The efforts made to improve quality through Education Sector Development Plan (ESDP) are promising. But those changes are worse doing if…

High Schools, Race, and America's Future: What Students Can Teach Us about Morality, Diversity, and Community

ERIC Educational Resources Information Center

Blum, Lawrence

2012-01-01

In "High Schools, Race, and America's Future", Lawrence Blum offers a lively account of a rigorous high school course on race and racism. Set in a racially, ethnically, and economically diverse high school, the book chronicles students' engagement with one another, with a rich and challenging academic curriculum, and with questions that relate…

A Comparison of Team-Based Learning Formats: Can We Minimize Stress While Maximizing Results?

ERIC Educational Resources Information Center

Miller, Cynthia J.; Falcone, Jeff C.; Metz, Michael J.

2015-01-01

Team-Based Learning (TBL) is a collaborative teaching method in which students utilize course content to solve challenging problems. A modified version of TBL is used at the University of Louisville School of Medicine. Students complete questions on the Individual Readiness Assurance Test (iRAT) then gather in pre-assigned groups to retake the…

Waking up to Complexity: Using Christopher Clark's the Sleepwalkers to Challenge Over-Determined Causal Explanations

ERIC Educational Resources Information Center

Holliss, Claire

2014-01-01

Teaching student to construct causal argument is a staple of history teaching and, in this year, questions about the causes of the First World War are particularly pertinent and once again the public eye. Claire Holliss, however, became dissatisfied with existing approaches to teaching students about the causes of the First World War. In…

Intended and Unintended Consequences of Student Use of an Online Questioning Environment

ERIC Educational Resources Information Center

Ng'ambi, Dick; Brown, Irwin

2009-01-01

While supplementation of face-to-face (F2F) teaching with online engagement is increasingly common, the educators' challenge of teaching F2F personalities and facilitating online personalities has not been widely explored. In this paper, we report on a project in which 1st-year students attended F2F sessions and engaged with an anonymous online…

Inspiring Exemplary Teaching and Learning: Perspectives on Teaching Academically Talented College Students--A Companion Piece to "Teaching and Learning in Honors." National Collegiate Honors Council Monograph Series

ERIC Educational Resources Information Center

Clark, Larry, Ed.; Zubizarreta, John, Ed.

2008-01-01

This monograph is a companion piece to "Teaching and Learning in Honors." The authors in this monograph are dedicated to exploring the sometimes magical, sometimes ordinary, sometimes rewarding, sometimes challenging connections between good teaching and deep, lasting learning. Questions regarding students' learning, pedagogical…

"Something for Linguists": On-The-Fly Grammar Instruction in a Dutch as Foreign Language Classroom

ERIC Educational Resources Information Center

Moore, Leslie C.; Park, Seo Hyun

2014-01-01

This article examines grammar instruction produced on the fly by a teacher in response to students' questions in a Dutch as foreign language classroom. Such sequences merit attention because they present teachers with the opportunity and the challenge to provide unplanned instruction on an aspect of grammar to which a student has shown herself to…

How to Navigate an "Upside-Down" World: Using Images in the History Classroom

ERIC Educational Resources Information Center

Volk, Steven S.

2015-01-01

This chapter describes the challenges and benefits of working with images in a history classroom. The first part indicates the complexity of helping students use images as historical evidence; the second argues that close readings of images can help students develop their deep attention skills as they question the evidence they see; and the final…

Using seismology to raise science awareness in kindergarten and elementary levels, with the help of high school students

NASA Astrophysics Data System (ADS)

Rocha, F. L.; Silveira, G. M.; Moreira, G.; Afonso, I. P.; Maciel, B. A. P. C.; Melo, M. O.; Neto, R. P.; Gonçalves, M.; Marques, G.; Hartmann, R. P.

2014-12-01

Teaching students, aged from 4 up to 18 years old, is a challenging task. It continuously implies new strategies and new subjects adapted to all of them. This is even more evident, when we have to teach natural-hazards scientific aspects and safe attitudes toward risk. We often see that most of the high-school students (16 -18 years old) are not motivated for extra-curricular activities implying science and/or behaviours changes. But, they have a very positive response when we give them some responsibility. On top of that, we also realised that young children are quite receptive to the involvement of older students in the school environment Taking this into consideration, our project use the k12 students to prepare scientific activities and subjects, based in questions, which they need to answer themselves. The students need to answer those questions and, only then, adapt and teach the right answers to the different school-levels. With this approach, we challenged the students to solve three questions: How to use a SEP seismometer at school, and its data? How to set up a shaking table? How to introduce waves and vibrations contents to all ages of students? During the project they developed many science skills, and worked in straight cooperation with teachers, the parents association and the seismology research group at Instituto Dom Luíz. As a result, it was possible to reach all school students with the help of the k-12 ones. This is an outcome of the project W-Shake, a Parents-in-Science Initiative to promote the study of seismology and related subjects. This project, supported by the Portuguese "Ciência Viva" program, results from a direct cooperation between the parents association, science school-teachers and the seismology research group at Instituto Dom Luíz.

Learning Gains from a Recurring "Teach and Question" Homework Assignment in a General Biology Course: Using Reciprocal Peer Tutoring Outside Class.

PubMed

Bailey, E G; Baek, D; Meiling, J; Morris, C; Nelson, N; Rice, N S; Rose, S; Stockdale, P

2018-06-01

Providing students with one-on-one interaction with instructors is a big challenge in large courses. One solution is to have students interact with their peers during class. Reciprocal peer tutoring (RPT) is a more involved interaction that requires peers to alternate the roles of "teacher" and "student." Theoretically, advantages for peer tutoring include the verbalization and questioning of information and the scaffolded exploration of material through social and cognitive interaction. Studies on RPT vary in their execution, but most require elaborate planning and take up valuable class time. We tested the effectiveness of a "teach and question" (TQ) assignment that required student pairs to engage in RPT regularly outside class. A quasi-experimental design was implemented: one section of a general biology course completed TQ assignments, while another section completed a substitute assignment requiring individuals to review course material. The TQ section outperformed the other section by ∼6% on exams. Session recordings were coded to investigate correlation between TQ quality and student performance. Asking more questions was the characteristic that best predicted exam performance, and this was more predictive than most aspects of the course. We propose the TQ as an easy assignment to implement with large performance gains.

Linking Assessment Questions to a Research Article to Stimulate Self-directed Learning and Develop High-order Cognitive Skills in an Undergraduate Module of Molecular Genetics

PubMed Central

2009-01-01

Assessment plays a crucial role in the learning process, but current assessments focus on assessment of learning rather than assessment for learning. In this study, a novel method for open-book continuous assessment (CA) was developed. The aim was to encourage students to learn beyond the textbook by challenging students with questions linked to a research article. Research articles closely related to lecture contents were selected and released to students before the CA for perusal. CA questions were set at three different levels to assess conceptual understanding, application, and synthesis. The CA was administered to first-year undergraduate students majoring in life science as part of Molecular Genetics, a compulsory module. It contributed 10% of the student's grade for the module. Students’ CA scores indicated that the majority could answer correctly all the questions. Students’ feedback on the CA showed that most of them praised the CA model for its novelty, motivation, and application. Only a few criticized it due to its poor coverage of lecture contents. Overall, this CA went beyond the traditional role of assessments in the assignment of scores and stimulated curiosity and self-directed learning. PMID:19952097

Introductory Biology Students’ Use of Enhanced Answer Keys and Reflection Questions to Engage in Metacognition and Enhance Understanding

PubMed Central

Sabel, Jaime L.; Dauer, Joseph T.; Forbes, Cory T.

2017-01-01

Providing feedback to students as they learn to integrate individual concepts into complex systems is an important way to help them to develop robust understanding, but it is challenging in large, undergraduate classes for instructors to provide feedback that is frequent and directed enough to help individual students. Various scaffolds can be used to help students engage in self-regulated learning and generate internal feedback to improve their learning. This study examined the use of enhanced answer keys with added reflection questions and instruction as scaffolds for engaging undergraduate students in self-regulated learning within an introductory biology course. Study findings show that both the enhanced answer keys and reflection questions helped students to engage in metacognition and develop greater understanding of biological concepts. Further, students who received additional instruction on the use of the scaffolds changed how they used them and, by the end of the semester, were using the scaffolds in significantly different ways and showed significantly higher learning gains than students who did not receive the instruction. These findings provide evidence for the benefit of designing scaffolds within biology courses that will support students in engaging in metacognition and enhancing their understanding of biological concepts. PMID:28645893

Cognitive Difficulty and Format of Exams Predicts Gender and Socioeconomic Gaps in Exam Performance of Students in Introductory Biology Courses.

PubMed

Wright, Christian D; Eddy, Sarah L; Wenderoth, Mary Pat; Abshire, Elizabeth; Blankenbiller, Margaret; Brownell, Sara E

2016-01-01

Recent reform efforts in undergraduate biology have recommended transforming course exams to test at more cognitively challenging levels, which may mean including more cognitively challenging and more constructed-response questions on assessments. However, changing the characteristics of exams could result in bias against historically underserved groups. In this study, we examined whether and to what extent the characteristics of instructor-generated tests impact the exam performance of male and female and middle/high- and low-socioeconomic status (SES) students enrolled in introductory biology courses. We collected exam scores for 4810 students from 87 unique exams taken across 3 yr of the introductory biology series at a large research university. We determined the median Bloom's level and the percentage of constructed-response questions for each exam. Despite controlling for prior academic ability in our models, we found that males and middle/high-SES students were disproportionately favored as the Bloom's level of exams increased. Additionally, middle/high-SES students were favored as the proportion of constructed-response questions on exams increased. Given that we controlled for prior academic ability, our findings do not likely reflect differences in academic ability level. We discuss possible explanations for our findings and how they might impact how we assess our students. © 2016 C. D. Wright, S. L. Eddy, et al. CBE—Life Sciences Education © 2016 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).

Partners in Research: Developing a Model for Undergraduate Faculty-Student Collaboration.

PubMed

Reitmaier Koehler, Amy; Reveling Smith, Linda; Davies, Susan; Mangan-Danckwart, Deborah

2015-10-09

Maintaining scholarship while delivering an undergraduate nursing program is a challenge for nursing faculty. In this paper, we describe an approach that involves undergraduate nursing students in a program of faculty research, which evaluates new approaches to teaching and learning. Students work with faculty to develop a research proposal, identifying specific questions and exploring relevant literature. Projects may include original data collection with faculty supervision, or secondary analysis of existing datasets. Foci have included partnership learning between nursing students and older adults, models of sustainability for a traveling health clinic, and experiences of aging. Findings and recommendations feed into the broader faculty research agenda, provide a foundation for subsequent projects, and inform further development of educational programs. Students have presented at local and national conferences and developed papers for publication based on this joint work. We describe the benefits and challenges of these partnerships, drawing upon student and faculty reflections.

Interactive Learning and "Clickers"

NASA Astrophysics Data System (ADS)

Rudolph, Alexander

2006-12-01

A growing body of evidence demonstrates that student understanding and retention of key concepts in science can be dramatically improved by using “Interactive Learning” techniques. Interactive learning is a way to get students more actively involved in their own learning than by simple lecture alone. I will focus on one type of interactive learning activity, known as “Think-Pair-Share”. After a brief (10-20 minute) lecture on a topic, students are asked a conceptually challenging multiple-choice question. After they answer, if there is sufficient disagreement, the students discuss the question in small groups after which they answer the same question again. Frequently, the percentage of correct answers goes up, indicating that the active role of speaking and listening, together with peer instruction, has helped students better grasp the concept being tested. If disagreement persists, or if students continue to have questions, a short, class-wide discussion can be held. Clickers provide an excellent means to collect students’ answers to “Think-Pair-Share” questions in real time. Although clickers are not essential, they do provide some advantages over alternatives such as flash cards: answers are completely anonymous (though you as instructor can record individual responses); you can display a histogram of results immediately, either before or after group discussion, providing immediate feedback; by recording the results, you can give students credit for their participation in class. In this talk, I will model “Think-Pair-Share” with the audience using clickers, show results from my classes before and after group discussions, share results of a student survey on “Think-Pair-Share” and clickers, describe other uses of clickers (e.g., taking attendance, surveys, test administration) and highlight some of the pros and cons of clickers v. flashcards.

Student and resident perspectives on professionalism: beliefs, challenges, and suggested teaching strategies.

PubMed

Salinas-Miranda, Abraham A; Shaffer-Hudkins, Emily J; Bradley-Klug, Kathy L; Monroe, Alicia D H

2014-05-10

The purpose of this study was to investigate the views of medical students and residents regarding the practice of professionalism, their perceived challenges, and ideas for the development of a new curriculum in medical professionalism. Data were collected from four focus groups comprised of 27 residents and medical students recruited from the University of South Florida Morsani School of Medicine and Residency Programs between January and March 2012. A questioning protocol was used to guide the focus group discussion. Data were transcribed for thematic analysis. Learners expressed beliefs regarding key attributes of professional behaviors, factors perceived to be associated with lapses of professional behavior, skills that need to be taught, and strategies to teach professionalism from the learners' perspective. Learners perceived that the values of professionalism are often disconnected from the reality evidenced in clinical training due to a myriad of personal and contextual challenges. Residents and students need help in negotiating some of the challenges to medical professionalism that are encountered in clinical settings. We recommend a learner's centered model of curriculum development in medical professionalism that takes into consideration perceived challenges and strategies for modeling and reinforcing medical professionalism.

Questioning the evidence for a claim in a socio-scientific issue: an aspect of scientific literacy

NASA Astrophysics Data System (ADS)

Roberts, Ros; Gott, Richard

2010-11-01

Understanding the science in a 'socio-scientific issue' is at the heart of the varied definitions of 'scientific literacy'. Many consider that understanding evidence is necessary to participate in decision making and to challenge the science that affects people's lives. A model is described that links practical work, argumentation and scientific literacy which is used as the basis of this research. If students are explicitly taught about evidence does this transfer to students asking questions in the context of a local socio-scientific issue? What do they ask questions about? Sixty-five primary teacher training students were given the pre-test, before being taught the 'concepts of evidence' and applying them in an open-ended investigation and were tested again 15 weeks later. Data were coded using Toulmin's argument pattern (TAP) and the 'concepts of evidence'. After the intervention it was found that, in relation to a socio-scientific issue, they raised significantly more questions specifically about the evidence that lead to the scientists' claims although questions explicitly targeting the quality of the data were still rare. This has implications for curricula that aim for scientific literacy.

The Impact of Network Embeddedness on Student Persistence

NASA Astrophysics Data System (ADS)

Zwolak, Justyna; Brewe, Eric; Inspire Team

Society is constantly in flux, which demands the continuous development of our educational system to meet new challenges and impart the appropriate knowledge/skills to students. In particular, in order to improve student learning (among other things), the way we are teaching has significantly changed over the past few decades. We are moving away from traditional, lecture-based teaching towards a more interactive approach using, e.g., clicker questions, modeling instruction (MI), and other engagement strategies. A current, major challenge for universities is to increase student retention. I am examining the use of network analysis to investigate academic and social experiences of students in and beyond the classroom. There is a compelling case that transformed physics classes, such as ones that use MI, promote persistence by the creation of learning communities that support the integration of students into the university. I will discuss recent results connecting the MI approach to network structures in the students' interactions and how students' position impacts persistence in taking a subsequent MI vs. traditional lecture-based course.

Promoting interdisciplinary education - the Vienna Doctoral Programme on Water Resource Systems

NASA Astrophysics Data System (ADS)

Blöschl, G.; Carr, G.; Bucher, C.; Farnleitner, A. H.; Rechberger, H.; Wagner, W.; Zessner, M.

2011-11-01

The Vienna Doctoral Programme on Water Resource Systems (DK-WRS) is a programme that aims to educate students in interdisciplinary water science through cutting edge research at an international level. It is funded by the Austrian Science Fund and designed to run over a period of 12 yr during which 80 doctoral students are anticipated to graduate. This paper reports on our experiences of setting up and implementing the Programme. We identify three challenges: integrating the disciplines, maintaining depth in an interdisciplinary programme, and teaching subjects remote to each student's core expertise. To address these challenges we adopted a number of approaches. We use three levels of instruments to foster integration across the disciplines: joint groups (e.g. a joint study programme), joint science questions (e.g. developed in annual symposia), and joint study sites. To maintain depth we apply a system of quality control including regular feedback sessions, theses by journal publications and international study exchange. For simultaneously teaching students from civil and environmental engineering, biology, geology, chemistry, mathematics we use visually explicit teaching, learning by doing, extra mentoring and by cross relating associated subjects. Our initial assessment of the Programme shows some very positive outcomes. Joint science questions formed between students from various disciplines indicate integration is being achieved. The number of successful publications in top journals suggests that depth is maintained. Positive feedback from the students on the variety and clarity of the courses indicates the teaching strategy is working well. Our experiences have shown that implementing and running an interdisciplinary doctoral programme has its challenges and is demanding in terms of time and human resources but seeing interactions progress and watching people grow and develop their way of thinking in an interdisciplinary environment is a valuable reward.

Promoting interdisciplinary education - the Vienna Doctoral Programme on Water Resource Systems

NASA Astrophysics Data System (ADS)

Blöschl, G.; Carr, G.; Bucher, C.; Farnleitner, A. H.; Rechberger, H.; Wagner, W.; Zessner, M.

2012-02-01

The Vienna Doctoral Programme on Water Resource Systems (DK-WRS) is a programme that aims to educate students in interdisciplinary water science through cutting edge research at an international level. It is funded by the Austrian Science Fund and designed to run over a period of 12 yr during which 80 doctoral students are anticipated to graduate. This paper reports on our experiences of setting up and implementing the Programme. We identify three challenges: integrating the disciplines, maintaining depth in an interdisciplinary programme, and teaching subjects remote to each student's core expertise. To address these challenges we adopt a number of approaches. We use three levels of instruments to foster integration across the disciplines: joint groups (e.g. a joint study programme), joint science questions (e.g. developed in annual symposia), and joint study sites. To maintain depth we apply a system of quality control including regular feedback sessions, theses by journal publications and international study exchange. For simultaneously teaching students from civil and environmental engineering, biology, geology, chemistry, mathematics we use visually explicit teaching, learning by doing, extra mentoring and by cross relating associated subjects. Our initial assessment of the Programme shows some very positive outcomes. Joint science questions formed between students from various disciplines indicate integration is being achieved. The number of successful publications in top journals suggests that depth is maintained. Positive feedback from the students on the variety and clarity of the courses indicates the teaching strategy is working well. Our experiences have shown that implementing and running an interdisciplinary doctoral programme has its challenges and is demanding in terms of time and human resources but seeing interactions progress and watching people grow and develop their way of thinking in an interdisciplinary environment is a valuable reward.

Quantifying the Assessment Loads of Students and Staff: The Challenge of Selecting Appropriate Metrics

ERIC Educational Resources Information Center

Scott, Shirley V.

2015-01-01

Assessment is central to learning. It is also central to the cost of providing higher education. Choosing how much and what forms of assessment are questions not only of good teaching but of good policy. Measuring the amount of assessment set in each course provides a basis on which to determine equitable and appropriate workloads for students and…

Measurement of Bitumen Viscosity in a Room-Temperature Drop Experiment: Student Education, Public Outreach and Modern Science in One

ERIC Educational Resources Information Center

Widdicombe, A. T.; Ravindrarajah, P.; Sapelkin, A.; Phillips, A. E.; Dunstan, D.; Dove, M. T.; Brazhkin, V. V.; Trachenko, K.

2014-01-01

The slow flow of a viscous liquid is a thought-provoking experiment that challenges students, academics and the public to think about some fundamental questions in modern science. In the Queensland demonstration--the world's longest-running experiment, which has earned the Ig Nobel prize--one drop of pitch takes about ten years to fall, leading to…

Physical Education "in All Sorts of Corners:" Student Activists Transgressing Formal Physical Education Curricular Boundaries

ERIC Educational Resources Information Center

Enright, Eimear; O'Sullivan, Mary

2012-01-01

The data for this paper were generated during a 3-year, participatory action research project, with 41 female coresearchers and activists ages 15-19 years old, within and beyond the walls of a secondary school. The two questions we sought to answer were (a) what happens when we engage with students to challenge formal physical education curricular…

Beauty and the Beast--Can Life Drawing Support Female Students in Challenging Gendered Media Imagery?

ERIC Educational Resources Information Center

Stanhope, Clare

2013-01-01

How does life drawing impact on a group of 14-16-year-old female art and design students and their perception of body image? In contemporary Western society, we are bombarded with advertising, social media and celebrity culture on a daily basis, often with a focus on body image. This article questions whether, due to this visual assault, young…

Creating a blended learning module in an online master study programme in oncology.

PubMed

Mayer, Benjamin; Ring, Christina; Muche, Rainer; Rothenbacher, Dietrich; Schmidt-Strassburger, Uta

2015-01-01

The medical faculty of Ulm University has launched the postgraduate master online study programme Advanced Oncology (AO) in 2010. We describe the challenges in developing an e-learning module using the example of a medical biometry course, focusing the implementation of the course material and our single-loop learning experience after the first students have finished and evaluated the lecture. Programme participants are qualified medical doctors and researchers in biomedical areas related to the field of oncology. The study programme provides the majority of lectures online via didactic videos accompanied by one-week attendance seminars. Supplementary learning materials include review articles, supportive reading material, multiple choice questions, and exercises for each unit. Lecture evaluations based on specific questions concerning learning environment and information learned, each measured on a five-point Likert scale. Lecture videos were implemented following the classical triad of the didactic process, using oncological examples from practice to teach. The online tutorial support offered to students was hardly used, thus we enhanced faculty presence during the face-to-face seminars. Lecture evaluations improved after revising the learning material on the basis of the first AO student cohort's comments. Developing and implementing an online study programme is challenging with respect of maximizing the information students learn due to limited opportunities for personal contact between lecturers and students. A more direct interaction of lecturers and students in a blended learning setting outperforms a mere web-based contact in terms of learning advantage and students' satisfaction, especially for complex methodological content.

Research Questions Related to Teaching Software.

ERIC Educational Resources Information Center

Lambrecht, Judith J.

1989-01-01

Business teachers who teach computer applications face three major challenges: making their classes attractive to students; managing individualized, multiactivity classes; and developing independent business software users. The last-mentioned goal is the primary reason for the existence of the business department. (SK)

Using Next Generation Science Standards (NGSS) Practices to Address Scientific Misunderstandings Around Complex Environmental Issues

NASA Astrophysics Data System (ADS)

Turrin, M.; Kenna, T. C.

2014-12-01

The new NGSS provide an important opportunity for scientists to develop curriculum that links the practice of science to research-based data in order to improve understanding in areas of science that are both complex and confusing. Our curriculum focuses in particular on the fate and transport of anthropogenic radionuclides. Radioactivity, both naturally occurring and anthropogenic, is highly debated and largely misunderstood, and for large sections of the population is a source of scientific misunderstanding. Developed as part of the international GEOTRACES project which focuses on identifying ocean processes and quantifying fluxes that control the distributions of selected trace elements and isotopes in the ocean, and on establishing the sensitivity of these distributions to changing environmental conditions, the curriculum topic fits nicely into the applied focus of NGSS with both environmental and topical relevance. Our curriculum design focuses on small group discussion driven by questions, yet unlike more traditional curriculum pieces these are not questions posed to the students, rather they are questions posed by the students to facilitate their deeper understanding. Our curriculum design challenges the traditional question/answer memorization approach to instruction as we strive to develop an educational approach that supports the practice of science as well as the NGSS Cross Cutting Concepts and the Science & Engineering Practices. Our goal is for students to develop a methodology they can employ when faced with a complex scientific issue. Through background readings and team discussions they identify what type of information is important for them to know and where to find a reliable source for that information. Framing their discovery around key questions such as "What type of radioactive decay are we dealing with?", "What is the potential half-life of the isotope?", and "What are the pathways of transport of radioactivity?" allows students to evaluate a given condition, to predict an outcome and to better judge the seriousness of an overall situation. While the problem solving skills students are taught are built around a specific case study, they can be broadly applied to a much wider range of topics, areas of study, and other aspects of their lives as new challenges arise, fitting the goals of NGSS.

Sample Return Robot Centennial Challenge

NASA Image and Video Library

2012-06-15

Wunderkammer Laboratory Team leader Jim Rothrock, left, answers questions from 8th grade Sullivan Middle School (Mass.) students about his robot named "Cerberus" on Friday, June 15, 2012, at the Worcester Polytechnic Institute (WPI) in Worcester, Mass. Rothrock's robot team will compete for a $1.5 million NASA prize in the NASA-WPI Sample Return Robot Centennial Challenge at WPI. Teams have been challenged to build autonomous robots that can identify, collect and return samples. NASA needs autonomous robotic capability for future planetary exploration. Photo Credit: (NASA/Bill Ingalls)

Incorporating inquiry and the process of science into introductory astronomy labs at the George Washington University

NASA Astrophysics Data System (ADS)

Cobb, Bethany E.

2018-01-01

Since 2013, the Physics Department at GWU has used student-centered active learning in the introductory astronomy course “Introduction to the Cosmos.” Class time is spent in groups on questions, math problems, and hands-on activities, with multiple instructors circulating to answer questions and engage with the students. The students have responded positively to this active-learning. Unfortunately, in transitioning to active-learning there was no time to rewrite the labs. Very quickly, the contrast between the dynamic classroom and the traditional labs became apparent. The labs were almost uniformly “cookie-cutter” in that the procedure and analysis were specified step-by-step and there was just one right answer. Students rightly criticized the labs for lacking a clear purpose and including busy-work. Furthermore, this class fulfills the GWU scientific reasoning general education requirement and thus includes learning objectives related to understanding the scientific method, testing hypotheses with data, and considering uncertainty – but the traditional labs did not require these skills. I set out to rejuvenate the lab sequence by writing new inquiry labs based on both topic-specific and scientific reasoning learning objectives. While inquiry labs can be challenging for the students, as they require active thinking and creativity, these labs engage the students more thoroughly in the scientific process. In these new labs, whenever possible, I include real astronomical data and ask the students to use digital tools (SDSS SkyServer, SOHO archive) as if they are real astronomers. To allow students to easily plot, manipulate and analyze data, I built “smart” Excel files using formulas, dropdown menus and macros. The labs are now much more authentic and thought-provoking. Whenever possible, students independently develop questions, hypotheses, and procedures and the scientific method is “scaffolded” over the semester by providing more guidance in the early labs and more independence later on. Finally, in every lab, students must identify and reflect on sources of error. These labs are more challenging for the instructors to run and to grade, but they are much more satisfying when it comes to student learning.

From Local to EXtreme Environments (FLEXE) Student-Scientist Online Forums: hypothesis-based research examining ways to involve scientists in effective science education

NASA Astrophysics Data System (ADS)

Goehring, L.; Carlsen, W.; Fisher, C. R.; Kerlin, S.; Trautmann, N.; Petersen, W.

2011-12-01

Science education reform since the mid-1990's has called for a "new way of teaching and learning about science that reflects how science itself is done, emphasizing inquiry as a way of achieving knowledge and understanding about the world" (NRC, 1996). Scientists and engineers, experts in inquiry thinking, have been called to help model these practices for students and demonstrate scientific habits of mind. The question, however, is "how best to involve these experts?" given the very real challenges of limited availability of scientists, varying experience with effective pedagogy, widespread geographic distribution of schools, and the sheer number of students involved. Technology offers partial solutions to enable Student-Scientist Interactions (SSI). The FLEXE Project has developed online FLEXE Forums to support efficient, effective SSIs, making use of web-based and database technology to facilitate communication between students and scientists. More importantly, the FLEXE project has approached this question of "how best to do this?" scientifically, combining program evaluation with hypothesis-based research explicitly testing the effects of such SSIs on student learning and attitudes towards science. FLEXE Forums are designed to showcase scientific practices and habits of mind through facilitated interaction between students and scientists. Through these Forums, students "meet" working scientists and learn about their research and the environments in which they work. Scientists provide students with intriguing "real-life" datasets and challenge students to analyze and interpret the data through guiding questions. Students submit their analyses to the Forum, and scientists provide feedback and connect the instructional activity with real-life practice, showcasing their activities in the field. In the FLEXE project, Forums are embedded within inquiry-based instructional units focused on essential learning concepts, and feature the deep-sea environment in contrast to students' local environments to deepen students' understanding of earth systems processes. This presentation will provide an overview of the FLEXE project, a partnership between the Ridge2000 research scientists, science learning researchers, and educators, and will report findings from pilot studies implemented in collaboration with the GLOBE program, a worldwide network of scientists, science educators, and their students. FLEXE Forums have been tested with approximately 1400 students in the US, Germany, Australia and Thailand in 2009, and 1100 students in the US, Thailand, England and Costa Rica in 2010. Description of research methods (e.g., educational hypotheses, assessment of student learning and attitudes through analysis of student writing, and "quick question" surveys) and results will be shared, along with current tests examining the transferability of the approach to other scientists/science educator teams.

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.

How does participation in inquiry-based activities influence gifted students' higher order thinking?

NASA Astrophysics Data System (ADS)

Reger, Barbara H.

Inquiry-based learning is considered a useful technique to strengthen the critical thinking skills of students. The National Science Standards emphasize its use and the complexities and challenge it provides are well suited for meeting the needs of the gifted. While many studies have documented the effectiveness of this type of instruction, there is a lack of research on growth in higher-order thinking through participation in science inquiry. This study investigated such growth among a small group of gifted fifth-grade students. In this study a group of fifth-grade gifted science students completed a series of three forensics inquiry lessons, and documented questions, ideas and reflections as they constructed evidence to solve a crime. From this class of students, one small group was purposely selected to serve as the focus of the study. Using qualitative techniques, the questions and statements students made as they interacted in the activity were analyzed. Videotaped comments and student logs were coded for emerging patterns and also examined for evidence of increased levels of higher-order thinking based on a rubric that was designed using the six levels of Bloom's Taxonomy. Evidence from this study showed marked increase in and deeper levels of higher-order thinking for two of the students. The other boy and girl showed progress using the inquiry activities, but it was not as evident. The social dynamics of the group seemed to hinder one girl's participation during some of the activities. The social interactions played a role in strengthening the exchange of ideas and thinking skills for the others. The teacher had a tremendous influence over the production of higher-level statements by modeling that level of thinking as she questioned the students. Through her practice of answering a question with a question, she gradually solicited more analytical thinking from her students.

The Forminalized Rat: A Convenient Microbial Ecosystem.

ERIC Educational Resources Information Center

Lee, Adrian

1984-01-01

Presents a series of experiments built around the bacteria found in the intestinal tract of formalinized rats as a model for discussing microbial ecology. Describes methods of examination of intestinal content, student tasks, and discussion questions; also gives a challenge problem to solve.

Developing Evidence & Gathering Data about Teacher Education Program Quality

ERIC Educational Resources Information Center

American Association of State Colleges and Universities, 2007

2007-01-01

Linking teacher practice to pupil outcomes has proven challenging for teacher educators. Methodological problems occur when linking individual teacher actions with subsequent pupil performance, including substantial intervening variables, questions about appropriate measures of student learning, issues regarding the lack of test standardization…

Thinking and Believing.

ERIC Educational Resources Information Center

Freie, John F.

1987-01-01

Critical thinking is seldom effective at encouraging students to challenge and examine preconceived positions. There is a tendency to use the rigorous questioning methods to defend preconceived positions and deflect the serious consideration of alternatives. An exercise that focused on the Cuban missile crisis is described. (MLW)

The effect of different levels of constructive teaching practices on teacher question asking behaviors

NASA Astrophysics Data System (ADS)

Erdogan, Ibrahim

The purposes of the study were: (1) to examine the effectiveness of the Iowa Chautauqua Professional Development Program (ICPDP) in moving elementary science teachers toward the use of more constructive teaching practices and (2) to investigate the effectiveness of different levels of teaching practices, especially in terms of a sample of teachers achieving "expert" state at the end of program compared with some attaining only with "competent" level. The variables considered were their perceptions of their own classroom practices, stated philosophy of teaching and learning, and their actual classroom practices and question asking behaviors observed via videotape recording. Structured questionnaires, focus group interviews, teacher reflections, and examination of lesson modules were used to collect data from thirty-three K-5 in-service teachers who were involved in a one-year ICPDP. Qualitative and quantitative analyses of data revealed that: (1) Teacher perceptions regarding their teaching and learning, and their actual teaching practices in classroom in terms of constructivist approaches were significantly changed after participation in the ICPDP. (2) Teacher perceptions of their classroom practices and stated philosophies of teaching and learning have a great affect on their actual practices that can be observed. (3) Teacher stated philosophies of teaching and learning significantly influence the quantity and quality of their use of questions in their classrooms. (4) The "expert" teachers accept students' alternative answers and deliberately ask high cognitive level questions that enable students to think critically and to guide them based on what the students are thinking. Alternatively, the "competent" teachers do not follow student responses and used questions which do not help students to understand their current level of understanding nor encourage students to reflect on their own thinking. (5) The role of "expert" teacher is more geared toward challenging student ideas stimulated by questions and then allowing students to build their understandings that are affected by the discussion. "Competent" teachers, on the other hand, exhibit a more transmissive approach that lead students to an end that has been previously determined. Such teaching does little to persuade students to use their own thinking.

Why Is There Hunger in Africa? Nature Pleads "Not Guilty." A Curriculum Unit for Science and Social Studies Grades 7-12.

ERIC Educational Resources Information Center

Boston, Jane; Commins, Stephen

This unit uses six activities to examine questions of world hunger as seen in an African context and the related policy issues. Each activity allows students to explore a case study demonstrating a factor that affects hunger and grapple with some of the challenges facing policymakers today. Students should come to understand the nature of hunger,…

Informing Understanding of Young Students' Writing Challenges and Opportunities: Insights From the Development of a Digital Writing Tool That Supports Students With Learning Disabilities

ERIC Educational Resources Information Center

Vue, Ge; Hall, Tracey E.; Robinson, Kristin; Ganley, Patricia; Elizalde, Emma; Graham, Steve

2016-01-01

Conducting focus groups with target audiences to assess user needs is a critical step in the process of designing and developing a web-based writing environment. This descriptive study examined focus group data gathered to address two questions: First, do data from focus groups affirm and expand our understanding of writing and writing development…

Examining student-generated questions in an elementary science classroom

NASA Astrophysics Data System (ADS)

Diaz, Juan Francisco, Jr.

This study was conducted to better understand how teachers use an argument-based inquiry technique known as the Science Writing Heuristic (SWH) approach to address issues on teaching, learning, negotiation, argumentation, and elaboration in an elementary science classroom. Within the SWH framework, this study traced the progress of promoting argumentation and negotiation (which led to student-generated questions) during a discussion in an elementary science classroom. Speech patterns during various classroom scenarios were analyzed to understand how teacher--student interactions influence learning. This study uses a mixture of qualitative and quantitative methods. The qualitative aspect of the study is an analysis of teacher--student interactions in the classroom using video recordings. The quantitative aspect uses descriptive statistics, tables, and plots to analyze the data. The subjects in this study were fifth grade students and teachers from an elementary school in the Midwest, during the academic years 2007/2008 and 2008/2009. The three teachers selected for this study teach at the same Midwestern elementary school. These teachers were purposely selected because they were using the SWH approach during the two years of the study. The results of this study suggest that all three teachers moved from using teacher-generated questions to student-generated questions as they became more familiar with the SWH approach. In addition, all three promoted the use of the components of arguments in their dialogs and discussions and encouraged students to elaborate, challenge, and rebut each other's ideas in a non-threatening environment. This research suggests that even young students, when actively participating in class discussions, are capable of connecting their claims and evidence and generating questions of a higher-order cognitive level. These findings demand the implementation of more professional development programs and the improvement in teacher education to help teachers confidently implement argumentative practices and develop pedagogical strategies to help students use them.

Promoting information literacy through collaborative service learning in an undergraduate research course.

PubMed

Janke, Robert; Pesut, Barbara; Erbacker, Lynnelle

2012-11-01

Information literacy is an important foundation for evidence-based nursing practice. Librarians, the experts in information literacy, are important collaborators in the process of teaching nursing students information literacy skills. In this article we describe a service learning project, offered in a third year nursing research course, designed to teach information literacy and to enhance students' appreciation of the role of evidence in nursing practice. Students worked in groups, and under the guidance of a nursing instructor and librarian, to answer a question posed by practice-based partners. Through the project students learned essential skills of refining a question, identifying systematic search strategies, gleaning essential information from a study and using a bibliographic management tool. Evaluation of the project indicated that although the project was challenging and labour intensive students felt they learned important skills for their future practice. Several recommendations for further enhancing the collaboration are made. Copyright © 2011 Elsevier Ltd. All rights reserved.

Use of Feedback-Oriented Online Exercises to Help Physiology Students Construct Well-Organized Answers to Short-Answer Questions.

PubMed

Carnegie, Jacqueline

2015-01-01

Postsecondary education often requires students to use higher-order cognitive skills (HOCS) such as analysis, evaluation, and creation as they assess situations and apply what they have learned during lecture to the formulation of solutions. Summative assessment of these abilities is often accomplished using short-answer questions (SAQs). Quandary was used to create feedback-oriented interactive online exercises to help students strengthen certain HOCS as they actively constructed answers to questions concerning the regulation of 1) metabolic rate, 2) blood sugar, 3) erythropoiesis, and 4) stroke volume. Each exercise began with a SAQ presenting an endocrine dysfunction or a physiological challenge; students were prompted to answer between six and eight multiple-choice questions while building their answer to the SAQ. Student outcomes on the SAQ sections of summative exams were compared before and after the introduction of the online tool and also between subgroups of students within the posttool-introduction population who demonstrated different levels of participation in the online exercises. While overall SAQ outcomes were not different before and after the introduction of the online exercises, once the SAQ tool had become available, those students who chose to use it had improved SAQ outcomes compared with those who did not. © 2015 J. Carnegie. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Creating student awareness to improve cultural competence: creating the critical incident.

PubMed

Morell, Venita W; Sharp, Penny C; Crandall, Sonia J

2002-09-01

Teaching medical students to recognize the need for cultural competence and accept their shortcomings in this area is a challenge. A simulated patient scenario was developed to address this challenge. The objective of the simulation is to enhance students' readiness to learn by moving them from 'unconscious incompetence' to 'conscious incompetence'. The patient scenario presents a Cherokee Indian woman with a complaint of abnormal menstrual bleeding who is resistant to gynaecologic care from male providers. A faculty member facilitates a small-group videotape review of student interviews. As students discuss their encounters, they realize they 'misdiagnose' and mishandle the interview. They are confronted by their inability to recognize cultural cues and the impact they may have on health outcomes and begin to question whether cultural beliefs are affecting the care of other patients. This simulation creates an eye-opening situation that must be handled carefully. This activity is an effective method to create awareness in students who feel they 'know all this stuff.'

Understanding How Teachers Listen in a Reading Enrichment Program

ERIC Educational Resources Information Center

Gilson, Cindy M.; Little, Catherine A.

2016-01-01

Asking questions that invite students to access advanced thinking skills during classroom discourse is a key strategy for challenging and supporting high-ability middle school readers. This critical teaching practice requires careful teacher listening. However, empirical research around teachers' "listening orientations," or how teachers…

A Principled Pedagogy for Religious Educators

ERIC Educational Resources Information Center

Evans, David; Shearer, Tobin Miller

2017-01-01

Drawing on whiteness literature and over fifty years of combined classroom instruction experience, two professors of race and religion-one black, one white-at predominantly white institutions, answer the question, "How do we as religious educators effectively teach white students to challenge racially distorted assumptions and promote…

Challenging Heteronormativity: Creating a Safe and Inclusive Environment for LGBTQ Students

ERIC Educational Resources Information Center

Steck, Andy K.; Perry, David

2018-01-01

Lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) youth face hostile and exclusionary learning environments. A qualitative phenomenographic method involving semistructured interviews of seven secondary school administrators was conducted to identify perceptions of experiences creating a safe and inclusive environment for students…

Planetary missions as lab experiments in the introductory classroom

NASA Astrophysics Data System (ADS)

Collins, G. C.

2011-12-01

As is the case at many liberal arts colleges, at Wheaton we require all of our students to take a class in the natural sciences. Our introductory classes must include some type of experimental or laboratory component that allows students to directly experience the scientific cycle of asking a question, collecting data, and analyzing the data to either answer the question or to ask new ones. We want them to use their creativity and deal with ambiguity, so they can break out of the idea that science is something that is already written down in a book. This can be a challenge in planetary science, which draws on so many different disciplines and has so many targets of interest that one could spend the entire semester on background material without getting to the experiment cycle. For the past several years, I have been developing a structure for integrating experimentation into the introductory planetary science classroom, alongside some of the more traditional background material. We spend the first half of the semester getting used to asking questions about planets, and then finding and using simple types of data that have already been collected by spacecraft to answer those questions. Along the way, we track a current planetary mission to examine the questions it was designed to investigate, and how its instruments work together to address those questions. By the second half of the semester, the students are ready for two more challenging group projects. In the first project, the class (36 students) is divided in half, and each group must write a plan for the first day of operations of a robotic rover. The opposite group then goes out to an undisclosed field location and collects the data according to the first group's operations plan. After the field trips, the groups receive the data back from their rovers, still without knowing exactly where they landed, and have to hold a press conference discussing the important scientific discoveries at their landing site. Often, they discover that they are missing some crucial piece of data that they had thought to be unimportant. This prepares them to think more seriously about the second project, which is designed around a NASA Discovery mission proposal competition. Based on preliminary proposals for the most important unanswered question in planetary science that could be answered in a single mission, students are divided in teams of three to further develop mission proposals. I have been refining a semi-realistic virtual "kit" of mission components (instruments, power sources, propulsion, etc.) that the students have to put together to answer their science goals. Along the way, they must balance mass, power, data volume, and launch vehicle considerations to build their mission beneath a strict cost cap. By the end of this class experience, students say that they understand at a much deeper level why there are so many questions left to answer in our solar system, and many have tasted the excitement of exploring and answering these questions.

Bringing Seismology's Grand Challenges to the Undergraduate Classroom

NASA Astrophysics Data System (ADS)

Benoit, M. H.; Hubenthal, M.; Taber, J.

2012-12-01

The "Seismological Grand Challenges in Understanding Earth's Dynamic Systems," a community-written long-range science plan for the next decade, poses 10 questions to guide fundamental seismological research. Written in an approachable fashion suitable for policymakers, the broad questions and supporting discussion contained in this document offer an ideal framework for the development of undergraduate curricular materials. Leveraging this document, we have created a collection of inquiry-based classroom modules that utilize authentic data to modernize seismological instruction in 100 and 200 level undergraduate courses. The modules not only introduce undergraduates to the broad questions that the seismological community seeks to answer in the future but also showcase the numerous areas where modern seismological research is actively contributing to our understanding of fundamental Earth processes. To date 6 in-depth explorations that correspond to the Grand Challenges document have been developed. The specific topics for each exploration were selected to showcase modern seismological research while also covering topics commonly included in the curriculum of these introductory classes. The activities that have been created and their corresponding Grand Challenge are: -A guided inquiry that introduces students to episodic tremor and slip and compares the GPS and seismic signatures of ETS with those produced from standard tectonic earthquakes (Grand Challenge "How do faults slip?"). - A laboratory exercise where students engage in b-value mapping of volcanic earthquakes to assess potential eruption hazards (How do magmas ascend and erupt?). - A module that introduces students to glacial earthquakes in Greenland and compares their frequency and spatial distribution to tectonic earthquakes (How do processes in the ocean and atmosphere interact with the solid Earth?). -A suite of activities that introduce students to oil and gas exploration, including an activity that introduces the concept of shale gas exploration (Where are water and hydrocarbons hidden beneath the surface?) -A guided inquiry module that leads students to understand the differences between lithosphere and asthenosphere (What is the lithosphere-asthenosphere boundary?) - A module where students explore earthquake hazards and probability of ground shaking in southern California, New Madrid, and their own location. (How does the near-surface environment affect natural hazards and resources?). To enhance the usefulness of these resources, all have been developed in a modular fashion that allows instructors to pick and choose some (or all) of these resources for integration in to the scope and sequence of their course. Each module will include an instructor's guide containing instructions for implementing the activity, assessment strategies, and other resources. Formative pilot testing at 2- and 4- year colleges will take place fall 2012. Ultimately, the modules will be disseminated online through IRIS's InClass web portal and through small training workshops. Current drafts of some of the activities can be obtained by emailing M. Benoit (benoit@tcnj.edu).

Assessment of microbiology students' progress with an audience response system.

PubMed

Chaudhry, M Ahmad

2011-01-01

The development of new approaches to teaching of large lecture courses is needed. Today's classroom has a wide range of students including high-achieving motivated learners, students struggling to understand basic concepts, and learning-challenged students. Many of these students can be lost in large classes under the shadow of the high-achieving extroverted students who dominate classroom question-and-answer sessions. Measuring a student's understanding and achievement of content standards becomes difficult until an assessment has been done. To close this gap, an audience response system was introduced in an introductory Principles of Microbiology course. This technology specifically addressed the goal of individualizing instruction to the needs of the students. The evaluation of this project indicated an overall positive impact on student learning.

Introductory Geophysics at Colorado College: A Research-Driven Course

NASA Astrophysics Data System (ADS)

Bank, C.

2003-12-01

Doing research during an undergraduate course provides stimulus for students and instructor. Students learn to appreciate the scientific method and get hands-on experience, while the instructor remains thrilled about teaching her/his discipline. The introductory geophysics course taught at Colorado College is made up of four units (gravity, seismic, resistivity, and magnetic) using available geophysical equipment. Within each unit students learn the physical background of the method, and then tackle a small research project selected by the instructor. Students pose a research question (or formulate a hypothesis), collect near-surface data in the field, process it using personal computers, and analyse it by creating computer models and running simple inversions. Computer work is done using the programming language Matlab, with several pre-coded scripts to make the programming experience more comfortable. Students then interpret the data and answer the question posed at the beginning. The unit ends with students writing a summary report, creating a poster, or presenting their findings orally. First evaluations of the course show that students appreciate the emphasis on field work and applications to real problems, as well as developing and testing their own hypotheses. The main challenge for the instructor is to find feasible projects, given the time constraints of a course and availability of field sites with new questions to answer. My presentation will feature a few projects done by students during the course and will discuss the experience students and I have had with this approach.

Optimizing students' motivation in inquiry-based learning environments: The role of instructional practices

NASA Astrophysics Data System (ADS)

Kempler, Toni M.

The influence of inquiry science instruction on the motivation of 1360 minority inner-city seventh graders was examined. The project-based curriculum incorporates motivating features like real world questions, collaboration, technology, and lesson variety. Students design investigations, collect and analyze data, and create artifacts; challenging tasks require extensive use of learning and metacognitive strategies. Study 1 used Structural Equation Modeling to investigate student perceptions of the prevalence of project-based features, including real world connections, collaboration, academic press, and work norms, and their relation to interest, efficacy, cognitive engagement, and achievement. Perceptions of features related to different motivational outcomes, indicating the importance of using differentiated rather than single measures to study motivation in context. Cognitive engagement was enhanced by interest and efficacy but did not influence achievement, perhaps because students were not proficient strategy users and were new to inquiry. Study 2 examined the relationship between instructional practices and motivation. The 23 teachers in study 1 were observed six times during one unit. Observations focused on curriculum congruence, content accuracy, contextualization, sense making, and management and climate. A majority of teacher enactment was congruent with the curriculum, indicating that students experienced motivating features of project-based science. Hierarchical Linear Modeling showed that contextualization accounted for between-teacher variance in student interest, efficacy, and cognitive engagement; Teachers encouraged motivation through extended real world examples that related material to students' experiences. Cluster analysis was used to determine how patterns of practice affected motivation. Unexpectedly these patterns did not differentially relate to cognitive engagement. Findings showed that interest and efficacy were enhanced when teachers used particular sense making practices. These teachers provided explicit scaffolding for accomplishing complex tasks with questioning and feedback that highlighted key points. Teachers also used effective management practices and maintained a positive classroom climate. In contrast, a pattern of practice where teachers used questioning and feedback to press students to make connections and synthesize concepts without scaffolding support diminished motivation, because students may have needed more help to deal with challenge. Implications from both studies suggest inquiry teachers need to use explicit scaffolding and academic press together, with effective management practices, to support motivation.

The medical student as a patient: attitudes towards involvement in the quality and safety of health care.

PubMed

Davis, Rachel E; Joshi, Devavrata; Patel, Krishan; Briggs, M; Vincent, Charles A

2013-10-01

In recent years, factors that affect patients' willingness and ability to participate in safety-relevant behaviours have been investigated. However, how trained healthcare professionals or medical students would feel participating in safety-relevant behaviours as a patient in hospital remains largely unexplored. To investigate medical students' willingness to participate in behaviours related to the quality and safety of their health care. A cross-sectional exploratory study using a survey that addressed willingness to participate in different behaviours recommended by current patient safety initiatives. Three types of interactional behaviours (asking factual or challenging questions, notifying doctors or nurses of errors/problems) and three non-interactional behaviours (choosing a hospital based on the safety record, bringing medicines and a list of allergies into hospital, and reporting an error to a national reporting system) were assessed. One hundred and seventy-nine medical students from an inner city London teaching hospital participated in the study. Students' willingness to participate was affected (P < 0.05) by the action required by the patient and (for interactional behaviours) whether the patient was engaging in the specific action with a doctor or nurse. Students were least willing to ask 'challenging' questions to doctors and nurses and to report errors to a national reporting system. Doctors' and nurses' encouragement appeared to increase self-reported willingness to participate in behaviours where baseline willingness was low. Similar to research on lay patient populations; medical students do not view involvement in safety-related behaviours equally. Interventions should be tailored at encouraging students to participate in behaviours they are less inclined to take on an active role in. Future research is required to examine students' motivations for participation in this important but heavily under-researched area. © 2012 John Wiley & Sons Ltd.

Understanding the Leaky Pipeline: Perceived Barriers to Pursuing a Career in Medicine or Dentistry Among Underrepresented-in-Medicine Undergraduate Students.

PubMed

Freeman, Brandi Kaye; Landry, Alden; Trevino, Robert; Grande, David; Shea, Judy A

2016-07-01

Representation of persons from diverse backgrounds remains a persistent challenge for medicine and dentistry workforces. Past research has focused on quantifying factors such as markers of educational achievement to explain the difficulty of increasing diversity within the professions. There has been less effort toward understanding the perspectives of undergraduate students on the threshold of applying to medical/dental school about distinct barriers to pursuing a medical or dental career and continuing through the training pipeline. In 2012 and 2013, the authors conducted a qualitative study of undergraduate students participating in the Tour for Diversity in Medicine, a program where minority physicians and dentists visit colleges with large fractions of minority students to encourage careers in the health professions. Focus groups were convened during the visits to examine perceived barriers to pursuing careers in medicine and dentistry and challenges identified through thematic content analysis. Eighty-two students participated in discussions at 11 colleges visited between September 2012 and February 2013. Students described challenges including inadequate institutional resources (e.g., sparse clinical opportunities), strained personal resources (e.g., conflict arising from familial pressure), inadequate guidance and mentoring to assist with key career decisions, and societal barriers. For participants, these challenges caused them to question the viability of persisting in the pipeline to a medical or dental career. Solving the issue of diversity in medicine and dentistry is multifaceted, but elucidated challenges from the undergraduate student perspective offer targeted areas where intervention may help remedy barriers and decrease pipeline leakiness.

How commercial and ``violent'' video games can promote culturally sensitive science learning: some questions and challenges

NASA Astrophysics Data System (ADS)

Kwah, Helen

2012-12-01

In their paper, Muñoz and El-Hani propose to bring video games into science classrooms to promote culturally sensitive ethics and citizenship education. Instead of bringing "educational" games, Muñoz and El-Hani take a more creative route and include games such as Fallout 3® precisely because they are popular and they reproduce ideological and violent representations of gender, race, class, nationality, science and technology. However, there are many questions that arise in bringing these commercial video games into science classrooms, including the questions of how students' capacities for critical reflection can be facilitated, whether traditional science teachers can take on the role of using such games in their classrooms, and which video games would be most appropriate to use. In this response, I raise these questions and consider some of the challenges in order to further the possibility of implementing Muñoz and El-Hani's creative proposal for generating culturally sensitive science classrooms.

The application of Legacy Cycles in the development of Earth Science curriculum

NASA Astrophysics Data System (ADS)

Ellins, K.; Abernathy, E.; Negrito, K.; McCall, L.

2009-04-01

The Institute for Geophysics in the Jackson School of Geosciences at The University of Texas at Austin actively contributes to K-12 education, including the development of rigorous Earth and Space Science curriculum designed for secondary school learning environments. Here we report on our efforts to apply an innovative new pedagogical approach, the Legacy Cycle, to scientific ocean drilling paleoclimate data from fossil corals collected offshore Barbados in 2006 and to the creation of a high school water resources education program for Texas high school students supported by a grant from the Texas Water Development Board. The Legacy Cycle makes use of the Internet and computer technology to engage students in extended inquiry learning. A series of inquiry activities are organized around a set of three driving questions, or challenges. Students mimic the work of scientists by generating ideas to address a given challenge, listening to multiple perspectives from experts on the topic, researching a set of sub-questions and revising their original ideas, testing their mettle with labs and quizzes, and finally composing a project or paper that answers the original challenge. The technology makes it easy for students to move through the challenges and the organizational framework since there are hyperlinks to each of the sections (and to reach the other challenges) at the bottom of each webpage. Students' final work is posted to the Internet for others to see, and in this way they leave behind their legacy. Our Legacy Cycle activities use authentic hydrologic, water quality, geochemical, geophysical data, as well as remotely sensed data such as is collected by satellites. They are aligned with the U.S. National Science Education Standards, the new Ocean, Climate and Earth Science Literacy Principles (in development), and the Texas Essential Knowledge and Skills for Earth and Space Science. The work represents a collaboration involving teachers from The University of Texas' UTeach program, the NSF-sponsored Texas Earth and Space Science (TXESS) Revolution program of teacher professional development, and the Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching, and scientists from the Institute for Geophysics, the Lamont-Doherty Earth Observatory and the Texas Water Development Board.

Use of Multi-Response Format Test in the Assessment of Medical Students’ Critical Thinking Ability

PubMed Central

Mafinejad, Mahboobeh Khabaz; Monajemi, Alireza; Jalili, Mohammad; Soltani, Akbar; Rasouli, Javad

2017-01-01

Introduction To evaluate students critical thinking skills effectively, change in assessment practices is must. The assessment of a student’s ability to think critically is a constant challenge, and yet there is considerable debate on the best assessment method. There is evidence that the intrinsic nature of open and closed-ended response questions is to measure separate cognitive abilities. Aim To assess critical thinking ability of medical students by using multi-response format of assessment. Materials and Methods A cross-sectional study was conducted on a group of 159 undergraduate third-year medical students. All the participants completed the California Critical Thinking Skills Test (CCTST) consisting of 34 multiple-choice questions to measure general critical thinking skills and a researcher-developed test that combines open and closed-ended questions. A researcher-developed 48-question exam, consisting of 8 short-answers and 5 essay questions, 19 Multiple-Choice Questions (MCQ), and 16 True-False (TF) questions, was used to measure critical thinking skills. Correlation analyses were performed using Pearson’s coefficient to explore the association between the total scores of tests and subtests. Results One hundred and fifty-nine students participated in this study. The sample comprised 81 females (51%) and 78 males (49%) with an age range of 20±2.8 years (mean 21.2 years). The response rate was 64.1%. A significant positive correlation was found between types of questions and critical thinking scores, of which the correlations of MCQ (r=0.82) and essay questions (r=0.77) were strongest. The significant positive correlations between multi-response format test and CCTST’s subscales were seen in analysis, evaluation, inference and inductive reasoning. Unlike CCTST subscales, multi-response format test have weak correlation with CCTST total score (r=0.45, p=0.06). Conclusion This study highlights the importance of considering multi-response format test in the assessment of critical thinking abilities of medical students by using both open and closed-ended response questions. PMID:29207742

Sample Return Robot Centennial Challenge

NASA Image and Video Library

2012-06-15

SpacePRIDE Team members Chris Williamson, right, and Rob Moore, second from right, answer questions from 8th grade Sullivan Middle School (Mass.) students about their robot on Friday, June 15, 2012 at the Worcester Polytechnic Institute (WPI) in Worcester, Mass. SpacePRIDE's robot team will compete for a $1.5 million NASA prize in the NASA-WPI Sample Return Robot Centennial Challenge at WPI. Teams have been challenged to build autonomous robots that can identify, collect and return samples. NASA needs autonomous robotic capability for future planetary exploration. Photo Credit: (NASA/Bill Ingalls)

Sample Return Robot Centennial Challenge

NASA Image and Video Library

2012-06-15

Intrepid Systems Team member Mark Curry, right, answers questions from 8th grade Sullivan Middle School (Mass.) students about his robot named "MXR - Mark's Exploration Robot" on Friday, June 15, 2012, at the Worcester Polytechnic Institute (WPI) in Worcester, Mass. Curry's robot team will compete for a $1.5 million NASA prize in the NASA-WPI Sample Return Robot Centennial Challenge at WPI. Teams have been challenged to build autonomous robots that can identify, collect and return samples. NASA needs autonomous robotic capability for future planetary exploration. Photo Credit: (NASA/Bill Ingalls)

Pride and Peril: Historically Black Colleges and Universities

ERIC Educational Resources Information Center

Nealy, Michelle J.

2009-01-01

Once a beacon of hope for thousands of Black students denied access to higher education by predominantly White institutions, historically Black colleges and universities (HBCUs) have educated generations of Black scientists, doctors, lawyers, educators and social activists. But today, these institutions face serious challenges. Questions of…

Transgender Youth

ERIC Educational Resources Information Center

Ludeke, Micah

2009-01-01

"Transgender" is an umbrella term for people who self-identify as other than their birth sex (male or female). The exploration of gender nonconformance occurs among people across all ethnic, racial, and socioeconomic groups. Transgender or questioning students may have unique challenges and stressors in their daily lives, including school. Often,…

Integrating scientific argumentation to improve undergraduate writing and learning in a global environmental change course

NASA Astrophysics Data System (ADS)

Kreutz, K. J.; Koffman, B. G.; Trenbath, K. L.

2013-12-01

What makes a good scientific argument? We began ERS201: Global Environmental Change by asking students to reflect on the mechanics of a strong scientific argument. At the same time, we asked them to evaluate global CO2 and sea level data from different time periods in Earth's history to answer the question, 'Is there a relationship between atmospheric CO2 and sea level, and if so, why?' This question formed the theme for the course, a mid-level, inquiry-based class of about 20 students. Each week, students target specific aspects of the climate system through problem sets, which include experimental and laboratory work, basic statistical analyses of paleoclimate datasets, and the development of simple systems models using STELLA software. Every 2-4 weeks, we challenge students to write short (1500 word) data-driven scientific arguments, which require a synthesis of information from their problem sets and from the scientific literature. Students have to develop a clear, testable hypothesis related to each writing prompt, and then make their case using figures they have generated during the weekly problem sets. We evaluate student writing using a rubric that focuses on the structure and clarity of the argument, relevance of the data included, and integration and quality of the graphics, with a lesser emphasis placed on voice and style. In 2013, student scores improved from a median value of 86 × 9% to 94 × 8% over the course of the semester. More importantly, we found that incorporation of scientific argumentation served to increase student understanding of important and sometimes abstract scientific concepts. For example, on pre- and post-course assessments we asked the question, 'What would happen if a significant portion of the sea ice floating in the Arctic Ocean were to melt?' On the pre-assessment, 80% of students said that it would lead to more coastal flooding, while only 20% correctly stated that a decrease in the reflection of solar energy would lead to warmer average global temperatures. On the post-assessment, nearly half of the respondents who originally had selected the sea level answer had switched to the correct response. Student understanding of climate-related concepts improved even if we did not explicitly teach a given subject. Thus, our approach challenged students to go beyond analyzing and interpreting data, to the point where they could articulate an argument based on a range of evidence. Students appreciated the challenge: in anonymous course evaluations, six out of fifteen students reported that scientific writing was the most valuable aspect of the course. Overall, we found that incorporating scientific argumentation improved student learning in this course. Here we will present relevant course content, exercises, assessment data, and student feedback to evaluate progress towards our goal of using a written argumentation approach to improving critical thinking, data analysis, and writing skills. We also discuss plans to incorporate peer review into the Spring 2014 course writing curriculum.

Why should I care? Engaging students in conceptual understanding using global context to develop social attitudes.

NASA Astrophysics Data System (ADS)

Forder, S. E.; Welstead, C.; Pritchard, M.

2014-12-01

A glance through the Harvard Business Review reveals many suggestions and research pieces reviewing sales and marketing techniques. Most educators will be familiar with the notion that making accurate first impressions and being responsive, whilst maintaining pace is critical to engaging an audience. There are lessons to be learnt from industry that can significantly impact upon our teaching. Eisenkraft, in his address to the NSTA, proposed four essential questions. This presentation explores one of those questions: 'Why should I care?', and discusses why this question is crucial for engaging students by giving a clear purpose for developing their scientific understanding. Additionally, this presentation explores how The ISF Academy has adapted the NGSS, using the 14 Grand Engineering Challenges and the IB MYP, to provide current, authentic global contexts, in order to give credibility to the concepts, understandings and skills being learnt. The provision of global contexts across units and within lessons supports a platform for students to have the freedom to explore their own sense of social responsibility. The Science Department believes that planning lessons with tasks that elaborate on the student's new conceptualisations, has helped to transfer the student's new understanding into social behavior beyond the classroom. Furthermore, extension tasks have been used to transfer conceptual understanding between different global contexts.

Making authentic science accessible-the benefits and challenges of integrating bioinformatics into a high-school science curriculum.

PubMed

Machluf, Yossy; Gelbart, Hadas; Ben-Dor, Shifra; Yarden, Anat

2017-01-01

Despite the central place held by bioinformatics in modern life sciences and related areas, it has only recently been integrated to a limited extent into high-school teaching and learning programs. Here we describe the assessment of a learning environment entitled 'Bioinformatics in the Service of Biotechnology'. Students' learning outcomes and attitudes toward the bioinformatics learning environment were measured by analyzing their answers to questions embedded within the activities, questionnaires, interviews and observations. Students' difficulties and knowledge acquisition were characterized based on four categories: the required domain-specific knowledge (declarative, procedural, strategic or situational), the scientific field that each question stems from (biology, bioinformatics or their combination), the associated cognitive-process dimension (remember, understand, apply, analyze, evaluate, create) and the type of question (open-ended or multiple choice). Analysis of students' cognitive outcomes revealed learning gains in bioinformatics and related scientific fields, as well as appropriation of the bioinformatics approach as part of the students' scientific 'toolbox'. For students, questions stemming from the 'old world' biology field and requiring declarative or strategic knowledge were harder to deal with. This stands in contrast to their teachers' prediction. Analysis of students' affective outcomes revealed positive attitudes toward bioinformatics and the learning environment, as well as their perception of the teacher's role. Insights from this analysis yielded implications and recommendations for curriculum design, classroom enactment, teacher education and research. For example, we recommend teaching bioinformatics in an integrative and comprehensive manner, through an inquiry process, and linking it to the wider science curriculum. © The Author 2016. Published by Oxford University Press.

Missed Opportunities for Science Learning: Unacknowledged Unscientific Arguments in Asynchronous Online and Face-to-Face Discussions

NASA Astrophysics Data System (ADS)

Callis-Duehl, Kristine; Idsardi, Robert; Humphrey, Eve A.; Gougis, Rebekka Darner

2018-02-01

We explored the scientific argumentation that occurs among university biology students during an argumentation task implemented in two environments: face-to-face in a classroom and online in an asynchronous discussion. We observed 10 student groups, each composed of three students. Our analysis focused on how students respond to their peers' unscientific arguments, which we define as assertions, hypotheses, propositions, or explanations that are inaccurate or incomplete from a scientific perspective. Unscientific arguments provide opportunities for productive dissent, scientific argumentation, and conceptual development of scientifically desirable conceptions. We found that students did not respond to the majority of unscientific arguments in both environments. Challenges to unscientific arguments were expressed as a question or through explanation, although the latter was more common online than face-to-face. Students demonstrated significantly more epistemic distancing in the face-to-face environment than the online environment. We discuss the differences in discourse observed in both environments and teaching implications. We also provide direction for future research seeking to address the challenges of engaging students in productive scientific argumentation in both face-to-face and online environments.

Socrates Does Shakespeare: Seminars and Film

ERIC Educational Resources Information Center

Moeller, Victor

2005-01-01

Author Victor Moeller contends that authentic learning begins only when teachers challenge students with real questions that demand solutions. Here, he aims to help teachers of the next generation develop skills of independent, reflective, and critical thinking with this book. It explains how to use film to bring Shakespeare to life through…

Reflections on Racism in American Schools

ERIC Educational Resources Information Center

Alhumam, Ibrahim

2015-01-01

Reflecting on America's growing diversity in its educational system, and that the disconnect between races and culture is not even noticed, questioned, or challenged, the author observes and comments as a foreign university student studying educational leadership in the U.S. Commenting on ideas presented in Gary Howard's book, "We Can't Teach…

Infusing Engineering Concepts: Teaching Engineering Design

ERIC Educational Resources Information Center

Daugherty, Jenny

2012-01-01

Engineering has gained considerable traction in many K-12 schools. However, there are several obstacles or challenges to an effective approach that leads to student learning. Questions such as where engineering best fits in the curriculum; how to include it authentically and appropriately; toward what educational end; and how best to prepare…

First-Grade Engineers

ERIC Educational Resources Information Center

Bautista, Nazan Uludag; Peters, Kari Nichole

2010-01-01

Can students build a house that is cost effective and strong enough to survive strong winds, heavy rains, and earthquakes? First graders in Ms. Peter's classroom worked like engineers to answer this question. They participated in a design challenge that required them to plan like engineers and build strong and cost-effective houses that would fit…

One Episode, Two Lenses

ERIC Educational Resources Information Center

Drijvers, Paul; Godino, Juan D.; Font, Vicenc; Trouche, Luc

2013-01-01

A deep understanding of students' learning processes is one of the core challenges of research in mathematics education. To achieve this, different theoretical lenses are available. The question is how these different lenses compare and contrast, and how they can be coordinated and combined to provide a more comprehensive view on the topic of…

Strategies for Instructors on How to Improve Online Groupwork

ERIC Educational Resources Information Center

Koh, Myung Hwa; Barbour, Michael; Hill, Janette R.

2010-01-01

Online groupwork is becoming an increasingly popular instructional strategy. Although researchers have questioned the benefits of groupwork in online learning environments, little empirical research has examined the challenges it presents. The purpose of this study was to investigate the experience of students involved in online groupwork to find…

Yoga in Public Schools

ERIC Educational Resources Information Center

Williamson, Lisa Ann

2012-01-01

Classroom management has always been a challenge for most teachers. But what if student concentration could be augmented with several calming breaths and a chance to stretch desk-cramped young bodies? That is the question a growing number of schools are exploring by introducing yoga classes and practices into their buildings. And a limited--but…

School Transportation Issues, Laws and Concerns: Implications for Future Administrators

ERIC Educational Resources Information Center

Durick, Jody M.

2010-01-01

Nearly all building administrators are confronted with a variety of transportation issues. Challenges, concerns and questions can arise from various aspects, including student misbehaviors, transportation laws and its implications at the school level, to importance and implementation of a school bus safety program. As new and upcoming future…

The "Corrido": A Border Rhetoric

ERIC Educational Resources Information Center

Noe, Mark

2009-01-01

The author questions the continued usefulness of inside/outside as a liberatory metaphor, particularly for Latino/a students, who experience that classroom quite differently from the privileged way that the author, their Anglo teacher, does. The author argues that the assumptions of the inside/outside metaphor accentuate the challenges that these…

Designing WebQuests to Support Creative Problem Solving

ERIC Educational Resources Information Center

Rubin, Jim

2013-01-01

WebQuests have been a popular alternative for collaborative group work that utilizes internet resources, but studies have questioned how effective they are in challenging students to use higher order thinking processes that involve creative problem solving. This article explains how different levels of inquiry relate to categories of learning…

Evaluating NCLB

ERIC Educational Resources Information Center

Dee, Thomas; Jacob, Brian

2010-01-01

In this article, the authors tackle the question of whether the No Child Left Behind (NCLB) Act has affected student achievement since its enactment in 2002. They present new research that takes on the challenge of distinguishing the law's effects from the myriad other factors at work over the past eight years. The results suggest that its…

Effective Schooling for English Language Learners: What Elementary Principals Should Know and Do

ERIC Educational Resources Information Center

Smiley, Patricia; Salsberry, Trudy

2007-01-01

Organized around a series of "Critical Questions" and "Leadership Challenges", this book offers knowledge and expertise about the elementary principal's leadership role in effective instructional strategies, student assessment, school climate, parent involvement, and other ways to improve the academic achievement of English Language learners.…

Complex Questions Promote Complex Thinking

ERIC Educational Resources Information Center

Degener, Sophie; Berne, Jennifer

2017-01-01

Intermediate-grade teachers often express concerns about meeting the Common Core State Standards for Reading, primarily because of the emphasis on deep understanding of complex texts. No matter how difficult the text, if teachers demand little of the reading, student meaning making is not challenged. This article offers a tool for teachers to…

Ready for All Destinations

ERIC Educational Resources Information Center

Boykin, Wesley; Dougherty, Chrys; Lummus-Robinson, Mary

2010-01-01

The intensifying attention to college and career readiness of late poses many challenges for public education, but it also presents opportunities for innovative changes in the quality and type of education provided to students. To take full advantage, educators must have a clear answer to this question: What does college and career readiness mean…

Color Coding of Circuit Quantities in Introductory Circuit Analysis Instruction

ERIC Educational Resources Information Center

Reisslein, Jana; Johnson, Amy M.; Reisslein, Martin

2015-01-01

Learning the analysis of electrical circuits represented by circuit diagrams is often challenging for novice students. An open research question in electrical circuit analysis instruction is whether color coding of the mathematical symbols (variables) that denote electrical quantities can improve circuit analysis learning. The present study…

TALIS 2013 Technical Report: Teaching and Learning International Survey

ERIC Educational Resources Information Center

OECD Publishing, 2013

2013-01-01

Effective teaching and teachers are key to producing high-performing students worldwide. So how can countries prepare teachers to face the diverse challenges in today's schools? The Teaching and Learning International Survey (TALIS) helps answer this question. TALIS asks teachers and schools about their working conditions and the learning…

An Amusement Park Physics Competition

ERIC Educational Resources Information Center

Moll, Rachel F.

2010-01-01

Amusement park physics is a popular way to reinforce physics concepts and to motivate physics learners. This article describes a novel physics competition where students use simple tools to take amusement park ride measurements and use the data to answer challenging exam questions. Research into the impact of participating in the competition…

Life History and Identity

ERIC Educational Resources Information Center

Tierney, William G.

2013-01-01

This article uses the life history method to chronicle the challenges of a low-income, first-generation student en route to college. The paper addresses three questions: how Manuel navigates college and related topics such as roommates, family, and money; how he creates social networks; and how he works with adults such as teachers and…

Embedding Research-Based Learning Early in the Undergraduate Geography Curriculum

ERIC Educational Resources Information Center

Walkington, Helen; Griffin, Amy L.; Keys-Mathews, Lisa; Metoyer, Sandra K.; Miller, Wendy E.; Baker, Richard; France, Derek

2011-01-01

This article considers the rationale for embedding research and enquiry skills early in the undergraduate geography curriculum and for making these skills explicit to students. A survey of 52 international geography faculty identified critical thinking, framing research questions, reflectivity and creativity as the most challenging research skills…

A Mentee and his Mentor Speak their Minds

NASA Astrophysics Data System (ADS)

Bank, C. G.; Papadimitrios, K. S.

2015-12-01

An academic mentoring relationship can develop organically from joint experiences as a student-teacher team involved in undergraduate research projects. The mentor rarely has been trained for this role, and the mentee may not have actively searched for a mentor at first. Once the relationship is recognized the mentor may struggle with conflicting roles, aspects of fairness to other students, recognizing what is best for the mentee (and allowing them to figure something out on their own rather than imposing a viewpoint), and questioning the value of advice because of differences in age, culture, and own career path. The mentee does not want to disappoint, can feel ashamed to ask questions (sometimes more than once), may not want to share their own opinion - let alone challenge their mentor! - and may also be afraid that they rely to much on their mentor rather than searching for answers on their own. Both parties thus face similar challenges but from different perspectives. In our opinion a good mentoring relationship is built on honesty and respect as well as mutual trust where we can point out strengths or weaknesses in one another and recognize our vulnerabilities. Our conversations have touched on many aspects of our lives (including academic, home, soft skills, and personal development). We have asked questions neither of us could answer at first but which challenged each other for further learning. Our experience has resulted in a two-way support, revealed new points of view, and allowed for development of leadership skills for both. In this presentation we will report on our journey so far, assumptions we brought along, expectations we shared, and challenges we have faced individually or together. By sharing the perceptions of both parties in our unique mentorship relationship we want to help define best mentoring practices.

Piloting a Geoscience Literacy Exam for Assessing Students' Understanding of Earth, Climate, Atmospheric and Ocean Science Concepts

NASA Astrophysics Data System (ADS)

Steer, D. N.; Iverson, E. A.; Manduca, C. A.

2013-12-01

This research seeks to develop valid and reliable questions that faculty can use to assess geoscience literacy across the curriculum. We are particularly interested on effects of curricula developed to teach Earth, Climate, Atmospheric, and Ocean Science concepts in the context of societal issues across the disciplines. This effort is part of the InTeGrate project designed to create a population of college graduates who are poised to use geoscience knowledge in developing solutions to current and future environmental and resource challenges. Details concerning the project are found at http://serc.carleton.edu/integrate/index.html. The Geoscience Literacy Exam (GLE) under development presently includes 90 questions. Each big idea from each literacy document can be probed using one or more of three independent questions: 1) a single answer, multiple choice question aimed at basic understanding or application of key concepts, 2) a multiple correct answer, multiple choice question targeting the analyzing to analysis levels and 3) a short essay question that tests analysis or evaluation cognitive levels. We anticipate multiple-choice scores and the detail and sophistication of essay responses will increase as students engage with the curriculum. As part of the field testing of InTeGrate curricula, faculty collected student responses from classes that involved over 700 students. These responses included eight pre- and post-test multiple-choice questions that covered various concepts across the four literacies. Discrimination indices calculated from the data suggest that the eight tested questions provide a valid measure of literacy within the scope of the concepts covered. Student normalized gains across an academic term with limited InTeGrate exposure (typically two or fewer weeks of InTeGrate curriculum out of 14 weeks) were found to average 16% gain. A small set of control data (250 students in classes from one institution where no InTeGrate curricula were used) was also collected from a larger bank of test questions. Discrimination indices across the full bank showed variation and additional work is underway to refine and field test in other settings these questions in the absence of InTeGrate curricula. When complete, faculty will be able to assemble sets of questions to track progress toward meeting literacy goals. In addition to covering geoscience content knowledge and understanding, a complementary attitudinal pre/post survey was also developed with the intent to probe InTeGrate students' ability and motivation to use their geoscience expertise to address problems of environmental sustainability. The final instruments will be made available to the geoscience education community as an assessment to be used in conjunction with InTeGrate teaching materials or as a stand-alone tool for departments to measure student learning and attitudinal gains across the major.

New NSLP guidelines: challenges and opportunities for nutrition education practitioners and researchers.

PubMed

Byker, Carmen J; Pinard, Courtney A; Yaroch, Amy L; Serrano, Elena L

2013-01-01

The recent revisions of the National School Lunch Program (NSLP) requirements are designed to align with the 2010 Dietary Guidelines for Americans. The introduction and implementation of the new NSLP has been received with positive and negative reactions from school food professionals, students, parents, and teachers. To promote student health, this is an important time for policy makers, practitioners, and researchers to implement and evaluate strategies to support the new NSLP guidelines. The purpose of this viewpoint was to outline the new NSLP guidelines and discuss challenges and opportunities for implementation, strategies for practice, and future research questions. Copyright © 2013 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Problem based learning in midwifery - the teachers perspective.

PubMed

Rowan, Catherine J; McCourt, Christine; Bick, Debra; Beake, Sarah

2007-02-01

Problem- or evidence-based learning (PBL or EBL) has become more widely used in the education of health professionals. Although there has been research exploring its effectiveness and the student's perspective, there has been little research exploring the perceptions of the teacher. The objective of this study was to investigate the experiences of teachers facilitating a problem based learning curriculum in midwifery. The study took place at Thames Valley University, which has implemented this approach across the entire curriculum. Semi-structured interviews were undertaken following random selection from two groups of teachers; those more experienced as teachers and those who had entered teaching more recently. Aspects of the teacher's role identified included questioning students to draw out their knowledge and understanding and to help students challenge each other, discuss and evaluate their learning. Strategies used varied depending on the stage of the programme. Difficulties encountered were mostly in relation to facilitating groups of differing backgrounds and ability and seeking to enable the students to work well together. Key challenges for teachers were in relation to developing facilitation skills, balancing input or guidance with facilitating independent learning. Problem based learning was perceived to be beneficial in helping students relate theory to practice and in encouraging an active and enquiring approach to evidence, but teachers raised important questions about its practice. Tensions were identified between the constructivist theories on which the model of PBL rests and the formal requirements of an externally regulated professional curriculum.

Implementing a reform-oriented pedagogy: challenges for novice secondary mathematics teachers

NASA Astrophysics Data System (ADS)

Lewis, Gary M.

2014-06-01

Novice secondary mathematics teachers attempting teaching consonant with the National Council of Teachers of Mathematics (1991, 2007) Professional Standards for Teaching Mathematics experience many stresses related to their attempts at student-centered instruction; prominent among those were novices' challenges when orchestrating whole-class mathematical discussions with students taking a central, substantive role. During such discussions, students offer conjectures, ideas, and solutions and use mathematical argumentation and verification processes. Such teaching can create uncertainty and stress as teachers occupy a revised teaching role. They avoid evaluating student ideas during class; instead, they ask questions to move students' thinking forward, pose problems that deepen students' mathematical understanding, and choose between competing directions the discussion may take. Ultimately, teachers decide whether to continue pursuing such teaching goals or revert back to more familiar, teacher-centered methods. Supportive networks showed promise at helping novices navigate their first few years of teaching; organized networks helped novices meet their teaching goals while limiting the impact of their challenges on their well-being and teaching goals. The results of this study may inform teacher educators, administrators, and colleagues on how to support novices in pursuing teaching better aligned with novices' teaching ideals and reformer's visions.

Effectiveness of the Challenging Horizons After-School Program for Young Adolescents With ADHD

PubMed Central

Evans, Steven W.; Schultz, Brandon K.; DeMars, Christine E.; Davis, Heather

2012-01-01

There are no empirically supported psychosocial treatments for adolescents with attention-deficit hyperactivity disorder (ADHD). This study examined the treatment benefits of the Challenging Horizons Program (CHP), a psychosocial treatment program designed to address the impairment and symptoms associated with this disorder in young adolescents. In addition to evaluating social and academic functioning outcomes, two critical questions from previous studies pertaining to the timing, duration, and family involvement in treatment were addressed. Forty-nine students recruited in two cohorts were randomly assigned to receive either the CHP or a community care condition. Outcomes suggested that students who received the CHP improved compared to students in the control condition on measures of symptoms and impairment. Implications related to timing, duration, and family involvement are reported, as well as recommendations for future studies. PMID:21658528

Introductory Biology Students' Use of Enhanced Answer Keys and Reflection Questions to Engage in Metacognition and Enhance Understanding.

PubMed

Sabel, Jaime L; Dauer, Joseph T; Forbes, Cory T

2017-01-01

Providing feedback to students as they learn to integrate individual concepts into complex systems is an important way to help them to develop robust understanding, but it is challenging in large, undergraduate classes for instructors to provide feedback that is frequent and directed enough to help individual students. Various scaffolds can be used to help students engage in self-regulated learning and generate internal feedback to improve their learning. This study examined the use of enhanced answer keys with added reflection questions and instruction as scaffolds for engaging undergraduate students in self-regulated learning within an introductory biology course. Study findings show that both the enhanced answer keys and reflection questions helped students to engage in metacognition and develop greater understanding of biological concepts. Further, students who received additional instruction on the use of the scaffolds changed how they used them and, by the end of the semester, were using the scaffolds in significantly different ways and showed significantly higher learning gains than students who did not receive the instruction. These findings provide evidence for the benefit of designing scaffolds within biology courses that will support students in engaging in metacognition and enhancing their understanding of biological concepts. © 2017 J. L. Sabel 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).

Survey of Chinese Medicine Students to Determine Research and Evidence-Based Medicine Perspectives at Pacific College of Oriental Medicine.

PubMed

Anderson, Belinda J; Kligler, Benjamin; Cohen, Hillel W; Marantz, Paul R

2016-01-01

Research literacy and the practice of evidence-based medicine (EBM) are important initiatives in complementary and alternative medicine (CAM), which requires cultural change within educational institutions for successful implementation. To determine the self-assessed research and EBM perspectives of Chinese medicine Masters degree students at Pacific College of Oriental Medicine, New York campus (PCOM-NY). A survey with 17 close-ended questions and one open-ended question was administered through Survey Monkey to students at PCOM-NY. The survey was sent to 420 Masters students and 176 (41.9%) responded. Students in all four years of the Masters degree indicated a generally high degree of interest in, and support for the value of research. However, increasing years (one to four years) in the program was associated with lower interest in post-graduation research participation and entering the doctoral program, and the fourth year students reported low levels of interest in having greater research content and training in their Masters degree programs. Students who responded to the open-ended question (23% of respondents) expressed enthusiasm for research and concerns about the relevance of research in Chinese medicine. Consistent with findings in similar studies at CAM colleges, interest in research, and EBM of the PCOM-NY Masters students appeared to decline with increasing years in the program. Concerns around paradigm and epistemological issues associated with research and EBM among Chinese medicine students and practitioners warrants further investigation, and may be an important challenge for integrative medicine. Copyright © 2016 Elsevier Inc. All rights reserved.

Conducting clinical post-conference in clinical teaching: a qualitative study.

PubMed

Hsu, Li-Ling

2007-08-01

The aim of this study was to explore nurse educators' perceptions regarding clinical postconferences. Additional aims included the exploration of interaction characteristics between students and faculty in clinical postconferences. Nursing students are challenged to think and learn in ways that will prepare them for practice in a complex health care environment. Clinical postconferences give students the opportunity to share knowledge gained through transformative learning and provide a forum for discussion and critical thinking. Faculty members must guide students as the latter participate in discussions, develop problem-solving skills and express feedings and attitudes in clinical conferences. The study used qualitative research methods, including participant observation and an open-ended questionnaire. Participant observers watched interaction activities between teachers and students in clinical postconferences. A total of 20 clinical postconferences, two conferences per teacher, were observed. The Non-Numerical Unstructured Data Indexing Searching and Theory-building qualitative software program was used in data analysis. Research findings indicated that, of the six taxonomy questions, lower-level questions (knowledge and comprehensive questions) were mostly asked by faculty members' postclinical conferences. The most frequently used guideline was task orientation, which is related to practice goals and was found in discussions of assignments, reading reports, discussions of clinical experiences, role plays, psychomotor skill practice, quizzes and student evaluations. It is an essential responsibility of nurse educators to employ postconferences to assist students in applying their knowledge in practical situations, in developing professional values and in enhancing their problem solving abilities.

Rethinking the globalisation of problem-based learning: how culture challenges self-directed learning.

PubMed

Frambach, Janneke M; Driessen, Erik W; Chan, Li-Chong; van der Vleuten, Cees P M

2012-08-01

Medical schools worldwide are increasingly switching to student-centred methods such as problem-based learning (PBL) to foster lifelong self-directed learning (SDL). The cross-cultural applicability of these methods has been questioned because of their Western origins and because education contexts and learning approaches differ across cultures. This study evaluated PBL's cross-cultural applicability by investigating how it is applied in three medical schools in regions with different cultures in, respectively, East Asia, the Middle East and Western Europe. Specifically, it investigated how students' cultural backgrounds impact on SDL in PBL and how this impact affects students. A qualitative, cross-cultural, comparative case study was conducted in three medical schools. Data were collected through 88 semi-structured, in-depth interviews with Year 1 and 3 students, tutors and key persons involved in PBL, 32 observations of Year 1 and 3 PBL tutorials, document analysis, and contextual information. The data were thematically analysed using the template analysis method. Comparisons were made among the three medical schools and between Year 1 and 3 students across and within the schools. The cultural factors of uncertainty and tradition posed a challenge to Middle Eastern students' SDL. Hierarchy posed a challenge to Asian students and achievement impacted on both sets of non-Western students. These factors were less applicable to European students, although the latter did experience some challenges. Several contextual factors inhibited or enhanced SDL across the cases. As students grew used to PBL, SDL skills increased across the cases, albeit to different degrees. Although cultural factors can pose a challenge to the application of PBL in non-Western settings, it appears that PBL can be applied in different cultural contexts. However, its globalisation does not postulate uniform processes and outcomes, and culturally sensitive alternatives might be developed. © Blackwell Publishing Ltd 2012.

Exploring the experiences and coping strategies of international medical students

PubMed Central

2011-01-01

Background Few studies have addressed the challenges that international medical students face and there is a dearth of information on the behavioural strategies these students adopt to successfully progress through their academic program in the face of substantial difficulties of language barrier, curriculum overload, financial constraints and assessment tasks that require high proficiency in communication skills. Methods This study was designed primarily with the aim of enhancing understanding of the coping strategies, skill perceptions and knowledge of assessment expectations of international students as they progress through the third and fourth years of their medical degree at the School of Medicine, University of Tasmania, Australia. Results Survey, focus group discussion and individual interviews revealed that language barriers, communication skills, cultural differences, financial burdens, heavy workloads and discriminatory bottlenecks were key factors that hindered their adaptation to the Australian culture. Quantitative analyses of their examination results showed that there were highly significant (p < 0.001) variations between student performances in multiple choice questions, short answer questions and objective structured clinical examinations (70.3%, 49.7% & 61.7% respectively), indicating existence of communication issues. Conclusions Despite the challenges, these students have adopted commendable coping strategies and progressed through the course largely due to their high sense of responsibility towards their family, their focus on the goal of graduating as medical doctors and their support networks. It was concluded that faculty needs to provide both academic and moral support to their international medical students at three major intervention points, namely point of entry, mid way through the course and at the end of the course to enhance their coping skills and academic progression. Finally, appropriate recommendations were made. PMID:21702988

Critical pedagogy in a health service management development programme: can "critically thinking" managers change the NHS management culture?

PubMed

Sambrook, Sally

2009-01-01

Management development programmes available to NHS managers focus on a performance orientation and sustain a culture of managerial and medical domination. This paper aims to question whether it is possible to consider NHS management development from a critical (empowerment culture) perspective. Features of the critical management studies approach (CMS) are identified. A new MSc is evaluated against these characteristics, examining the teaching and learning processes and students' perceptions of the programme. The aim is to develop critical thinkers who can return to their organizations and challenge existing power structures and practices to change local cultures and enhance health services. Empirical research employed anonymous student questionnaires and a focus group. Student evaluations suggest the MSc can deliver a critical pedagogy and help managers understand issues of power and empowerment, challenge dominant cultures, innovate and effect small, local changes in the NHS culture. There is a need to continue evaluating the programme and include other stakeholders. Longitudinal research should assess the impact of the managers' changed values, attitudes and behaviours on colleagues, clients and the local cultures. The paper identifies some of the tensions of developing "critical" health service managers, and the problems they encounter back in the "uncritical" NHS context, as well as some of the challenges in "facilitating" a critical curriculum. It questions the ethics of developing (or not) a critical perspective in a local context unfamiliar with CMS. Management development in the NHS largely ignores critical pedagogy. This paper makes a small and unique contribution to understanding how developing "critically thinking" managers can challenge the dominant culture. However, the limitations of such a small-scale study and ethical implications are noted.

Students as researchers: What and why seventh‐grade students choose to write when investigating their own research question

PubMed Central

Blikstad‐Balas, Marte

2017-01-01

Abstract All scientists depend on both reading and writing to do their scientific work. It is of paramount importance to ensure that students have a relevant repertoire of practices they can employ when facing scientific content inside and outside the school context. The present study reports on students in seventh grade acting as researchers. Over an 8‐week collaborative research period, students posed their own research question, attempted to answer it by systematically testing hypotheses, discussing findings, presenting their conclusions, and documenting their process in a written report. Drawing on the perspectives of New Literacy Studies—which sees literacy as socially situated—we analyze the purpose of all the 21 participating students’ texts (n = 344). Video observations and interviews with students are used to contextualize the writing events. We find that the students chose to write multiple kinds of texts for a variety of purposes. Analyzing purpose and the context, three stages of socialization into scientific writing is revealed, ranging from what the students write on their own initiative, via texts written through challenges to demanding research tasks scaffolded through writing instructions given by the teacher. Further, the students emphasized the relevance of both the research experience and the writing to their future adult life. PMID:29540938

The Challenge to Cumulative Learning: Do Introductory Courses Actually Benefit Advanced Students?

ERIC Educational Resources Information Center

Nathanson, Craig; Paulhus, Delroy L.; Williams, Kevin M.

2004-01-01

Previous research has questioned the educational value of taking introductory courses in psychology. Study 1 confirmed the usual null to negative associations between taking introductory psychology and performance in a subsequent psychology course. Study 2 showed that, after controlling for IQ, there was actually a positive association between…

Personal Investment in Higher Education

ERIC Educational Resources Information Center

Parzen, Maurine

2010-01-01

Since 2005, in Ontario, RPN's have had the option to return to school to obtain their BScN degree in three years of full time study instead of four years. Many of these students are mature and come with prior family and financial responsibilities that add extra challenges to their learning experience. Questioning their choice of investment in…

Group Work Tests for Context-Rich Problems

ERIC Educational Resources Information Center

Meyer, Chris

2016-01-01

The group work test is an assessment strategy that promotes higher-order thinking skills for solving context-rich problems. With this format, teachers are able to pose challenging, nuanced questions on a test, while providing the support weaker students need to get started and show their understanding. The test begins with a group discussion…

School Resources and Student Achievement: Data from Rural India

ERIC Educational Resources Information Center

Chudgar, Amita; Chandra, Madhur; Iyengar, Radhika; Shanker, Rishikesh

2015-01-01

In addition to basic infrastructure, what school resources are important to improve learning? This question is hard to answer due to lack of availability of appropriate data. Collaboration between researchers at US universities and a large, well-established educational foundation in India enabled this study to overcome the challenge of data…

East-West Encounters: The Challenges of Directing a Program in Jordan.

ERIC Educational Resources Information Center

Sawaie, Mohammed

1995-01-01

The director of a University of Virginia Arabic language program in Jordan discusses issues, sometimes unfamiliar, with which the administrator must deal. In addition to logistical and administrative tasks, in this context these include the role of women in the Arab university and students' questions about the universality of social values. (MSE)

Educating Esme: Diary of a Teacher's First Year.

ERIC Educational Resources Information Center

Codell, Esme Raji

This book presents the uncensored diary of a young, beginning elementary school teacher. She started teaching in an inner-city, Chicago public school, where gangs attacked her class and her own students stabbed a substitute with a pencil. The most trying challenges she faced were from administrators who questioned her unconventional techniques…

To Teach (Literature?) Report Series 5.4.

ERIC Educational Resources Information Center

Petrosky, Anthony

Teaching models, derived from theory and research, are static, and lack responsibility. Models substitute an abstracted notion for teachers. Literature can be viewed as a field of play, where meaning opens, rather than as a body of knowledge. The teacher's challenge consists of posing questions that allow students to formulate their takes on a…

More Good Questions: Great Ways to Differentiate Secondary Mathematics Instruction

ERIC Educational Resources Information Center

Small, Marian; Lin, Amy

2010-01-01

Teachers know that Differentiated Instruction (DI) helps all students to learn. Yet DI challenges teachers, and nowhere more than in mathematics. In this new book, written specifically for secondary mathematics teachers, the authors cut through the difficulties with two powerful and universal strategies that teachers can use across all math…

Reading Teacher, Meet the Librarian

ERIC Educational Resources Information Center

Glick, Andrea

2005-01-01

Do school librarians play a role in teaching students to read? Yes, they do, and librarians should embrace that role if they want school administrators and politicians to recognize them as central to fostering literate kids, according to several people who took part in the literacy challenge group. The question of how and what school librarians…

Disasters in the Classroom: Teaching about Disasters in the Third World. Second Revised Edition.

ERIC Educational Resources Information Center

McPherson, Cluny; And Others

This middle school curriculum packet contains teaching ideas developed by United Kingdom professionals who then implemented the ideas in 15 day programs in West Yorkshire, England. The objectives were to stimulate communication and inquiry; to question accepted ideas on poverty; to challenge stereotypes; to value students' knowledge concerning…

Think "E" for Engagement: Use Technology Tools to Design Personalized Professional E-Learning

ERIC Educational Resources Information Center

Farris, Shari

2015-01-01

As faculty chair of early childhood education at Vanguard University of Southern California, the author was challenged each day by questions: How to provide high-impact online professional learning to adult continuing education students? What barriers exist for adult learners seeking meaningful professional learning? How does practice as a…

A Grand Bargain on Quality Assurance?

ERIC Educational Resources Information Center

Taylor, Teresa

2017-01-01

The higher education community faces a wave of challenges. Concerns about affordability and costs have led to questions about the value of higher education to students and society. State and federal funding has been cut or has failed to grow as need has ballooned. Pressures to innovate clash with calls for preserving tradition. Values of academic…

Good Concrete Activity Is Good Mental Activity

ERIC Educational Resources Information Center

McDonough, Andrea

2016-01-01

Early years mathematics classrooms can be colourful, exciting, and challenging places of learning. Andrea McDonough and fellow teachers have noticed that some students make good decisions about using materials to assist their problem solving, but this is not always the case. These experiences lead her to ask the following questions: (1) Are…

Propellers: Why Do They Work?

ERIC Educational Resources Information Center

Mitts, Charles R.

2013-01-01

In order for technology and engineering education (T&EE) students to meet the design challenges of this century, T&EE teachers will need to deepen their content pedagogy in the areas of science and math. This raises the question: Will the need to deepen content pedagogy initiate a process of change that transforms technology and engineering…

A Qualitative Analysis of the School Experiences of Students with Asperger Syndrome

ERIC Educational Resources Information Center

Sciutto, Mark; Richwine, Sally; Mentrikoski, Janelle; Niedzwiecki, Kathryn

2012-01-01

In this study, adults with Asperger syndrome (AS) and caregivers of children with AS provided firsthand accounts of school-related challenges and influential instructional practices. A total of 94 participants (59 parents, 27 adults with AS, and 8 unspecified) completed an online survey containing open-ended questions about their (or their…

Variability Is Not the Villain: Finding Patterns in Complex Natural Images

ERIC Educational Resources Information Center

Brinton, Brigette Adair; Curran, Mary Carla

2015-01-01

Everyone needs strong observational skills to solve challenging problems and make informed decisions. However, many students expect to find exact answers to their questions by using the internet and do not understand the role of uncertainty, especially in decision making and scientific research. Humans and other animals choose among many options…

Dilemmas of Educational Ethics: Cases and Commentaries

ERIC Educational Resources Information Center

Levinson, Meira, Ed.; Fay, Jacob, Ed.

2016-01-01

Educators and policy makers confront challenging questions of ethics, justice, and equity on a regular basis. Should teachers retain a struggling student if it means she will most certainly drop out? Should an assignment plan favor middle-class families if it means strengthening the school system for all? These everyday dilemmas are both utterly…

Authentic and Self-Directed Learning in Vocational Education: Challenges to Vocational Educators

ERIC Educational Resources Information Center

de Bruijn, Elly; Leeman, Yvonne

2011-01-01

This article analyses the dilemmas and practical tensions in implementing competence-based vocational education. Eleven case studies were conducted, including observation of lessons and interviews with teachers and students. The results show that schools meet various fundamental issues in realising this approach. A crucial question is how to…

Using Web 2.0 to Design Meaningful Language Learning Environments

ERIC Educational Resources Information Center

Feng, Jiuguang; Wang, Wei

2012-01-01

This article reports on an exploratory study that examines how social networks can be used in foreign language teaching and learning. Qualitative data including interviews, online observations, and students' responses to open-ended survey questions was collected. The data suggests that there are both advantages and challenges associated with using…

"Getting Stuck" in Analogue Electronics: Threshold Concepts as an Explanatory Model

ERIC Educational Resources Information Center

Harlow, A.; Scott, J.; Peter, M.; Cowie, B.

2011-01-01

Could the challenge of mastering threshold concepts be a potential factor that influences a student's decision to continue in electronics engineering? This was the question that led to a collaborative research project between educational researchers and the Faculty of Engineering in a New Zealand university. This paper deals exclusively with the…

Top Strategic Issues Facing HBCUs, Now and into the Future

ERIC Educational Resources Information Center

Hodge-Clark, Kristen; Daniels, Brandon D.

2014-01-01

Created in a time of segregation and discrimination to educate students of color, Historically Black Colleges and Universities (HBCUs) have played a pivotal role in transforming the landscape of higher education in the United States. Today, in an era of rapid transformation, HBCUs face historic challenges as well as new obstacles. Questions about…

Continuous Improvement: Making Evaluation a Tool for Increasing Teacher--and Student--Learning

ERIC Educational Resources Information Center

American Educator, 2010

2010-01-01

With policymakers across the country proposing questionable ways to evaluate teachers, it's time to listen to those who know what supports and systems are needed to enhance instruction: teachers. This article explores the work of professional educators--not just their accomplishments, but also their challenges--so that the lessons they have…

The Challenge of Writing Remediation: Can Composition Research Inform Higher Education Policy?

ERIC Educational Resources Information Center

Relles, Stefani R.; Tierney, William G.

2013-01-01

Background/Context: This article presents a review of research relevant to postsecondary writing remediation. The purpose of the review is to assess empirical support for policy aimed at improving the degree completion rates of students who arrive at tertiary settings underprepared to write. Purpose/Objective/Research Question/Focus of Study: Our…

Does Prior Knowledge Matter? Do Lamarckian Misconceptions Exist? A Critique of Geraedts and Boersma (2006)

ERIC Educational Resources Information Center

Enderle, Patrick J.; Smith, Mike U.; Southerland, Sherry

2009-01-01

The existence, preponderance, and stability of misconceptions related to evolution continue as foci of research in science education. In their 2006 study, Geraedts and Boersma question the existence of stable Lamarckian misconceptions in students, challenging the utility of Conceptual Change theory in addressing any such misconceptions. To support…

Harvard Education Letter. Volume 24, Number 6, November-December 2008

ERIC Educational Resources Information Center

Chauncey, Caroline, Ed.

2008-01-01

"Harvard Education Letter" is published bimonthly by the Harvard Graduate School of Education. This issue of "Harvard Education Letter" contains the following articles: (1) When Worlds Collide: Universal PreK Brings New Challenges for Public Elementary Schools (David McKay Wilson); (2) Answers and Questions: Schools Survey Their Students--and…

Yes, Everyone Can Be College Ready

ERIC Educational Resources Information Center

Burris, Carol Corbett; Murphy, John

2014-01-01

The authors, pioneers in detracking and in shrinking achievement gaps, pose a question: Is it possible to have all students in a large high school successfully complete a challenging curriculum that gives them practice in the habits and skills necessary for success in college? The answer, they say, "is a resounding yes." This article…

Teacher Quality: Equalizing Educational Opportunities and Outcomes

ERIC Educational Resources Information Center

Sunderman, Gail L.; Kim, Jimmy

2005-01-01

The No Child Left Behind (NCLB) teacher quality provisions recognize both the importance of teacher quality for improving student achievement and the unequal distribution of teachers across districts and schools. But the question of how to achieve the goal of a high quality teacher in every classroom is complicated because of the challenges of…

Challenging Preservice Teacher Perspectives: Immigration, Equitable Opportunity, and Advocacy

ERIC Educational Resources Information Center

Nino, Mary Catherine

2012-01-01

In this conceptual article, I use five questions that were posed in 1936 about immigration and the education of immigrant children as a lens to examine contemporary perspectives on immigration and the education of immigrant children. Dispelling myths about immigrant students and English learners has been a consistent concern in our country. These…

Clinical Growth: An Evolutionary Concept Analysis.

PubMed

Barkimer, Jessica

2016-01-01

Clinical growth is an essential component of nursing education, although challenging to evaluate. Considering the paradigm shift toward constructivism and student-centered learning, clinical growth requires an examination within contemporary practices. A concept analysis of clinical growth in nursing education produced defining attributes, antecedents, and consequences. Attributes included higher-level thinking, socialization, skill development, self-reflection, self-investment, interpersonal communication, and linking theory to practice. Identification of critical attributes allows educators to adapt to student-centered learning in the clinical environment. These findings allow educators to determine significant research questions, develop situation-specific theories, and identify strategies to enhance student learning in the clinical environment.

E-Learning Gets Real: Call It Virtual, Distance, or Online Education. For Today's Curricula, It's No Longer a Question of Whether or Not to Try but when to Start Our Survey of Educators Who Already Use These Technologies Can Help the Uninitiated

ERIC Educational Resources Information Center

Livingston, Pamela

2008-01-01

For motivated students led by online-savvy teachers, amazing learning outside of the brick and-mortar school can take place and expand curricular possibilities. Unconstrained by place and time, students are learning and teachers are teaching, virtually and rigorously. This article describes the advantages and challenges in online education. The…

Under the hood of IRIS's Distributed REU Site

NASA Astrophysics Data System (ADS)

Hubenthal, M.; Taber, J.

2014-12-01

Since 1998 the IRIS Undergraduate Internship Program has provided research experiences for up to 15 students each summer. Through this 9 to 11 week internship program, students take part in an intensive week-long preparatory course, and work with leaders in seismological research, in both lab-base and field-based settings, to produce research products worthy of presentation and recognition at large professional conferences. The IRIS internship program employs a distributed REU model that has been demonstrated to bond students into a cohort, and maintain group cohesion despite students conducting their research at geographically distributed sites. Over the past 16 years the program has encountered numerous anticipated and unanticipated challenges. The primary challenges have involved exploring how to modify the REU-system to produce outcomes that are better aligned with our programmatic goals. For example, some questions we have attempted to address include: How can the success of an REU site be measured? How do you find, interest, and recruit under-represented minorities into a geophysics program? Can the program increase the probability of interns receiving some minimal level of mentoring across the program? While it is likely that no single answer to these questions exists, we have developed and piloted a number of strategies. These approaches have been developed through a process of identifying relevant research results from other REUs and combing this information with data from our own programmatic evaluations. This data informs the development of specific changes within our program which are then measured as a feedback. We will present our current strategies to address each questions along with measures of their effectiveness. In addition to broad scale systematic issues, we have also placed significant effort into responding to smaller, process challenges that all REU sites face. These range from simple logistical issues (e.g. liability), to educational issues (e.g. what "assignments" are meaningful but not so overwhelming as to take away from research time), to longer term issues such as building an effective alumni network, tracking participants, and maintaining funding. While each REU is unique, we will share our approaches to dealing with these issues, as such topics may be of use to other REUs.

Interdisciplinary Subject "Yakugaku Nyumon" for First-year Students Constructed with Lectures and Problem-based Learning.

PubMed

Yamaki, Kouya; Ueda, Masafumi; Ueda, Kumiko; Emoto, Noriaki; Mizutani, Nobuaki; Ikeda, Koji; Yagi, Keiko; Tanaka, Masafumi; Habu, Yasushi; Nakayama, Yoshiaki; Takeda, Norihiko; Moriwaki, Kensuke; Kitagawa, Shuji

2016-01-01

In 2013, Kobe Pharmaceutical University established "Yakugaku Nyumon", an interdisciplinary course, which consists of omnibus lectures and problem-based learning (PBL) on topics ranging from basic to clinical subjects. The themes of the PBL were original ones; "Study from package inserts of aspirin", which aimed to reinforce the contents of the interdisciplinary lectures, and "Let's think about aspirin derivatives (super-aspirin)", which aimed to engender an interest in studying pharmacy. The PBL featured questions from teachers to help with study and was therefore referred to as "question-led PBL" (Q-PBL). The Q-PBL regarding aspirin derivatives began with preparing answers to the questions for a small group discussion (SGD) as an assignment, followed by a SGD, a presentation, and peer-feedback. From an analysis of the questionnaire survey, it was found that students considered the Q-PBL satisfying and that they had achieved the 4 aims: (1) to increase the motivation to study, (2) to enhance an understanding of the relations and significance of basic and clinical sciences, (3) to comprehend the learning content, and (4) to recognize the importance of communication. The Q-PBL with assignments has two favorable points. One is that the first-year students can challenge difficult and high-level questions when they are given these as assignments. The other is that students, who are unfamiliar with SGD can engage in discussions with other students using the knowledge gained from the assignment. The introduction of omnibus lectures and Q-PBL, along with these improvements in theme, application, and review process, promises increased learning efficacy at the university.

Assessment of Microbiology Students’ Progress With an Audience Response System

PubMed Central

Chaudhry, M. Ahmad

2011-01-01

The development of new approaches to teaching of large lecture courses is needed. Today’s classroom has a wide range of students including high-achieving motivated learners, students struggling to understand basic concepts, and learning-challenged students. Many of these students can be lost in large classes under the shadow of the high-achieving extroverted students who dominate classroom question-and-answer sessions. Measuring a student’s understanding and achievement of content standards becomes difficult until an assessment has been done. To close this gap, an audience response system was introduced in an introductory Principles of Microbiology course. This technology specifically addressed the goal of individualizing instruction to the needs of the students. The evaluation of this project indicated an overall positive impact on student learning. PMID:23653765

Stereotype Threat: A Qualitative Study of the Challenges Facing Female Undergraduate Engineering Students

NASA Astrophysics Data System (ADS)

Entsminger, J. R., II

From a sociocultural point of view, this qualitative case study explored how upper-level, female undergraduate engineering students perceived the possibility of or experience with stereotype threat as shaping their experiences. The study also investigated how these students explained their reasons for choosing their engineering major, the challenges they encountered in the major, and their reasons for persevering in spite of those challenges. Using Steele and Aronson's (1995) stereotype threat theory as a framework, and considering the documented underrepresentation of females in engineering, the study sought to examine how stereotype threat shaped the experiences of these students and if stereotype threat could be considered a valid reason for the underrepresentation. The study was conducted at a large, four-year public university. First, students in the College of Engineering and Engineering Technology completed the Participant Screening Survey. Based on responses from the survey, six female engineering students from the college were identified and invited to participate in the study. The participants came from the following majors: Electrical Engineering, Industrial and Systems Engineering, and Mechanical Engineering. After receiving the study consent letter and agreeing to participate, the students were involved in a 90-minute focus group meeting, a 45-minute one-on-one interview, and a 30-minute follow-up interview. After conducting the data collection methods, the data were then transcribed, analyzed, and coded for theme development. The themes that emerged coincided with each research question. The themes highlighted the complex interactions and experiences shared by the female engineering majors. The female students were enveloped in an environment where there existed an increased risk for activating stereotype threat. In addition, the female students described feeling pushed to prove to themselves and to others that the negative stereotype that 'females are bad at engineering' was untrue. The findings illustrated the need for systematic changes at the university level. Intervention recommendations were provided. In regards to female underrepresentation in science fields, including engineering, stereotype threat certainly had the potential to cause the female students to question themselves, their abilities, their choice of an academic major, and subsequently remove themselves from a hostile learning or working environment. Thus, educational institutions and workplace organizations are responsible for not only educating themselves regarding stereotype threat, but also for taking steps to alleviate the pernicious effects of stereotype threat.

Summative assessment of 5th year medical students’ clinical reasoning by script concordance test: requirements and challenges

PubMed Central

2012-01-01

Background The Script Concordance Test (SCT) has not been reported in summative assessment of students across the multiple domains of a medical curriculum. We report the steps used to build a test for summative assessment in a medical curriculum. Methods A 51 case, 158-question, multidisciplinary paper was constructed to assess clinical reasoning in 5th-year. 10–16 experts in each of 7 discipline-based reference panels answered questions on-line. A multidisciplinary group considered reference panel data and data from a volunteer group of 6th Years, who sat the same test, to determine the passing score for the 5th Years. Results The mean (SD) scores were 63.6 (7.6) and 68.6 (4.8) for the 6th Year (n = 23, alpha = 0.78) and and 5th Year (n = 132, alpha =0.62) groups (p < 0.05), respectively. The passing score was set at 4 SD from the expert mean. Four students failed. Conclusions The SCT may be a useful method to assess clinical reasoning in medical students in multidisciplinary summative assessments. Substantial investment in training of faculty and students and in the development of questions is required. PMID:22571351

A girl thing: perceptions concerning the word "hymen" among young Swedish women and men.

PubMed

Christianson, Monica; Eriksson, Carola

2011-01-01

This study investigated, from a gender perspective, perceptions concerning the word "hymen" among students in a Swedish senior high school. Students answered an open-ended question: What do you think about when you hear the word hymen? The answers were analyzed by using content analysis. In total, 198 students, aged 17 to 18 years, answered the question. The theme "a fragile biological structure in the female body" described how the vast majority of the girls and 57% of the boys associated the hymen with a thin membrane that breaks during first vaginal intercourse. The theme "a symbol and manifestation of feminine virginity" described the symbolic meanings of having or not having a hymen. The theme "questioning the existence of the hymen" revealed the doubts that some had about its existence. Most of the students associated the hymen with a breakable membrane. This is problematic. It may lead to misunderstandings about virginity or about bleeding during sexual intercourse. Changing these views about the hymen is important to correct such misunderstanding but may be a significant challenge. In modern medical discourse, in health care, and in popular speech, there are few discussions about the hymen as a social construct, indicating that more gender research concerning hymen-related issues is needed. © 2011 by the American College of Nurse-Midwives.

[The social security system as a topic in medical education. Own experiences and description of student's contribution].

PubMed

Seidel, H J; Schochat, T

2001-07-01

The special subject "sociomedicine", as defined for medical students in "items to which the written examination in the second part of the medical examination can relate" has been taught by this department for 25 years as part of the course on medical ecology. There are 4 lectures (structure of the health care system; preventive care by doctors in the community and at the place of work; introduction to health economy; introduction to epidemiology) and the following seminars in small groups: social security systems; health insurance; excursion to a rehabilitation hospital; health reporting; epidemiology. The topics are presented and taught with emphasis on didactically useful and local examples. To ensure student participation "personal data" were introduced: Students give short reports on topics presented to them or they have to formulate questions to the topic of the seminar, questions or subjects to be dealt with. The questions concerning "social security systems" and "health insurance", collected over a 6 year period, were analyzed. Initially, the subject "sociomedicine" is not much appreciated by the students. The analysis shows what students think when they are challenged. The spectrum of questions mainly reflects the discussion in the media: Finance and benefits predominate, also budget and misuse, especially with reference to old-age pension and health insurance. Questions related to specific medical functions as e. g. medical expert opinion, are less often raised. However, topics such as "expansion of preventive measures", "chip card and utilisation" and "unconventional methods" are often addressed. A special demand for personal advice is seen during small talk discussions in intermissions (health insurance). The topics "medical expert opinion" and "comparison of public and private health insurance" have become positive knowledge required for the examination and for practising the medical profession. With these subjects as a starting point it appears easier for us to describe the relevant institutions and structures and the general principles of solidarity.

Student filmmakers' attitudes towards mental illness and its cinematic representation - an evaluation of a training intervention for film students.

PubMed

Dale, Jenny; Richards, Felicity; Bradburn, John; Tadros, George; Salama, Rafik

2014-02-01

Government strategy for mental health places tackling stigma as a main priority. National initiatives have attempted to tackle stigma by challenging negative media reporting and the use of stereotyped representations of mental illness, with mixed results. Educational interventions have attempted to address stigmatising attitudes in young people but no studies have explored the value of such interventions for film students. The study aimed to assess the value of a lecture-based training intervention designed to improve the knowledge and attitudes of student filmmakers towards mental illness and its cinematic representation. A self-report questionnaire was administered before and after the intervention, which measured the knowledge and attitudes of the subjects. 32 out of 54 students (59.3%) showed statistically significant improvement in attitudes and knowledge overall, although this was less marked in responses to the attitudinal subset questions compared with knowledge-based questions. Feedback was positive. The training session was successful in its aims for most but not all students. The intervention is reproducible but further work needs to be done to clarify how best to influence attitudes and behaviour as well as knowledge.

Tools for Tomorrow's Science and Technology Workforce: MATE's 2006 ROV Competition Sets Students' Sights on Ocean Observing Systems

NASA Technical Reports Server (NTRS)

Zande, Jill; Meeson, Blanche; Cook, Susan; Matsumoto, George

2006-01-01

Teams participating in the 2006 ROV competition organized by the Marine Advanced Technology Education (MATE) Center and the Marine Technology Society's (MTS) ROV Committee experienced first-hand the scientific and technical challenges that many ocean scientists, technicians, and engineers face every day. The competition tasked more than 1,000 middle and high school, college, and university students from Newfoundland to Hong Kong with designing and building ROVs to support the next generation of ocean observing systems. Teaming up with the National Office for Integrated and Sustained Ocean Observations, Ocean. US, and the Ocean Research Interactive Observatory Networks (ORION) Program, the competition highlighted ocean observing systems and the careers, organizations, and technologies associated with ocean observatories. The student teams were challenged to develop vehicles that can deploy, install, and maintain networks of instruments as well as to explore the practical applications and the research questions made possible by observing systems.

American education: the challenge of change.

PubMed

Griffith, J E; Frase, M J; Ralph, J H

1989-12-01

The American education system is being challenged to raise the academic achievement of students to prepare them for the jobs of the future. Yet many demographic, as well as economic and social factors, are making the task more difficult. Low birth rates, especially among non-Hispanic whites, along with high immigration rates, have increased the share of minority and non-English students in public schools. The rise in single-parent families has increased the number of poor students and migration from the cities to the suburbs has concentrated poor and minority students in inner city schools. These same children will make up a greater share of the future labor force. At the same time, the aging of the general population may lessen the commitment of homeowners- -whose taxes pay between 1/3 and 1/2 of education costs. The aging labor force may bring a shortage of qualified teachers, particularly in specialized subject areas. Poor and minority students generally have below average academic skills and are more likely to drop out of high school than non-minority students. However, the skills of American students rank below those of most other industrialized nations, calling into question the ability of Americans to succeed in an increasingly international economic system. How can schools be improved and minority student achievement be enhanced? Reforms of education finance systems, court-ordered integration, and stiffer requirements for teachers and for graduation from high school are among many attempts to meet the immense challenges faced by American schools.

Teacher’s Stimulus Helps Students Achieve Mathematics Reasoning and Problem Solving Competences

NASA Astrophysics Data System (ADS)

Hidayah, Isti; Pujiastuti, Emi; Chrisna, Jeanet Eva

2017-04-01

The students’ problem-solving ability in mathematics learning still becomes a challenge for teachers, especially in primary education. The scientific approach, with its activities including observing, asking, collecting information/experimenting/trying, associating/analysing information/reasoning, communicating/presenting/ networking is expected to be able to help students to achieve their competence of reasoning and problem-solving. The Missouri Mathematics Project learning by using student worksheet and manipulative (classical and group) have helped students achieved problem-solving competence. The implementation of scientific approach in the activities of observing, experimenting, and communicating are good. However, the questioning and associating activities are still less promoted. The result of observation towards four meetings of learning by using teaching aids shows that the expected activity which did not emerge during the learning is “students ask questions from the factual thing to hypothetical thing, starting with guidance from teacher until they can do by themselves”. The result of analysis towards theoretical background and research result conclude that the students’ asking and thinking abilities can be developed gradually by delivering stimuli in the form of tasks which have been designed by the teacher. The task could be a problem or a clue; then the students determine things such as: “what the question?”, “facts from pictures/text/graphs/tables”, “find the hidden question”, what’s extra?”, “what’s missing?”, “what’s wrong?”, alternatively, “make up the problem.

Increasing the understanding of chemical concepts: The effectiveness of multiple exposures

NASA Astrophysics Data System (ADS)

Bius, Janet H.

Chemistry is difficult because it has multilevels of knowledge with each level presenting challenges in vocabulary, abstract thinking, and symbolic language. Students have to be able to transfer between levels to understand the concepts and the theoretical models of chemistry. The cognitive theories of constructivism and cognitive-load theory are used to explain the difficulties novice learners have with the subject of chemistry and methods to increase success for students. The relationship between external representations, misconceptions and topics on the success of students are addressed. If students do not know the formalisms associated with chemical diagrams and graphs, the representations will decrease student success. Misconceptions can be formed when new information is interpreted based on pre-existing knowledge that is faulty. Topics with large amount of interacting elements that must be processed simultaneously are considered difficult to understand. New variables were created to measure the number of times a student is exposed to a chemical concept. Each variable was coded according to topic and learning environment, which are the lecture and laboratory components of the course, homework assignments and textbook examples. The exposure variables are used to measure the success rate of students on similar exam questions. Question difficulty scales were adapted for this project from those found in the chemical education literature. The exposure variables were tested on each level of the difficulty scales to determine their effect at decreasing the cognitive demand of these questions. The subjects of this study were freshmen science majors at a large Midwest university. The effects of the difficulty scales and exposure variables were measured for those students whose exam scores were in the upper one-fourth percentile, for students whose test scores were in the middle one-half percentile, and the lower one-fourth percentile are those students that scored the lowest on the exam. The most difficult for all three percentiles were the topics of acid/base equilibria and aqueous equilibria. The exposure variables of recall and algorithmic homework increased student success for all percentiles. Students perform better on exam questions when they understand the terminology and symbolic representations of a topic.

Qualitative Analysis of Student Perceptions Comparing Team-based Learning and Traditional Lecture in a Pharmacotherapeutics Course.

PubMed

Remington, Tami L; Bleske, Barry E; Bartholomew, Tracy; Dorsch, Michael P; Guthrie, Sally K; Klein, Kristin C; Tingen, Jeffrey M; Wells, Trisha D

2017-04-01

Objective. To qualitatively compare students' attitudes and perceptions regarding team-based learning (TBL) and lecture. Design. Students were exposed to TBL and lecture in an elective pharmacotherapeutics course in a randomized, prospective, cross-over design. After completing the course, students provided their attitudes and perceptions through a written self-reflection and narrative questions on the end-of-course evaluation. Student responses were reviewed using a grounded theory coding method. Assessment. Students' responses yielded five major themes: impact of TBL on learning, perceptions about TBL learning methods, changes in approaches to learning, building skills for professional practice, and enduring challenges. Overall, students report TBL enhances their learning of course content (knowledge and application), teamwork skills, and lifelong learning skills. Conclusion. Students' attitudes and perceptions support TBL as a viable pedagogy for teaching pharmacotherapeutics.

Do photographs, older adults' narratives and collaborative dialogue foster anticipatory reflection ("preflection") in medical students?

PubMed

Brand, Gabrielle; Osborne, Ashlee; Carroll, Mark; Carr, Sandra E; Etherton-Beer, Christopher

2016-11-11

In changing higher education environments, medical educators are increasingly challenged to prepare new doctors to care for ageing populations. The Depth of Field: Exploring Ageing resource (DOF) uses photographs, reflective questioning prompts, older adults' narratives and collaborative dialogue to foster anticipatory reflection or 'preflection' in medical students prior to their first geriatric medicine clinical placement. The aim of this research is to explore whether photographs, narratives and small group collaborative dialogue fosters reflective learning, enhances reflective capacity and has the potential to shift medical students' attitudes towards caring for older adults. This study used a mixed method evaluation design, measuring attitudes using pre and post questionnaire responses and individual written reflections drawn from 128 second year medical students, exploring their perceptions toward older adults. Quantitative and qualitative data indicated that the DOF session generated reflective learning that resulted in positive shifts in medical students' perceptions towards older adults. The qualitative reflections were captured in four main themes: the opportunity provided to Envision working with older adults; the Tension created to challenge learners' misinformed assumptions, and the work of Dismantling those assumptions, leading to Seeing older people as individuals. These findings highlight how visual and narrative methodologies can be used as an effective reflective learning tool to challenge medical students' assumptions around ageing and how these may influence their care of older adults.

Fossils, Facies and Geologic Time: Active Learning Yields More Expert-Like Thinking in a Large Class for Senior Science Students

NASA Astrophysics Data System (ADS)

Sutherland, S.; Jones, F. M.

2012-12-01

Teaching and assessing concepts involving the relationships between deep time and the Earth System can be challenging. This is especially true in elective courses for senior general science students who should be starting to think more like experts, but lack background knowledge in geology. By comparing student activities and work, both before and after introducing active learning strategies, we show that increased maturity of thinking about geological time was achieved in the science elective "Earth and Life through Time" taken by 150 upper level general science students. Student demographics were very similar in 2010 and 2011 allowing comparison of data from a consistent end of term survey, classroom observations, and test or exercise questions used in both years. Students identified the workload as greater in 2011, yet they also gave the course a stronger overall rating of excellence. Also, students in 2011 felt assessments and homework were more appropriate and expressed a nearly unanimous preference for group versus solo class work. More objective indicators of improvement include item analysis on test questions which shows increased difficulty and discrimination without compromising overall scores. The wide variety of changes introduced in 2011 do make it difficult to rigorously ascribe specific causes for improvement in how students think about geologic time. However the shift towards more sophisticated thinking involving skills rather than recall can be demonstrated by comparing geological interpretations produced by students in early and improved versions of exercises. For example, labs have always involved basic identification of rocks and fossils. Now, the new in-class group-based activities enable students to use data to establish the relative history of a geologic section, including environments, ages of known materials, and time spans of materials missing at unconformities. In addition to activities, specific exam questions and corresponding results from both versions of the course also reveal improvements. In order to help educators improve teaching and assessment of geologic time in similar settings, we will offer some details about course modifications and activities. First, learning goals were adjusted to emphasize skills geologists use when interpreting the geological record, rather than focusing on specific knowledge such dates, time spans and rock or fossil names. Then, one third of the lectures were replaced with 50-minute guided group activities, higher level clicker-based questioning strategies were introduced, labs were restructured to include follow up in-class group activities, structured reading and homework exercises were added, and formative and evaluative assessments were diversified. In conclusion, we will show that introducing active learning strategies has helped meet the challenges of increasing the sophistication of students' thinking about geologic time, at the same time as increasing their satisfaction. The specific strategies should be transferrable to any course in which senior general science students learn to use the rock and fossil record to experience the ways in which geoscientists integrate geology and paleontology to interpret the Earth System's evolution.

Wikipedia--challenges and new horizons in enhancing medical education.

PubMed

Herbert, Verena G; Frings, Andreas; Rehatschek, Herwig; Richard, Gisbert; Leithner, Andreas

2015-03-06

Wikipedia gains growing attention as a provider of health information. This study aimed to investigate the use, relevance and challenges of Wikipedia among medical students. An online questionnaire was made accessible to students at five medical universities in Germany, Austria, and Norway. Besides demographical data, the questions covered the role of Wikipedia in the academic life of medical students. The questionnaire investigated if the students had ever found erroneous medical entries and whether they corrected these. A frequent use of Wikipedia in general is statistically significant correlated with a frequent use in medical studies (p < 0.001). Information retrieved from Wikipedia is predominantly critically appraised either by comparing it to profound knowledge (79%) and/or to specific literature (75%). Despite most (97%) respondents disclosed that they already had found false information in Wikipedia, recognized errors were seldomly corrected (~20%). The information retrieved from Wikipedia is critically appraised. However, we found shortcomings in handling erroneous entries. We argue for professional responsibility among medical students in dealing with this dynamic resource. Moreover, we encourage medical schools to supplement information to Wikipedia to further benefit from the vast possibilities of this platform.

Infusing and sustaining aging content in social work education: findings from GeroRich projects.

PubMed

Hash, Kristina M; Gottlieb, Jody; Harper-Dorton, Karen V; Crawley-Woods, Geraldine; Shelek-Furbee, Katherine; Smith, John David; Brown, Rita

2007-01-01

This article presents findings from experiences of 67 projects involved in GeroRich, an initiative funded by the John A. Hartford Foundation designed to infuse, enrich and sustain aging content in BSW and MSW curricula. Thematic qualitative analysis was used to uncover themes in answers to open-ended questions contained in End-of-Year 2 project reports. Content areas addressed by open-ended answers were: (1) successes and innovations, and (2) challenges requiring responses. Primary successes and innovations identified were as follows: curriculum enrichment, faculty and student involvement, student-learning activities and community. Challenges to be responded to were identified as lack of faculty involvement, competing demands on faculty and programs, and sustainability of project efforts. Examples of strategies implemented to overcome these obstacles include providing teaching resources, instituting financial and other supports, and developing strategic plans for sustaining content infusion post-funding. Experiences of the GeroRich projects offer practical considerations for other social work programs that accept the challenge of attracting and preparing students to work with the increasing population of older adults.

Voices of students in competition: Health Science First Year at the University of Otago, Dunedin.

PubMed

Jameson, Madgerie; Smith, Jeffrey

2011-07-08

The experiences and adjustments of students enrolled in Health Science First Year (HSFY) at the University of Otago (Dunedin, New Zealand) were explored to understand students' response to competition. The paper highlights the expressions of past and present HSFY students' impressions of the programme, their experiences, coping strategies and the lessons they learned from the programme. Qualitative data were collected from past (n=15) and present (n=20) HSFY students who wanted to pursue medicine. Eight semi-structured interview questions were used to answer four research questions that aimed to answer the following: students' impressions of HSFY, students' experiences of HSFY; students' adjustments to HSFY, and lessons learned from HSFY. The interviews were analysed using narrative analysis to gain a greater understanding of their experiences and adjustment. The results indicate students perceive the programme as demanding and stressful. The highly competitive nature of the programme inhibited their engagement and involvement in other aspects of university life. Students identified their experiences as successes and challenges. In terms of adjustment, students used cognitive restructuring, self regulation and social support. Students learned that they need to balance academic and social life because spending too much time almost exclusively on academics didn't enrich their first year at university. The nature of the learning environment impacts on students' holistic development. The competitive nature of the programme elicited undue stress on students. However, they had to employ strategies to help minimise the impact of stress on their functioning.

Teacher communication behavior and its association with students' cognitive and attitudinal outcomes in science in Taiwan

NASA Astrophysics Data System (ADS)

She, Hsiao-Ching; Fisher, Darrell

2002-01-01

In the study described in this article a questionnaire was employed that can be used to assess students' and teachers' perceptions of science teachers' interpersonal communication behaviors in their classroom learning environments. The Teacher Communication Behavior Questionnaire (TCBQ) has five scales: Challenging, Encouragement and Praise, Non-Verbal Support, Understanding and Friendly, and Controlling. The TCBQ was used with a large sample of secondary science students in Taiwan, which provided additional validation data for the TCBQ for use in Taiwan and cross-validation data for its use in English-speaking countries. Girls perceived their teachers as more understanding and friendly than did boys, and teachers in biological science classrooms exhibited more favorable behavior toward their students than did those in physical science classrooms. Differences were also noted between the perceptions of the students and their teachers. Positive relationships were found between students' perceptions of their teachers' communication behaviors and their attitudes toward science. Students' cognitive achievement scores were higher when students perceived their teacher as using more challenging questions, as giving more nonverbal support, and as being more understanding and friendly. The development of both teacher and student versions of the TCBQ enhances the possibility of the use of the instrument by teachers.

Comte Unplugged: Using a "Technology Fast" to Teach Sociological Theory

ERIC Educational Resources Information Center

Hoop, Katrina C.

2012-01-01

Sociology majors learn that sociological theory is foundational to our field; it frames the way we look at the world and provides guiding questions for our social inquiry. But sociology instructors know that teaching theory is a challenge. A number of activities have been created to engage students in sociological theory courses. This note…

The Bachelor of Arts: Slipping into the Twilight or Facing a New Dawn?

ERIC Educational Resources Information Center

Gannaway, Deanne

2015-01-01

Undergraduate students have historically engaged with the humanities and social sciences through the Bachelor of Arts (BA) degree programme. Recent experiences suggest that the relevance and the value of the degree to the modern world is now being challenged: populist press questions the value of the humanities to the modern knowledge economy;…

Higher Education in the College Sector: Widening Access or Diversion? Questions and Challenges from the Scottish Experience

ERIC Educational Resources Information Center

Gallacher, Jim

2017-01-01

Higher education in the college sector has become an increasingly important aspect of the tertiary education system in Scotland, particularly in widening access to higher education for students from disadvantaged backgrounds. In this respect there is a distinctively different tradition in Scotland when compared with England. Despite the success of…

The Big Money Question: Action Research Projects Give District a Clear Picture of Professional Learning's Impact

ERIC Educational Resources Information Center

Dill-Varga, Barbara

2015-01-01

How do districts know if the resources they have allocated to support professional learning in their school district are actually improving the quality of teaching and impacting student performance? In an increasingly challenging financial environment, this is important to know. In this article, a Chicago-area district facing a budget deficit…

Internationalisation of Higher Education and Global Mobility. Oxford Studies in Comparative Education

ERIC Educational Resources Information Center

Streitwieser, Bernhard, Ed.

2014-01-01

Continuous and rapid developments in global higher education today more than ever before present new questions, greater challenges, and vast new opportunities for institutions, policy makers, scholars and students alike. This book is a collection of studies and essays by many of the leading experts in international higher education who share their…

The Challenges of Assignment Design in Discipline-Based Freshman Writing Classes

ERIC Educational Resources Information Center

Wilner, Arlene

2005-01-01

In this author's research, the question of whether it makes sense to think of writing primarily as a generic skill acquired increasing urgency as she gathered qualitative data for a study of the relationship between instructors' expectations in the design of writing assignments and the students' thinking as evidenced both in their essay responses…

The Mock Trial: A Dynamic Exercise for Thinking Critically about Management Theories, Topics, and Practices

ERIC Educational Resources Information Center

Farmer, Kevin; Meisel, Steven I.; Seltzer, Joe; Kane, Kathleen

2013-01-01

The Mock Trial is an experiential exercise adapted from a law school process that encourages students to think critically about theories, topics, and the practice of management in an innovative classroom experience. Playing the role of attorneys and witnesses, learners ask questions and challenge assumptions by playing roles in a trial with…

A Role for History and Philosophy of Biology in Exploring New Questions in Biology

ERIC Educational Resources Information Center

Daggett, Melissa A. F.

2012-01-01

A number of current reports are challenging educators of undergraduate biology students to increase the role, interactions and approaches of other disciplines. The goal stated in these reports is to produce a college graduate with the skills and competencies to solve pressing global problems such as producing ample food, fuels, and making health…

High School Engineering and Technology Education Integration through Design Challenges

ERIC Educational Resources Information Center

Mentzer, Nathan

2011-01-01

This study contextualized the use of the engineering design process by providing descriptions of how each element in a design process was integrated in an eleventh grade industry and engineering systems course. The guiding research question for this inquiry was: How do students engage in the engineering design process in a course where technology…

Predicting Success Using HESI A2 Entrance Tests in an Associate Degree Nursing Program

ERIC Educational Resources Information Center

Bodman, Susan

2012-01-01

A challenge presented to nurse educators is retention of nursing students. This has led nursing faculty to review admission requirements and question how well entrance tests predict success in Associate Degree Nursing Programs. The purpose of this study was to investigate the relationship between the HESI Admission Assessment Exam (HESI A2) and…

The Ethical Challenge for Advertisers: To Do the Right, Not "Just" Know It!

ERIC Educational Resources Information Center

Martinson, David L.

If those teaching advertising courses with significant ethics components are concerned about having a genuine--as opposed to cosmetic--impact on how their students translate what is taught in the classroom to the "real world," they must focus on the idea of "oughtness." The question is: what can instructors in advertising…

English Language Learners: Effective Teaching Strategies, Practices for FCS Teachers

ERIC Educational Resources Information Center

Allison, Barbara N.; Rehm, Marsha L.

2011-01-01

English language learners represent the fastest growing segment of the U.S. school-age population, raising the question of how best to teach this new and challenging group of students. The research and scholarly literature has identified a number of instructional strategies and classroom practices that have been shown to be effective in teaching…

Research Use as Learning: The Case of Fundamental Change in School District Central Offices

ERIC Educational Resources Information Center

Honig, Meredith I.; Venkateswaran, Nitya; McNeil, Patricia

2017-01-01

Districts nationwide have launched efforts to fundamentally change their central offices to support improved teaching and learning for all students and are turning to research for help. The research provides promising guides but is challenging to use. What happens when central offices try? We explored that question in six districts using…

Thinking about Literature: New Ideas for High School Teachers.

ERIC Educational Resources Information Center

McMahon, Robert

This book aims to make a genuinely new contribution to the teaching of classic and contemporary literature in high schools--a system of teaching English that achieves classroom control through engagement and interest in content. The questions posed in the book help students build a kind of mental muscle for reading challenging texts and, what is…

Christ and Cleavage: Multiculturalism and Censorship in a Working-Class, Suburban High School

ERIC Educational Resources Information Center

Gorlewski, Julie

2008-01-01

High school teacher Julie Gorlewski considers the complexities of multicultural education and the challenges of realizing its potential as a social movement. She explains how students became "powerful users of language" by writing to the editors of their literature anthology to question what appeared to be censorship through alterations to text…

The Development and Field Test of Employment Interview Questions Designed to Predict Special Education Teachers' Retention

ERIC Educational Resources Information Center

Vossler, Victoria L.

2010-01-01

The attrition of special education teachers greatly affects the quality of special education services districts can provide for students with disabilities and creates an ongoing challenge for educational leaders. It is essential to understand the factors influencing special education teachers' decisions to leave or remain in the field. If…

Songs that Teach: Using Song-Poems to Teach Critically

ERIC Educational Resources Information Center

Carlson, James R.

2010-01-01

Guiding students through a unit of study in any discipline can be a challenging endeavor. Answers to possible questions that may be raised about historical events and literary texts cannot be confined to just one text, one author's point of view, or even one genre. The song-poem, in combination with poetry, novels, nonfiction, and other genres, is…

Juggling Higher Education Study and Family Life

ERIC Educational Resources Information Center

Webber, Louise

2017-01-01

Women with families face particular challenges when they undertake Higher Education. Questions arise about coping with the demands of study, new family routines, and the changed identity when mother becomes student: Can I manage it all? How will my family react? Will they give me the time and support I need? The author, herself a mother and…

The prevalence and correlates of depression, anxiety, and stress in a sample of college students.

PubMed

Beiter, R; Nash, R; McCrady, M; Rhoades, D; Linscomb, M; Clarahan, M; Sammut, S

2015-03-01

Over the past four years, the Franciscan University Counseling Center has reported a 231% increase in yearly visits, as well as a 173% increase in total yearly clients. This trend has been observed at many universities as mental health issues pose significant problems for many college students. The objective of this study was to investigate potential correlates of depression, anxiety, and stress in a sample of college students. The final analyzed sample consisted of 374 undergraduate students between the ages of 18 and 24 attending Franciscan University, Steubenville, Ohio. Subjects completed a survey consisting of demographic questions, a section instructing participants to rate the level of concern associated with challenges pertinent to daily life (e.g. academics, family, sleep), and the 21 question version of the Depression Anxiety Stress Scale (DASS21). The results indicated that the top three concerns were academic performance, pressure to succeed, and post-graduation plans. Demographically, the most stressed, anxious, and depressed students were transfers, upperclassmen, and those living off-campus. With the propensity for mental health issues to hinder the success of college students, it is vital that colleges continually evaluate the mental health of their students and tailor treatment programs to specifically target their needs. Copyright © 2014 Elsevier B.V. All rights reserved.

Pedagogy, power and practice ethics: clinical teaching in psychiatric/mental health settings.

PubMed

Ewashen, Carol; Lane, Annette

2007-09-01

Often, baccalaureate nursing students initially approach a psychiatric mental health practicum with uncertainty, and even fear. They may feel unprepared for the myriad complex practice situations encountered. In addition, memories of personal painful life events may be vicariously evoked through learning about and listening to the experiences of those diagnosed with mental disorders. When faced with such challenging situations, nursing students often seek counsel from the clinical and/or classroom faculty. Pedagogic boundaries may begin to blur in the face of student distress. For the nurse educator, several questions arise: Should a nurse educator provide counseling to students? How does one best negotiate the boundaries between 'counselor', and 'caring educator'? What are the limits of a caring and professional pedagogic relation? What different knowledges provide guidance and to what differential consequences for ethical pedagogic relationships? This paper offers a comparative analysis of three philosophical stances to examine differences in key assumptions, pedagogic positioning, relationships of power/knowledge, and consequences for professional ethical pedagogic practices. While definitive answers are difficult, the authors pose several questions for consideration in discerning how best to proceed and under what particular conditions.

Engagement and Creation of Professional Identity in Undergraduate Nursing Students: A Convention-Style Orientation Event.

PubMed

Burkhardt, Melanie Sue; Gower, Shelley; Flavell, Helen; Taplin, John

2015-12-01

In an innovative event that challenged traditional orientation programs, the Curtin University School of Nursing and Midwifery brought together nursing students, academic and student support staff, and health industry representatives. This unique whole-of-school convention consisted of sessions tailored to each student year group and aimed to promote nursing identity, highlight leadership opportunities, and showcase employer pathways. To evaluate the event, a survey approach was used to collect quantitative data via questionnaire and qualitative data via open-ended questions from first-year students (n = 113), staff (n = 24), and industry representatives (n = 14). Students, staff, and industry evaluations indicated a successful event that achieved its goals, including student engagement and motivation and community building. This orientation model could be used as a basis for institution-wide engagement activities. Copyright 2015, SLACK Incorporated.

Thinking Style Diversity and Collaborative Design Learning

NASA Astrophysics Data System (ADS)

Volpentesta, Antonio P.; Ammirato, Salvatore; Sofo, Francesco

The paper explores the impact of structured learning experiences that were designed to challenge students’ ways of thinking and promote creativity. The aim was to develop the ability of students, coming from different engineering disciplines and characterized by particular thinking style profiles, to collaboratively work on a project-based learning experience in an educational environment. Three project-based learning experiences were structured using critical thinking methods to stimulate creativity. Pre and post-survey data using a specially modified thinking style inventory for 202 design students indicated a thinking style profile of preferences with a focus on exploring and questioning. Statistically significant results showed students successfully developed empathy and openness to multiple perspectives.

Developing Marine Science Instructional Materials Using Integrated Scientist-Educator Collaborative Design Teams: A Discussion of Challenges and Success Developing Real Time Data Projects for the COOL Classroom

NASA Astrophysics Data System (ADS)

McDonnell, J.; Duncan, R. G.; Glenn, S.

2007-12-01

Current reforms in science education place increasing demands on teachers and students to engage not only with scientific content but also to develop an understanding of the nature of scientific inquiry (AAAS, 1993; NRC, 1996). Teachers are expected to engage students with authentic scientific practices including posing questions, conducting observations, analyzing data, developing explanations and arguing about them using evidence. This charge is challenging for many reasons most notably the difficulty in obtaining meaningful data about complex scientific phenomena that can be used to address relevant scientific questions that are interesting and understandable to K-12 students. We believe that ocean sciences provide an excellent context for fostering scientific inquiry in the classroom. Of particular interest are the technological and scientific advances of Ocean Observing Systems, which allow scientists to continuously interact with instruments, facilities, and other scientists to explore the earth-ocean- atmosphere system remotely. Oceanographers are making long-term measurements that can also resolve episodic oceanic processes on a wide range of spatial and temporal scales crucial to resolving scientific questions related to Earth's climate, geodynamics, and marine ecosystems. The availability of a diverse array of large data sets that are easily accessible provides a unique opportunity to develop inquiry-based learning environments in which students can explore many important questions that reflect current research trends in ocean sciences. In addition, due to the interdisciplinary nature of the ocean sciences these data sets can be used to examine ocean phenomena from a chemical, physical, or biological perspective; making them particularly useful for science teaching across the disciplines. In this session we will describe some of the efforts of the Centers for Ocean Sciences Education Excellence- Mid Atlantic (COSEE MA) to develop instructional materials, in which students use real-time-data (RTD) to generate explanations about important ocean phenomena. We will discuss our use of an Instructional Design Model (Gauge 1987) to: 1) assess our audience need, 2) develop an effective collaborative design team, 3) develop and evaluate the instructional product, and 4) implement professional development designed to familiarize teachers with oceans sciences as a context for scientific inquiry.

The benefits of discussing suicide with Alaska native college students: qualitative analysis of in-depth interviews.

PubMed

DeCou, Christopher R; Skewes, Monica C; López, Ellen D S; Skanis, Marie L

2013-01-01

Suicide represents a significant health disparity for communities in rural Alaska, and has implications for mental health among people who have lost loved ones from suicide. A qualitative interview study was conducted to examine the ways in which suicide has affected the lives of college students who have migrated from rural villages to an urban university (N = 25). The present research represents a secondary aim of the study-specifically, we examined the affective responses of Alaska Native college students from rural villages after completing in-depth semistructured interviews about their experiences related to suicide. Debriefing questions posed at the conclusion of the interviews revealed that the majority of participants (n 16) stated they felt "better" after completing the interview, and no participants reported feeling "worse." No participant required the use of the safety plan developed in case of severe emotional distress. All participants indicated they would be interested in participating in future research. Analysis of questions pertaining to the interview experience revealed the salience of foundation (the participant's prior experience discussing issues like suicide), process (the interview questions and questioning style), and outcomes (the challenges and benefits of participation described by the respondent). Findings provided important insights concerning the experience of discussing past trauma, perceived importance of research addressing coping with suicide, and the influence of past experiences in the process of talking about suicide.

The opportunities and challenges of guided inquiry science for students with special needs

NASA Astrophysics Data System (ADS)

Miller, Marianne

Research in science education has been conducted with various goals for instruction. Four outcomes identified include: immediate and delayed recall, literal comprehension, science skills and processes, and conceptual understanding. The promise of developing important thinking skills exists for all students if science instruction is designed to teach students the products of science and the principled process of inquiry. Guided inquiry science seeks to develop conceptual understanding through the pursuit of meaningful questions using scientific problem solving to conduct investigations that are thoughtfully generated and evaluated. Using a social constructivist perspective, this study examines the learning experiences of four students, identified by their teachers as learning disabled or underachieving. Four case studies are presented of the students' participation in a guided inquiry investigation of the behavior of light. Measures of conceptual understanding included pre- and post-instruction assessments, interviews, journal writing, videotapes, and fieldnotes. All four students demonstrated improved conceptual understanding of light. Five patterns of relationships influenced the development of the students' thinking. First, differences in the culture of the two classrooms altered the learning environment, Second, the nature of teacher interaction with the target students affected conceptual understanding. Third, interactions with peers modified the learning experiences for the identified students. Fourth, the conceptual and procedural complexity of the tasks increased the tendency for the students to lose focus. Finally, the literacy requirements of the work were challenging for these students.

Investigations of student understanding of entropy and of mixed second-order partial derivatives in upper-level thermodynamics

NASA Astrophysics Data System (ADS)

Bucy, Brandon R.

While much of physics education research (PER) has traditionally been conducted in introductory undergraduate courses, researchers have begun to study student understanding of physics concepts at the upper-level. In this dissertation, we describe investigations conducted in advanced undergraduate thermodynamics courses. We present and discuss results pertaining to student understanding of two topics: entropy and the role of mixed second-order partial derivatives in thermodynamics. Our investigations into student understanding of entropy consisted of an analysis of written student responses to researcher-designed diagnostic questions. Data gathered in clinical interviews is employed to illustrate and extend results gathered from written responses. The question sets provided students with several ideal gas processes, and asked students to determine and compare the entropy changes of these processes. We administered the question sets to students from six distinct populations, including students enrolled in classical thermodynamics, statistical mechanics, thermal physics, physical chemistry, and chemical engineering courses, as well as a sample of physics graduate students. Data was gathered both before and after instruction in several samples. Several noteworthy features of student reasoning are identified and discussed. These features include student ideas about entropy prior to instruction, as well as specific difficulties and other aspects of student reasoning evident after instruction. As an example, students from various populations tended to emphasize either the thermodynamic or the statistical definition of entropy. Both approaches present students with a unique set of benefits as well as challenges. We additionally studied student understanding of partial derivatives in a thermodynamics context. We identified specific difficulties related to the mixed second partial derivatives of a thermodynamic state function, based on an analysis of student responses to homework and exam problems. Students tended to set these partial derivatives identically equal to zero. Students also displayed difficulties in relating the physical description of a material property to a corresponding mathematical statement involving partial derivatives. We describe the development of a guided-inquiry tutorial activity designed to address these specific difficulties. This tutorial focused on the graphical interpretation of partial derivatives. Preliminary results suggest that the tutorial was effective in addressing several student difficulties related to partial derivatives.

The questions of scientific literacy and the challenges for contemporary science teaching: An ecological perspective

NASA Astrophysics Data System (ADS)

Kim, Mijung

This study began with questions about how science education can bring forth humanity and ethics to reflect increasing concerns about controversial issues of science and technology in contemporary society. Discussing and highlighting binary epistemological assumptions in science education, the study suggests embodied science learning with human subjectivity and integrity between knowledge and practice. The study questions (a) students' understandings of the relationships between STSE and their everyday lifeworld and (b) the challenges of cultivating scientific literacy through STSE teaching. In seeking to understand something about the pedagogical enactment of embodied scientific literacy that emphasizes the harmony of children's knowledges and their lifeworlds, this study employs a mindful pedagogy of hermeneutics. The intro- and intra-dialogical modes of hermeneutic understanding investigate the pedagogical relationship of parts (research texts of students, curriculum, and social milieu) and the whole (STSE teaching in contemporary time and place). The research was conducted with 86 Korean 6 graders at a public school in Seoul, Korea in 2003. Mixed methods were utilized for data collection including a survey questionnaire, a drawing activity, interviews, children's reflective writing, and classroom teaching and observation. The research findings suggest the challenges and possibilities of STSE teaching as follows: (a) children's separated knowledge from everyday practice and living, (b) children's conflicting ideas between ecological/ethical aspects and modernist values, (c) possibilities of embodied knowing in children's practice, and (d) teachers' pedagogical dilemmas in STSE teaching based on the researcher's experiences and reflection throughout teaching practice. As further discussion, this study suggests an ecological paradigm for science curriculum and teaching as a potential framework to cultivate participatory scientific literacy for citizenship in contemporary science teaching.

How can science education foster students' rooting?

NASA Astrophysics Data System (ADS)

Østergaard, Edvin

2015-06-01

The question of how to foster rooting in science education points towards a double challenge; efforts to prevent (further) uprooting and efforts to promote rooting/re-rooting. Wolff-Michael Roth's paper discusses the uprooting/rooting pair of concepts, students' feeling of alienation and loss of fundamental sense of the earth as ground, and potential consequences for teaching science in a rooted manner. However, the argumentation raises a number of questions which I try to answer. My argumentation rests on Husserl's critique of science and the "ontological reversal", an ontological position where abstract models from science are considered as more real than the everyday reality itself, where abstract, often mathematical, models are taken to be the real causes behind everyday experiences. In this paper, measures towards an "ontological re-reversal" are discussed by drawing on experiences from phenomenon-based science education. I argue that perhaps the most direct and productive way of promoting rooting in science class is by intentionally cultivating the competencies of sensing and aesthetic experience. An aesthetic experience is defined as a precognitive, sensuous experience, an experience that is opened up for through sensuous perception. Conditions for rooting in science education is discussed against three challenges: Restoring the value of aesthetic experience, allowing time for open inquiry and coping with curriculum. Finally, I raise the question whether dimensions like "reality" or "nature" are self-evident for students. In the era of constructivism, with its focus on cognition and knowledge building, the inquiry process itself has become more important than the object of inquiry. I argue that as educators of science teachers we have to emphasize more explicitly "the nature of nature" as a field of exploration.

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

NASA Astrophysics Data System (ADS)

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

2017-02-01

This paper presents a research-based teaching-learning sequence (TLS) that focuses on the notion of interaction in teaching Newton's third law (N3 law) which is, as earlier studies have shown, a challenging topic for students to learn. The TLS made systematic use of a visual representation tool—an interaction diagram (ID)—highlighting interactions between objects and addressing the learning demand related to N3 law. This approach had been successful in enhancing students' understanding of N3 law in pilot studies conducted by teacher-researchers. However, it was unclear whether teachers, who have neither been involved with the research nor received intensive tutoring, could replicate the positive results in ordinary school settings. To address this question, we present an empirical study conducted in 10 Finnish upper secondary schools with students ( n = 261, aged 16) taking their mandatory physics course. The study design involved three groups: the heavy ID group (the TLS with seven to eight exercises on IDs), the light ID group (two to three exercises on IDs) and the no ID group (no exercises on IDs). The heavy and light ID groups answered eight ID questions, and all the students answered four questions on N3 law after teaching the force concept. The findings clearly suggest that systematic use of the IDs in teaching the force concept significantly fostered students' understanding of N3 law even with teachers who have no intensive tutoring or research background.

Digging up your dirt. High school students combine small-scale respiration and soil carbon measurements with satellite imagery in hands-on inquiry activities.

NASA Astrophysics Data System (ADS)

Kemper, K.; Throop, H.

2015-12-01

One of the greatest impacts on the global carbon cycle is changes in land use. Making this concept relevant and inquiry-based for high school students is challenging. Many are familiar with reconstructing paleo-climate from ice core data, but few have a connection to current climate research. Many students ask questions like 'What will our area be like in 20 years?' or 'How much does planting trees help?' while few have the scientific language to engage in a discussion to answer these questions. Our work connects students to climate change research in several ways: first, teacher Keska Kemper engaged in field research with Dr. Heather Throop creating a 'teacher in the field' perspective for students in the classroom. Dr. Throop met with Keska Kemper's students several times to develop an inquiry-based field study. Students predicted and then measured rates of respiration between different soil types in an urban park close to their school. Students then could compare their results from Portland, Oregon to Throop's work across a rain gradient in Australia. Discussions about percent tree cover and soil carbon helped students see connections between land use changes and changes in carbon cycling. Last, students examined satellite imagery to determine percent tree cover and numberss of trees to compare to soil carbon in the same region. Students were able to examine imagery over the last 30 years to visualize land use changes in the greater Portland area.

A Campus-Wide Investigation of Clicker Implementation: The Status of Peer Discussion in STEM Classes

PubMed Central

Lewin, Justin D.; Vinson, Erin L.; Stetzer, MacKenzie R.; Smith, Michelle K.

2016-01-01

At the University of Maine, middle and high school teachers observed more than 250 university science, technology, engineering, and mathematics classes and collected information on the nature of instruction, including how clickers were being used. Comparisons of classes taught with (n = 80) and without (n = 184) clickers show that, while instructional behaviors differ, the use of clickers alone does not significantly impact the time instructors spend lecturing. One possible explanation stems from the observation of three distinct modes of clicker use: peer discussion, in which students had the opportunity to talk with one another during clicker questions; individual thinking, in which no peer discussion was observed; and alternative collaboration, in which students had time for discussion, but it was not paired with clicker questions. Investigation of these modes revealed differences in the range of behaviors, the amount of time instructors lecture, and how challenging the clicker questions were to answer. Because instructors can vary their instructional style from one clicker question to the next, we also explored differences in how individual instructors incorporated peer discussion during clicker questions. These findings provide new insights into the range of clicker implementation at a campus-wide level and how such findings can be used to inform targeted professional development for faculty. PMID:26931397

Is case-based learning an effective teaching strategy to challenge students' alternative conceptions regarding chemical kinetics?

NASA Astrophysics Data System (ADS)

Yalçınkaya, Eylem; Taştan-Kırık, Özgecan; Boz, Yezdan; Yıldıran, Demet

2012-07-01

Background: Case-based learning (CBL) is simply teaching the concept to the students based on the cases. CBL involves a case, which is a scenario based on daily life, and study questions related to the case, which allows students to discuss their ideas. Chemical kinetics is one of the most difficult concepts for students in chemistry. Students have generally low levels of conceptual understanding and many alternative conceptions regarding it. Purpose: This study aimed to explore the effect of CBL on dealing with students' alternative conceptions about chemical kinetics. Sample: The sample consists of 53 high school students from one public high school in Turkey. Design and methods : Nonequivalent pre-test and post-test control group design was used. Reaction Rate Concept Test and semi-structured interviews were used for data collection. Convenience sampling technique was followed. For data analysis, the independent samples t-test and ANOVA was performed. Results : Both concept test and interview results showed that students instructed with cases had better understanding of core concepts of chemical kinetics and had less alternative conceptions related to the subject matter compared to the control group students, despite the fact that it was impossible to challenge all the alternative conceptions in the experimental group. Conclusions: CBL is an effective teaching method for challenging students' alternative conceptions in the context of chemical kinetics. Since using cases in small groups and whole class discussions has been found to be an effective way to cope with the alternative conceptions, it can be applied to other subjects and grade levels in high schools with a higher sample size. Furthermore, the effect of this method on academic achievement, motivation and critical thinking skills are other variables that can be investigated for future studies in the subject area of chemistry.

Formative student-authored question bank: perceptions, question quality and association with summative performance

PubMed Central

Walsh, Jason L; Harris, Benjamin H L; Denny, Paul; Smith, Phil

2018-01-01

Purpose of the study There are few studies on the value of authoring questions as a study method, the quality of the questions produced by students and student perceptions of student-authored question banks. Here we evaluate PeerWise, a widely used and free online resource that allows students to author, answer and discuss multiple-choice questions. Study design We introduced two undergraduate medical student cohorts to PeerWise (n=603). We looked at their patterns of PeerWise usage; identified associations between student engagement and summative exam performance; and used focus groups to assess student perceptions of the value of PeerWise for learning. We undertook item analysis to assess question difficulty and quality. Results Over two academic years, the two cohorts wrote 4671 questions, answered questions 606 658 times and posted 7735 comments. Question writing frequency correlated most strongly with summative performance (Spearman’s rank: 0.24, p=<0.001). Student focus groups found that: (1) students valued curriculum specificity; and (2) students were concerned about student-authored question quality. Only two questions of the 300 ’most-answered' questions analysed had an unacceptable discriminatory value (point-biserial correlation <0.2). Conclusions Item analysis suggested acceptable question quality despite student concerns. Quantitative and qualitative methods indicated that PeerWise is a valuable study tool. PMID:28866607

Using Dimensional Data to Address Enrollment Management Questions in Higher Education

ERIC Educational Resources Information Center

Duniway, Bob; Wiegand, Karl

2009-01-01

Enrollment management is central to the success of a college or university. A school must enroll students into courses, completion of a series of which will lead to graduation. While all colleges and universities must manage the enrollment process at least operationally, it is challenging to keep track of all the related data that would allow for…

The Civil War: Slavery and the Crisis of Union. Public Issues Series.

ERIC Educational Resources Information Center

Singleton, Laurel R., Ed.

This booklet is part of a series of units designed to help students take and defend a position on public issues. The unit presented here explores questions about when people should challenge authority through a study of the Civil War and slavery. The booklet is divided into six sections. The first and last are an introduction and review…

Technology Learning Activities. Design Brief--Measuring Inaccessible Distances. Alternative Energy Sources: Designing a Wind Powered Generator. Alternative Energy Sources: Designing a Hot Dog Heater Using Solar Energy.

ERIC Educational Resources Information Center

Technology Teacher, 1991

1991-01-01

These three learning activities are on measuring accessible distances, designing a wind powered generator, and designing a hot dog heater using solar energy. Each activity includes description of context, objectives, list of materials and equipment, challenge to students, and evaluation questions. (SK)

Vicarious Violence on the Screen: A Challenge to Educators and Families. Technical Assistance Bulletin No. 16. [Updated Version].

ERIC Educational Resources Information Center

Hepburn, Mary A.

This technical bulletin poses questions of concern to law-related educators (LRE) and citizenship educators working to reduce violence among students and the larger community. Maintaining that the sociological implications of violence on television and in video games should be a serious concern to all educators, the bulletin describes the…

Professor Usain Bolt Welcomes You to the Schoolyard: Physics for Champions

ERIC Educational Resources Information Center

Vourlias, Kostas; Seroglou, Fanny

2016-01-01

Could Usain Bolt achieve what teachers often fail to do? Could this famous Olympic winner challenge and motivate students to study mechanics and introduce them to the principles of physics in a fun way, outside of the classroom? In order to answer these questions, we "invited" for one semester the world record holder to visit our Greek…

Keystroke-Level Analysis to Estimate Time to Process Pages in Online Learning Environments

ERIC Educational Resources Information Center

Bälter, Olle; Zimmaro, Dawn

2018-01-01

It is challenging for students to plan their work sessions in online environments, as it is very difficult to make estimates on how much material there is to cover. In order to simplify this estimation, we have extended the Keystroke-level analysis model with individual reading speed of text, figures, and questions. This was used to estimate how…

Dissection as Inquiry: Using the "Peanut Observation" Activity to Promote a Revised Paradigm of Dissection and Facilitate Student Involvement and Understanding.

ERIC Educational Resources Information Center

Bernstein, Penny L.

2000-01-01

Introduces the peanut observation activity to teach about the pros and cons of dissection. As an inquiry-based approach, dissection is one way to teach process skills. Lists the progression of the activity as observation, questioning and finding the answer, challenge, discussion, and further examination. (Contains 12 references.) (YDS)

Study Casts Doubt on Strength of Charter Managers: Author Says Final Text Eased Negative Findings on CMOs

ERIC Educational Resources Information Center

Viadero, Debra

2009-01-01

A report from Education Sector raises questions about the ability of charter schools and charter-management organizations (CMOs) to scale up as dramatically as their supporters might hope. "The extraordinary demands of educating disadvantaged students to higher standards, the challenges of attracting the talent required to do that work, the burden…

Treating the Whole Person: A Counseling, Psychology and Support Model for Learners with Learning Difficulty and Disabilities

ERIC Educational Resources Information Center

Lee, Larry

2014-01-01

Concerned about traditional practice that attempted to manage the challenging behavior of learners with learning difficulty and disabilities (LLDD) in learning and social environments, I questioned the extent to which they could manage themselves. From 265 students, 15 males, median age of 19, were invited to participate in 12 weekly one-hour…

Examining the Benefits and Challenges of Using Audience Response Systems: A Review of the Literature

ERIC Educational Resources Information Center

Kay, Robin H.; LeSage, Ann

2009-01-01

Audience response systems (ARSs) permit students to answer electronically displayed multiple choice questions using a remote control device. All responses are instantly presented, in chart form, then reviewed and discussed by the instructor and the class. A brief history of ARSs is offered including a discussion of the 26 labels used to identify…

Community Colleges as Cultural Texts: Qualitative Explorations of Organizational and Student Culture. SUNY Series, Frontiers in Education.

ERIC Educational Resources Information Center

Shaw, Kathleen M., Ed.; Valadez, James R., Ed.; Rhoads, Robert A., Ed.

This book, part of the Frontiers in Education series from the State University of New York, depicts community colleges as "cultural texts," addressing the question of whether, and how, community colleges confront the challenges of diversity and provide equal opportunities for upward mobility. Its ten chapters include: (1) "Community Colleges as…

A New Model for a Multi-Disciplinary Engineering Summer Research Program for High School Seniors: Program Overview, Effectiveness, and Outcomes

ERIC Educational Resources Information Center

Kittur, H.; Shaw, L.; Herrera, W.

2017-01-01

The High School Summer Research Program (HSSRP) is a rigorous eight-week research experience that challenges high school students to a novel scientific question in an engineering laboratory at the Henry Samueli School of Engineering and Applied Science (HSSEAS) at the University of California, Los Angeles (UCLA). The program collates highly…

The Effect of Device When Using Smartphones and Computers to Answer Multiple-Choice and Open-Response Questions in Distance Education

ERIC Educational Resources Information Center

Wilson, Thomas Royce

2017-01-01

Traditionally in higher education, online courses have been designed for computer users. However, the advent of mobile learning (m-learning) and the proliferation of smartphones have created two challenges for online students and instructional designers. First, instruction designed for a larger computer screen often loses its effectiveness when…

The Wingspread Report on New Dimensions for the Teaching of the Social Studies.

ERIC Educational Resources Information Center

National Association of Independent Schools, Philadelphia, PA.

This report is a result of a conference in 1968 attended by secondary school educators to discuss challenging questions facing social studies teachers. Two interrelated areas of interest are explored: 1) The Nature of Contemporary Change in American Society and the World; and, 2) The Educational Needs of Our Students. However, in order to develop…

Facing Substance Abuse: Discussion-Starting Skits for Teenagers. Acting It Out Series.

ERIC Educational Resources Information Center

Pike, William R.

This text attempts to "put a face" on the statistics surrounding drug abuse. It presents real problems, real people, and real dilemmas through the use of plays or skits that tell the story of substance abuse. It attempts to challenge readers--both teachers and students--with hard questions and asks them to look at their own behaviors and to…

What are the primary concerns of nursing students as they prepare for and contemplate their first clinical placement experience?

PubMed

Levett-Jones, Tracy; Pitt, Victoria; Courtney-Pratt, Helen; Harbrow, Gwyneth; Rossiter, Rachel

2015-07-01

Nursing students' first clinical placement experience can be a critical turning point -reinforcing professional aspirations for some, and for others, a time of emotional turbulence. There is a paucity of research focusing on students' perceptions and concerns prior to their first placement experience. Thus, the aim of this study was to explore the concerns of first year bachelor of nursing students from one Australian university as they prepared for their first clinical placement. Participants completed an online 'readiness for practice' survey consisting of 22 items. This paper focuses on participants' responses to the one open ended question: 'Please comment on any concerns that you have in relation to being prepared for your first clinical placement'. Summative qualitative content analysis was used for analysis. 144 students (55%) responded to the open ended question. Responses were categorised into six themes including: Not prepared for placement; feeling nervous, anxious and worried; bullying and belonging; practicalities; patient safety and making mistakes; and working outside of my scope of practice. It appears that activities designed to equip students with the capacity to manage the inherent challenges of undertaking a clinical placement may sometimes have a paradoxical effect by increasing students' level of stress and anxiety. An enhanced understanding of students' concerns may help educators implement appropriate support strategies. Copyright © 2015 Elsevier Ltd. All rights reserved.

A virtual environment for medical radiation collaborative learning.

PubMed

Bridge, Pete; Trapp, Jamie V; Kastanis, Lazaros; Pack, Darren; Parker, Jacqui C

2015-06-01

A software-based environment was developed to provide practical training in medical radiation principles and safety. The Virtual Radiation Laboratory application allowed students to conduct virtual experiments using simulated diagnostic and radiotherapy X-ray generators. The experiments were designed to teach students about the inverse square law, half value layer and radiation protection measures and utilised genuine clinical and experimental data. Evaluation of the application was conducted in order to ascertain the impact of the software on students' understanding, satisfaction and collaborative learning skills and also to determine potential further improvements to the software and guidelines for its continued use. Feedback was gathered via an anonymous online survey consisting of a mixture of Likert-style questions and short answer open questions. Student feedback was highly positive with 80 % of students reporting increased understanding of radiation protection principles. Furthermore 72 % enjoyed using the software and 87 % of students felt that the project facilitated collaboration within small groups. The main themes arising in the qualitative feedback comments related to efficiency and effectiveness of teaching, safety of environment, collaboration and realism. Staff and students both report gains in efficiency and effectiveness associated with the virtual experiments. In addition students particularly value the visualisation of "invisible" physical principles and increased opportunity for experimentation and collaborative problem-based learning. Similar ventures will benefit from adopting an approach that allows for individual experimentation while visualizing challenging concepts.

Motivation, study habits, and expectations of medical students in Singapore.

PubMed

Amin, Zubair; Tani, Massimiliano; Eng, Khoo Hoon; Samarasekara, Dujeepa D; Huak, Chan Yiong

2009-12-01

To determine the motivation and incentives in education, learning experience and teaching techniques, and expectations about future careers among medical students from a multi-ethnic Asian country. Pre-validated questionnaire-based survey with stratified random sampling among medical students. The questionnaire combined qualitative responses with semi-quantitative measures of available alternatives. The response rate was 83.1%. The most important factor for pursuing university study was 'prospect of finding an interesting challenging job' (rank 1-75%). Family made a significant contribution in decision making. Given the chance, a majority (67.2%) of respondents would prefer to study overseas. The main deterring factors were cost (67.7%), distance from home (28%), and local opportunity for post-graduation (23.4%). Despite their inclination of study overseas, the majority (73.9%) of the respondents indicated they were either very satisfied or satisfied with their current choice of university study. Only 20% of students were comfortable in asking questions in classroom as asking questions was deemed 'too risky' and 'unnecessary to get better grades'. Students adopted strategies related to assessment and competition to monitor their study. Senior students reported university education as less relevant to their future careers as compared to junior students (p = 0.002). Students' learning behaviour is determined by complex factors such as educational incentives, learning support, assessment and competition. Among several external factors, family, job prospects and expectations about the future play a critical role in education.

Professional Organizations for Pharmacy Students on Satellite Campuses.

PubMed

Scott, Mollie Ashe; McLaughlin, Jacqueline; Shepherd, Greene; Williams, Charlene; Zeeman, Jackie; Joyner, Pamela

2016-06-25

Objective. To evaluate the structure and impact of student organizations on pharmacy school satellite campuses. Methods. Primary administrators from satellite campuses received a 20-question electronic survey. Quantitative data analysis was conducted on survey responses. Results. The most common student organizations on satellite campuses were the American Pharmacists Association (APhA) (93.1%), American Society of Health-System Pharmacists (ASHP) (89.7%), Christian Pharmacists Fellowship International (CPFI) (60.0%), state organizations (51.7%), and local organizations (58.6%). Perceived benefits of satellite campus organizations included opportunities for professional development, student engagement, and service. Barriers to success included small enrollment, communication between campuses, finances, and travel. Conclusion. Student organizations were an important component of the educational experience on pharmacy satellite campuses and allowed students to develop professionally and engage with communities. Challenges included campus size, distance between campuses, and communication.

Elementary Teacher's Conceptions of Inquiry Teaching: Messages for Teacher Development

NASA Astrophysics Data System (ADS)

Ireland, Joseph E.; Watters, James J.; Brownlee, Jo; Lupton, Mandy

2012-02-01

This study explored practicing elementary school teacher's conceptions of teaching in ways that foster inquiry-based learning in the science curriculum (inquiry teaching). The advocacy for inquiry-based learning in contemporary curricula assumes the principle that students learn in their own way by drawing on direct experience fostered by the teacher. That students should be able to discover answers themselves through active engagement with new experiences was central to the thinking of eminent educators such as Pestalozzi, Dewey and Montessori. However, even after many years of research and practice, inquiry learning as a referent for teaching still struggles to find expression in the average teachers' pedagogy. This study drew on interview data from 20 elementary teachers. A phenomenographic analysis revealed three conceptions of teaching for inquiry learning in science in the elementary years of schooling: (a) The Experience-centered conception where teachers focused on providing interesting sensory experiences to students; (b) The Problem-centered conception where teachers focused on engaging students with challenging problems; and (c) The Question-centered conception where teachers focused on helping students to ask and answer their own questions. Understanding teachers' conceptions has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for engaging students in Science.

Climate And Sea Level: It's In Our Hands Now

NASA Astrophysics Data System (ADS)

Turrin, M.; Bell, R. E.; Ryan, W. B. F.

2014-12-01

Changes in sea level are measurable on both a local and a global scale providing an accessible way to connect climate to education, yet engaging teachers and students with the complex science that is behind the change in sea level can be a challenge. Deciding how much should be included and just how it should be introduced in any single classroom subject area can be an obstacle for a teacher. The Sea Level Rise Polar Explorer App developed through the PoLAR CCEP grant offers a guided tour through the many layers of science that impact sea level rise. This map-based data-rich app is framed around a series of questions that move the user through map layers with just the level of complexity they chose to explore. For a quick look teachers and students can review a 3 or 4 sentence introduction on how the given map links to sea level and then launch straight into the interactive touchable map. For a little more in depth look they can listen to (or read) a one-minute recorded background on the data displayed in the map prior to launching in. For those who want more in depth understanding they can click to a one page background piece on the topic with links to further visualizations, videos and data. Regardless of the level of complexity selected each map is composed of clickable data allowing the user to fully explore the science. The different options for diving in allow teachers to differentiate the learning for either the subject being taught or the user level of the student group. The map layers also include a range of complexities. Basic questions like "What is sea level?" talk about shorelines, past sea levels and elevations beneath the sea. Questions like "Why does sea level change?" includes slightly more complex issues like the role of ocean temperature, and how that differs from ocean heat content. And what is the role of the warming atmosphere in sea level change? Questions about "What about sea level in the past?" can bring challenges for students who have difficulty with time scales, but sections on "Who is Vulnerable?" are very tangible to the students as they look at maps of population density, ocean island populations in danger of submersion, and what regions are most vulnerable to flooding. Teachers and students alike can explore a wealth of authentic science data in an engaging and accessible way.

Metacognitive Analysis of Pre-Service Teachers of Chemistry in Posting Questions

NASA Astrophysics Data System (ADS)

Santoso, T.; Yuanita, L.

2017-04-01

Questions addressed to something can induce metacognitive function to monitor a person’s thinking process. This study aims to describe the structure of the level of student questions based on thinking level and chemistry understanding level and describe how students use their metacognitive knowledge in asking. This research is a case study in chemistry learning, followed by 87 students. Results of the analysis revealed that the structure of thinking level of student question consists of knowledge question, understanding and application question, and high thinking question; the structure of chemistry understanding levels of student questions are a symbol, macro, macro-micro, macro-process, micro-process, and the macro-micro-process. The level Questioning skill of students to scientific articles more qualified than the level questioning skills of students to the teaching materials. The analysis result of six student interviews, a student question demonstrate the metacognitive processes with categories: (1) low-level metacognitive process, which is compiled based on questions focusing on a particular phrase or change the words; (2) intermediate level metacognitive process, submission of questions requires knowledge and understanding, and (3) high-level metacognitive process, the student questions posed based on identifying the central topic or abstraction essence of scientific articles.

Student-generated questions during chemistry lectures: Patterns, self-appraisals, and relations with motivational beliefs and achievement

NASA Astrophysics Data System (ADS)

Bergey, Bradley W.

Self-generated questions are a central mechanism for learning, yet students' questions are often infrequent during classroom instruction. As a result, little is known about the nature of student questioning during typical instructional contexts such as listening to a lecture, including the extent and nature of student-generated questions, how students evaluate their questions, and the relations among questions, motivations, and achievement. This study examined the questions undergraduate students (N = 103) generated during 8 lectures in an introductory chemistry course. Students recorded and appraised their question in daily question logs and reported lecture-specific self-efficacy beliefs. Self-efficacy, personal interest, goal orientations, and other motivational self-beliefs were measured before and after the unit. Primary analyses included testing path models, multiple regressions, and latent class analyses. Overall, results indicated that several characteristics of student questioning during lectures were significantly related to various motivations and achievement. Higher end-of-class self-efficacy was associated with fewer procedural questions and more questions that reflected smaller knowledge deficits. Lower exam scores were associated with questions reflecting broader knowledge deficits and students' appraisals that their questions had less value for others than for themselves. Individual goal orientations collectively and positively predicted question appraisals. The questions students generated and their relations with motivational variables and achievement are discussed in light of the learning task and academic context.

Proposed Grand Challenges in Geoscience Education Research: Articulating a Community Research Agenda

NASA Astrophysics Data System (ADS)

Semken, S. C.; St John, K. K.; Teasdale, R.; Ryker, K.; Riggs, E. M.; Pyle, E. J.; Petcovic, H. L.; McNeal, K.; McDaris, J. R.; Macdonald, H.; Kastens, K.; Cervato, C.

2017-12-01

Fourteen ago the Wingspread Project helped establish geoscience education research (GER) as an important research field and highlighted major research questions for GER at the time. More recently, the growth and interest in GER is evident from the increase in geoscience education research articles, the establishment of the NAGT GER Division, the creation of the GER Toolbox, an increase in GER graduate programs, and the growth of tenure-eligible GER faculty positions. As an emerging STEM education research field, the GER community is examining the current state of their research and considering the best course forward so that it can have the greatest collective impact on advancing teaching and learning in the geosciences. As part of an NSF-funded effort to meet this need, 45 researchers drafted priority research questions, or "Grand Challenges", that span 10 geoscience education research themes. These include research on: students' conceptual understanding of the solid and the fluid Earth, K-12 teacher preparation, teaching about Earth in the context of societal problems, access and success of underrepresented groups in the geosciences, spatial and temporal reasoning, quantitative reasoning and use of models, instructional strategies to improve geoscience learning, students' self-regulated learning, and faculty professional development and institutional change. For each theme, several Grand Challenges have been proposed; these have undergone one round of peer-review and are now ready for the AGU community to critically examine the proposed Grand Challenges and make suggestions on strategies for addressing them: http://nagt.org/nagt/geoedresearch/grand_challenges/feedback.html. We seek perspectives from geoscience education researchers, scholars, and reflective educators. It is our vision that the final outcomes of this community-grounded process will be a published guiding framework to (1) focus future GER on questions of high interest to the geoscience education researcher and practitioner community, (2) provide funding agencies with a strong rationale for including GER in future funding priorities, (3) increase the strength of evidence of GER community claims, and (4) elevate the visibility, stature, and collaborative potential of GER in the geosciences and in STEM education research.

Autonomous excursions using tablets and smartphones

NASA Astrophysics Data System (ADS)

Marra, Wouter; Groothengel, Marin; van de Grint, Liesbeth; Karssenberg, Derek; Stouthamer, Esther

2017-04-01

Excursions and fieldworks are valuable components for geosciences education. However, field activities can be time consuming for teachers and pose a logistical challenge to fit in regular courses. Furthermore, the participation of students diminishes with group size in case of instructor-led outings. We are developing excursions that students can follow autonomously without a teacher present, using instructions, assignments and background information on tablets and smartphones. The goal of this approach is to increase the level of active participation, and to reduce logistical and time table issues. We developed a bike-excursion about the landscape and geology in the vicinity of our University. Such excursion was on the wish-list for several years, but posed a logistical challenge for the group of about 80 students in the available timeslot. In our approach, students had a time-window of two weeks in which they could finish the excursion in groups of 2. 8-Inch tablets with water- and shock-proof cases were available for this excursion. For the excursion we used three apps: 1) IZI-Travel for providing the route, spoken navigation instructions, spoken explanations at stops, location-related images, assignments as text, and multiple-choose questions. 2) PDF-Maps for providing geo-referenced maps. 3) ESRI Collector which the students used to digitize polygons on a map, and to collect geo-referenced photos with explanation. These data were answers to assignments and were later used in a tutorial on campus. The assignments where students had to collect data, and the small group size (pairs) increased the level of active participation. The use of a final tutorial on campus was important for the autonomous excursion, as it gave students the opportunity to discuss their observations and questions with their teacher. The developed teaching materials are available online to use and adapt for others. Parts could be useful for other universities and schools in the vicinity of the excursion location.

Students’ Use of Optional Online Reviews and Its Relationship to Summative Assessment Outcomes in Introductory Biology

PubMed Central

Carpenter, Shana K.; Rahman, Shuhebur; Lund, Terry J. S.; Armstrong, Patrick I.; Lamm, Monica H.; Reason, Robert D.; Coffman, Clark R.

2017-01-01

Retrieval practice has been shown to produce significant enhancements in student learning of course information, but the extent to which students make use of retrieval to learn information on their own is unclear. In the current study, students in a large introductory biology course were provided with optional online review questions that could be accessed as Test questions (requiring students to answer the questions before receiving feedback) or as Read questions (providing students with the question and correct answer up-front). Students more often chose to access the questions as Test compared with Read, and students who used the Test questions scored significantly higher on subsequent exams compared with students who used Read questions or did not access the questions at all. Following an in-class presentation of superior exam performance following use of the Test questions, student use of Test questions increased significantly for the remainder of the term. These results suggest that practice questions can be an effective tool for enhancing student achievement in biology and that informing students about performance-based outcomes coincides with increased use of retrieval practice. PMID:28408408

Formative student-authored question bank: perceptions, question quality and association with summative performance.

PubMed

Walsh, Jason L; Harris, Benjamin H L; Denny, Paul; Smith, Phil

2018-02-01

There are few studies on the value of authoring questions as a study method, the quality of the questions produced by students and student perceptions of student-authored question banks. Here we evaluate PeerWise, a widely used and free online resource that allows students to author, answer and discuss multiple-choice questions. We introduced two undergraduate medical student cohorts to PeerWise (n=603). We looked at their patterns of PeerWise usage; identified associations between student engagement and summative exam performance; and used focus groups to assess student perceptions of the value of PeerWise for learning. We undertook item analysis to assess question difficulty and quality. Over two academic years, the two cohorts wrote 4671 questions, answered questions 606 658 times and posted 7735 comments. Question writing frequency correlated most strongly with summative performance (Spearman's rank: 0.24, p=<0.001). Student focus groups found that: (1) students valued curriculum specificity; and (2) students were concerned about student-authored question quality. Only two questions of the 300 'most-answered' questions analysed had an unacceptable discriminatory value (point-biserial correlation <0.2). Item analysis suggested acceptable question quality despite student concerns. Quantitative and qualitative methods indicated that PeerWise is a valuable study tool. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

A collaborative approach to improving and expanding an experiential education program.

PubMed

Cox, Cheryl E; Lindblad, Adrienne J

2012-04-10

The lessons learned from a collaboration between a faculty of pharmacy and a practice site that involved implementation of an innovative experiential placement model are described, as well as the broader impact of the project on other practice sites, the faculty of pharmacy's experiential education program, and experiential placement capacity. The partnerships and collaborative strategies formed were key to the implementation and evaluation of a pharmacy student clinical teaching unit pilot program and integration of concepts used in the unit into the advanced pharmacy practice experience (APPE) program to enhance capacity and quality. The university-practice partnerships have made it possible to promote the delegation of responsibility and accountability for patient care to students, challenge the anticipated workload burden for preceptors, question the optimal length of an APPE placement, and highlight the value of higher student-to-preceptor ratios that facilitate peer-assisted learning (PAL) and optimize the practice learning experiences for preceptors and students. Collaboration in experiential education between universities and practice sites can provide opportunities to address challenges faced by practitioners and academics alike.

Chasing Carbon Down the Colorado River: Mid-Stream Challenges to Engaging Undergraduates in Field-Based Research

NASA Astrophysics Data System (ADS)

Hartnett, H. E.

2011-12-01

Many undergraduates express strong interests in research and in interdisciplinary sciences and yet, when it comes down to learning interdisciplinary material they are either unprepared for or overwhelmed by the complex interactions and relationships inherent in studying biogeochemical systems. My NSF-CAREER project "Transformation and transport of Organic Carbon in the Colorado River-Reservoir System" (EAR #0846188) combines field research with state-of-the-art analytical techniques to explore the source, fate and transport of terrestrial and riverine organic carbon in a heavily managed river system. In an effort to get undergraduates involved in research where they can really get their feet wet, I have been engaging undergraduates in a variety of field research projects that examine carbon biogeochemistry in the Colorado River watershed. The goal is to provide opportunities for students in Chemistry and in the Earth Sciences to directly experience the complexity of an environmental system, and to begin to ask manageable research questions that can be answered through field and lab work. These students are involved either as undergraduate research assistants, or as participants in my Field Geochemistry course which is offered through both the Dept. of Chemistry and the School of Earth and Space Exploration. There have been some unexpected challenges to getting these field-research projects started, but students are now successfully developing independent questions related to the larger scientific goals of the project and executing experimental and analytical research projects. To date, the PI has mentored 6 undergraduates and 2 graduate students as part of this project.

MO-DE-BRA-01: Enhancing Radiation Physics Instruction Through Gamification and E-Learning

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

Driewer, J; Lei, Y; Morgan, B

Purpose: This project sought to “gamify” the instruction of radiation interaction physics concepts for technology students. Gamification applies game mechanics and user interactions in active learning contexts. In one part of this project, a self-guided eModule was developed for conceptual radiation interaction instruction. In a second part, a web-based game, Particle Launch (http://particle-launcher.ist.unomaha.edu), was created to challenge students to quickly apply radiation interaction concepts in a way that is stimulating and motivating. Methods: The eModule, focused on conceptual interaction physics, was designed in Adobe Captivate and incorporates animation, web videos, and assessment questions in order to generate student interest. Navigatingmore » the whole module takes 40 minutes for beginners. Assessments after three main sections are comprised of 3–4 questions randomly selected from a question pool. In collaboration with the University of Nebraska at Omaha’s College of Information Science and Technology, the Particle Launch game was created with the Unity gaming engine and designed with a game-play look and feel. The object of the game is to utilize different particles, energies, and directions to destroy a target given a limited number of resources and time to complete the task. A rewards system encourages accurate shots. Results: The eModule part of the project encourages a flipped classroom model in which class time is devoted to application of concepts rather than information-based lectures. Currently, eModule assessments are not tracked but this feature could be incorporated to encourage participation. Furthermore, in a class of five technology students, the game was found to be fun and engaging and had the effect of reinforcing basic concepts from the eModule. Conclusion: Gamification has significant potential to alter medical physics instruction. Game-play feedback is an important part of the learning process. Students found Particle Launch inviting and challenging and further research could help game design. This project was generously supported by the Office of the Vice-Chancellor for Academic Affairs and the University of Nebraska Medical Center.« less

Using 'How People Learn' as a Blueprint for Developing Teaching Strategies in an Introductory Geology Course

NASA Astrophysics Data System (ADS)

Debari, S. M.; Bachmann, J.; Dougan, B.; Fackler-Adams, B.; Kratz, R.; Linneman, S.; Plake, T.; Smith, B.

2008-12-01

A new curriculum for an introductory geology course, Geology and Everyday Thinking (GET), incorporates the key research findings of How People Learn (NAS, 1999), and is based on the pedagogical approach of Physics and Everyday Thinking (PET; http://petproject.sdsu.edu/). These key findings have profound implications for developing teaching strategies that promote student learning. They suggest that for learning to occur: 1) students' preconceptions must be engaged, 2) students must be able to build their own conceptual framework, and 3) students must be given an opportunity to reflect on their learning (metacognition). Our curriculum has been carefully constructed into cycles that apply these key findings while exploring a key geologic concept. Each cycle engages students' 'Initial Ideas' about these concepts (and continuously revisits those Initial Ideas), sequentially builds upon concepts in a logical framework, and requires reflective writing. The curriculum employs questioning, small group work, and small and large class discussions. Students construct concepts by doing inquiry lab activities, but embedded group discussions that promote discourse and questioning among students is a crucial tool in the sense-making and solidification of those concepts. The questioning and discourse occur throughout each module so that students' preconceptions about a particular concept are brought out early on, and are revisited and challenged again as students construct their new understanding. Whiteboarding, or the process of sharing small-group ideas to a larger group, is the primary method of generating discussion. The instructor's role as facilitator and questioner is the cornerstone in this process. The primary audience for this course is future elementary teachers, who are required take a year-long science sequence. The year-long sequence includes physics (PET), geology (GET), and a correlative new curriculum in biology (BET). Class size is limited to 24 students, and the sequence is taught at a 4-year university as well as at four regional feeder community colleges. These courses model an inquiry-based teaching methodology that our pre-service teachers will use to teach science to their future students. Both quantitative and qualitative assessment data collected from our students show impressive gains both in attitudes about science and science content, especially compared to larger lecture-based introductory courses.

Teaching the Interior Composition and Rheology of the Earth to Undergraduate Students Using an Inquiry Based Approach

NASA Astrophysics Data System (ADS)

Hayden, T. G.; Callahan, C. N.; Sibert, R. J.; Ewald, S. K.

2011-12-01

Most introductory geology courses include a lesson on the internal layered structure of the Earth. Due to the abstract nature of the content, this topic is difficult to teach using an inquiry-based approach. The challenge is two-fold: first, students cannot directly see the layers from their perspective on the earth's surface, and second, students have trouble grasping the vast scale of the earth, which far exceeds their everyday experiences. In addition, the two separate classification systems for dividing the internal structure of the Earth are often a point of confusion and source of misconceptions. In response to this challenge, we developed an inquiry lesson that scaffolds students' understanding of the compositional and rheological properties of the Earth's interior. The intent is to build students' understanding of the Earth's layers by guiding their attention to the reasons for the separate classification systems and the individual layers. The investigation includes teacher- or material-driven components such as guiding questions and specific hand-samples for analogues as well as student-driven components like collecting data and constructing explanations. The lesson opens with a series of questions designed to elicit students' existing ideas about the Earth's interior. The students are then guided to make observations of hand samples meant to represent examples of the crust and mantle as well as physical materials meant to serve as analogues for the lithosphere and asthenosphere. The lesson concludes with students integrating their observations into a model of the Earth's internal structure that accounts for both the compositional and rheological properties. Although this lesson was originally developed as a roughly 60 minute lesson for a class of 24 students, we also note ways this lesson can be modified for use at a variety of course levels. The lesson was pilot-tested in an introductory Earth Science course for future elementary (K-8) teachers. Data collected includes both pre- and post-instruction drawings as well as responses to multiple-choice test items derived from the Geoscience Content Inventory (GCI).

The Value of Indirect Teaching Strategies in Enhancing Student-Coaches’ Learning Engagement

PubMed Central

Mesquita, Isabel; Coutinho, Patrícia; De Martin-Silva, Luciana; Parente, Bruno; Faria, Mário; Afonso, José

2015-01-01

This study aimed to examine the indirect teaching strategies adopted by a coach educator in terms of promoting student-coaches’ engagement in a positive and active learning environment. The participants were an expert coach educator and seven student-coaches from an academic coaching setting. A mix method approach was used to collect data. Whilst video-recording and participant observations were used to collect data from the lessons, focus groups were adopted to recall the perceptions of student-coaches. The results showed that indirect teaching strategies (i.e., asking questions, showing signs of autonomy by monitoring the pace at which they completed tasks and actively engaging in the search for solutions to tasks) implemented by the coach educator promoted a supportive and challenging learning environment which, in turn, encouraged student-coaches to be more actively involved in the lessons. Additionally, the affective aspects of the relationship established with student-coaches (tone of voice, gestures, facial expressions, eye contact, physical contact and humor) led them to feel confident in exposing their doubts and opinions, and in learning in a more autonomous manner. Moreover, the practical lessons proved to be crucial in helping student-coaches to reach broader and deeper forms of understanding by allowing the application of theory to coaching practice. In conclusion, this study reinforces the value of indirect teaching strategies to stimulate an active learning environment. It further highlights the value of practical learning environments to better prepare neophyte coaches for dealing with the complex and dynamic nature of their professional reality. Key points Both instructional and affective teaching indirect strategies used by the coach educator promoted a positive and challenging learning environment to student-coaches. The directness profile used by this coach educator (questioning, giving autonomy for problem solving and responsibility to regulate the learning tasks development) promoted the awareness and the ability of student-coaches to explore alternative solutions and self-regulate their own learning. Using humor, touch, gestures and tone of voice, the coach educator showed great care for student-coaches, which impacted positively on their enthusiasm, confidence and desire to be actively engaged in their own learning. PMID:26336354

Climate Literacy: Supporting Teacher Professional Development

NASA Astrophysics Data System (ADS)

Haddad, N.; Ledley, T. S.; Dunlap, C.; Bardar, E.; Youngman, B.; Ellins, K. K.; McNeal, K. S.; Libarkin, J.

2012-12-01

Confronting the Challenges of Climate Literacy (CCCL) is an NSF-funded (DRK-12) project that includes curriculum development, teacher professional development, teacher leadership development, and research on student learning, all directed at high school teachers and students. The project's evaluation efforts inform and guide all major components of the project. The research effort addresses the question of what interventions are most effective in helping high school students grasp the complexities of the Earth system and climate processes, which occur over a range of spatial and temporal scales. The curriculum unit includes three distinct but related modules: Climate and the Cryosphere; Climate, Weather, and the Biosphere; and Climate and the Carbon Cycle. Climate-related themes that cut across all three modules include the Earth system, with the complexities of its positive and negative feedback loops; the range of temporal and spatial scales at which climate, weather, and other Earth system processes occur; and the recurring question, "How do we know what we know about Earth's past and present climate?" which addresses proxy data and scientific instrumentation. The professional development component of the project includes online science resources to support the teaching of the curriculum modules, summer workshops for high school teachers, and a support system for developing the teacher leaders who plan and implement those summer workshops. When completed, the project will provide a model high school curriculum with online support for implementing teachers and a cadre of leaders who can continue to introduce new teachers to the resource. This presentation will introduce the curriculum and the university partnerships that are key to the project's success, and describe how the project addresses the challenge of helping teachers develop their understanding of climate science and their ability to convey climate-related concepts articulated in the Next Generation Science Standards to their students. We will also describe the professional development and support system to develop teacher leaders and explain some of the challenges that accompany this approach of developing teacher leaders in the area of climate literacy.

Analysis of undergraduate students' conceptual models of a complex biological system across a diverse body of learners

NASA Astrophysics Data System (ADS)

Dirnbeck, Matthew R.

Biological systems pose a challenge both for learners and teachers because they are complex systems mediated by feedback loops; networks of cause-effect relationships; and non-linear, hierarchical, and emergent properties. Teachers and scientists routinely use models to communicate ideas about complex systems. Model-based pedagogies engage students in model construction as a means of practicing higher-order reasoning skills. One such modeling paradigm describes systems in terms of their structures, behaviors, and functions (SBF). The SBF framework is a simple modeling language that has been used to teach about complex biological systems. Here, we used student-generated SBF models to assess students' causal reasoning in the context of a novel biological problem on an exam. We compared students' performance on the modeling problem, their performance on a set of knowledge/comprehension questions, and their performance on a set of scientific reasoning questions. We found that students who performed well on knowledge and understanding questions also constructed more networked, higher quality models. Previous studies have shown that learners' mental maps increase in complexity with increased expertise. We wanted to investigate if biology students with varying levels of training in biology showed a similar pattern when constructing system models. In a pilot study, we administered the same modeling problem to two additional groups of students: 1) an animal physiology course for students pursuing a major in biology (n=37) and 2) an exercise physiology course for non-majors (n=27). We found that there was no significant difference in model organization across the three student populations, but there was a significant difference in the ability to represent function between the three populations. Between the three groups the non-majors had the lowest function scores, the introductory majors had the middle function scores, and the upper division majors had the highest function scores.

Roadrunner physics: using cartoons to challenge student preconceptions

NASA Astrophysics Data System (ADS)

Huxford, Rachael; Ridge, Mathew; Overduin, James; Selway, Jim

The cartoon universe is governed by laws that differ radically from those in the real world, but also mirror some of our preconceptions of how the world ``should'' work. We all know that Wile E. Coyote will never be able to catch the Roadrunner with a fan attached to a sailboard, or an outboard motor submerged in a pail of water--but why, exactly? Can we attach some numbers to this knowledge? We have designed some classroom demonstrations accompanied by personal-response-type questions that use classic cartoon clips to challenge student thinking in introductory courses, prompting them to rediscover the truths of physics for themselves. We extend this idea to intermediate-level modern physics, showing that some phenomena in the cartoon universe can be reconciled with standard physics if the values of fundamental constants such as c , G and h differ radically from those in the real world. Such an approach can both heighten student interest and deepen understanding in various physics topics.

Assessing the Impact of a Virtual Lab in an Allied Health Program.

PubMed

Kay, Robin; Goulding, Helene; Li, Jia

2018-01-01

Competency-based education in health care requires rigorous standards to ensure professional proficiency. Demonstrating competency in hands-on laboratories calls for effective preparation, knowledge, and experience, all of which can be difficult to achieve using traditional teaching methods. Virtual laboratories are an alternative, cost-effective approach to providing students with sufficient preparatory information. Research on the use of virtual labs in allied health education is limited. The current study investigated the benefits, challenges, and perceived impact of a virtual lab in an allied health program. The sample consisted of 64 students (55 females, 9 males) enrolled in a university medical laboratory science program. A convergent mixed-methods approach (Likert survey, open-ended questions, think-aloud protocol data) revealed that students had positive attitudes towards visual learning, authenticity, learner control, organization, and scaffolding afforded by the virtual lab. Challenges reported included navigational difficulties, an absence of control over content selection, and lack of understanding for certain concepts. Over 90% of students agreed that the virtual lab helped them prepare for hands-on laboratory sessions and that they would use this format of instruction again. Overall, 84% of the students agreed that the virtual lab helped them to achieve greater success in learning.

First Generation College Students in STEM: Counter Stories of Success

NASA Astrophysics Data System (ADS)

Hernandez, Carol D.

First-generation community college Science, Technology, Engineering, and Mathematics (STEM) students have unique challenges in transferring to a four-year college. This is especially true for Latin and African American students who may experience multiple challenges, including discrimination, immigration issues and language issues, and sometimes poor academic preparation in their K-12 education. This project used a grounded theory approach to explore through an equity lens the educational journey of seven Los Medanos College students who have successfully transferred to a four-year institution were interviewed. All of these students that participated in this project were former Mathematics Engineering Science Achievement Program (MESA) students at Los Medanos College. The MESA Program is a learning community that provides academic support for "educationally and economically disadvantaged" students so they can excel in math and science, transfer to four-year institutions as majors in math-based fields, and graduate with baccalaureate degrees in STEM majors. Several intervention strategies are embedded into the program, including: counseling, mentors, a learning center, tutors, financial aid and transfer workshops, and internship and scholarship opportunities. The students were interviewed and asked several questions regarding their high school life, MESA, and community college and transfer experiences. The main theoretical framework utilized to analyze the interviews was Border Lands theory because these students created a safe space that allowed them to straddle their life at home and their life at school. Interviews with these students reveal seven successful, happy, and engaged students. Several themes emerged with respect to the importance of students' finding a major that they love, finding community, and the importance of teachers, family, and engagement in their success. The results of this project also emphasize the importance of hiring passionate teachers, challenging students, and engaging them via their interests and passions. The interviews uncovered Critical Race Theory counter stories, showing that despite the many barriers that these students encountered throughout their educational journey, they were able to succeed at the highest levels.

Model Based Reasoning by Introductory Students When Analyzing Earth Systems and Societal Challenges

NASA Astrophysics Data System (ADS)

Holder, L. N.; Herbert, B. E.

2014-12-01

Understanding how students use their conceptual models to reason about societal challenges involving societal issues such as natural hazard risk assessment, environmental policy and management, and energy resources can improve instructional activity design that directly impacts student motivation and literacy. To address this question, we created four laboratory exercises for an introductory physical geology course at Texas A&M University that engages students in authentic scientific practices by using real world problems and issues that affect societies based on the theory of situated cognition. Our case-study design allows us to investigate the various ways that students utilize model based reasoning to identify and propose solutions to societally relevant issues. In each of the four interventions, approximately 60 students in three sections of introductory physical geology were expected to represent and evaluate scientific data, make evidence-based claims about the data trends, use those claims to express conceptual models, and use their models to analyze societal challenges. Throughout each step of the laboratory exercise students were asked to justify their claims, models, and data representations using evidence and through the use of argumentation with peers. Cognitive apprenticeship was the foundation for instruction used to scaffold students so that in the first exercise they are given a partially completed model and in the last exercise students are asked to generate a conceptual model on their own. Student artifacts, including representation of earth systems, representation of scientific data, verbal and written explanations of models and scientific arguments, and written solutions to specific societal issues or environmental problems surrounding earth systems, were analyzed through the use of a rubric that modeled authentic expertise and students were sorted into three categories. Written artifacts were examined to identify student argumentation and justifications of solutions through the use of evidence and reasoning. Higher scoring students justified their solutions through evidence-based claims, while lower scoring students typically justified their solutions using anecdotal evidence, emotional ideologies, and naive and incomplete conceptions of earth systems.

Developing a constructivist learning environment in online postsecondary science courses

NASA Astrophysics Data System (ADS)

Hackworth, Sylvester N.

This Delphi study addressed the concerns of postsecondary educators regarding the quality of education received by postsecondary science students who receive their instruction online. This study was framed with the constructivist learning theory and Piaget's and Dewey's cognitive development theories. The overarching question addressed a gap in research literature surrounding the pedagogical practices that could be successfully applied to future postsecondary online science education. The panel consisted of 30 experts in the area of online postsecondary education. Qualitative data from the initial seed questions were used to create a Likert-type survey to seek consensus of the themes derived from participant responses. Participants reached agreement on six items: apply constructivism to science curricula, identify strengths and challenges of online collegiate students, explicate students' consequences due to lack of participation in discussion forums, ensure that online course content is relevant to students' lives, reinforce academic integrity, and identify qualities face-to-face collegiate science instructors need when transitioning to online science instructors. The majority of participants agreed that gender is not an important factor in determining the success of an online collegiate science student. There was no consensus on the efficacy of virtual labs in an online science classroom. This study contributes to positive social change by providing information to new and struggling postsecondary science teachers to help them successfully align their instruction with students' needs and, as a result, increase students' success.

ESL TEACHER CANDIDATES' PERCEPTIONS OF STRENGTHS AND INADEQUACIES OF INSTRUCTING CULTURALLY AND LINGUISTICALLY DIVERSE STUDENTS: POST CLINICAL EXPERIENCE.

PubMed

Wong, Chiu-Yin; Indiatsi, John; Wong, Gary K W

2016-01-01

The present case study examined English as a second language (ESL) teacher candidates' views on their preparedness on instructing culturally and linguistically diverse students. A survey was administrated to a group of ESL teacher candidates at the end of the training program. Results revealed that although the participants received training in culture and instructional strategies, lacking adequate knowledge in students' diverse cultures and languages was reported as a major challenge. Personality traits and knowing specific strategies are reported as their strengths. However, there is a mismatch between the data gathered from the self-ranking component and the open-ended questions. Implications and suggestions are discussed.

Empathy among students in engineering programmes

NASA Astrophysics Data System (ADS)

Rasoal, Chato; Danielsson, Henrik; Jungert, Tomas

2012-10-01

Engineers face challenges when they are to manage project groups and be leaders for organisations because such positions demand skills in social competence and empathy. Previous studies have shown that engineers have low degrees of social competence skills. In this study, the level of empathy as measured by the four subscales of the Interpersonal Reactivity Index, perspective taking, fantasy, empathic distress and empathic concern, among engineering students was compared to students in health care profession programmes. Participants were undergraduate students at Linköping University, 365 students from four different health care profession programmes and 115 students from two different engineering programmes. When the empathy measures were corrected for effects of sex, engineering students from one of the programmes had lower empathy than psychology and social worker students on the fantasy and perspective-taking subscales. These results raise questions regarding opportunities for engineering students to develop their empathic abilities. It is important that engineering students acquire both theoretical and practical knowledge and skills regarding empathy.

Promoting an active form of learning out-of-class via answering online "study questions" leads to higher than expected exam scores in General Biology.

PubMed

Gibson, Susan I

2015-01-01

A rising need for workers in science, technology, engineering and mathematics (STEM) fields has fueled interest in improving teaching within STEM disciplines. Numerous studies have demonstrated the benefits of active learning approaches on student learning outcomes. However, many of these studies have been conducted in experimental, rather than real-life class, settings. In addition, most of these studies have focused on in-class active learning exercises. This study tested the effects of answering questions outside of class on exam performance for General Biology students at the University of Minnesota. An online database of 1,020 multiple-choice questions covering material from the first half of the course was generated. Students in seven course sections (with an average of ∼265 students per section) were given unlimited access to the online study questions. These students made extensive use of the online questions, with students answering an average of 1,323 questions covering material from the half of the semester for which the questions were available. After students answered a set of questions, they were shown the correct answers for those questions. More specific feedback describing how to arrive at the correct answer was provided for the 73% of the questions for which the correct answers were not deemed to be self-explanatory. The extent to which access to the online study questions improved student learning outcomes was assessed by comparing the performance on exam questions of students in the seven course sections with access to the online study questions with the performance of students in course sections without access to the online study questions. Student performance was analyzed for a total of 89 different exams questions that were not included in the study questions, but that covered the same material covered by the study questions. Each of these 89 questions was used on one to five exams given to students in course sections that had access to the online study questions and on three to 77 exams given to students in sections that lacked such access. Data from over 1,800 students in sections with access to the online study questions show that those students scored a statistically significant average of 6.6% points higher on the exam questions analyzed than students in sections without access to the study questions. This difference was greater than the average amount necessary to raise students' exam grades by one grade (e.g., from a "B-" to a "B"). In addition, there was a higher correlation between number of questions answered and success on exam questions on material related to the study questions than between number of questions answered and success on exam questions on material unrelated to the study questions. The online study question system required substantial effort to set up, but required minimal effort to maintain and was effective in significantly raising average exam scores for even very large course sections.

Live lecture versus video-recorded lecture: are students voting with their feet?

PubMed

Cardall, Scott; Krupat, Edward; Ulrich, Michael

2008-12-01

In light of educators' concerns that lecture attendance in medical school has declined, the authors sought to assess students' perceptions, evaluations, and motivations concerning live lectures compared with accelerated, video-recorded lectures viewed online. The authors performed a cross-sectional survey study of all first- and second-year students at Harvard Medical School. Respondents answered questions regarding their lecture attendance; use of class and personal time; use of accelerated, video-recorded lectures; and reasons for viewing video-recorded and live lectures. Other questions asked students to compare how well live and video-recorded lectures satisfied learning goals. Of the 353 students who received questionnaires, 204 (58%) returned responses. Collectively, students indicated watching 57.2% of lectures live, 29.4% recorded, and 3.8% using both methods. All students have watched recorded lectures, and most (88.5%) have used video-accelerating technologies. When using accelerated, video-recorded lecture as opposed to attending lecture, students felt they were more likely to increase their speed of knowledge acquisition (79.3% of students), look up additional information (67.7%), stay focused (64.8%), and learn more (63.7%). Live attendance remains the predominant method for viewing lectures. However, students find accelerated, video-recorded lectures equally or more valuable. Although educators may be uncomfortable with the fundamental change in the learning process represented by video-recorded lecture use, students' responses indicate that their decisions to attend lectures or view recorded lectures are motivated primarily by a desire to satisfy their professional goals. A challenge remains for educators to incorporate technologies students find useful while creating an interactive learning culture.

5.3 Global challenges in research and strategic planning.

PubMed

Baum, Bruce J; Scott, John; Bickel, Matthias; Gombos, Giorgio; Greenspan, John S; Guo, Wei; Park, No-Hee; Purdell-Lewis, David; Ranney, Richard; Schwarz, Eli; Seymour, Greg; Uoshima, Katsumi

2002-01-01

Health sciences research is experiencing dramatic progress. How can dental schools throughout the world best make these research advances relevant for dental students, as well as providing them with the means to assess and utilize the research advances that will occur in the future? This complex question presents a critical challenge to the dental educational community. Research is clearly integral to the mission of dental education. By providing dental students with active learning strategies, dental educators can inculcate the ability for independent scientific thinking and thereby develop reflective as well as technically competent practitioners. However, there is a shortage of well-trained individuals to fill faculty and research positions in certain parts of the world. Global networks for mutual information exchange are imperative to overcome resource limitations in individual institutions, as is dedicated funding for research in the dental educational setting.

At-Risk Youth in Crisis: A Handbook for Collaboration between Schools and Social Services. Volume 4: Substance Abuse.

ERIC Educational Resources Information Center

Linn-Benton Education Services District, Albany, OR.

Among the behavior management challenges in schools today is the question of how to deal with substance abuse among youth. Facts about student alcohol and drug use are provided in this handbook. Watching for school and home related behavioral indicators of drug use is an immediate concern for schools. Drug use follows a six-stage continuum: no…

An Aid to Transition? The Perceived Utility of Online Resources for On-Campus First Year Management Students

ERIC Educational Resources Information Center

Lindorff, Margaret; McKeown, Tui

2013-01-01

Purpose: This paper aims to be a response to the "Call for Papers" on challenges for the practice of, and new modes of questioning and delivery in, business education. The authors seek to do this through an investigation of the disadvantages and benefits associated with the move towards using online technologies in an on-campus…

The Nested Systems of Local School Development: Understanding Improved Interaction and Capacities in the Different Sub-Systems of Schools

ERIC Educational Resources Information Center

Adolfsson, Carl-Henrik; Alvunger, Daniel

2017-01-01

In school systems around the world, there is an increasing focus on students' academic achievement. The challenge of how to improve schools is an important issue for all levels in the school system. However, a central question of both practical and theoretical relevance is how it is possible to understand why (or why not) school-development…

Too Old for This, Too Young for That! Your Survival Guide for the Middle-School Years.

ERIC Educational Resources Information Center

Mosatche, Harriet S.; Unger, Karen

Noting that the early adolescent years may be likened to a roller coaster, often unpredictable but exciting and filled with possibility, this book is designed as a survival guide for students in grades 6 through 9 and addresses questions about the new choices and challenges ahead. The seven chapters or "survival tips" are: (1) "Get Used to Your…

Shedding the Ego: Drama-Based Role-Play and Identity in Distance Language Tuition

ERIC Educational Resources Information Center

Brash, Barbel; Warnecke, Sylvia

2009-01-01

In this article, the authors attempt to answer the following questions: How do we understand role-play? How are role-play and identity linked? What are the purposes, benefits and challenges of role-play as a teaching tool? What are the roles of students and teachers in role-play? What does role-play add to telephone tutorials and online…

An Islamic Perspective on the Role of Education in Responding to Social Issues among Students in Malaysia

ERIC Educational Resources Information Center

Rosila Nik; Yaacob, Nik

2013-01-01

In meeting its economic, social, and political goals, Malaysia and many other countries are challenged with the rise of social problems among their citizens. Being an Islamic country, the question of the role of religion in shaping good behavior has been an issue of concern. In spite of religion, education is seen as a significant instrument to…

The Question... What Should I Do if My Principal Orders Me to Remove an Unchallenged Book?

ERIC Educational Resources Information Center

Dickinson, Gail

2007-01-01

Fear of a challenge is not one of the selection principles. It is not among the reasons librarians purchase resources, nor is it among the reasons they weed them. It's hard to get students excited about reading. Removing one that has proven value is counterproductive. Principals are paid to make decisions, and part of their decision-making process…

"I'm More Afraid of the Four of You than I Am of the Terrorists": Agency, Dissent, and the Challenges of Democratic Hope

ERIC Educational Resources Information Center

Simpson, Jennifer S.

2010-01-01

In the classroom, issues including 9/11 and the occupation of Iraq often bring affective and cognitive investments among students and teachers to the forefront. Dialogue, conflicting viewpoints, and critical questioning, all central components of healthy democracies, become fraught with allegiances to long-held and frequently unseen norms. This…

Erasmus Mundus Master of Bioethics: a case for an effective model for international bioethics education.

PubMed

Piasecki, Jan; Dirksen, Kevin; Inbadas, Hamilton

2018-03-01

Designing bioethics curriculum for international postgraduate students is a challenging task. There are at least two main questions, which have to be resolved in advance: (1) what is a purpose of a particular teaching program and (2) how to respectfully arrange a classroom for students coming from different cultural and professional backgrounds. In our paper we analyze the case of the Erasmus Mundus Master of Bioethics program and provide recommendations for international bioethics education. In our opinion teaching bioethics to postgraduate international students goes beyond curriculum. It means that such a program requires not only well-defined goals, including equipping students with necessary skills and knowledge, but also it should first and foremost facilitate positive group dynamics among students and enables them to engage in dialogue to learn from one another.

Qualitative Analysis of Student Perceptions Comparing Team-based Learning and Traditional Lecture in a Pharmacotherapeutics Course

PubMed Central

Bleske, Barry E.; Bartholomew, Tracy; Dorsch, Michael P.; Guthrie, Sally K.; Klein, Kristin C.; Tingen, Jeffrey M.; Wells, Trisha D.

2017-01-01

Objective. To qualitatively compare students’ attitudes and perceptions regarding team-based learning (TBL) and lecture. Design. Students were exposed to TBL and lecture in an elective pharmacotherapeutics course in a randomized, prospective, cross-over design. After completing the course, students provided their attitudes and perceptions through a written self-reflection and narrative questions on the end-of-course evaluation. Student responses were reviewed using a grounded theory coding method. Assessment. Students’ responses yielded five major themes: impact of TBL on learning, perceptions about TBL learning methods, changes in approaches to learning, building skills for professional practice, and enduring challenges. Overall, students report TBL enhances their learning of course content (knowledge and application), teamwork skills, and lifelong learning skills. Conclusion. Students’ attitudes and perceptions support TBL as a viable pedagogy for teaching pharmacotherapeutics. PMID:28496275

Using the Web to Encourage Student-generated Questions in Large-Format Introductory Biology Classes

PubMed Central

Olson, Joanne K.; Clough, Michael P.

2007-01-01

Students rarely ask questions related to course content in large-format introductory classes. The use of a Web-based forum devoted to student-generated questions was explored in a second-semester introductory biology course. Approximately 80% of the enrolled students asked at least one question about course content during each of three semesters during which this approach was implemented. About 95% of the students who posted questions reported reading the instructor's response to their questions. Although doing so did not contribute to their grade in the course, approximately 75% of the students reported reading questions posted by other students in the class. Approximately 60% of the students reported that the Web-based question-asking activity contributed to their learning of biology. PMID:17339393

Can nurses rise to the public health challenge? How a novel solution in nurse education can address this contemporary question.

PubMed

Turner-Wilson, Angela L; Mills, Anne M; Rees, Karen

2017-10-01

This paper raises the problem of how improvements in health outcomes, a key component in many governments' strategies, can be achieved. The work highlights a novel undergraduate educational approach which offers solutions to public health challenges within nursing. Against the backdrop of one UK university institution it discusses approaches that can guide nursing students towards a deeper understanding and engagement within the principles of public health. It then proposes how nurses can use their learning to become leaders of health improvement. Copyright © 2017 Elsevier Ltd. All rights reserved.

Linking Classroom Environment with At-Risk Engagement in Science: A Mixed Method Approach

NASA Astrophysics Data System (ADS)

Collins, Stephen Craig

This explanatory sequential mixed-method study analyzed how the teacher created learning environment links to student engagement for students at-risk across five science classroom settings. The learning environment includes instructional strategies, differentiated instruction, positive learning environment, and an academically challenging environment. Quantitative and qualitative data were gathered in the form of self-reporting surveys and a follow-up interview. The researcher aimed to use the qualitative results to explain the quantitative data. The general research question was "What are the factors of the teacher-created learning environment that were best suited to maximize engagement of students at-risk?" Specifically explaining, (1) How do the measured level of teacher created learning environment link to the engagement level of students at-risk in science class? and (2) What relationship exists between the student perception of the science classroom environment and the level of behavioral, cognitive, emotional, and social engagement for students at-risk in science class? This study took place within a large school system with more than 20 high schools, most having 2000-3000 students. Participating students were sent to a panel hearing that determined them unfit for the regular educational setting, and were given the option of attending one of the two alternative schools within the county. Students in this alternative school were considered at-risk due to the fact that 98% received free and reduced lunch, 97% were minority population, and all have been suspended from the regular educational setting. Pairwise comparisons of the SPS questions between teachers using t-test from 107 students at-risk and 40 interviews suggest that each category of the learning environment affects the level of behavioral, cognitive, emotional, and social engagement in science class for students at-risk in an alternative school setting. Teachers with higher student perceptions of learning environment showed increased levels of all types of engagement over the teachers with a lower perception of learning environment. Qualitative data suggested that teachers who created a more positive learning environment had increased student engagement in their class. Follow-up questions also revealed that teachers who incorporated a wider variety of classroom instructional strategies increased behavioral engagement of students at-risk in science class.

Bringing Seismology's Grand Challenges to the Undergraduate Classroom

NASA Astrophysics Data System (ADS)

Benoit, M. H.; Taber, J.; Hubenthal, M.

2011-12-01

The "Seismological Grand Challenges in Understanding Earth's Dynamic Systems," a community-written long-range science plan for the next decade, poses 10 questions to guide fundamental seismological research. Written in an approachable fashion suitable for policymakers, the broad questions and supporting discussion contained in this document offer an ideal framework for the development of undergraduate curricular materials. Leveraging this document, we have created a collection of inquiry-based classroom modules that utilize authentic data to modernize seismological instruction in 100 and 200 level undergraduate courses. The modules not only introduce undergraduates to the broad questions that the seismological community seeks to answer in the future but also showcase the numerous areas where modern seismological research is actively contributing to our understanding of fundamental Earth processes. To date 6 in-depth explorations that correspond to the Grand Challenges document have been developed. The specific topics for each exploration were selected to showcase modern seismological research while also covering topics commonly included in the curriculum of these introductory classes. Examples of activities that have been created and their corresponding Grand Challenge include: -A guided inquiry that introduces students to episodic tremor and slip and compares the GPS and seismic signatures of ETS with those produced from standard tectonic earthquakes (Grand Challenge "How do faults slip?"). - A laboratory exercise where students engage in b-value mapping of volcanic earthquakes to assess potential eruption hazards (How do magmas ascend and erupt?). - A module that introduce students to glacial earthquakes in Greenland and compares their frequency and spatial distribution to tectonic earthquakes (How do processes in the ocean and atmosphere interact with the solid Earth?). What is the relationship between stress and strain in the lithosphere? - An activity that examines the phenomena of earthquake triggering by distant events. (What is the relationship between stress and strain in the lithosphere?) To enhance the usefulness of these resources, all have been developed in a modular fashion which allows instructors to pick and choose some (or all) of these resources for integration in to the scope and sequence of their course. In addition to the in-depth labs, we also have created a number of mini-activities and visual material for the classroom, including think-pair-shares and lecture tutorials based on the following Grand Challenges: -What is the lithosphere-asthenosphere boundary? -How do plate boundary systems evolve? -How do temperature and composition variations control mantle and core convection? -How are Earth's internal boundaries affected by dynamics? Over the next year we will be pilot testing and refining these activities at a number of institutions, including 2- and 4-year colleges, and the materials will eventually be disseminated online and through small training workshops. Current drafts of some of the activities are available at www.tcnj.edu/~benoit/grandchallenges.

A serious gaming/immersion environment to teach clinical cancer genetics.

PubMed

Nosek, Thomas M; Cohen, Mark; Matthews, Anne; Papp, Klara; Wolf, Nancy; Wrenn, Gregg; Sher, Andrew; Coulter, Kenneth; Martin, Jessica; Wiesner, Georgia L

2007-01-01

We are creating an interactive, simulated "Cancer Genetics Tower" for the self-paced learning of Clinical Cancer Genetics by medical students (go to: http://casemed.case.edu/cancergenetics). The environment uses gaming theory to engage the students into achieving specific learning objectives. The first few levels contain virtual laboratories where students achieve the basic underpinnings of Cancer Genetics. The next levels apply these principles to clinical practice. A virtual attending physician and four virtual patients, available for questioning through virtual video conferencing, enrich each floor. The pinnacle clinical simulation challenges the learner to integrate all information and demonstrate mastery, thus "winning" the game. A pilot test of the program by 17 medical students yielded very favorable feedback; the students found the Tower a "great way to teach", it held their attention, and it made learning fun. A majority of the students preferred the Tower over other resources to learn Cancer Genetics.

Learning among nursing faculty: insights from a participatory action research project about teaching international students.

PubMed

Del Fabbro, Letitia; Mitchell, Creina; Shaw, Julie

2015-03-01

It is imperative that nursing education addresses the issues arising from globalization. The adjustment challenges faced by international nursing students globally highlight the need to understand how nursing faculty experience and teach nursing classes with a mix of domestic and foreign students. This article reports on a participatory action research (PAR) study to examine and enhance the scholarly teaching of international nursing students. The overarching research question for this PAR was: How did participation in a PAR study contribute to shared learning and professional development of nursing faculty teaching international students? Five major themes were identified across the PAR: creating sharing spaces, recognizing and respecting diversity, developing and acknowledging teaching capabilities, utilizing precious time, and valuing the research. In summary, PAR was a useful approach to engage faculty in research by providing a process and a space to address concerns about the teaching and learning of international students. Copyright 2015, SLACK Incorporated.

Using simple manipulatives to improve student comprehension of a complex biological process: protein synthesis.

PubMed

Guzman, Karen; Bartlett, John

2012-01-01

Biological systems and living processes involve a complex interplay of biochemicals and macromolecular structures that can be challenging for undergraduate students to comprehend and, thus, misconceptions abound. Protein synthesis, or translation, is an example of a biological process for which students often hold many misconceptions. This article describes an exercise that was developed to illustrate the process of translation using simple objects to represent complex molecules. Animations, 3D physical models, computer simulations, laboratory experiments and classroom lectures are also used to reinforce the students' understanding of translation, but by focusing on the simple manipulatives in this exercise, students are better able to visualize concepts that can elude them when using the other methods. The translation exercise is described along with suggestions for background material, questions used to evaluate student comprehension and tips for using the manipulatives to identify common misconceptions. Copyright © 2012 Wiley Periodicals, Inc.

Fostering and Measuring General Scientific Reasoning Expertise at the Second Year Level

NASA Astrophysics Data System (ADS)

Jones, F. M.; Jellinek, M.; Bostock, M. G.

2010-12-01

Geoscience faculty members often debate about the definition and development of scientific expertise. Some will argue it emerges at the graduate level, others that novice students can develop relevant skills. The debate hinges on definitions of “expertise”, “scientific skills” and how these abilities are assessed. We present data from a second year geoscience course specifically designed to help research scientists foster generic skills associated with critical scientific thinking, presentation, and framing of scientific arguments and questions. To develop the course, key characteristics that professional scientists exhibit were identified from the literature and our experience. These are the abilities to: a) read critically; b) succinctly summarize and communicate; c) pose insightful questions; d) use and discuss models, data and their relationships; and e) work effectively as part of a team. To help with learning and assessment of these skills in students who do not yet have significant discipline-specific background, classroom practices were chosen so that students must think and act more like professional scientists. These include use of some team-based learning strategies, replacing exams with quizzes and projects, mixing team-teaching with solo-teaching, discursive rather than didactic instruction, and use of diverse topics representative of research in our Department. Specific strategies employed which enable “master geoscientists” to actively guide and assess novices as they practice desired skills are: homework involving reading, writing abstracts and posing questions for one or two articles each week, pre-post testing of model based reasoning abilities, interaction with guest scientists, and oral and poster presentations on topics chosen by students. Results of collecting data over two terms of using these general and specific strategies include: 1. Abstract writing skills improved during the first two thirds of the course, then leveled off in the last third. 2. The types of questions students posed depended on article type, and questions became more articulate during the course. Also, after adjusting pedagogy for the second year, questions were more discussion oriented rather than focusing on clarifying content of articles. Despite some precedent in the literature, defining how to assess question type and quality was found to be challenging, and we continue to investigate assessment of question posing as one measure of expertise. 3. Pre-post testing showed that students improved their abilities to recognize, distinguish and reason about relevant models, data and their relationships for each topic. 4. Survey responses showed students benefit from, and appreciate, opportunities to practice their communication and discussion skills, assess those of their peers, and work in teams. In conclusion, after working on this course for two terms, we show that second year students can measurably improve their mastery of generic scientific skills exhibited by professional geoscientists. Research continues on how these skills depend upon pedagogy and choice of topics, and how to assess them.

Physician assistant students' views regarding interprofessional education: a focus group study.

PubMed

Lie, Désirée; Walsh, Anne; Segal-Gidan, Freddi; Banzali, Yvonne; Lohenry, Kevin

2013-01-01

The purpose of this study was to identify and report physician assistant (PA) student experiences, learning, and opinions regarding interprofessional education (IPE). A series of open-ended questions was constructed and designed to solicit PA students' opinions about the need for IPE, preferred teaching strategies, and implementation methods, using focus group methodology. We used two sets of questions, one for students who had participated in a formal geriatrics IPE experience (n = 12), the other for students who did not have the experience (n = 10). Focus group sessions were audiotaped and transcripts coded. Key themes were identified and ranked. Twenty-two students participated in four focus groups. Theme saturation was reached and six overlapping themes emerged: (1) PA students learned the most about occupational and physical therapist roles; (2) They were surprised at other professions' lack of knowledge about the PA profession; (3) They strongly expressed that IPE should be required early in training; (4) They expressed preference for direct patient care with other health professions students, with trained faculty oversight; (5) They requested diverse clinical settings; and (6) They identified the optimal number of different students in a single IPE experience as four/five. The group exposed to geriatrics IPE noted the critical importance of faculty training for facilitation, while the nonexposed group emphasized the challenge of limited curricular time. PA students recognize the importance of IPE and request early, required clinical experiences led by well-trained interprofessional faculty with the option to choose clinical sites. Student preferences should be considered in IPE curriculum design.

The influence of question type, reasoning level, and wait time on student participation rates when using clicker questions with large classes

NASA Astrophysics Data System (ADS)

Hartman, K.; Koh, J.; Murty, S. A.; Ramos, R. D. P.; Goodkin, N.

2017-12-01

"Wait time" is defined as the length of the pause between an instructor initiating a question and either the student answering it or the instructor interjecting (Rowe, 1974). However, the nature of the question-answer dynamic changes with student response systems that allow hundreds of students to answer the same question simultaneously before displaying the results to the class. In this study, we looked at 129 student response questions asked across 240 minutes of class lectures to determine if longer wait times were associated with higher student response rates. We also examined whether the type and reasoning level of the questions were diagnostic of their response rates. 644 undergraduate science students enrolled in an interdisciplinary environmental science course. During each of the course's lessons, the instructor presented a mix of lecture content, short student response activities (clicker questions), and small group discussion opportunities. Using the recorded videos, we coded each student response question for its question type and reasoning level. We divided the question types into three categories: yes/no questions, yes/no/maybe questions, and other questions. To code for the reasoning level necessary to answer each question, we used a collapsed version of Bloom's Revised Taxonomy (Krathwohl, 2002). Questions that had a definite answer and relied on recalling facts or paraphrasing the lecture content were coded as "knowledge" questions. Questions that required students to apply what they had learned to analyze a new scenario, or come to a judgement were coded as "higher order" questions. An analysis of variance (ANOVA) using the question type and reasoning level as fixed factors and wait time as a covariate to predict student response rate indicated a strong interaction between question type and reasoning level F(6, 94) = 4.53, p<.01. In general, knowledge questions were answered by a higher percentage (M=91%) of students than higher order questions (M=85%). In particular, yes/no/maybe questions targeting higher order reasoning were the least answered (M=71%). Interestingly, wait time was not associated with increased response rates. The implication is certain types of yes/no/maybe questions may lend themselves to lower response rates due to the introduction of ambiguity into the question.

Thai nursing students' adaption to problem-based learning: a qualitative study.

PubMed

Klunklin, Areewan; Subpaiboongid, Pornpun; Keitlertnapha, Pongsri; Viseskul, Nongkran; Turale, Sue

2011-11-01

Student-centred forms of learning have gained favour internationally over the last few decades including problem based learning, an approach now incorporated in medicine, nursing and other disciplines' education in many countries. However, it is still new in Thailand and being piloted to try to offset traditional forms of didactic, teacher-centred forms of teaching. In this qualitative study, 25 undergraduate nursing students in northern Thailand were interviewed about their experiences with problem-based learning in a health promotion subject. Content analysis was used to interrogate interview data, which revealed four categories: adapting, seeking assistance, self-development, and thinking process development. Initially participants had mixed emotions of confusion, negativity or boredom in the adaption process, but expressed satisfaction with creativity in learning, group work, and leadership development. They described increased abilities to problem solve and think critically, but struggled to develop questioning behaviours in learning. Socio-culturally in Thai education, students have great respect for teachers, but rarely question or challenge them or their learning. We conclude that problem-based learning has great potential in Thai nursing education, but educators and systems need to systematically prepare appropriate learning environments, their staff and students, to incorporate this within curricula. Copyright © 2011 Elsevier Ltd. All rights reserved.

How we implemented an analytical support clinic to strengthen student research capacity in Zambia.

PubMed

Andrews, Ben; Musonda, Patrick; Simuyemba, Moses; Wilson, Craig M; Nzala, Selestine; Vermund, Sten H; Michelo, Charles

2014-12-11

Abstract Background: Research outputs in sub-Saharan Africa may be limited by a scarcity of clinical research expertise. In Zambia, clinical and biomedical postgraduate students are often delayed in graduation due to challenges in completing their research dissertations. We sought to strengthen institutional research capacity by supporting student and faculty researchers through weekly epidemiology and biostatistics clinics. Methods: We instituted a weekly Analytical Support Clinic at the University of Zambia, School of Medicine. A combination of biostatisticians, clinical researchers and epidemiologists meet weekly with clients to address questions of proposal development, data management and analysis. Clinic sign-in sheets were reviewed. Results: 109 students and faculty members accounted for 197 visits to the Clinic. Nearly all clients (107/109, 98.2%) were undergraduate or postgraduate students. Reasons for attending the Clinic were primarily for proposal development (46.7%) and data management/analysis (42.1%). The most common specific reasons for seeking help were data analysis and interpretation (36.5%), development of study design and research questions (26.9%) and sample size calculation (21.8%). Conclusions: The Analytical Support Clinic is an important vehicle for strengthening postgraduate research through one-on-one and small group demand-driven interactions. The clinic approach supplements mentorship from departmental supervisors, providing specific expertise and contextual teaching.

Guiding students towards sensemaking: teacher questions focused on integrating scientific practices with science content

NASA Astrophysics Data System (ADS)

Benedict-Chambers, Amanda; Kademian, Sylvie M.; Davis, Elizabeth A.; Palincsar, Annemarie Sullivan

2017-10-01

Science education reforms articulate a vision of ambitious science teaching where teachers engage students in sensemaking discussions and emphasise the integration of scientific practices with science content. Learning to teach in this way is complex, and there are few examples of sensemaking discussions in schools where textbook lessons and teacher-directed discussions are the norm. The purpose of this study was to characterise the questioning practices of an experienced teacher who taught a curricular unit enhanced with educative features that emphasised students' engagement in scientific practices integrated with science content. Analyses indicated the teacher asked four types of questions: explication questions, explanation questions, science concept questions, and scientific practice questions, and she used three questioning patterns including: (1) focusing students on scientific practices, which involved a sequence of questions to turn students back to the scientific practice; (2) supporting students in naming observed phenomena, which involved a sequence of questions to help students use scientific language; and (3) guiding students in sensemaking, which involved a sequence of questions to help students learn about scientific practices, describe evidence, and develop explanations. Although many of the discussions in this study were not yet student-centred, they provide an image of a teacher asking specific questions that move students towards reform-oriented instruction. Implications for classroom practice are discussed and recommendations for future research are provided.

Students' Use of Optional Online Reviews and Its Relationship to Summative Assessment Outcomes in Introductory Biology.

PubMed

Carpenter, Shana K; Rahman, Shuhebur; Lund, Terry J S; Armstrong, Patrick I; Lamm, Monica H; Reason, Robert D; Coffman, Clark R

2017-01-01

Retrieval practice has been shown to produce significant enhancements in student learning of course information, but the extent to which students make use of retrieval to learn information on their own is unclear. In the current study, students in a large introductory biology course were provided with optional online review questions that could be accessed as Test questions (requiring students to answer the questions before receiving feedback) or as Read questions (providing students with the question and correct answer up-front). Students more often chose to access the questions as Test compared with Read, and students who used the Test questions scored significantly higher on subsequent exams compared with students who used Read questions or did not access the questions at all. Following an in-class presentation of superior exam performance following use of the Test questions, student use of Test questions increased significantly for the remainder of the term. These results suggest that practice questions can be an effective tool for enhancing student achievement in biology and that informing students about performance-based outcomes coincides with increased use of retrieval practice. © 2017 S. K. Carpenter 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).

Understanding the Conceptual and Language Challenges Encountered by Grade 4 Students When Writing Scientific Explanations

NASA Astrophysics Data System (ADS)

Seah, Lay Hoon

2016-06-01

This study is an attempt to examine the use of linguistic resources by primary science students so as to understand the conceptual and language demands encountered by them when constructing written explanations. The students' written explanations and the instructional language (whole-class discussion and textbook) employed over the topic, the life cycle of plants, in four grade 4 classrooms (age 10) taught by three teachers constitute the data for this study. Students' written explanations were subjected to a combination of content and linguistic analysis. The linguistic analysis was conducted using selected analytical tools from the systemic functional linguistics framework. A diversity of linguistic resources and meanings were identified from the students' explanations, which reveal the extent to which the students were able to employ linguistic resources to construct written scientific explanations and the challenges involved. Both content and linguistic analyses also illuminate patterns of language use that are significant for realising scientific meanings. Finally, a comparison is made in the use of linguistic resources between the students' explanations and the instructional language to highlight possible links. This comparison reveals that the teachers' expectations of the students' written explanations were seldom reflected in their oral questioning or made explicit during the instruction. The findings of this study suggest that a focus on conceptual development is not sufficient in itself to foster students' ability to construct explanations. Pedagogical implications involving the support needed by primary students to construct scientific explanations are discussed.

Opportunities and challenges in integrating electronic health records into undergraduate medical education: a national survey of clerkship directors.

PubMed

Hammoud, Maya M; Margo, Katherine; Christner, Jennifer G; Fisher, Jonathan; Fischer, Shira H; Pangaro, Louis N

2012-01-01

Few studies have reported on the utilization and the effect of electronic health records on the education of medical students. The purpose of this study was to describe the current use of electronic health records by medical students in the United States and explore the opportunities and challenges of integrating electronic health records into daily teaching of medical students. A survey with 24 questions regarding the use of electronic health records by medical students was developed by the Alliance for Clinical Educators and sent to clerkship directors across the United States. Both quantitative and qualitative responses were collected and analyzed to determine current access to and use of electronic health records by medical students. This study found that an estimated 64% of programs currently allow student use of electronic health records, of which only two thirds allowed students to write notes within the electronic record. Overall, clerkship directors' opinions on the effects of electronic health records on medical student education were neutral, and despite acknowledging many advantages to electronic health records, there were many concerns raised regarding their use in education. Medical students are using electronic health records at higher rates than physicians in practice. Although this is overall reassuring, educators have to be cautious about the limitations being placed on student's documentation in electronic health records as this can potentially have consequences on their training, and they need to explore ways to maximize the benefits of electronic health records in medical education.

Influencing Factors on Choosing Psychiatry as a Career: An Exploration in Chinese University Students.

PubMed

Zhong, Jiawei; Zheng, Luna; Chen, Xiaoling; Gao, Qianqian; Zhang, Bingren; Wang, Wei

2016-12-01

There is a consistent need of psychiatric professionals in the world including China, and a consistent challenge to recruit more medical students into the psychiatric careers. We aimed to look for factors which have an impact on career-choosing of psychiatry in Chinese university students. We invited 508 non-medical students (NM), 304 medical students without (MO) and 123 medical students with clinical internship experience (MW), to answer a matrix of 43 questions regarding factors influencing career-choosing of psychiatry. Answers to these questions were analyzed through exploratory and confirmatory factor analyses, once the latent factors were identified and structurally-validated, their mean scores in three groups of students were calculated. Five factors with five items each were identified, namely social status inferiority, career importance, practice reward, career preference, and practice stress. NM scored lower than MO and MW did on Social Status Inferiority; NM group scored higher than MO and MW groups did on Career Importance; MW scored lower than NM and MO did on Practice Reward and on Career Preference; Regarding Practice Stress, NM scored higher than MO did, who then in turn, scored higher than MW did. In addition, Practice Stress was positively correlated with advice of the medical educators; and Social Status Inferiority and Career Preference were positively correlated with the psychiatry teaching of the medical educators. Raising career rewards, improving social status, and reinforcing psychiatric education might help to recruit more medical students to specialize in psychiatry practicing.

Pharmacy Student Performance on Constructed-Response Versus Selected-Response Calculations Questions

PubMed Central

Addo, Richard T.

2013-01-01

Objective. To introduce PharmD students to changes in calculations question types (constructed-response versus selected-response questions); measure and compare student performance on constructed-response and selected-response questions in a pharmaceutics course; and collect student feedback on the use of differing question types. Methods A pharmaceutics/pharmaceutical calculations examination was administered that included 15 pairs of questions; each pair consisted of a constructed-response question and a similar selected-response question. An online questionnaire was conducted to collect student feedback. Results. Of the 15 topics, the class scored higher on the constructed-response question for 4 topics and higher on the selected-response question for 10 topics. Eighty percent of the class preferred selected-response questions, although 47.8% felt constructed-response questions better prepared them for a career in healthcare. Conclusions. Students correctly answered more selected-response questions than constructed-response questions and felt more confident in doing so. Additional constructed-response teaching and testing methods should be incorporated into pharmacy education. PMID:23459503

How does a high school biology teacher interact with his 10th grade students?: Examining science talk in evolution and human genetics instruction from a sociolinguistics perspective

NASA Astrophysics Data System (ADS)

Avsar Erumit, Banu

This qualitative study employed a case study design (Creswell, 2014) with a high school biology teacher to examine a) the types of discourse patterns that a high school teacher was using in evolution and human genetics units, b) the purposes and cognitive features of the teacher's questions, their impact on students' subsequent responses, and the types of teacher follow ups occurred in these two units, and c) the factors that I thought might be somehow influencing the teaching and learning of these two topics in this classroom. The findings showed that lecture and recitation were the two most frequently used discourse types in the two units. Guided discussion and guided small group work in which students' ideas and questions were more welcomed than in lecture and recitation, were used only in the evolution unit, which was also unit in which the teacher used hands-on activities. In the human genetics unit, he only used worksheet-based activities, which he called paper and pencil labs. Teacher questions were posed mainly to assess the correctness of students' factual knowledge, remind them of previously covered information, and check with students to clarify the meaning of their utterances or their progress on a task. The two primary types of cognitive processes associated with students' responses were recall information and evaluate teacher's questions, mostly with a short response. The most frequently heard voice in the classroom was teacher's. Whole class interactions did not feature equal participation as some much more engaged students dominated. The results of the teacher questionnaires. teacher interviews, teacher debriefings, and lesson observations showed that Evan had an informed understanding of NOS, a high level of acceptance of evolution, and adequate understanding of evolution. The factors that seemed to negatively influence his teaching and students' engagement in that classroom included but not limited to the teacher's lack of experience in teaching biology, his challenges of teaching in a rural district, students' lack of motivation for learning, and technology distraction in students' lives. Implications for professional developers, teacher educators, researchers, policy makers, and science teachers regarding how to prepare and support teachers in using effective science talk in their classrooms are discussed.

Development of cognitive processing and judgments of knowledge in medical students: Analysis of progress test results.

PubMed

Cecilio-Fernandes, Dario; Kerdijk, Wouter; Jaarsma, A D Debbie C; Tio, René A

2016-11-01

Beside acquiring knowledge, medical students should also develop the ability to apply and reflect on it, requiring higher-order cognitive processing. Ideally, students should have reached higher-order cognitive processing when they enter the clinical program. Whether this is the case, is unknown. We investigated students' cognitive processing, and awareness of their knowledge during medical school. Data were gathered from 347 first-year preclinical and 196 first-year clinical students concerning the 2008 and 2011 Dutch progress tests. Questions were classified based upon Bloom's taxonomy: "simple questions" requiring lower and "vignette questions" requiring higher-order cognitive processing. Subsequently, we compared students' performance and awareness of their knowledge in 2008 to that in 2011 for each question type. Students' performance on each type of question increased as students progressed. Preclinical and first-year clinical students performed better on simple questions than on vignette questions. Third-year clinical students performed better on vignette questions than on simple questions. The accuracy of students' judgment of knowledge decreased over time. The progress test is a useful tool to assess students' cognitive processing and awareness of their knowledge. At the end of medical school, students achieved higher-order cognitive processing but their awareness of their knowledge had decreased.

Unravelling the complexities of nursing students' feedback on the clinical learning environment: a mixed methods approach.

PubMed

Salamonson, Yenna; Everett, Bronwyn; Halcomb, Elizabeth; Hutchinson, Marie; Jackson, Debra; Mannix, Judy; Peters, Kath; Weaver, Roslyn

2015-01-01

Clinical placement is an essential part of nursing education, and students' experiences on clinical placement can affect the quality of their learning. Understanding nursing students' positive and negative perceptions of clinical placement experience is therefore important. To describe nursing students' satisfaction with their clinical placement experiences and identify any variations in satisfaction based on demographic characteristics. Mixed methods - online survey with qualitative items. Four universities in Australia. Students (n=213) enrolled in an undergraduate nursing degree. Between 2010 and 2012, students completed online surveys following their clinical placement experiences. The surveys included demographic questions and the Clinical Learning Environment Inventory (CLEI-19), a 19-item tool measuring students' satisfaction with clinical placement. The surveys included two open-ended questions asking students to share their most satisfying and challenging experiences whilst on placement. Descriptive statistics and thematic analyses were undertaken. Of the 213 participants, those in health-related employment and those with English as an additional language (EAL) were less satisfied with the clinical facility and with clinical facilitator support respectively, as indicated by the CLEI-19 subscale scores. Qualitative findings showed students were positive about the opportunity to make a difference and be involved in nursing, and negative about clinical facilitator support. Nevertheless, those who were most critical in their written comments about their placement were those who only spoke English at home. Although the study found overall satisfaction with clinical placement, the lower satisfaction reported by students in health-related employment, and the mixed findings regarding language spoken and satisfaction, warrant further attention. Copyright © 2014 Elsevier Ltd. All rights reserved.

Why Drill Here? Teaching to Build Student Understanding of the Role Sediment Cores from Polar Regions play in Interpreting Climate Change

NASA Astrophysics Data System (ADS)

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

2008-12-01

That the ocean basins provide a record of past global climate changes through their sediment cores is often a surprise or novel idea for students. Equally surprising to many students is the fact that current research is being undertaken in remote polar regions, even though sedimentary records already exist from the low and mid latitude regions. Students are often also perplexed about how decisions are made regarding the selection of drill sites in the polar regions. Using an inquiry-based approach we are developing a series of simple exercises that are scaffolded to build student understanding around the question "Why Drill Here?" The exercises are based on IODP Expedition 302 (ACEX) in the Arctic, and on the Antarctic Geological Drilling (ANDRILL) program, which are used as case studies. The "Why Drill Here?" question is addressed at multiple levels so students can formulate a scientific rationale behind selection of sites for seafloor drilling in the Arctic and Antarctic regions. Technological challenges and solutions to doing field-based science in polar regions are explored. Finally, a subset of research results are investigated and compared with the current scientific paradigm on Cenozoic climate evolution to demonstrate that science is an evolving process. These exercises can be adapted for use in a variety of Introductory Earth Science classes.

Backwards Faded Scaffolding Impact on Pre-Service Teachers’ Cognition

NASA Astrophysics Data System (ADS)

Slater, T. F.; Slater, S. J.

2009-12-01

In response to national reform movements calling for future teachers to be prepared to design and deliver science instruction using the principles of inquiry in the context of Earth system science, we created and evaluated an innovative curriculum for specially designed courses for pre-service elementary education and secondary undergraduates based upon an inquiry-oriented teaching approach framed by the notions of backwards faded-scaffolding as an overarching theme for inquiry-oriented instruction. Students completed both structured- and open-inquiry projects using online scientific data bases, particularly those available from NASA, and presented the results of their investigations several times throughout the semester as a mini-science conference. Using a single-group, multiple-measures, quasi-experimental design, students demonstrated enhanced content knowledge of astronomy and inquiry as well as attitudes and self-efficacy toward teaching as measured by the Test of Astronomy STandards (TOAST), the Science Teaching Efficacy Belief Instrument - Version B, and the Attitudes Toward Science Inventory. We adopted a model of inquiry where: (i) students are engaged in questions; (ii) students are designing plans to pursue data; and (iii) students are generating and defending conclusions based on evidence they have collected. We developed an approach that is directly in contrast with the open inquiry “science fair” model to specifically use carefully scaffolded, shorter term inquiries, placing the most challenging aspects of “question generation” at the end of the lessons. In this model, during students' first experience with inquiry they are guided through the entire process, from research question to the appropriate content and format for a scientific conclusion. In their second experience, students generate their conclusions independently, with the previous experience set out as a guide for content and format. They are required to make sense of data that has been purposefully and logically planned, collected, and analyzed with instructor guidance. They construct and defend conclusions based upon evidence that is, effectively, given to them. By the time students reach their third inquiry they have been exposed to two experiences in which they were guided through the process of data collection and analysis. On this third inquiry data collection and analysis becomes an independent task. By the fourth inquiry, students have received explicit instruction on the connection between the research question or hypothesis, and the procedure undergone to address those questions three times. They are positioned to take responsibility for creating a plausible method for collecting data given a research prompt. By the fifth inquiry, students have now seen four examples of quality research questions andhypotheses, and their relationship to procedures, data collection and conclusions. At this point they are positioned to successfully conduct an entire inquiry cycle. This strategy is specifically designed to provide students with early success and a sense of how the pieces of the scientific process connect to each other.

Poetry: An Innovative Teaching Strategy for Exploring Empathy With Beginning Nursing Students.

PubMed

Mood, Laura

2018-05-01

Empathy is a professional value difficult to teach and challenging for beginning nursing students to grasp. This article describes how a poem was integrated in a seminar to engage students in exploring empathy and its relevance to their forming professional identities. Preseminar, nursing students (N = 8) read a book chapter about thinking empathetically. In seminar, they read an assigned poem and, using guiding questions, discussed it in small and large groups. Postseminar, students wrote self-reflections about their most important learning of the week. Through in-seminar discussions and postseminar reflections, students crafted new meanings of empathy, contemplated new insights, and integrated them into their imagined professional identities. In written self-reflections, six of eight students indicated the seminar was their most important learning of the week. Poetry is an engaging platform that makes accessible to beginning students the values of the profession that are difficult to articulate and grasp. [J Nurs Educ. 2018;57(5):315-318.]. Copyright 2018, SLACK Incorporated.

Relationship of awards in multiple choice questions and structured answer questions in the undergraduate years and their effectiveness in evaluation.

PubMed

Khan, Junaid Sarfraz; Mukhtar, Osama; Tabasum, Saima; Shaheen, Naveed; Farooq, M; Irfan, M Abdul; Sattar, Ajmal; Nabeel, M; Imran, M; Rafique, Sadia; Iqbal, Maryam; Afzal, M Sheraz; Hameed, M Shahbaz; Habib, Maryam; Jabeen, Uzma; Mubbashar, Malik Hussain

2010-01-01

A number of evaluation tools for assessing the cognitive and affective domains in accordance with Bloom's taxonomy are available for summative assessment. At the University of Health Sciences, Lahore, Multiple Choice Questions (MCQs) and Structured Answer Questions (SAQs) are used for the evaluation of the cognitive domain at all six hierarch levels of taxonomy using the tables of specifications to ensure content validity. The rationale of having two evaluation tools seemingly similar in their evaluative competency yet differing in feasibility of construction, administration and marking is being challenged in this study. The MCQ and SAQ awards of the ten percent sample population amounting to 985 students in fifteen Medical and Dental Colleges across Punjab were entered into SPSS-15 and correlated according to the cognitive and affective level of assessment in relation to the Bloom's taxonomy and their grouping in the Tables of Specifications, using parametric tests. 3494 anonymously administered questionnaires were analyzed using ethnograph. No statistically significant difference was found in the mean marks obtained by the students when MCQs and SAQs were compared according to their groupings in the Tables of Specifications at all levels of cognitive hierarchical testing. End-of-yearcognitive level testing targets set were not met and more questions were set at the lower cognitive testing levels. Expenses incurred in setting MCQs and SAQs were comparable but conduct and assessment costs for MCQs and SAQs were 6% and 94% of the total respectively. In both MCQs and SAQs students performed better at higher cognitive testing levels whereas the SAQs and MCQs were able to marginally test the lower levels of affective domain only. Student's feedback showed that attempting MCQs required critical thinking, experience and practice. MCQs are more cost effective means at levels of cognitive domain assessment.

STS-114: Engine Cut-Off Sensors Are a No-Go: Teaching Notes for NASA Case Study

NASA Technical Reports Server (NTRS)

Ransom, Khadijah S.; Johnson, Grace K.

2013-01-01

This case study format is intended to simulate the experience of facing the same difficult challenges and making the same critical decisions as managers, engineers, and scientists in the Space Shuttle Program. It has been designed for use in the classroom setting to help students develop skills related to decision-making. Students will read about the engine cut-off sensor anomaly which created challenges during the STS-114 mission and have the opportunity to make decisions as lead NASA engineers and Mission Management Team members. Included within this document are three case study presentation options - class discussion, group activity, and open-ended research. Please read the full case prior to in-class presentation to allow ample time for students' analysis and reflection, as well as to prepare additional questions. activities or exercises, material selection, etc. Depending upon the setting of your presentation and the number of participants, please choose at least one presentation format beforehand and plan accordingly. You may expect the following learning objectives by using the proposed formats. Learning Objectives: To enable students to experience the responsibilities of NASA management, engineers, and analysis; to discover possible procedures for investigating system anomalies; to become familiar with the liquid hydrogen low level engine cut-off sensor, including its function, connecting components, and location within the Space Shuttle; and to encourage critical analysis and stimulating discussion of Space Shuttle mission challenges.

Promoting an active form of learning out-of-class via answering online “study questions” leads to higher than expected exam scores in General Biology

PubMed Central

2015-01-01

A rising need for workers in science, technology, engineering and mathematics (STEM) fields has fueled interest in improving teaching within STEM disciplines. Numerous studies have demonstrated the benefits of active learning approaches on student learning outcomes. However, many of these studies have been conducted in experimental, rather than real-life class, settings. In addition, most of these studies have focused on in-class active learning exercises. This study tested the effects of answering questions outside of class on exam performance for General Biology students at the University of Minnesota. An online database of 1,020 multiple-choice questions covering material from the first half of the course was generated. Students in seven course sections (with an average of ∼265 students per section) were given unlimited access to the online study questions. These students made extensive use of the online questions, with students answering an average of 1,323 questions covering material from the half of the semester for which the questions were available. After students answered a set of questions, they were shown the correct answers for those questions. More specific feedback describing how to arrive at the correct answer was provided for the 73% of the questions for which the correct answers were not deemed to be self-explanatory. The extent to which access to the online study questions improved student learning outcomes was assessed by comparing the performance on exam questions of students in the seven course sections with access to the online study questions with the performance of students in course sections without access to the online study questions. Student performance was analyzed for a total of 89 different exams questions that were not included in the study questions, but that covered the same material covered by the study questions. Each of these 89 questions was used on one to five exams given to students in course sections that had access to the online study questions and on three to 77 exams given to students in sections that lacked such access. Data from over 1,800 students in sections with access to the online study questions show that those students scored a statistically significant average of 6.6% points higher on the exam questions analyzed than students in sections without access to the study questions. This difference was greater than the average amount necessary to raise students’ exam grades by one grade (e.g., from a “B-” to a “B”). In addition, there was a higher correlation between number of questions answered and success on exam questions on material related to the study questions than between number of questions answered and success on exam questions on material unrelated to the study questions. The online study question system required substantial effort to set up, but required minimal effort to maintain and was effective in significantly raising average exam scores for even very large course sections. PMID:26500828

Coupling Conceptual and Quantitative Problems to Develop Expertise in Introductory Physics Students

NASA Astrophysics Data System (ADS)

Singh, Chandralekha

2008-10-01

We discuss the effect of administering conceptual and quantitative isomorphic problem pairs (CQIPP) back to back vs. asking students to solve only one of the problems in the CQIPP in introductory physics courses. Students who answered both questions in a CQIPP often performed better on the conceptual questions than those who answered the corresponding conceptual questions only. Although students often took advantage of the quantitative counterpart to answer a conceptual question of a CQIPP correctly, when only given the conceptual question, students seldom tried to convert it into a quantitative question, solve it and then reason about the solution conceptually. Even in individual interviews, when students who were only given conceptual questions had difficulty and the interviewer explicitly encouraged them to convert the conceptual question into the corresponding quantitative problem by choosing appropriate variables, a majority of students were reluctant and preferred to guess the answer to the conceptual question based upon their gut feeling.

Medical students' opportunities to participate and learn from activities at an internal medicine ward: an ethnographic study

PubMed Central

Hägg-Martinell, A; Hult, H; Henriksson, P; Kiessling, A

2017-01-01

Objectives To optimise medical students’ early clerkship is a complex task since it is conducted in a context primarily organised to take care of patients. Previous studies have explored medical students’ perceptions of facilitation and hindrance of learning. However, the opportunities for medical student to learn within the culture of acute medicine care have not been fully investigated. This study aimed to explore how medical students approach, interact and socialise in an acute internal medicine ward context, and how spaces for learning are created and used in such a culture. Design and setting Ethnographic observations were performed of medical students' interactions and learning during early clerkship at an acute internal medicine care ward. Field notes were taken, transcribed and analysed qualitatively. Data analysis was guided by Wenger's theory of communities of practice. Participants 21 medical students and 30 supervisors participated. Results Two themes were identified: Nervousness and curiosity—students acted nervously and stressed, especially when they could not answer questions. Over time curiosity could evolve. Unexplored opportunities to support students in developing competence to judge and approach more complex patient-related problems were identified. Invited and involved—students were exposed to a huge variation of opportunities to learn, and to interact and to be involved. Short placements seemed to disrupt the learning process. If and how students became involved also depended on supervisors' activities and students' initiatives. Conclusions This study shed light on how an acute internal medicine ward culture can facilitate medical students' possibilities to participate and learn. Medical students' learning situations were characterised by questions and answers rather than challenging dialogues related to the complexity of presented patient cases. Further, students experienced continuous transfers between learning situations where the potential to be involved differed in a wide variety of ways. PMID:28196948

Summer Synthesis Institutes: A Novel Approach for Transformative Research and Student Career Development

NASA Astrophysics Data System (ADS)

Wilson, J.; Hermans, C. M.

2010-12-01

It is believed that breakthroughs tend to occur when small groups of highly motivated scientists are driven by challenges encountered in real problem-solving situations and given the freedom to experiment with new ideas. Summer synthesis institutes provide a mechanism to facilitiate these breakthroughs and by which graduate students may engage in interdisciplinary research in a way that is not often available in their normal course of study. In this presentation we examine two complementary models of summer synthesis institutes in hydrology, how these intensive programs facilitate scientific outcomes and the impact of synthesis and the summer institute model on student perceptions of academic roles, collaboration opportunities and team science. Five summer synthesis institutes were held over three years, sharing similar duration and structure but different degrees of participant interdisciplinarity and focus questions. Through informal assessments, this presentation will demonstrate how these programs offered a unique opportunity for the development of student-student and student-mentor relationships and facilitated deeper understanding of a student’s own research as well as new techniques, perspective and disciplines. Additionally, though the summer synthesis institute model offers a unique ability to leverage limited funding (on the order of a single graduate student) to advance earth sciences, the model also presents specific challenges for research follow-through and may require specific content and interpersonal dynamics for optimum success.

Visualizing the Bay: Bringing a Research Experience into a High Enrollment Online Oceanography Course

NASA Astrophysics Data System (ADS)

Reed, D. L.; Anglin, J.

2005-12-01

General education courses at many universities are required to demonstrate specific student learning outcomes and methodologies of learning assessment that can be measure the success, or lack thereof, of meeting these outcomes. A primary learning outcome of the SJSU general education program is to have students apply a scientific approach to problems of the earth and environment. This requirement can be challenging in high enrollment classes offered at universities without the resources of graduate teaching assistantships. In order to meet this outcome through an active learning environment, we have redesigned a web-based oceanography course, primarily for non-science majors, that has students assume the role of shipboard scientists on a number of ocean-going virtual research experiences. One activity has students participate on a virtual research voyage based on a multi-beam sonar study of the central San Francisco Bay described in USGS Circular 1259 by Chin et al (2004). Students carry out the duties of virtual shipboard scientists, including pre- and post-cruise scientific meetings, sonar data acquisition, processing and visualization, and interpretation of the seafloor mapping data using a combination of scientific visualizations, animations, and audio and video segments. While on the voyage, students are required to: (1) determine the navigational hazards posed by three submerged rocks near the main shipping lane in the bay, (2) assess the long-term viability of a disposal site for mud dredged from the bay, and (3) generate a sediment characteristics map of the bay floor that can be used as a basis for future studies of contaminant transport. Upon completion of the voyage students are required to write an abstract describing their research for publication in the proceedings volume of a virtual scientific conference in the form of an essay question on the mid-term exam. Based on the work of over 200 students, this question has received the highest score of four essay questions on the exam during the past two terms.

Take Me Out to the Ballgame, but Keep Me away from the Concession Stand Workers: A Hypothetical Case Involving Negligent Volunteers at Ballparks

ERIC Educational Resources Information Center

Thor, Jennifer Cordon; York, Kenneth M.

2016-01-01

The hypothetical case presented in this article challenges students in a legal environment of business course to answer that question by examining key legal concepts in agency and contract law, and to conduct an ethical analysis in a case involving volunteers. Although the events in the following case are hypothetical, the contract that the…

What Makes a Scientific Research Question Worth Investigating? Students' Epistemic Criteria and Considerations of Contribution

NASA Astrophysics Data System (ADS)

Berson, Eric Bruckner

This dissertation introduces the construct of worthwhileness as an important aspect of students' practical epistemologies of science (Sandoval, 2005). Specifically, it examines how students conceptualize what makes a scientific research question worthwhile, through a close analysis of the criteria they use for evaluating scientific research questions. Elementary (n=21) and high school students (n=21) participated in this study. As part of semi-structured interviews, students engaged in three novel tasks designed to elicit the epistemic criteria they use to evaluate scientific research questions in a variety of contexts. Findings indicate that elementary and high school students alike could engage in the practice of evaluating the worth of scientific questions. The criteria they employed included degree of interest, difficulty, and the contribution of questions to knowledge or to solving a problem. The criteria students considered varied by context. Several key differences emerged between the reasoning of the two grade cohorts. High school students tended to place more weight on the contribution of the research question. Also, the criteria reflected in the high school students' judgments of the scientific value of individual questions more closely accorded with the criteria they identified retrospectively as the basis of their judgments. Furthermore, the older cohort more often rationalized the selection and sequence of research questions within a single domain on the basis of epistemic contingency between questions. How students conceptualize what makes a scientific research question worthwhile constitutes a key aspect of students' epistemic reasoning. It is particularly important to understand how students judge the worthwhilness of scientific research questions given the central epistemic role of research questions in scientific inquiry.

What's in a domain: Understanding how students approach questioning in history and science

NASA Astrophysics Data System (ADS)

Portnoy, Lindsay Blau

During their education, students are presented with information across a variety of academic domains. How students ask questions as they learn has implications for understanding, retention, and problem solving. The current research investigates the influence of age and prior knowledge on the ways students approach questioning across history and science content. In two studies, students read history and science passages and then generated questions they would ask to make sense of the content. Nine categories of questions were identified to discern patterns of inquiry across both domains. Results indicate that while age and prior knowledge may play a role in the way students ask questions by domain there are persistent main effects of domain across both studies. Specifically, across both studies students ask questions regarding the purpose or function of ideas in science passages, whereas history passage are more regularly met with questions for supplemental information to complete a student's understanding. In contrast to extant research on developmental status or experience within a content area, current work suggests that domains themselves hold unique properties, which may influence how students approach questioning across domains.

Assessing a traditional case-based application exercise and a student question creation exercise on student performance and perceptions.

PubMed

Tatachar, Amulya; Kominski, Carol

2017-07-01

To compare the impact of a traditional case-based application exercise with a student question creation exercise on a) student exam performance, b) student perceptions of enjoyment, competence, understanding, effort, interest in continuing participation, and interest in the subject. Subjects were 84 second-year pharmacy students in a pharmacotherapy course. The research focus was active learning involving the topic of chronic kidney disease-mineral bone disorder. Student teams were randomly assigned to either case-based or student question creation exercises using PeerWise. Student performance was assessed by a pre- and posttest and on block and final exams. After completion, an online survey assessed student perceptions of both exercises. Statistically significant differences were revealed in favor of the student question creation group on enjoyment and interest in the subject matter. No statistically differences were found between the traditional case-based group and the student question creation group on gain score from pre-test to posttest. The student question creation group performed slightly better than the case-based application group on two of the five questions on the block exam but none of these differences reached statistical significance. Students randomly assigned to groups that created and reviewed questions exhibited slightly improved summative exam performance and reported significantly more positive perceptions than students engaging in a more traditional case-based learning activity. Student question creation has demonstrated potential as a useful learning activity. Despite inherent difficulties in designing studies involving educational research in a controlled environment, students who have submitted, created, rated, and answered peers' questions have overall performed well. Copyright © 2017 Elsevier Inc. All rights reserved.

Using a Meniscus to Teach Uncertainty in Measurement

NASA Astrophysics Data System (ADS)

Backman, Philip

2008-02-01

I have found that students easily understand that a measurement cannot be exact, but they often seem to lack an understanding of why it is important to know something about the magnitude of the uncertainty. This tends to promote an attitude that almost any uncertainty value will do. Such indifference may exist because once an uncertainty is determined or calculated, it remains as only a number without a concrete physical connection back to the experiment. For the activity described here—presented as a challenge—groups of students are given a container and asked to make certain measurements and to estimate the uncertainty in each of those measurements. They are then challenged to complete a particular task involving the container and a volume of water. Whether the assigned task is actually achievable, however, slowly comes into question once the magnitude of the uncertainties in the original measurements is compared to the specific requirements of the challenge.

GiveMe Shelter: a people-centred design process for promoting independent inquiry-led learning in engineering

NASA Astrophysics Data System (ADS)

Dyer, Mark; Grey, Thomas; Kinnane, Oliver

2017-11-01

It has become increasingly common for tasks traditionally carried out by engineers to be undertaken by technicians and technologist with access to sophisticated computers and software that can often perform complex calculations that were previously the responsibility of engineers. Not surprisingly, this development raises serious questions about the future role of engineers and the education needed to address these changes in technology as well as emerging priorities from societal to environmental challenges. In response to these challenges, a new design module was created for undergraduate engineering students to design and build temporary shelters for a wide variety of end users from refugees, to the homeless and children. Even though the module provided guidance on principles of design thinking and methods for observing users needs through field studies, the students found it difficult to respond to needs of specific end users but instead focused more on purely technical issues.

Mapping remote and multidisciplinary learning barriers: lessons from challenge-based innovation at CERN

NASA Astrophysics Data System (ADS)

Jensen, Matilde Bisballe; Utriainen, Tuuli Maria; Steinert, Martin

2018-01-01

This paper presents the experienced difficulties of students participating in the multidisciplinary, remote collaborating engineering design course challenge-based innovation at CERN. This is with the aim to identify learning barriers and improve future learning experiences. We statistically analyse the rated differences between distinct design activities, educational background and remote vs. co-located collaboration. The analysis is based on a quantitative and qualitative questionnaire (N = 37). Our analysis found significant ranking differences between remote and co-located activities. This questions whether the remote factor might be a barrier for the originally intended learning goals. Further a correlation between analytical and converging design phases was identified. Hence, future facilitators are suggested to help students in the transition from one design phase to the next rather than only teaching methods in the individual design phases. Finally, we discuss how educators address the identified learning barriers when designing future courses including multidisciplinary or remote collaboration.

Problem-based learning: Using students' questions to drive knowledge construction

NASA Astrophysics Data System (ADS)

Chin, Christine; Chia, Li-Gek

2004-09-01

This study employed problem-based learning for project work in a year 9 biology class. The purpose of the study was to investigate (a) students' inspirations for their self-generated problems and questions, (b) the kinds of questions that students asked individually and collaboratively, and (c) how students' questions guided them in knowledge construction. Data sources included observation and field notes, students' written documents, audiotapes and videotapes of students working in groups, and student interviews. Sources of inspiration for students' problems and questions included cultural beliefs and folklore; wonderment about information propagated by advertisements and the media; curiosity arising from personal encounters, family members' concerns, or observations of others; and issues arising from previous lessons in the school curriculum. Questions asked individually pertained to validation of common beliefs and misconceptions, basic information, explanations, and imagined scenarios. The findings regarding questions asked collaboratively are presented as two assertions. Assertion 1 maintained that students' course of learning were driven by their questions. Assertion 2 was that the ability to ask the right'' questions and the extent to which these could be answered, were important in sustaining students' interest in the project. Implications of the findings for instructional practice are discussed.

Learning Biology through Research Papers: A Stimulus for Question-Asking by High-School Students

PubMed Central

Brill, Gilat; Yarden, Anat

2003-01-01

Question-asking is a basic skill, required for the development of scientific thinking. However, the way in which science lessons are conducted does not usually stimulate question-asking by students. To make students more familiar with the scientific inquiry process, we developed a curriculum in developmental biology based on research papers suitable for high-school students. Since a scientific paper poses a research question, demonstrates the events that led to the answer, and poses new questions, we attempted to examine the effect of studying through research papers on students' ability to pose questions. Students were asked before, during, and after instruction what they found interesting to know about embryonic development. In addition, we monitored students' questions, which were asked orally during the lessons. Questions were scored according to three categories: properties, comparisons, and causal relationships. We found that before learning through research papers, students tend to ask only questions of the properties category. In contrast, students tend to pose questions that reveal a higher level of thinking and uniqueness during or following instruction with research papers. This change was not observed during or following instruction with a textbook. We suggest that learning through research papers may be one way to provide a stimulus for question-asking by high-school students and results in higher thinking levels and uniqueness. PMID:14673492

Teaching transcultural nursing through literature.

PubMed

Halloran, Laurel

2009-09-01

One of the biggest challenges in nursing education is to develop culturally sensitive graduates. Although theory and lecture are appropriate to introduce cultural issues, the application of those skills is limited by the kinds of clinical experiences and patient populations students may treat. Literary works are a rich source of information for nursing. This assignment was created to sensitize the students to the influence of cultural diversity. Students were assigned to read one novel from an approved list and answer the questions posed on the Cultural Discovery worksheet. The only direction that was given regarding novel selection was that the novel had to represent a culture other than the student's own. The focus was to expose students to a different culture. Classroom discussion, based on worksheet answers, followed. The assignment's good, bad, and ugly outcomes are discussed. Suggestions for adaptation of this assignment to an online format are also provided.

SEAS: Student Experiments At Sea - An Education Outreach Pilot Program Sponsored by the Ridge2000 Program

NASA Astrophysics Data System (ADS)

Goehring, L.

2004-12-01

SEAS is a pilot program for middle and high school students who want to learn science by doing science. SEAS students study the deep sea hydrothermal vent environment and learn to ask questions about this exciting, relatively unexplored world, just as researchers do. SEAS students also learn how to answer their own questions through the process of scientific investigation. With the SEAS program, students have the opportunity to participate in the actual discovery process, along side deep-sea researchers. SEAS builds upon the successes of programs like Dive&Discover and Extreme2000, which demonstrated the capability deep-sea scientists have in engaging students with live research. SEAS extends this concept by inviting students to participate in deep-sea research through formal proposal and report competitions. SEAS challenges students to higher levels of achievement. A curriculum, developed by teachers expert in the translation of scientific inquiry in the classroom, prepares students to participate. SEAS was concept-tested during the 2003-2004 school year, with 14 pilot teachers and approximately 800 students. Twenty Ridge2000 scientists contributed their time and expertise to the SEAS program in its first year. Five student proposals were selected and conducted at sea in April during a Ridge2000 research cruise to the East Pacific Rise. All results were posted to the SEAS website (http://www.ridge2000.org/SEAS/) during the cruise, and students were invited to analyze data for their final reports. Final student reports, along with scientists comments were also posted. During the 2004-2005 school year, SEAS will be evaluated for its impact on student learning and attitudes toward science. The benefits of SEAS to the Ridge2000 scientific community are many. Scientists are invited to contribute in a variety of ways, all of which help satisfy the requirement of NSFs Broader Impacts Criterion. They may contribute time and expertise by answering student questions and reviewing student proposals and reports. They may choose to host the student research on their cruise. By sharing the load, no one scientist is burdened, nor expected to contribute additional funding. The Ridge2000 Program oversees the development, execution and dissemination of SEAS, helping make outreach efficient and easy for scientists.

Accuracy of student performance while reading leveled books rated at their instructional level by a reading inventory.

PubMed

Burns, Matthew K; Pulles, Sandra M; Maki, Kathrin E; Kanive, Rebecca; Hodgson, Jennifer; Helman, Lori A; McComas, Jennifer J; Preast, June L

2015-12-01

Identifying a student's instructional level is necessary to ensure that students are appropriately challenged in reading. Informal reading inventories (IRIs) purport to assess the highest reading level at which a student can accurately decode and comprehend text. However, the use of IRIs in determining a student's instructional level has been questioned because of a lack of research. The current study examined the percentage of words read correctly with 64 second- and third-grade students while reading from texts at their instructional level as determined by an IRI. Students read for 1 min from three leveled texts that corresponded to their instructional level as measured by an IRI, and the percentage of words read correctly was recorded. The percentage read correctly correlated across the three books from r=.47 to r=.68 and instructional level categories correlated from tau=.59 to tau=.65. Percent agreement calculations showed that the categorical scores (frustration, instructional, and independent) for the three readings agreed approximately 67% to 70% of the time, which resulted in a kappa estimate of less than .50. Kappa coefficients of .70 are considered strong indicators of agreement. Moreover, more than half of the students with the lowest reading skills read at a frustration level when attempting to read books rated at their instructional level by an IRI. The current study questions how reliably and accurately IRIs identify students' instructional level for reading. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Building the BIKE: Development and Testing of the Biotechnology Instrument for Knowledge Elicitation (BIKE)

NASA Astrophysics Data System (ADS)

Witzig, Stephen B.; Rebello, Carina M.; Siegel, Marcelle A.; Freyermuth, Sharyn K.; Izci, Kemal; McClure, Bruce

2014-10-01

Identifying students' conceptual scientific understanding is difficult if the appropriate tools are not available for educators. Concept inventories have become a popular tool to assess student understanding; however, traditionally, they are multiple choice tests. International science education standard documents advocate that assessments should be reform based, contain diverse question types, and should align with instructional approaches. To date, no instrument of this type targeting student conceptions in biotechnology has been developed. We report here the development, testing, and validation of a 35-item Biotechnology Instrument for Knowledge Elicitation (BIKE) that includes a mix of question types. The BIKE was designed to elicit student thinking and a variety of conceptual understandings, as opposed to testing closed-ended responses. The design phase contained nine steps including a literature search for content, student interviews, a pilot test, as well as expert review. Data from 175 students over two semesters, including 16 student interviews and six expert reviewers (professors from six different institutions), were used to validate the instrument. Cronbach's alpha on the pre/posttest was 0.664 and 0.668, respectively, indicating the BIKE has internal consistency. Cohen's kappa for inter-rater reliability among the 6,525 total items was 0.684 indicating substantial agreement among scorers. Item analysis demonstrated that the items were challenging, there was discrimination among the individual items, and there was alignment with research-based design principles for construct validity. This study provides a reliable and valid conceptual understanding instrument in the understudied area of biotechnology.

Student questions in urban middle school science communities of practice

NASA Astrophysics Data System (ADS)

Groome, Meghan

This dissertation examines student questions within three Communities of Practice (CoP), all urban middle school science environments. The study analyzed student questions from a sociocultural perspective and used ethnographic research techniques to detail how the CoP's shaped questions in the classroom. In the first study, two case study girls attempted to navigate questioning events that required them to negotiation participation. Their access to participation was blocked by participation frameworks that elevated some students as "gatekeepers" while suppressing the participation of others. The next two studies detail the introduction of written questioning opportunities, one into a public middle school classroom and the other into an informal classroom. In both studies, students responded to the interventions differently, most notable the adoption of the opportunity by female students who do not participate orally. Dissertation-wide findings indicate all students were able to ask questions, but varied in level of cognitive complexity, and the diagnostic interventions were able to identify students who were not known to be "target students", students who asked a high number of questions and were considered "interested in science". Some students' roles were as "gatekeepers" to participation of their peers. Two out of three teachers in the studies reported major shifts in their teaching practice due to the focus on questions and the methods used here have been found to be effective in producing educational research as well as supporting high-need classrooms in prior research. In conclusion, these studies indicate that social factors, including participation frameworks, gender dynamics, and the availability of alternative participation methods, play an important role in how students ask science-related questions. It is recommended that researchers continue to examine social factors that reduce student questions and modify their teaching strategies to facilitate questioning. This data should be shared with teachers and teacher educators to inform them how to increase and use student questions as well as alternate participation methods that strive for "science for all". Future research should focus on how students act as "gatekeepers" for the participation and potential ways to shift underrepresented students into the STEM pipeline.

Instruction in high schools: the evidence and the challenge.

PubMed

Corcoran, Tom; Silander, Megan

2009-01-01

The combined effects of standards-based reforms and accountability demands arising from recent technological and economic changes, say Tom Corcoran and Megan Silander, are requiring high schools to accomplish something they have never been required to do-ensure that substantially all students achieve at a relatively high level. Meeting that challenge, say the authors, will require high schools to improve the effectiveness of their core technology-instruction. The authors first examine how organizational structures affect instruction. Most high schools, they say, organize instruction by subject or discipline, thus encouraging an isolated and independent approach to teaching rather than one in which teachers are guided by a shared vision or goals. Many schools have focused on increasing teacher collaboration, often through teaming, interdisciplinary teaching, or professional learning communities. Citing limited evidence that these reforms improve instruction and learning, Corcoran and Silander urge researchers to examine whether the changes help schools implement specific instructional reforms and support sustained efforts to improve instruction. Next the authors explore the effects on student learning of instructional strategies such as interdisciplinary teaching, cooperative learning, project-based learning, adaptive instruction, inquiry, and dialogic teaching. The evidence suggests the power of well-designed student grouping strategies, of allowing students to express their ideas and questions, and of offering students challenging tasks. But, the authors say, less than half of American high school students report working in groups, and little class time is devoted to student-centered discussions. The authors conclude that schools should promote the use of proven instructional practices. In addition, teachers should systematically monitor how students vary in what they are learning and adapt their instruction in response to students' progress and needs, in the process learning more about what variations in instruction respond most effectively to common variations in students' learning. The authors argue that such "adaptive instruction" has the greatest potential for success in today's standards-based policy environment with its twin values of equity and excellence.

Assessing Interprofessional Education Collaborative Competencies in Service-Learning Course.

PubMed

Sevin, Alexa M; Hale, Kenneth M; Brown, Nicole V; McAuley, James W

2016-03-25

Objective. To investigate the effect of an interprofessional service-learning course on health professions students' self-assessment of Interprofessional Education Collaborative (IPEC) competencies. Design. The semester-long elective course consisted of two components: a service component where students provided patient care in an interprofessional student-run free clinic and bi-weekly workshops in which students reflected on their experiences and discussed roles, team dynamics, communication skills, and challenges with underserved patient populations. Assessment. All fifteen students enrolled in the course completed a validated 42-question survey in a retrospective post-then-pre design. The survey instrument assessed IPEC competencies in four domains: Values and Ethics, Roles and Responsibilities, Interprofessional Communication, and Teams and Teamwork. Students' self-assessment of IPEC competencies significantly improved in all four domains after completion of the course. Conclusion. Completing an interprofessional service-learning course had a positive effect on students' self-assessment of interprofessional competencies, suggesting service-learning is an effective pedagogical platform for interprofessional education.

Occupational therapy students' perspectives regarding international cross-cultural experiences.

PubMed

Humbert, Tamera Keiter; Burket, Allison; Deveney, Rebecca; Kennedy, Katelyn

2012-06-01

The purpose of this study was to investigate the perspectives of occupational therapy students who have engaged in international, cross-cultural learning and service experiences. This study utilized a qualitative, phenomenological design. Nine semi-structured interviews were conducted with students who engaged in international learning opportunities. The interviews were coded and analyzed using a constant comparative analysis approach. Three central themes emerged from the data analysis. Connectedness is the process of forming relationships with others while engaging in cross-cultural experiences. Students formed relationships with faculty, other students, and people within the community. Cultural awareness is the recognition and understanding of a different culture and responding to those differences. Students attempted to understand the new culture in comparison to their own lived experiences. Complexity portrays cross-cultural opportunities as dynamic, multi-faceted and intricate. This was demonstrated as the students raised additional questions about the conflict between their own culture and the new culture they entered. Students also identified limited orientation, support and structure with such experiences and the conflicting roles between volunteer, student, and team member. The ability to connect with others when building relationships in diverse cultural contexts held meaning for the students; however, the students also expressed conflict in trying to make sense of the new culture as it often challenged personal beliefs and constructs. The complexity and challenges of engaging in these opportunities needs to be recognized and further explored to assess how curricula and faculty best supports culturally responsive care. © 2011 The Authors Australian Occupational Therapy Journal © 2011 Occupational Therapy Australia.

Cues Matter: Learning Assistants Influence Introductory Biology Student Interactions during Clicker-Question Discussions

PubMed Central

Knight, Jennifer K.; Wise, Sarah B.; Rentsch, Jeremy; Furtak, Erin M.

2015-01-01

The cues undergraduate biology instructors provide to students before discussions of clicker questions have previously been shown to influence student discussion. We further explored how student discussions were influenced by interactions with learning assistants (LAs, or peer coaches). We recorded and transcribed 140 clicker-question discussions in an introductory molecular biology course and coded them for features such as the use of reasoning and types of questions asked. Students who did not interact with LAs had discussions that were similar in most ways to students who did interact with LAs. When students interacted with LAs, the only significant changes in their discussions were the use of more questioning and more time spent in discussion. However, when individual LA–student interactions were examined within discussions, different LA prompts were found to generate specific student responses: question prompts promoted student use of reasoning, while students usually stopped their discussions when LAs explained reasons for answers. These results demonstrate that LA prompts directly influence student interactions during in-class discussions. Because clicker discussions can encourage student articulation of reasoning, instructors and LAs should focus on how to effectively implement questioning techniques rather than providing explanations. PMID:26590204

Constructive evaluation: a pedagogy of student-contributed assessment

NASA Astrophysics Data System (ADS)

Luxton-Reilly, Andrew; Denny, Paul

2010-06-01

We present an innovative pedagogical approach that we call constructive evaluation, which shifts students from being consumers of knowledge to participants in a community of peers engaged in actively producing and sharing knowledge. Students are required to author a question that assesses one or more of the learning outcomes of a course. In addition to the question, students write a sample solution. These questions and solutions are stored in a question item bank where they become available for other students to use as a learning resource. Once a student answers a question from the item bank, they can see how other students have answered the question and can reflect on their own response. Additionally, students must review the questions they have answered and are given an opportunity to engage in discussion of questions or answers via a feedback mechanism. In addition to improving content knowledge, students develop important meta-skills such as organising and communicating knowledge; judging the quality of information; giving and receiving feedback and improving self-assessment skills. This approach is aligned with both reflective professional practice and social theories of learning.

Using Pre-Assessment and In-Class Questions to Change Student Understanding of Molecular Movements †

PubMed Central

Shi, J.; Knight, Jennifer K.; Chun, Hyonho; Guild, Nancy A.; Martin, Jennifer M.

2017-01-01

Understanding how different types of molecules move through cell membranes is a fundamental part of cell biology. To identify and address student misconceptions surrounding molecular movement through cell membranes, we surveyed student understanding on this topic using pre-class questions, in-class clicker questions, and subsequent exam questions in a large introductory biology course. Common misconceptions identified in student responses to the pre-class assessment questions were used to generate distractors for clicker questions. Two-tier diagnostic clicker questions were used to probe incoming common student misconceptions (first tier) and their reasoning (second tier). Two subsequent lectures with assessment clicker questions were used to help students construct a new framework to understand molecular movement through cell membranes. Comparison of pre-assessment and post-assessment (exam) performance showed dramatic improvement in students’ understanding of molecular movement: student answers to exam questions were 74.6% correct with correct reasoning while only 1.3% of the student answers were correct with correct reasoning on the pre-class assessment. Our results show that students’ conceptual understanding of molecular movement through cell membranes progressively increases through discussions of a series of clicker questions and suggest that this clicker-based teaching strategy was highly effective in correcting common student misconceptions on this topic. PMID:28512521

Workplace learning through peer groups in medical school clerkships.

PubMed

Chou, Calvin L; Teherani, Arianne; Masters, Dylan E; Vener, Margo; Wamsley, Maria; Poncelet, Ann

2014-01-01

Purpose When medical students move from the classroom into clinical practice environments, their roles and learning challenges shift dramatically from a formal curricular approach to a workplace learning model. Continuity among peers during clinical clerkships may play an important role in this different mode of learning. We explored students' perceptions about how they achieved workplace learning in the context of intentionally formed or ad hoc peer groups. Method We invited students in clerkship program models with continuity (CMCs) and in traditional block clerkships (BCs) to complete a survey about peer relationships with open-ended questions based on a workplace learning framework, including themes of workplace-based relationships, the nature of work practices, and selection of tasks and activities. We conducted qualitative content analysis to characterize students' experiences. Results In both BCs and CMCs, peer groups provided rich resources, including anticipatory guidance about clinical expectations of students, best practices in interacting with patients and supervisors, helpful advice in transitioning between rotations, and information about implicit rules of clerkships. Students also used each other as benchmarks for gauging strengths and deficits in their own knowledge and skills. Conclusions Students achieve many aspects of workplace learning in clerkships through formal or informal workplace-based peer groups. In these groups, peers provide accessible, real-time, and relevant resources to help each other navigate transitions, clarify roles and tasks, manage interpersonal challenges, and decrease isolation. Medical schools can support effective workplace learning for medical students by incorporating continuity with peers in the main clinical clerkship year.

Workplace learning through peer groups in medical school clerkships.

PubMed

Chou, Calvin L; Teherani, Arianne; Masters, Dylan E; Vener, Margo; Wamsley, Maria; Poncelet, Ann

2014-01-01

When medical students move from the classroom into clinical practice environments, their roles and learning challenges shift dramatically from a formal curricular approach to a workplace learning model. Continuity among peers during clinical clerkships may play an important role in this different mode of learning. We explored students' perceptions about how they achieved workplace learning in the context of intentionally formed or ad hoc peer groups. We invited students in clerkship program models with continuity (CMCs) and in traditional block clerkships (BCs) to complete a survey about peer relationships with open-ended questions based on a workplace learning framework, including themes of workplace-based relationships, the nature of work practices, and selection of tasks and activities. We conducted qualitative content analysis to characterize students' experiences. In both BCs and CMCs, peer groups provided rich resources, including anticipatory guidance about clinical expectations of students, best practices in interacting with patients and supervisors, helpful advice in transitioning between rotations, and information about implicit rules of clerkships. Students also used each other as benchmarks for gauging strengths and deficits in their own knowledge and skills. Students achieve many aspects of workplace learning in clerkships through formal or informal workplace-based peer groups. In these groups, peers provide accessible, real-time, and relevant resources to help each other navigate transitions, clarify roles and tasks, manage interpersonal challenges, and decrease isolation. Medical schools can support effective workplace learning for medical students by incorporating continuity with peers in the main clinical clerkship year.

How did you guess? Or, what do multiple-choice questions measure?

PubMed

Cox, K R

1976-06-05

Multiple-choice questions classified as requiring problem-solving skills have been interpreted as measuring problem-solving skills within students, with the implicit hypothesis that questions needing an increasingly complex intellectual process should present increasing difficulty to the student. This hypothesis was tested in a 150-question paper taken by 721 students in seven Australian medical schools. No correlation was observed between difficulty and assigned process. Consequently, the question-answering process was explored with a group of final-year students. Anecdotal recall by students gave heavy weight to knowledge rather than problem solving in answering these questions. Assignment of the 150 questions to the classification by three teachers and six students showed their congruence to be a little above random probability.

Seafloor Science and Remotely Operated Vehicle (SSROV) Day Camp: A Week-Long, Hands-On STEM Summer Camp

NASA Astrophysics Data System (ADS)

Wheat, C. G.; Fournier, T.; Monahan, K.; Paul, C.

2015-12-01

RETINA (Robotic Exploration Technologies IN Astrobiology) has developed a program geared towards stimulating our youth with innovative and relevant hands-on learning modules under a STEM umbrella. Given the breadth of potential science and engineering topics that excite children, the RETINA Program focuses on interactive participation in the design and development of simple robotic and sensor systems, providing a range of challenges to engage students through project-based learning (PBL). Thus, young students experience scientific discovery through the use and understanding of technology. This groundwork serves as the foundation for SSROV Camp, a week-long, summer day camp for 6th-8th grade students. The camp is centered on the sensors and platforms that guide seafloor exploration and discovery and builds upon the notion that transformative discoveries in the deep sea result from either sampling new environments or making new measurements with sensors adapted to this extreme environment. These technical and scientific needs are folded into the curriculum. Each of the first four days of the camp includes four team-based, hands-on technical challenges, communication among peer groups, and competition. The fifth day includes additional activities, culminating in camper-led presentations to describe a planned mission based on a given geologic setting. Presentations include hypotheses, operational requirements and expected data products. SSROV Camp was initiated last summer for three sessions, two in Monterey, CA and one in Oxford, MS. Campers from both regions grasped key elements of the program, based on written responses to questions before and after the camp. On average, 32% of the pre-test questions were answered correctly compared with 80% of the post-test questions. Additional confirmation of gains in campers' knowledge, skills, and critical thinking on environmental issues and engineering problems were apparent during the "jeopardy" competition, nightly homework, and mission presentations. On the basis of this successful effort, we hope to expand to other towns.

Technology support in nursing education: clickers in the classroom.

PubMed

Berry, Janice

2009-01-01

Research has shown that the present generation of students has a preference for digital literacy, experiential learning, interactivity, and immediacy; therefore, greater use of technology is being brought into university courses to aid in student involvement. Student Response Systems, called clickers, were incorporated as a teaching methodology to enhance student interaction and learning in a didactic pediatric nursing course. This course was taught over Interactive Television (ITV) with students at a distant site as well as face to face, creating the challenge of whole-class engagement. Clickers were used to actively engage students at both sites simultaneously and give immediate feedback to students regarding understanding of lecture material. Clickers also allowed small-group problem solving of questions. Exam grades and level of participation in case studies were monitored and exam scores and final scores were compared to those of a previous class. Student t-tests demonstrated that one of three course exams and final course grades were significantly higher for the students who used clickers in the classroom. Satisfaction feedback also supported the use of clickers as a tool to engage students and enhance learning outcomes.

Making learning whole: an instructional approach for mediating the practices of authentic science inquiries

NASA Astrophysics Data System (ADS)

Liljeström, Anu; Enkenberg, Jorma; Pöllänen, Sinikka

2013-03-01

This design experiment aimed to answer the question of how to mediate the practices of authentic science inquiries in primary education. An instructional approach based on activity theory was designed and carried out with multi-age students in a small village school. An open-ended learning task was offered to the older students. Their task was to design and implement instruction about the Ice Age to their younger fellows. The objective was collaborative learning among students, the teacher, and outside domain experts. Mobile phones and GPS technologies were applied as the main technological mediators in the learning process. Technology provided an opportunity to expand the learning environment outside the classroom, including the natural environment. Empirically, the goal was to answer the following questions: What kind of learning project emerged? How did the students' knowledge develop? What kinds of science learning processes, activities, and practices were represented? Multiple and parallel data were collected to achieve this aim. The data analysis revealed that the learning project both challenged the students to develop explanations for the phenomena and generated high quality conceptual and physical models in question. During the learning project, the roles of the community members were shaped, mixed, and integrated. The teacher also repeatedly evaluated and adjusted her behavior. The confidence of the learners in their abilities raised the quality of their learning outcomes. The findings showed that this instructional approach can not only mediate the kind of authentic practices that scientists apply but also make learning more holistic than it has been. Thus, it can be concluded that nature of the task, the tool-integrated collaborative inquiries in the natural environment, and the multiage setting can make learning whole.

Evaluating the impact of a classroom response system in a microbiology course.

PubMed

Suchman, Erica; Uchiyama, Kay; Smith, Ralph; Bender, Kim

2006-05-01

The use of a Classroom Response System (CRS) was evaluated in two sections, A and B, of a large lecture microbiology course. In Section B the instructor used the CRS technology at the beginning of the class period posing a question on content from the previous class. Students could earn extra credit if they answered the question correctly. In Section A, the class also began with an extra credit CRS question. However, CRS questions were integrated into the lecture during the entire class period. We compared the two classes to see if augmenting lectures with this technology increased student learning, confidence, attendance, and the instructor's ability to respond to student's misconceptions, over simply using the CRS as a quizzing tool. Student performance was compared using shared examination questions. The questions were categorized by how the content had been presented in class. All questions came from instructors' common lecture content, some without CRS use, and some questions where Instructor A used both lecture and CRS questions. Although Section A students scored significantly better on both types of examination questions, there was no demonstrable difference in learning based on CRS question participation. However, student survey data showed that students in Section A expressed higher confidence levels in their learning and knowledge and indicated that they interacted more with other students than did the students in Section B. In addition, Instructor A recorded more modifications to lecture content and recorded more student interaction in the course than did Instructor B.

How Question Types Reveal Student Thinking: An Experimental Comparison of Multiple-True-False and Free-Response Formats

PubMed Central

Hubbard, Joanna K.; Potts, Macy A.; Couch, Brian A.

2017-01-01

Assessments represent an important component of undergraduate courses because they affect how students interact with course content and gauge student achievement of course objectives. To make decisions on assessment design, instructors must understand the affordances and limitations of available question formats. Here, we use a crossover experimental design to identify differences in how multiple-true-false (MTF) and free-response (FR) exam questions reveal student thinking regarding specific conceptions. We report that correct response rates correlate across the two formats but that a higher percentage of students provide correct responses for MTF questions. We find that MTF questions reveal a high prevalence of students with mixed (correct and incorrect) conceptions, while FR questions reveal a high prevalence of students with partial (correct and unclear) conceptions. These results suggest that MTF question prompts can direct students to address specific conceptions but obscure nuances in student thinking and may overestimate the frequency of particular conceptions. Conversely, FR questions provide a more authentic portrait of student thinking but may face limitations in their ability to diagnose specific, particularly incorrect, conceptions. We further discuss an intrinsic tension between question structure and diagnostic capacity and how instructors might use multiple formats or hybrid formats to overcome these obstacles. PMID:28450446

Using Action-Mapping to Design a Non-Majors Neuroeconomics Course to Teach First-Year Collegiate Skills

PubMed Central

Franssen, Catherine L.; Lowry, George S.; Franssen, R. Adam

2017-01-01

With its ability to address questions about how decisions are made and why, neuroeconomics is an excellent topic of study for college students at a variety of levels. In this paper we detail a neuroeconomics course specifically modified for undecided First-year students. One particularly daunting challenge was defining clear outcomes and delivering instruction at an appropriate level. We used Action-Mapping to achieve the course objectives of teaching collegiate skills applicable to any path of study or career while also delivering content suitable for credits in both a social science and natural science. PMID:29371842

Walk and Talk: an intervention for behaviorally challenged youths.

PubMed

Doucette, Patricia A

2004-01-01

This qualitative research explored the question: Do preadolescent and adolescent youths with behavioral challenges benefit from a multimodal intervention of walking outdoors while engaging in counseling? The objective of the Walk and Talk intervention is to help the youth feel better, explore alternative behavioral choices, and learn new coping strategies and life skills by engaging in a counseling process that includes the benefits of mild aerobic exercise, and that nurtures a connection to the outdoors. The intervention utilizes a strong therapeutic alliance based on the Rogerian technique of unconditional positive regard, which is grounded and guided by the principles of attachment theory. For eight weeks, eight students (aged 9 to 13 years) from a middle school in Alberta, Canada, participated weekly in the Walk and Talk intervention. Students' self-reports indicated that they benefited from the intervention. Research triangulation with involved adults supported findings that indicated the students were making prosocial choices in behavior, and were experiencing more feelings of self-efficacy and well-being. Limitations, new research directions, and subsequent longitudinal research possibilities are discussed.

Preparing Science Teachers for the future

NASA Astrophysics Data System (ADS)

Stein, Fredrick

2002-04-01

What will teachers need in the future to be successful? What will "successful" mean in the future? Are the teaching approaches learned 40 years ago still relevant for tomorrow's classrooms? Will technology really change the way physics is taught (K-16)? Will we close the performance gap between students of differing ethnicity? Are schools of education rising to the challenge to answer these questions? Can college and university physics departments rise to the challenge of presenting physics to all students in an engaging manner? What can the APS, in partnership with AAPT and AIP, do to find the answers and provide strategies to improve the science preparation of future teachers? PhysTEC aims to help physics and education faculty work together to provide an education for future teachers that emphasizes a student-centered, hands-on, inquiry-based approach to learning science. The compelling evidence produced from Physics Education Research warrants this approach. A National Science Foundation grant of 5.76 million and a 498 thousand grant from the Fund for the Improvement of Postsecondary Education support PhysTEC, its partners and activities. http://www.phystec.org/

The Garden Wonder Wall: Fostering Wonder and Curiosity on Multi-Day Garden Field Trips

ERIC Educational Resources Information Center

Driscoll, Elizabeth A.; Lownds, Norman K.

2007-01-01

Field trips to the Michigan 4-H Children's Garden must provide rich science learning experiences for students and teachers. A key to this is getting students to ask questions. To facilitate student question asking we developed the Wonder Wall, a "wall" where students could write their questions. Student questions were answered as part of…

The questions verbal children with autism spectrum disorder encounter in the inclusive preschool classroom.

PubMed

Sanders, Eric J; Irvin, Dwight W; Belardi, Katie; McCune, Luke; Boyd, Brian A; Odom, Samuel L

2016-01-01

This study investigated questions adults asked to children with autism spectrum disorder in inclusive pre-kindergarten classrooms, and whether child (e.g. autism severity) and setting (i.e. adult-to-child ratio) characteristics were related to questions asked during center-time. Videos of verbal children with autism spectrum disorder (n = 42) were coded based on the following question categories adapted from the work of Massey et al.: management, low cognitive challenging, or cognitively challenging. Results indicated that management questions (mean = 19.97, standard deviation = 12.71) were asked more than less cognitively challenging questions (mean = 14.22, standard deviation = 8.98) and less cognitively challenging questions were asked more than cognitively challenging questions (mean = 10.00, standard deviation = 6.9). Children with higher language levels had a greater likelihood of receiving cognitively challenging questions (odds ratio = 1.025; p = 0.007). Cognitively challenging questions had a greater likelihood of being asked in classrooms with more adults relative to children (odds ratio = 1.176; p = 0.037). The findings present a first step in identifying the questions directed at preschoolers with autism spectrum disorder in inclusive classrooms. © The Author(s) 2015.

Strategy and Grand Strategy: What Students and Practitioners Need to Know

DTIC Science & Technology

2015-12-01

available, acceptable, and well-suited to the purpose for which they will be used. These questions, though crucial, are only a starting place... starting point (rarely an ideal one) and then constantly reassessing the situation in light of changing conditions. This requires an ongoing...him.87 In the end, Britain and France reluctantly decided that they had to stand up to Hitler’s challenge to the international system. At the start

Conceptual Questions and Challenge Problems

NASA Astrophysics Data System (ADS)

Nurrenbern, Susan C.; Robinson, William R.

1998-11-01

The JCE Internet Conceptual Question and Challenge Problem Web site is a source of questions and problems that can be used in teaching and assessing conceptual understanding and problem solving in chemistry. Here you can find a library of free-response and multiple-choice conceptual questions and challenge problems, tips for writing these questions and problems, and a discussion of types of conceptual questions. This site is intended to be a means of sharing conceptual questions and challenge problems among chemical educators. This is a living site that will grow as you share conceptual questions and challenge problems and as we find new sources of information. We would like to make this site as inclusive as possible. Please share your questions and problems with us and alert us to references or Web sites that could be included on the site. You can use email, fax, or regular mail. Email: nurrenbern@purdue.edu or wrrobin@purdue.edu Fax: 765/494-0239 Mailing address: Susan C. Nurrenbern or William R. Robinson; Department of Chemistry; Purdue University; 1393 Brown Building; West Lafayette, IN 47907-1393. The Conceptual Questions and Challenge Problems Web site can be found here.

An Inquiry-Based Approach to Study the Synapse: Student-Driven Experiments Using C. elegans

PubMed Central

Lemons, Michele L.

2016-01-01

Inquiry-based instruction has been well demonstrated to enhance long term retention and to improve application and synthesis of knowledge. Here we describe an inquiry-based teaching module that trains undergraduates as scientists who pose questions, design and execute hypothesis-driven experiments, analyze data and communicate their research findings. Before students design their research projects, they learn and practice several research techniques with the model organism, Caenorhabditis elegans. This nematode is an ideal choice for experimentation in an undergraduate lab due to its powerful genetics, ease and low cost of maintenance, and amenability for undergraduate training. Students are challenged to characterize an instructor-assigned “mystery mutant” C. elegans strain. The “mystery mutant” strain has a defect in cholinergic synaptic transmission. Students are well poised to experimentally test how the mutation impacts synaptic transmission. For example, students design experiments that address questions including: Does the effected gene influence acetylcholine neurotransmitter release? Does it inhibit postsynaptic cholinergic receptors? Students must apply their understanding of the synapse while using their recently acquired research skills (including aldicarb and levamisole assays) to successfully design, execute and analyze their experiments. Students prepare an experimental plan and a timeline for proposed experiments. Undergraduates work collaboratively in pairs and share their research findings in oral and written formats. Modifications to suit instructor-specific goals and courses with limited or no lab time are provided. Students have anonymously reported their surprise regarding how much can be learned from a worm and feelings of satisfaction from conducting research experiments of their own design. PMID:27980470

Student Engagement with a Flipped Classroom Teaching Design Affects Pharmacology Examination Performance in a Manner Dependent on Question Type.

PubMed

White, Paul J; Naidu, Som; Yuriev, Elizabeth; Short, Jennifer L; McLaughlin, Jacqueline E; Larson, Ian C

2017-11-01

Objective: To investigate the relationship between student engagement with the key elements of a flipped classroom approach (preparation and attendance), their attitudes to learning, including strategy development, and their performance on two types of examination questions (knowledge recall and providing rational predictions when faced with novel scenarios). Methods. This study correlated student engagement with the flipped classroom and student disposition to learning with student ability to solve novel scenarios in examinations. Results. Students who both prepared for and attended classes performed significantly better on examination questions that required analysis of novel scenarios compared to students who did not prepare and missed classes. However, there was no difference for both groups of students on examination questions that required knowledge and comprehension. Student motivation and use of strategies correlated with higher examination scores on questions requiring novel scenario analysis. Conclusion. There is a synergistic relationship between class preparation and attendance. The combination of preparation and attendance was positively correlated to assessment type; the relationship was apparent for questions requiring students to solve novel problems but not for questions requiring knowledge or comprehension.

To belong or not to belong: nursing students' interactions with clinical learning environments - an observational study.

PubMed

Liljedahl, Matilda; Björck, Erik; Kalén, Susanne; Ponzer, Sari; Bolander Laksov, Klara

2016-08-05

Belongingness has been argued to be a prerequisite for students' learning in the clinical setting but making students feel like they belong to the workplace is a challenge. From a sociocultural perspective, workplace participatory practices is a framework that views clinical learning environments to be created in interaction between students and the workplace and hence, are dependent on them both. The aim of this study was to explore the interdependence between affordances and engagement in clinical learning environments. The research question was: How are nursing students influenced in their interactions with clinical learning environments? An observational study with field observations and follow-up interviews was performed. The study setting comprised three academic teaching hospitals. Field observations included shadowing undergraduate nursing students during entire shifts. Fifty-five hours of field observations and ten follow-up interviews with students, supervisors and clinical managers formed the study data. A thematic approach to the analysis was taken and performed iteratively with the data collection. The results revealed that students strived to fill out the role they were offered in an aspirational way but that they became overwhelmed when given the responsibility of care. When students' basic values did not align with those enacted by the workplace, they were not willing to compromise their own values. Workplaces succeeded in inviting students into the community of nurses and the practice of care. Students demonstrated hesitance regarding their desire to belong to the workplace community. The results imply that the challenge for clinical education is not to increase the experience of belongingness but to maintain students' critical and reflective approach to health care practice. Additionally, results suggest students to be included as an important stakeholder in creating clinical learning environments rather than being viewed as consumer of clinical education.

Introducing StatHand: A Cross-Platform Mobile Application to Support Students' Statistical Decision Making.

PubMed

Allen, Peter J; Roberts, Lynne D; Baughman, Frank D; Loxton, Natalie J; Van Rooy, Dirk; Rock, Adam J; Finlay, James

2016-01-01

Although essential to professional competence in psychology, quantitative research methods are a known area of weakness for many undergraduate psychology students. Students find selecting appropriate statistical tests and procedures for different types of research questions, hypotheses and data types particularly challenging, and these skills are not often practiced in class. Decision trees (a type of graphic organizer) are known to facilitate this decision making process, but extant trees have a number of limitations. Furthermore, emerging research suggests that mobile technologies offer many possibilities for facilitating learning. It is within this context that we have developed StatHand, a free cross-platform application designed to support students' statistical decision making. Developed with the support of the Australian Government Office for Learning and Teaching, StatHand guides users through a series of simple, annotated questions to help them identify a statistical test or procedure appropriate to their circumstances. It further offers the guidance necessary to run these tests and procedures, then interpret and report their results. In this Technology Report we will overview the rationale behind StatHand, before describing the feature set of the application. We will then provide guidelines for integrating StatHand into the research methods curriculum, before concluding by outlining our road map for the ongoing development and evaluation of StatHand.

Medical students' attitudes to gender issues in the role and career of physicians: a qualitative study conducted in Sweden.

PubMed

Hamberg, Katarina; Johansson, Eva E

2006-11-01

There is an increasing awareness of the importance to address gender issues during medical studies. This qualitative study is aimed at exploring students' attitudes to gender issues in the career of physicians, and identifying questions important to consider in medical education about gender. At Umeå University in Sweden, third-term medical students write an essay about 'being a doctor' and they also reflect on gender issues their future career. In 2002, the essays of 41 men and 63 women (75%) were analysed using open coding and repeated comparisons to elaborate categories. Four main attitudes towards gender were identified. Important and interesting (men 22%, women 63%), meaning gender was regarded as a crucial consideration in a physician's working life. Interested women expressed personal worries about their future, while interested men's reflections were more intellectually focused. Relevant with doubts (54%, 27%) represented a positive stand while simultaneously reducing the significance of gender. In Irrelevant and irritating (20%, 8%), gender was seen as over-talked and politics. Irritated students challenged the teachers and questioned gender as a field of scientific knowledge. Neglecting denoted avoidance of gender (5%, 3%). To avoid reinforcing stereotypical ideas about men and women, teachers and physicians need more knowledge about gender.

Glimpses into the transition world: New graduate nurses' written reflections.

PubMed

Walton, Jo Ann; Lindsay, Natalie; Hales, Caz; Rook, Helen

2018-01-01

This study was born out of our reflections as educators responsible for helping new graduate nurses transition into their first year of professional practice through a formal education programme. Finding ourselves wondering about many of the questions the students raised with us, we set about looking more closely at what could be gleaned from the students' experience, captured in their written work over the course of a year. To identify the challenges and learning experiences revealed in reflective assignments written by new graduate nurses undertaking a postgraduate course as part of their transition to registered nurse practice. Data consisted of the written work of two cohorts of students who had completed a postgraduate university course as part of their transition to new graduate practice in New Zealand. Fifty four reflective essays completed by twenty seven participating students were collected and their contents analysed thematically. Five key themes were identified. The students' reflections noted individual attributes - personal and professional strengths and weaknesses; professional behaviour - actions such as engaging help and support, advocating for patients' needs and safety and putting their own feelings aside; situational challenges such as communication difficulties, both systemic and interpersonal, and the pressure of competing demands. Students also identified rewards - results they experienced such as achieving the nursing outcomes they desired, and commented on reflection as a useful tool. The findings shed light on the experiences of new graduates, and how they fare through this critical phase of career development. Challenges relating to the emotional labour of nursing work are particularly evident. In addition the reflective essay is shown to be a powerful tool for assisting both new graduate nurses and their lecturers to reflect on the learning opportunities inherent in current clinical practice environments. Copyright © 2017 Elsevier Ltd. All rights reserved.

How to Guide Effective Student Questioning: A Review of Teacher Guidance in Primary Education

ERIC Educational Resources Information Center

Stokhof, Harry J. M.; De Vries, Bregje; Martens, Rob L.; Bastiaens, Theo J.

2017-01-01

Although the educational potential of student questions is widely acknowledged, primary school teachers need support to guide them to become effective for learning the curriculum. The aim of this review is to identify which teacher guidance supports effective student questioning. Thirty-six empirical studies on guiding student questioning in…

Students' Questions: Building a Bridge between Kolb's Learning Styles and Approaches to Learning

ERIC Educational Resources Information Center

de Jesus, Helena T. Pedrosa; Almeida, Patricia Albergaria; Teixeira-Dias, Jose Joaquim; Watts, Mike

2006-01-01

Purpose: The purpose of this study is to identify the types of questions that students ask during the learning of chemistry; discuss the role of students' questions in the process of constructing knowledge, and investigate the relationship between students' questions, approaches to learning, and learning styles. Design/methodology/approach: The…

Student Moderators in Asynchronous Online Discussion: A Question of Questions

ERIC Educational Resources Information Center

Zingaro, Daniel

2012-01-01

Much current research exalts the benefits of having students facilitate weekly discussions in asynchronous online courses. This study seeks to add to what is known about student moderation through an analysis of the types of questions students use to spur each discussion. Prior experimental work has demonstrated that the types of questions posed…

Logging Student Learning via a Puerto Rico-based Geologic Mapping Game on the Google Earth Virtual Globe

NASA Astrophysics Data System (ADS)

Gobert, J.; Toto, E.; Wild, S. C.; Dordevic, M. M.; De Paor, D. G.

2013-12-01

A hindrance to migrating undergraduate geoscience courses online is the challenge of giving students a quasi-authentic field experience. As part of an NSF TUES Type 2 project (# NSF-DUE 1022755), we addressed this challenge by designing a Google Earth (GE) mapping game centered on Puerto Rico, a place we chose in order to connect with underrepresented minorities but also because its simple geologic divisions minimized map complexity. The game invites student groups to explore the island and draw a geological map with these divisions: Rugged Volcanic Terrain, Limestone Karst Topography, and Surficial Sands & Gravels. Students, represented as avatars via COLLADA models and the GE browser plugin, can move about, text fellow students, and click a 'drill here' button that tells them what lies underground. They need to learn to read the topography because the number of holes they can drill is limited to 30. Then using the GE Polygon tool, they create a map, aided by a custom 'snapping' algorithm that stitches adjacent contacts, preventing gaps and overlaps, and they submit this map for evaluation by their instructor, an evaluation we purposefully did not automate. Initially we assigned students to groups of 4 and gave each group a field vehicle avatar with a designated driver, however students hated the experience unless they were the designated driver, so we revised the game to allow all students to roam independently, however we retained the mutual texting feature amongst students in groups. We implemented the activity with undergraduates from a university in South East USA. All student movements and actions on the GE terrain were logged. We wrote algorithms to evaluate student learning processes via log files, including, but not limited to, number of places drilled and their locations. Pre-post gains were examined, as well as correlations between data from log files and pre-post data. There was a small but statistically significant post-pre gain including a positive correlation between diagram-based post-test questions and: 1) total number of drills; 2) number of correct within-polygon identifications (Evidently those who did more drilling inside polygons and drew boundaries accordingly, learn more. Drills 'mistakingly' plotted outside formation polygons were negatively correlated with extra post-test questions but this was not statistically significant --likely due to low statistical power because there were few students who did this); and 3) average distance between drills (Students whose drill holes were further apart, learn more. This makes sense since more information can be gleaned this way and this may also be indicative of a skilled learning strategy because there is little point to doing close/overlapping drills when the permitted number is small and the region is large.) No significant correlation between pre-test score and diagram-based post-test questions was found; this suggests that prior knowledge is not accounting for above correlations. Data will be discussed with respect to GE's utility to convey geoscience principles to geology undergraduates, as well as the affordances for analyzing students' log files in order to better understand their learning processes.

Key Ideas for Making and Using Virtual Fieldwork Experiences

NASA Astrophysics Data System (ADS)

Duggan-Haas, D.; Ross, R. M.

2016-12-01

Fieldwork is a signature pedagogy for the geosciences, but can be challenging to manage and challenging to bring to certain settings, like large lecture courses or K-12 classrooms. Virtual Fieldwork Experiences (VFEs) are helpful in meeting these challenges, though we do not suggest that VFEs replace actual fieldwork. In designing and using VFEs, for providing related professional development, and for designing and implementing actual fieldwork, key questions to consider are: What are the most important features and results of fieldwork? What aspects can be replicated through the use of multimedia? To what extent? How can the creation of VFEs be used to catalyze, extend, document, and share what is learned from doing actual fieldwork? A decade ago, we began developing curriculum materials and offering professional development programming in which VFEs are a key feature. Over the last ten years, both the technologies available and our pedagogical approaches have changed substantially. Technologically, things that used to take hours to create can now be done in minutes, and other things that were simply not practical have become simple for users to create. The rate of change of pedagogy is slower. Our initial goal of creating VFEs that offer a true inquiry experience by themselves has been tempered over time. While VFEs can offer inquiry experiences for students, a shorter route to inquiry is framing VFEs as models for student-created VFEs that document fieldwork done by students. The effective creation and use of VFEs is dependent upon Technological Pedagogical and Content Knowledge (TPACK), the suite of understandings and skills that educators apply to teaching scientific content with technology. Educators working with VFEs often find themselves pushing their limits in one or more of the different realms of TPACK. Pushing limits is fundamental to professional growth. Our work has led to three key ideas for VFE development and use: There are questions that can be productively asked and investigated about any site. Investigating a landscape is an exercise in Earth systems science - no landscape is the product of a single process. Virtual fieldwork is a student-friendly way of documenting, analyzing, and sharing lessons learned from studying a field site. And scruffy VFEs are ok.

Evaluating the Impact of a Classroom Response System in a Microbiology Course

PubMed Central

SUCHMAN, ERICA; UCHIYAMA, KAY; SMITH, RALPH; BENDER, KIM

2006-01-01

The use of a Classroom Response System (CRS) was evaluated in two sections, A and B, of a large lecture microbiology course. In Section B the instructor used the CRS technology at the beginning of the class period posing a question on content from the previous class. Students could earn extra credit if they answered the question correctly. In Section A, the class also began with an extra credit CRS question. However, CRS questions were integrated into the lecture during the entire class period. We compared the two classes to see if augmenting lectures with this technology increased student learning, confidence, attendance, and the instructor’s ability to respond to student’s misconceptions, over simply using the CRS as a quizzing tool. Student performance was compared using shared examination questions. The questions were categorized by how the content had been presented in class. All questions came from instructors’ common lecture content, some without CRS use, and some questions where Instructor A used both lecture and CRS questions. Although Section A students scored significantly better on both types of examination questions, there was no demonstrable difference in learning based on CRS question participation. However, student survey data showed that students in Section A expressed higher confidence levels in their learning and knowledge and indicated that they interacted more with other students than did the students in Section B. In addition, Instructor A recorded more modifications to lecture content and recorded more student interaction in the course than did Instructor B. PMID:23653562

Evidence for teaching practice: the impact of clickers in a large classroom environment.

PubMed

Patterson, Barbara; Kilpatrick, Judith; Woebkenberg, Eric

2010-10-01

As the number of nursing students increases, the ability to actively engage all students in a large classroom is challenging and increasingly difficult. Clickers, or student response systems (SRS), are a relatively new technology in nursing education that use wireless technology and enable students to select individual responses to questions posed to them during class. The study design was a quasi-experimental comparison with one section of an adult medical-surgical course using the SRS and one receiving standard teaching. No significant differences between groups on any measure of performance were found. Focus groups were conducted to describe student perceptions of SRS. Three themes emerged: Being able to respond anonymously, validating an answer while providing immediate feedback, and providing an interactive and engaging environment. Although the clickers did not improve learning outcomes as measured by objective testing, perceptions shared by students indicated an increased degree of classroom engagement. Future research needs to examine other potential outcome variables. Copyright © 2009 Elsevier Ltd. All rights reserved.

Using a Lego-based communications simulation to introduce medical students to patient-centered interviewing.

PubMed

Harding, S R; D'Eon, M F

2001-01-01

Teaching patient-centered interviewing skills to medical students can be challenging. We have observed that 1st-year medical students, in particular, do not feel free to concentrate on the interviewing skills because they are preoccupied with complicated technical medical knowledge. The Lego simulation we use with our 1st-year students as part of a professional-skills course overcomes that difficulty. The Lego activity is a role play analogous to a doctor-patient interview that uses identical sets of Legos for the "doctor" and for the "patients" and a small construction that represents a patient history. With a simple questionnaire, data were collected from students at different points during instruction. Results indicate that the Lego activity was very effective in helping students learn the importance of open-ended questioning. It also was rated as highly as the very dynamic interactive part of the instructional session. The effectiveness of the Lego activity may be due to the properties of analogies.

Developing a Long-term Monitoring Program with Undergraduate Students in Marine Sciences

NASA Astrophysics Data System (ADS)

Anders, T. M.; Boryta, M. D.

2015-12-01

A goal of our growing marine geoscience program at Mt. San Antonio College is to involve our students in all stages of developing and running an undergraduate research project. During the initial planning phase, students develop and test their proposals. Instructor-set parameters were chosen carefully to help guide students toward manageable projects but to not limit their creativity. Projects should focus on long-term monitoring of a coastal area in southern California. During the second phase, incoming students will critique the initial proposals, modify as necessary and continue to develop the project. We intend for data collection opportunities to grow from geological and oceanographic bases to eventually include other STEM topics in biology, chemistry, math and GIS. Questions we will address include: What makes this a good research project for a community college? What are the costs and time commitments involved? How will the project benefit students and society? Additionally we will share our initial results, challenges, and unexpected pitfalls and benefits.

Effectiveness of higher order thinking skills (HOTS) based i-Think map concept towards primary students

NASA Astrophysics Data System (ADS)

Ping, Owi Wei; Ahmad, Azhar; Adnan, Mazlini; Hua, Ang Kean

2017-05-01

Higher Order Thinking Skills (HOTS) is a new concept of education reform based on the Taxonomies Bloom. The concept concentrate on student understanding in learning process based on their own methods. Through the HOTS questions are able to train students to think creatively, critic and innovative. The aim of this study was to identify the student's proficiency in solving HOTS Mathematics question by using i-Think map. This research takes place in Sabak Bernam, Selangor. The method applied is quantitative approach that involves approximately all of the standard five students. Pra-posttest was conduct before and after the intervention using i-Think map in solving the HOTS questions. The result indicates significant improvement for post-test, which prove that applying i-Think map enhance the students ability to solve HOTS question. Survey's analysis showed 90% of the students agree having i-Thinking map in analysis the question carefully and using keywords in the map to solve the questions. As conclusion, this process benefits students to minimize in making the mistake when solving the questions. Therefore, teachers are necessarily to guide students in applying the eligible i-Think map and methods in analyzing the question through finding the keywords.

Using Twitter for Teaching and Learning in an Oral and Maxillofacial Radiology Course.

PubMed

Gonzalez, Shawneen M; Gadbury-Amyot, Cynthia C

2016-02-01

The aim of this study was to describe the implementation of one form of social media (Twitter) in an oral radiology course and evaluate dental students' use and perceptions of this technology for teaching and learning. An author-developed questionnaire was used to solicit second-year students' knowledge, use, and perceptions of Twitter for teaching and learning in an oral radiology course at one U.S. dental school. A combination of Likert scales, multiple allowable answers, and an open-ended comment question was employed. The questionnaire was piloted in spring 2010 followed by data collection in spring 2011. Out of 45 students, 40 (88.9%) completed the questionnaire. Of the respondents, 95% reported having not used Twitter prior to their second year of dental school; 55% of them created an account for the course. The top two reasons they gave for creating an account were viewing radiographic examples and staying informed about questions and answers that were posted. The top two reasons they gave for not creating an account were that the content was viewable online without an account and not wanting another online account. The students perceived the Twitter sessions as helpful and reported it improved accessibility to the instructor. The results of this study challenged the assumption that dental students are well versed in all forms of social media, but overall, these students agreed that the use of Twitter had enhanced the learning environment in the radiology course.

Concept mapping improves academic performance in problem solving questions in biochemistry subject.

PubMed

Baig, Mukhtiar; Tariq, Saba; Rehman, Rehana; Ali, Sobia; Gazzaz, Zohair J

2016-01-01

To assess the effectiveness of concept mapping (CM) on the academic performance of medical students' in problem-solving as well as in declarative knowledge questions and their perception regarding CM. The present analytical and questionnaire-based study was carried out at Bahria University Medical and Dental College (BUMDC), Karachi, Pakistan. In this analytical study, students were assessed with problem-solving questions (A-type MCQs), and declarative knowledge questions (short essay questions), and 50% of the questions were from the topics learned by CM. Students also filled a 10-item, 3-point Likert scale questionnaire about their perception regarding the effectiveness of the CM approach, and two open-ended questions were also asked. There was a significant difference in the marks obtained in those problem-solving questions, which were learned by CM as compared to those topics which were taught by the traditional lectures (p<0.001), while no significant difference was observed in marks in declarative knowledge questions (p=0.704). Analysis of students' perception regarding CM showed that majority of the students perceive that CM is a helpful technique and it is enjoyed by the students. In open-ended questions, the majority of the students commented positively about the effectiveness of CM. Our results indicate that CM improves academic performance in problem solving but not in declarative knowledge questions. Students' perception about the effectiveness of CM was overwhelmingly positive.

Assessing Middle School and College Students' Conceptions About Wind, Fog, and Tornadoes

NASA Astrophysics Data System (ADS)

Polito, E.; Monteverdi, J. P.; Garcia, O.; Tanner, K. D.

2008-12-01

Meteorological content is presented in K-12 educational standards and in university general education courses, yet little research has been done to explore how students conceptualize weather phenomena. This investigation probes the understanding of students at three cognitive levels-6th grade earth science students, university non-meteorology majors, and meteorology major students-of three meteorological phenomena-wind, fog, and tornadoes. All students were enrolled in schools in San Francisco, CA. The meteorological content chosen for this project-wind, fog, and tornadoes-was deliberate. Wind is a fundamental process on our planet, and has the potential to cause great damage. Students have direct experience with wind on a daily basis. Fog is a dominant feature of San Francisco climatology, and a familiar phenomenon to students living in our region. Tornadoes are associated with devastating winds and represent a destructive weather phenomenon that students only experience indirectly through movies representations and other media outlets. The phases consisted of (a) a fifteen-question survey, (b) written essay assessments, and (c) videotaped interviews. Phase I, a weather survey, was given to the entire population (65 middle school students, 50 university non-meteorology majors, and 10 university meteorology majors) and consisted of 10-15 challenge statements. Challenge statements assert a common misconception or truism and ask the students to rank their level of agreement on a 4-point Likert scale (strongly agree, agree, disagree, strongly disagree). Phase II presented the students a subset of statements and questions, and they were given 5 minutes to explain why they chose their response. To quantify the resulting qualitative data, the written essay assessments were scored using a developed conceptual rubric by multiple observers, using inter-observer reliability to measure agreement in scoring. The results from this phase helped to structure the interview protocol utilized in Phase III. A subset of the population was interviewed, allowing us to probe deeper into students' conceptions about weather. This three-phase approach allowed us to identify and explore misconceptions concerning wind, fog, and tornadoes. Preliminary results from phase I and II probing student conceptions of wind show that over 54% of 6th grade students do not see any connection between the sun and wind, offering instead that the moon, clouds, and the ocean are key contributors to wind development. 13% of students observe that because there is wind at night, and conclude from this that the sun could not play a role in creating wind. By identifying students' misconceptions about wind, fog, and tornadoes, scientists and educators can create more effective learning experiences that address student misconceptions, promote conceptual change, and move students toward a more scientific viewpoint.

Within-Case and Cross-Case Analyses of Questions Posed by Fifth-Grade Students Working in Small Groups to Investigate Pendulum Motion

NASA Astrophysics Data System (ADS)

Tisel, James Michael

The focus of this basic qualitative research is student questions in an unstructured inquiry setting. Case and cross-case analyses were conducted (Miles and Huberman, 1984) of the questions posed by fifth grade students working in laboratory groups of size three to five students as they investigated pendulum motion. To establish the conceptual framework for the study, literature was reviewed in the areas of cognitive theory (constructivism, conceptual change, and other theories), approaches to science, and the importance of student questions in the learning process. A review of group work, related studies of student questions and activities and relevant methods of qualitative research was also undertaken. The current study occupies the relatively unique position of being about the questions students posed to each other (not the teacher) at the outset of and throughout an unstructured inquiry activity with a minimum of teacher initiation or intervention. The focus is on finding out what questions students ask, when they ask them, what categories the questions fall into in relation to possible models of the scientific method, student motivation, and what role the questions play as the students take part in an inquiry activity. Students were video and/or audio-recorded as they did the investigation. They wrote down their questions during one-minute pauses that occurred at roughly eight-minute intervals. The groups were interviewed the next day about their experience. The recordings, question sheets, and interview accounts and recordings were analyzed by the researcher. Accounts of the experience of each group were prepared, and reiterated attempts were made to classify the questions as the main themes and categories emerged. It was found that students posed their key research question (most typically related to pendulum damping effects) midway through the first half of their activity, after having first met some competence and other needs in relation to measurement procedures and basic information. The main research question typically emerged gradually in an implicitly shared form. It was found that Deci and Ryan's self-determination theory (2000) with the core needs of competence, autonomy, and relatedness, served as a useful tool for categorizing and understanding the role of the questions. Basic questions about procedures in relation to gaining competence with measurement were considered by the researcher to be most prevalent. When compared to, for instance, Lawson's hypothetico-predictive model of doing science (2003a) it was noted that puzzling observations were not necessarily made at the outset, and key questions took place much later in the investigative process than what typical scientific models might suggest. Further, more focused research in the areas of self-determination theory in relation to student questions as they engage in inquiry could be of benefit in determining the motivations behind student questions. Educational programs that have, as their goal, authentic student inquiry should take into account that student research questions evolve over time as they meet various needs in the process of initiating their investigations.

Best practice strategies for effective use of questions as a teaching tool.

PubMed

Tofade, Toyin; Elsner, Jamie; Haines, Stuart T

2013-09-12

Questions have long been used as a teaching tool by teachers and preceptors to assess students' knowledge, promote comprehension, and stimulate critical thinking. Well-crafted questions lead to new insights, generate discussion, and promote the comprehensive exploration of subject matter. Poorly constructed questions can stifle learning by creating confusion, intimidating students, and limiting creative thinking. Teachers most often ask lower-order, convergent questions that rely on students' factual recall of prior knowledge rather than asking higher-order, divergent questions that promote deep thinking, requiring students to analyze and evaluate concepts. This review summarizes the taxonomy of questions, provides strategies for formulating effective questions, and explores practical considerations to enhance student engagement and promote critical thinking. These concepts can be applied in the classroom and in experiential learning environments.

Learning from peer feedback on student-generated multiple choice questions: Views of introductory physics students

NASA Astrophysics Data System (ADS)

Kay, Alison E.; Hardy, Judy; Galloway, Ross K.

2018-06-01

PeerWise is an online application where students are encouraged to generate a bank of multiple choice questions for their classmates to answer. After answering a question, students can provide feedback to the question author about the quality of the question and the question author can respond to this. Student use of, and attitudes to, this online community within PeerWise was investigated in two large first year undergraduate physics courses, across three academic years, to explore how students interact with the system and the extent to which they believe PeerWise to be useful to their learning. Most students recognized that there is value in engaging with PeerWise, and many students engaged deeply with the system, thinking critically about the quality of their submissions and reflecting on feedback provided to them. Students also valued the breadth of topics and level of difficulty offered by the questions, recognized the revision benefits afforded by the resource, and were often willing to contribute to the community by providing additional explanations and engaging in discussion.

Interpretive versus didactic learning approach towards oral biology: a student's perspective.

PubMed

Farooq, Imran

2014-10-01

This study analyzed the preference of dental students for oral biology questions that require either an interpretive or a descriptive approach to answer and to compare the preferences with their final examination result retrospectively. A questionnaire requiring student academic number and containing two questions (one asked with an interpretive approach/the other asked with a descriptive approach) from random topics of oral biology course was distributed among students who have already appeared in the final examination. Majority of the students who had achieved good grades (A+, A, B+, B) preferred interpretive questions whereas majority of the students with average grades (C+, C, D+, D) selected descriptive questions. Common reason for picking interpretive question was that it enhances critical thinking. The descriptive questions were argued to provide students with a chance to explain more. Hence, students should be encouraged to learn interpretively to promote enquiry based learning (EBL) and critical thinking.

The simulation method in learning interpersonal communication competence--experiences of masters' degree students of health sciences.

PubMed

Saaranen, Terhi; Vaajoki, Anne; Kellomäki, Marjaana; Hyvärinen, Marja-Leena

2015-02-01

This article describes the experiences of master students of nursing science in learning interpersonal communication competence through the simulation method. The exercises reflected challenging interactive situations in the field of health care. Few studies have been published on using the simulation method in the communication education of teachers, managers, and experts in this field. The aim of this study is to produce information which can be utilised in developing the simulation method to promote the interpersonal communication competence of master-level students of health sciences. This study used the qualitative, descriptive research method. At the Department of Nursing Science, the University of Eastern Finland, students major in nursing science specialise in nursing leadership and management, preventive nursing science, or nurse teacher education. Students from all three specialties taking the Challenging Situations in Speech Communication course participated (n=47). Essays on meaningful learning experiences collected using the critical incident technique, underwent content analysis. Planning of teaching, carrying out different stages of the simulation exercise, participant roles, and students' personal factors were central to learning interpersonal communication competence. Simulation is a valuable method in developing the interpersonal communication competence of students of health sciences at the masters' level. The methods used in the simulation teaching of emergency care are not necessarily applicable as such to communication education. The role of teacher is essential to supervising students' learning in simulation exercises. In the future, it is important to construct questions that help students to reflect specifically on communication. Copyright © 2014 Elsevier Ltd. All rights reserved.

Using the American Board of Internal Medicine's "Elements of Professionalism" for undergraduate ethics education.

PubMed

Robins, Lynne S; Braddock, Clarence H; Fryer-Edwards, Kelly A

2002-06-01

To examine the feasibility of using the taxonomy of professional and unprofessional behaviors presented in the American Board of Internal Medicine's (ABIM's) Project Professionalism to categorize ethical issues that undergraduate medical students perceive to be salient. Beginning second-year medical students at the University of Washington School of Medicine (n = 120) were asked to respond to three open-ended questions about professional standards of conduct and peer evaluation. Two of the authors read and coded the students' responses according to the ABIM's elements of professionalism (altruism, accountability, excellence, duty, honor and integrity, and respect for others) and the challenges to those elements (abuse of power, arrogance, greed, misrepresentation, impairment, lack of conscientiousness, and conflict of interest). Coding disagreements were solved using review and revision of the category definitions. New categories were created for students' responses that described behaviors or issues that were not captured in the ABIM's categories. A total of 114 students responded. The ABIM's professional code was adapted for students and teachers, making it context- and learning-stage-specific. One new category of challenges, conflicts of conscience, was added, and one category (abuse of power) was expanded to include abuse of power/negotiating power asymmetries. Using the ABIM's taxonomy to name professional and unprofessional behaviors was particularly useful for examining undergraduate medical students' perceptions of the ethical climate for learning during the first year of medical school, and it holds promise for research into changes in students' perceptions as they move into clinical experiences. Using the framework, students can build a unified professional knowledge-and-skills base.