Links to the Past: Creating Hypertext Dialogues Drawn from Narrative History Collections. Learning Page Lesson Plan.

ERIC Educational Resources Information Center

Richardson, Colette; Davidson, Steve

This lesson plan asks students to use documents from "California As I Saw It: First Person Narratives, 1849-1900," in the American Memory Project to create a script depicting the motivations, expectations, fears, and realizations of immigrants who settled California between 1849 and 1900. According to the lesson plan, "California As…

Online Particle Physics Information - Education Sites

Science.gov Websites

General Sites Background Knowledge Physics Lessons & Activities Astronomy Lessons & Activities Ask provides sub-lists of online resources in the following areas: History of Physics and Astronomy; Essays on the interface between science, art, religion and philosophy; Astronomy; Graduate School and Student

The key factors affecting students' individual interest in school science lessons

NASA Astrophysics Data System (ADS)

Cheung, Derek

2018-01-01

Individual interest in school science lessons can be defined as a relatively stable and enduring personal emotion comprising affective and behavioural reactions to events in the regular science lessons at school. Little research has compared the importance of different factors affecting students' individual interest in school science lessons. The present study aimed to address this gap, using a mixed methods design. Qualitative interview data were collected from 60 Hong Kong junior secondary school students, who were asked to describe the nature of their interest in science lessons and the factors to which they attribute this. Teacher interviews, parent interviews, and classroom observations were conducted to triangulate student interview data. Five factors affecting students' individual interest in school science lessons were identified: situational influences in science lessons, individual interest in science, science self-concept, grade level, and gender. Quantitative data were then collected from 591 students using a questionnaire. Structural equation modelling was applied to test a hypothesised model, which provided an acceptable fit to the student data. The strongest factor affecting students' individual interest in school science lessons was science self-concept, followed by individual interest in science and situational influences in science lessons. Grade level and gender were found to be nonsignificant factors. These findings suggest that teachers should pay special attention to the association between academic self-concept and interest if they want to motivate students to learn science at school.

Development of an Interdisciplinary STEM Classroom Activity for Radio Receiver Technology

NASA Astrophysics Data System (ADS)

Davis, Kristina

2015-01-01

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

Empowerment for Whom? Empowerment for What? Lessons from a Participatory Action Research Project

ERIC Educational Resources Information Center

Call-Cummings, Meagan; James, Christine

2015-01-01

This article sets forth the process through which I, an educator of over 20 years, my research mentor, and my 52 Latino/a students answered questions that were important to us through participatory action research. I start the process by asking if and how I am empowering my students, and they start their own parallel process by asking about their…

Unintended knowledge learnt in primary science practical lessons

NASA Astrophysics Data System (ADS)

Park, Jisun; Abrahams, Ian; Song, Jinwoong

2016-11-01

This study explored the different kinds of unintended learning in primary school practical science lessons. In this study, unintended learning has been defined as student learning that was found to occur that was not included in the teachers learning objectives for that specific lesson. A total of 22 lessons, taught by five teachers in Korean primary schools with 10- to 12-year-old students, were audio-and video recorded. Pre-lesson interviews with the teachers were conducted to ascertain their intended learning objectives. Students were asked to write short memos after the lesson about what they learnt. Post-lesson interviews with students and teachers were undertaken. What emerged was that there were three types of knowledge that students learnt unintentionally: factual knowledge gained by phenomenon-based reasoning, conceptual knowledge gained by relation- or model-based reasoning, and procedural knowledge acquired by practice. Most unintended learning found in this study fell into the factual knowledge and only a few cases of conceptual knowledge were found. Cases of both explicit procedural knowledge and implicit procedural knowledge were found. This study is significant in that it suggests how unintended learning in practical work can be facilitated as an educative opportunity for meaningful learning by exploring what and how students learnt.

Descriptive Writing: A Thematic Unit.

ERIC Educational Resources Information Center

Smith, Joanna J.

This thematic unit for teaching descriptive writing is organized around 10 days of lesson plans. The unit begins by asking key questions about descriptive writing and providing information on grade level, ability level, number of lessons and length of classes, and prior knowledge students should have. It also offers a unit rationale and key…

Lessons of the Galápagos

ERIC Educational Resources Information Center

DeFina, Anthony V.

2017-01-01

To promote teaching science through inquiry, the author wanted to use his experience in the Galápagos to design a lesson that allows students to immerse themselves in the essential science and engineering practices identified in the "Next Generation Science Standards," as they ask questions; analyze and interpret data; engage in argument…

Lessons from the Past Look to the Future.

ERIC Educational Resources Information Center

Howden, Hilde

2000-01-01

Technological advances and many other changes in society change how and what students learn. Indicates the need to learn lessons from the past in order to be more mathematically literate and broaden the mathematics curriculum to a mathematical sciences curriculum that incorporates 21st century mathematics. (Contains 14 references.) (ASK)

Introduction to an Excerpt from "Tail Tigerswallow and the Great Tobacco War."

ERIC Educational Resources Information Center

Hoffman, Arthur L.

1989-01-01

Includes an excerpt from "Tail Tigerswallow and the Great Tobacco War." Suggests using a similar story to design a social studies lesson to help students ask relevant social issue questions. Employs role playing, simulation, debate, and writing letters to editors in the lesson plans. (NL)

Eight Questions for Better Lessons

ERIC Educational Resources Information Center

Kriegel, Otis

2016-01-01

In this article, veteran educator Otis Kriegel provides eight questions that teachers can ask themselves as they create or tweak lesson plans. With practical, straightforward advice, Kriegel suggests that teachers be mindful of who their audience is, how much students already know, and what materials they'll need. He also urges teachers to…

Reliability and Agreement of Student Ratings of the Classroom Environment: A Reanalysis of TIMSS Data

ERIC Educational Resources Information Center

Ludtke, Oliver; Trautwein, Ulrich; Kunter, Mareike; Baumert, Jurgen

2006-01-01

In educational research, characteristics of the learning environment are generally assessed by asking students to evaluate features of their lessons. The student ratings produced by this simple and efficient research strategy can be analysed from two different perspectives. At the "individual level", they represent the individual student's…

Magic SEED? A New Approach to Teaching Math Produces Some Eye-Popping Results.

ERIC Educational Resources Information Center

Shore, Debra

1991-01-01

Project SEED is a successful program that teaches elementary school students advanced math. Specialists conduct 45-minute lessons, asking questions designed to help students discover mathematical logic. Students respond with a system of SEED hand signals which allow everyone to participate and be monitored at once. (SM)

Lessons from a Protractor

ERIC Educational Resources Information Center

Tinley, Tracey

2018-01-01

Pre-assessments at the start of teaching new content yielded information on what her students knew and might need, this math teacher found, but led many students to get nervous at a unit's beginning. To gauge students' understandings about math in a more inviting, stress-free way, she simply gave them drawings of protractors and asked "What…

A Mathematics Lesson from the Mayan Civilization.

ERIC Educational Resources Information Center

Lara-Alecio, Rafael; Irby, Beverly J.; Morales-Aldana, Leonel

1998-01-01

Discusses how teachers can infuse culture into the curriculum and develop students' competence and confidence by using ethnomathematics. Examines the mathematics of the Mayan civilization. Contains 22 references. (ASK)

Studying the Ways Students Get Help with Classwork

ERIC Educational Resources Information Center

Sparks, Sarah D.

2015-01-01

One of the first lessons students are taught in school is "If you need help, raise your hand" but as students learn in an increasing variety of settings--in and out of classrooms, in person and online--educators and researchers are starting to take another look at how students learn to ask for help. This brief article uses findings from…

A Special Assignment from NASA: Understanding Earth's Atmosphere through the Integration of Science and Mathematics

ERIC Educational Resources Information Center

Fox, Justine E.; Glen, Nicole J.

2012-01-01

Have your students ever wondered what NASA scientists do? Have they asked you what their science and mathematics lessons have to do with the real world? This unit about Earth's atmosphere can help to answer both of those questions. The unit described here showcases "content specific integration" of science and mathematics in that the lessons meet…

Free Press in a Constitutional Democracy

ERIC Educational Resources Information Center

Lucianek, Christine

2014-01-01

This article describes a lesson in which students will examine several views expressed by the founders to understand the context for including freedom of the press in the First Amendment. Students will be asked to think about the role that the news media and the need to be an informed citizen continue to play in our democracy. Students will…

Lessons Learned through the Piedmont Futures Program: Why Career Education Is Important to Student Success

ERIC Educational Resources Information Center

Hughey-Commers, Erin

2011-01-01

Hands-on learning with business professionals is at the heart of the educators' approach with the Piedmont Futures program at Piedmont Virginia Community College. Too often educators provide the answers before students have asked the questions; they create career pathways without providing students with sufficient opportunities to explore which…

Taking the Write Way

ERIC Educational Resources Information Center

Giordano, Geoffrey

2011-01-01

Young students generally don't make up their lessons as they go along. But many music educators are encouraging just that by teaching composition alongside traditional musical concepts. Rather than simply relying on rote exercises that focus on basic musical principles and techniques, teachers are asking students to create their own music early on…

A Student Asks about (-5)!

ERIC Educational Resources Information Center

Goldenberg, E. Paul; Carter, Cynthia J.

2017-01-01

A first-year algebra student's curiosity about factorials of negative numbers became a starting point for an extended discovery lesson into territory not usually explored in secondary school mathematics. In this article, the authors, math teachers in Massachusetts, examine how to solve for factorials of negative numbers and discuss how they taught…

"Question Moments": A Rolling Programme of Question Opportunities in Classroom Science

ERIC Educational Resources Information Center

Pedrosa-de-Jesus, Helena; Leite, Sara; Watts, Mike

2016-01-01

This naturalistic study integrates specific "question moments" into lesson plans to increase pupils' classroom interactions. A range of tools explored students' ideas by providing students with opportunities to ask and write questions. Their oral and written outcomes provide data on individual and group misunderstandings. Changes to the…

Science Shorts: Observation versus Inference

ERIC Educational Resources Information Center

Leager, Craig R.

2008-01-01

When you observe something, how do you know for sure what you are seeing, feeling, smelling, or hearing? Asking students to think critically about their encounters with the natural world will help to strengthen their understanding and application of the science-process skills of observation and inference. In the following lesson, students make…

Fun-Filled Physics.

ERIC Educational Resources Information Center

Dana, Thomas M.; And Others

1993-01-01

Presents a unit of three lessons to teach Newton's Laws of Motion. After rotating through learning centers, answering questions, and recording observations, students are asked to generate a "class law" that explains the scientific phenomenon they observed. (MDH)

Review or True? Using Higher-Level Thinking Questions in Social Studies Instruction

ERIC Educational Resources Information Center

Kracl, Carrie L.

2012-01-01

Asking surface-level questions is a common practice among educators. Delva Daines's (1986) pilot study indicated that 93 percent of the questions asked during lessons were at the literal level of comprehension and that it was very common for the teachers to restate, rephrase, or answer their own questions before the student had an opportunity to…

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.

"We May Give Advice but We Can Never Prompt Behavior": Lessons from Britain in Teaching Students Whose Behavior Causes Concern.

ERIC Educational Resources Information Center

Blake, Christopher, R. L.; Garner, Philip

This report focuses on teacher characteristics that enable teachers to work effectively with students with behavior disorders. A study was conducted that asked 60 British teachers, all of whom had some designated responsibilities for students with behavior problems, to identify a set of personal and professional characteristics which were most…

What's There to Debate about Nuclear Energy? Promoting Multidimensional Science Literacy by Implementing STS Strategies

ERIC Educational Resources Information Center

Bartley, Elise; Brown, Patrick L.; Concannon, James P.; Stumpe, Laura

2013-01-01

In this lesson, the teacher begins by reviewing some key energy topics with the students. Next, students are asked to focus closely on nuclear energy as a viable resource by closely reading, highlighting, and annotating an article regarding the future of nuclear energy. The culminating activity and evaluation of students understanding of energy…

Using the Lesson Cycle in Teaching Composition: A Plan for Creativity.

ERIC Educational Resources Information Center

Robitaille, Marilyn M.

Designed to combine the science and the art of teaching composition, this series of assignments encourages junior high and high school writing students to explore tone, original visual images, point of view, and other literary techniques. One assignment asks students to write a number of paragraphs alternately using sarcasm, humor, melancholy, and…

The Continuum: A Teaching Strategy for Science and Society Issues.

ERIC Educational Resources Information Center

Hendrix, Jon R.

1993-01-01

Describes a decision-making lesson where students rank genetic defects and syndromes from least to most severe. Students are then asked to draw a line in the continuum where they would not feel obligated to support the life, or in the case of an in utero life, maintain the pregnancy. (PR)

Chinese and Japanese Students' Conceptions of the "Ideal English Lesson"

ERIC Educational Resources Information Center

Littlewood, William

2010-01-01

In developing strategies for increasing learner involvement, a key factor is the extent to which these strategies are compatible with learners' own expectations and preferences. In order to explore this factor, tertiary students in four Asian countries were asked (in an online survey designed on the basis of exploratory interviews) to give their…

Using Communication Strategies to Promote Sexual Health: Can Mass Media Get in Bed with the "Female" Condom?

ERIC Educational Resources Information Center

Levine, Sarah Mariel; Austin, S. Bryn

2010-01-01

Many public health students receive little, if any, formal training in communicating health information to the public. Public health practitioners, however, are regularly asked to use communication strategies to convey health information. The lesson plan was designed to teach students mass communication strategies in the context of sexual health…

Using Every-Pupil Response Techniques to Develop Decoding Ability.

ERIC Educational Resources Information Center

Whisler, Nancy G.

Noting that "every pupil response" (EPR) techniques allow for all students in a group to respond to each question asked by a teacher, this paper explains how EPR techniques may be incorporated in a reading lesson to help students develop decoding ability. The paper offers a justification for using these directed teaching strategies based on…

What Do Students Perceive during a Lesson on Center-of-Mass?

ERIC Educational Resources Information Center

Liby, Bruce W.; Friedenberg, Jay; Yancopoulos, Sophia

2009-01-01

This paper presents an assessment of how students perceive a typical classroom representation of center-of-mass. Participants were shown figures consisting of two filled black circles; they were told that these figures represented spheres or balls. They were then asked to indicate with a mark the point where the spheres would balance, i. e., they…

Herons, Frogs, and Cranberry Bogs: A Wetlands Unit for Science and Language Arts.

ERIC Educational Resources Information Center

Pottle, Jean L.

This book presents interesting lessons about freshwater and saltwater wetlands, the creatures that inhabit them, and individuals who have played an important role in saving them. Activities in this book give students a chance to do their own research, perform experiments, use field guides, and work with maps and diagrams. Students are asked to…

The Teacher's Sourcebook for Cooperative Learning: Practical Techniques, Basic Principles, and Frequently Asked Questions.

ERIC Educational Resources Information Center

Jacobs, George M.; Power, Michael A.; Inn, Loh Wan

This book demonstrates how classroom teachers can use cooperative learning techniques for lesson planning and classroom management. It emphasizes that cooperation among students is powerful, and it notes that just because students are in a group does not mean that they are cooperating. Part 1, "Getting Started with Cooperative Learning," includes…

Merging Cognitive Science and Curriculum to Strengthen Middle School Math

ERIC Educational Resources Information Center

WestEd, 2014

2014-01-01

Consider that colorful photographs, eye-catching illustrations, and captivating images intended to make textbooks more appealing may actually distract students from the lesson at hand. Or that asking students to simply solve math problems might not be as effective as having them explain the steps of solutions that are already worked out--even some…

Creating Infographics to Enhance Student Engagement and Communication in Health Economics

ERIC Educational Resources Information Center

VanderMolen, Julia; Spivey, Christy

2017-01-01

In this article, the authors discuss and describe the implementation of and lessons learned from a course project centered on the creation of an infographic in a health economics course and an introduction to health research course. Students were asked to create a simple infographic about a particular topic, after researching and gathering data on…

Weather Anomalies. 9th Grade Lesson. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World.

ERIC Educational Resources Information Center

Sears, Bill

This curriculum unit requires students to use science, geography, and language arts skills in studying the weather. Students are asked to report on weather anomalies and are provided with background information, detailed instructions, online resources, and reflection questions. The teacher's guide describes the unit's purpose, correlation to…

Animal Experimentation: Bringing Ethical Issues into Biology Teaching.

ERIC Educational Resources Information Center

Van Rooy, Wilhelmina

2000-01-01

There are many possibilities for the use of controversial issues such as animal experimentation in biology classrooms. Outlines a series of three lessons that asked senior biology students to consider the issue of animal experimentation from three perspectives. (Author/LM)

What Do We Put in the Place of Ability Grouping? (When the Principal Asks).

ERIC Educational Resources Information Center

Harp, Bill

1989-01-01

Presents two alternatives to ability grouping--flexible grouping (based on students' level of independence as learners), and cooperative learning groups. Discusses the benefits of cooperative learning, and provides a sample cooperative learning lesson. (MM)

Science education in a bilingual class: problematising a translational practice

NASA Astrophysics Data System (ADS)

Ünsal, Zeynep; Jakobson, Britt; Molander, Bengt-Olov; Wickman, Per-Olof

2016-10-01

In this article we examine how bilingual students construe relations between everyday language and the language of science. Studies concerning bilingual students language use in science class have mainly been conducted in settings where both the teacher and the students speak the same minority language. In this study data was collected in a class consisting of students aged 13-14. All students had Turkish as their minority language, whereas the teacher's minority language was Bosnian. The class was observed when they were working with acids and bases. In addition, the students were interviewed in groups. They were asked about how they use their languages during science lessons and then asked to describe and explain scientific phenomena and processes that had been a part of the observed lessons. For the analysis, practical epistemology analysis and the theory of translanguaging were used. The results show how the students' everyday language repertoire may limit their possibilities to make meaning of science. In particular, the teacher's practice of facilitating and supporting students' understanding of science content by relating it to concrete examples took another direction since the everyday words he used were not a part of the students' language repertoire. The study also shows how the students used their minority language as a resource to translate words from Swedish to Turkish in order to proceed with the science activities. However, translating scientific concepts was problematic and led to the students' descriptions of the concepts not being in line with how they are viewed in science. Finally, the study also demonstrates how monolingual exams may limit bilingual students' achievements in science. The study contributes by presenting and discussing circumstances that need to be taken into consideration when planning and conducting science lessons in classes where the teacher and the student do not share the same minority language.

Starting and Teaching Basic Robotics in the Classroom: Modern, Engaging Engineering in Technology Education

ERIC Educational Resources Information Center

Bianco, Andrew S.

2014-01-01

All technology educators have favorite lessons and projects that they most desire to teach. Many teachers might ask why teach robotics when there are many other concepts to cover with the students? The answer to this question is to engage students in science, technology, engineering, and math (commonly referred to as STEM) concepts. In order for…

HotTips for Teachers: 30 Steps to Student Engagement.

ERIC Educational Resources Information Center

Abernathy, Rob; Reardon, Mark

This book shows teachers how to reclaim their students' attention and, in the process, help them absorb information and stay on task. There are over 30 tips that are practical, not always obvious, and well tested. Three parts focus on: (1) "HotTips for Opening the Lesson" (e.g., fill the room with I.D. posters, ask opening questions, get…

Lessons Don't Have To Be Rocket Science!

ERIC Educational Resources Information Center

Morris, Andrew

2002-01-01

Describes an experimental program to teach adults who are curious about, but poorly educated in, science. Learning began with questions arising from that curiosity and discussion was encouraged by the teacher. Students felt empowered by the process and freely asked questions. (JOW)

Middle School Review.

ERIC Educational Resources Information Center

Cook-Kallio, Cheryl

1991-01-01

Discusses the use of primary resources in the teaching of middle school social studies. Describes a lesson in which students were given a copy of the Declaration of Independence, written in everyday language, and were asked to discuss and evaluate it. Suggests another activity based on Thomas Jefferson's writings. (SG)

Want Superstar Teachers? Scout for Talent, and Recruit Like Crazy.

ERIC Educational Resources Information Center

Bateman, C. Fred

1986-01-01

A school can assemble a winning teaching team by taking lessons from sports talent recruitment programs. Schools should search for early talent and ask education professors to identify promising student teachers. Contracts should be offered immediately to final round draft choices. (CJH)

The Global Energy Budget.

ERIC Educational Resources Information Center

Jax, Daniel W.

1992-01-01

Presents a lesson plan about greenhouse effect and global warming. Includes diagrams and graphs from which students are asked to make inferences. Provides background information about how energy enters and leaves the earth system, the energy budget, consequences of obstructing the energy balance, and the greenhouse effect. (three references) (MCO)

Middle and Upper Class Teenage Life in Urban India.

ERIC Educational Resources Information Center

Kitts, Charles

Designed to better acquaint U.S. teenagers with their counterparts in India, the four lesson plans and supplementary materials contained in this document ask students to compare their lives with those of Indian teenagers in the following areas: education, recreation, dating/marriage, and problems. (DB)

Ethics in Government.

ERIC Educational Resources Information Center

Update on Law-Related Education, 1990

1990-01-01

Presents a lesson developed by the Center for Civic Education giving secondary students the opportunity to explore ethical issues in government from the perspective of corrective justice. Outlines role plays and other class activities based on a fictitious ethics scandal involving bribery. Identifies specific questions to be asked on issues of…

Spring Break: A Lesson in Circuits. "This Old House" College Style.

ERIC Educational Resources Information Center

Duch, Barbara

2001-01-01

Introduces students to the topics of electricity and circuits within the context of house wiring. Explores the properties of series and parallel circuits, researches local wiring codes, calculates the current used by appliances based on their power ratings, and designs circuits in a typical kitchen. (Author/ASK)

Make Your Own Digital Thermometer!

ERIC Educational Resources Information Center

Sorey, Timothy; Willard, Teri; Kim, Bom

2010-01-01

In the hands-on, guided-inquiry lesson presented in this article, high school students create, calibrate, and apply an affordable scientific-grade instrument (Lapp and Cyrus 2000). In just four class periods, they build a homemade integrated circuit (IC) digital thermometer, apply a math model to calibrate their instrument, and ask a researchable…

Myth or Truth: Independence Day.

ERIC Educational Resources Information Center

Gardner, Traci

Most Americans think of the Fourth of July as Independence Day, but is it really the day the U.S. declared and celebrated independence? By exploring myths and truths surrounding Independence Day, this lesson asks students to think critically about commonly believed stories regarding the beginning of the Revolutionary War and the Independence Day…

Scaffolding Assignments and Activities for Undergraduate Research Methods

ERIC Educational Resources Information Center

Fisher, Sarah; Justwan, Florian

2018-01-01

This article details assignments and lessons created for and tested in research methods courses at two different universities, a large state school and a small liberal arts college. Each assignment or activity utilized scaffolding. Students were asked to push beyond their comfort zone while utilizing concrete and/or creative examples,…

Discovery

ERIC Educational Resources Information Center

de Mestre, Neville

2010-01-01

All common fractions can be written in decimal form. In this Discovery article, the author suggests that teachers ask their students to calculate the decimals by actually doing the divisions themselves, and later on they can use a calculator to check their answers. This article presents a lesson based on the research of Bolt (1982).

Law, Morality and the Relocation Camps.

ERIC Educational Resources Information Center

Stearns, Hal

1990-01-01

Presents a lesson examining the historical background of the U.S. government's relocation and internment of Japanese-Americans and Japanese aliens during World War II. Asks secondary students to consider both the legal and moral dimensions of the relocation effort and current compensation arguments. Includes handouts and suggestions for role…

SciNews: Incorporating Science Current Events in 21st Century Classrooms

NASA Astrophysics Data System (ADS)

DiMaggio, E.

2011-12-01

Middle school students are instructed with the aid of textbooks, lectures, and activities to teach topics that satisfy state standards. However, teaching materials created to convey standard-aligned science concepts often leave students asking how the content relates to their lives and why they should be learning it. Conveying relevance is important for student learning and retention, especially in science where abstract concepts can often be incorrectly perceived as irrelevant. One way to create an educational link between classroom content and everyday life is through the use of scientific current events. Students read, hear, and watch media coverage of natural events (such as the 2011 earthquake and tsunami in Japan), but do not necessarily relate the scientific information from media sources to classroom studies. Taking advantage of these brief 'teachable moments'--when student interest is high--provides a valuable opportunity to make classroom-to-everyday life associations and to incorporate inquiry based learning. To address this need, I create pre-packaged current event materials for middle to high school teachers that align to state standards, and which are short, effective, and easy to implement in the classroom. Each lesson takes approximately 15-30 minutes to implement, allowing teachers time to facilitate brief but meaningful discussions. I assemble materials within approximately one week of the regional or global science event, consisting of short slide shows, maps, videos, pictures, and real-time data. I use a listserv to send biweekly emails to subscribed instructors containing the current event topic and a link to download the materials. All materials are hosted on the Arizona State University Education Outreach SciNews website (http://sese.asu.edu/teacher-resources) and are archived. Currently, 285 educators subscribe to the SciNews listserv, representing 36 states and 19 countries. In order to assess the effectiveness and usefulness of SciNews materials, each lesson links to a brief online survey. I ask educators for basic information (grade level, number of students) as well as feedback on lesson content, accessibility of media types used, agreement with standards, and general comments on how to improve SciNews. Survey results show that SciNews lessons have been implemented in elementary through college classrooms. Comments express an overall agreement that Scinews lessons facilitate classroom discussion, heighten student interest in the topic, and that lessons are easy to use and modify. Current events help demonstrate to students that, unlike fact-filled textbooks suggest, science is not static and scientists are actively investigating many 'textbook' concepts. Showing students the process and progressive nature of scientific information reinforces critical thinking rather than pure memorization.

The most enjoyable way to learn the periodic table

NASA Astrophysics Data System (ADS)

Gümüşsoy, Verim; Kaya, Mustafa

2017-04-01

Constructivist learning allows students to be actively involved in the learning process and thus the learning to be permanent. It makes the lesson more interesting and enjoyable compared to classical learning where students are passive and get bored quickly. When students engage in activities during the learning process, they enjoy it more. And there is no doubt that games help this a lot. In this project, a game has been designed to make it more entertaining to learn the periodical table for the students. In this game, a huge periodical table (with empty columns) is drawn with acrylic paint in the school yard. Acrylic paint is preferred because it is resilient to outdoor conditions, quick drying and relatively durable. Besides its functionality in the game, the presence of the huge periodical table in the yard boosts students' motivation for scientific activities. Students are taught about the periodical table in their Chemistry lesson a week before the game is to be played. They are informed about the game and asked to bring some sportswear to wear during the game. On the game day, the class is divided into teams of five people. Each team wears a different color vest and is called by the color of the vest they are wearing. The starting point is drawn as far as possible from the periodical table. Furthermore, some question cards that cover the subject are used in the game. As an example from the game: one student from each team is asked to find the correct place by the atomic number of a certain element as described in the cards given to them. There is a time limit so the stopwatch is started as each student starts reading the information on the card. The student runs to the correct place of the certain element according to the clues on their given card. Then they stop and raise their hands. The teacher stops the stopwatch for that student. The teams gain points according to their speed and correct guesses. The game continues as other students are given different question cards and asked to follow same directions. In the end, the winning team is awarded. The game contains both short term goals, like allowing students to acquire the aimed learning outcome in a permanent way while having fun, and long term goals, like increasing the motivation toward the lesson and school and gaining team awareness.

It's a Bird . . . It's a Plane . . . It's Art

ERIC Educational Resources Information Center

Schechtman, Helaine

2012-01-01

This lesson teaches students that a drawing does not have to be realistic to be a valued piece of art. It's fun to have students look at abstracts and ask them what they think they see. As they excitedly yell out "It's a bird," "It's a flower," "Huh? I don't see that!" they begin to realize the beauty of an abstract. It can be so many things to so…

Socratic Method for the Right Reasons and in the Right Way: Lessons from Teaching Legal Analysis beyond the American Law School

ERIC Educational Resources Information Center

Szypszak, Charles

2015-01-01

Socratic method is associated with law school teaching by which students are asked questions in class that require them to analyze cases and derive legal principles. Despite the method's potential benefits, students usually do not view it as supportive and enriching but rather as a kind of survival ritual. As a pedagogical approach for use in any…

Design of study without drugs--a Surinamese school-based drug-prevention program for adolescents.

PubMed

Ishaak, Fariel; de Vries, Nanne Karel; van der Wolf, Kees

2015-10-12

The aim of this study was to design the content and accompanying materials for a school-based program--Study without Drugs--for adolescents in junior secondary schools in Suriname based on the starting points and tasks of the fourth step of the Intervention Mapping protocol (which consists of six steps). A program based on this protocol should include a combination of theory, empirical evidence, and qualitative and quantitative research. Two surveys were conducted when designing the program. In Survey I, teachers and students were asked to complete a questionnaire to determine which school year they thought would be most appropriate for implementing a drug-prevention program for adolescents (we completed a similar survey as part of previous research). An attempt was made to identify suitable culturally sensitive elements to include in the program. In Survey II, the same teachers were asked to complete a questionnaire to determine the programs' scope, sequence, structure, and topics as well as the general didactic principles to serve as a basis for program design. After outlining the program plan, lessons, and materials, we conducted a formative pretest evaluation among teachers, students, and parents. That evaluation included measures related to the program's attractiveness, comprehensibility, and usefulness. The resulting lessons were presented to the teachers for assessment. The drug-prevention program we developed comprises 10 activities and lasts 2-2.5 months in an actual school setting. The activities take place during Dutch, biology, physical education, art, religion, and social studies lessons. We based the structure of the lessons in the program on McGuire's Persuasion Communication Model, which takes into account important didactic principles. Evaluations of the program materials and lesson plans by students, teachers, and parents were mostly positive. We believe that using the fourth step of the Intervention Mapping protocol to develop a drug-prevention intervention for adolescents has a produced promising, feasible program.

Space Rocks Tell Their Secrets: Space Science Applications of Physics and Chemistry for High School and College Classes: Update

NASA Technical Reports Server (NTRS)

Lindstrom, M. M.; Tobola, K. W.; Stocco, K.; Henry, M.; Allen, J. S.; McReynolds, Julie; Porter, T. Todd; Veile, Jeri

2004-01-01

As the scientific community studies Mars remotely for signs of life and uses Martian meteorites as its only available samples, teachers, students, and the general public continue to ask, How do we know these meteorites are from Mars? This question sets the stage for a six-lesson instructional package Space Rocks Tell Their Secrets. Expanding on the short answer It s the chemistry of the rock , students are introduced to the research that reveals the true identities of the rocks. Since few high school or beginning college students have the opportunity to participate in this level of research, a slide presentation introduces them to the labs, samples, and people involved with the research. As they work through the lessons and interpret authentic data, students realize that the research is an application of two basic science concepts taught in the classroom, the electromagnetic spectrum and isotopes.

The value of storytelling in the science classroom

NASA Astrophysics Data System (ADS)

Isabelle, Aaron David

The "traditional science classroom" asks students, "What do we know in science?," and ignores the question, "How do we know what we know?" The purpose of this research is to combine the powerful structure of narrative with the history of science in junior high school science classrooms. This study investigates whether history-of-science-based stories have advantages over traditional, lecture-style presentations. The storytelling approach aims to present science concepts in a meaningful and memorable context and in a coherent and connected manner. The research program employed parallel curricula: science concepts were taught through novel stories and through lectures, at different times, to eight different groups of seventh and eighth grade students at Holy Name Junior High School in Worcester, Massachusetts. Students were assessed with pre- and post-tests and through individual interviews: Before, immediately after, and two weeks after the lessons, students were given short-answer questionnaires. Two weeks after each lesson, individual interviews were also conducted with a sampling of the students. The questionnaires were coded according to a clear set of written standards and the interviews were transformed into concept maps. Student learning and retention levels, gender differences, and alternate conceptions were quantitatively analyzed. The results reveal that the students who were taught through stories learned the science concepts, on the average, 21% better and retained close to 48% more than the students who were taught through traditional lessons. Fewer alternate conceptions were expressed after story lessons than after lectures. Investigation of gender differences in learning science through the two methods revealed that boys profited more than girls did from the story lessons. The union of narrative with the history of science in the form of story lessons seems natural since the spatiotemporal structure of a narrative mirrors the unfolding of actions in the history of science. This combination proved to be an effective science teaching method with these junior high students. In general, the story lessons helped the students better understand and retain the science concept than the traditional lessons did. The reason for the girls' smaller story gains are not clear, but may include a lack of female characters in the stories used. The over-all results are quite convincing in the sample of students studied and suggest a more generalized applicability. This line of research is well worth pursuing further.

How to Enable Knowledge Exchange in "Second Life" in Design Education?

ERIC Educational Resources Information Center

Thomassen, Aukje; Rive, Pete

2010-01-01

The theory and lessons of knowledge exchange, in both a physical and virtual environment, suggest a framework for understanding the specific requirements for a digital design class in "Second Life". Through teaching and observing students who were asked to complete a machinima project, our research provided examples of the strengths and…

Australian Curriculum Linked Lessons: The Language of Chance

ERIC Educational Resources Information Center

Hurrell, Derek

2015-01-01

In providing a continued focus on tasks and activities that help to illustrate key ideas embedded in the "Australian Curriculum," this issue focuses on the Statistics and probability strand and the sub-strand of Chance. In the Australian Curriculum (ACARA, 2015), students are not asked to list outcomes of chance experiments and represent…

Adventures from Justin's Life: Engaging Your Physics Students

NASA Astrophysics Data System (ADS)

Ridgley, James A.; Herron, Sherry S.

2018-03-01

Many teachers have had students ask the proverbial question, "When will I ever use this in my life?" In the sciences, especially physics, teachers seem to battle this torrent of indifference continually. Although many areas of our students' lives can distract them from their academic pursuits, we as teachers must be introspective in order to prevent our teaching style from becoming one of our students' potential distractions. For example, a problem source with teaching physics may be an inability to successfully pique students' interest in our lessons. According to Barrett, student engagement is critical in order for learning to occur. Student engagement is so crucially important that researchers from across the globe attempt to assist teachers in the careful construction of pedagogical "hooks" whereby they can actively engage their students. A student who is not academically engaged may find little use for what is presented and may be bored stiff during the lesson. Regardless of your theoretical perspectives on learning, constructivists to traditionalists alike have no excuse to be boring, and therefore should engage their students before presenting physics concepts.

Student Mental Models of the Greenhouse Effect: Retention Months After Interventions

NASA Astrophysics Data System (ADS)

Harris, S. E.; Gold, A. U.

2013-12-01

Individual understanding of climate science, and the greenhouse effect in particular, is one factor important for societal decision-making. Ideally, learning opportunities about the greenhouse effect will not only move people toward expert-like ideas but will also have long-lasting effects for those individuals. We assessed university students' mental models of the greenhouse effect before and after specific learning experiences, on a final exam, then again a few months later. Our aim was to measure retention after students had not necessarily been thinking about, nor studying, the greenhouse effect recently. How sticky were the ideas learned? 164 students in an introductory science course participated in a sequence of two learning activities and assessments regarding the greenhouse effect. The first lesson involved the full class, then, for the second lesson, half the students completed a simulation-based activity and the other half completed a data-driven activity. We assessed student thinking through concept sketches, multiple choice and short answer questions. All students generated concept sketches four times, and completed a set of multiple choice (MCQs) and short answer questions twice. Later, 3-4 months after the course ended, 27 students ('retention students') completed an additional concept sketch and answered the questions again, as a retention assessment. These 27 students were nearly evenly split between the two contrasting second lessons in the sequence and included both high and low-achieving students. We then compared student sketches and scores to 'expert' answers. The general pattern over time showed a significant increase in student scores from before the lesson sequence to after, both on concept sketches and MCQs, then an additional increase in concept sketch score on the final exam (MCQs were not asked on the final exam). The scores for the retention students were not significantly different from the full class. Within the retention group, there was also no difference in scores based on which contrasting lesson a student did. Students in both of the contrasting lessons scored significantly higher on the retention test than on the initial pre-test. Their concept sketch scores on the retention test were slightly lower than their scores on the final exam (not significantly), but matched their post-lesson-sequence scores. Their MCQ scores were slightly higher on the retention test than on the post-lesson-sequence test (also not significantly). These results imply that students both learned and retained new ideas about the greenhouse effect for at least a few months after the end of the course and did not regress to their pre-lesson ideas. Further analysis should show which particular aspects of student mental models changed over the full temporal sequence.

Arms control: moral, political and historical lesson

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

Thompson, K.W.

1990-01-01

Many of the world's most influential policy-makers and analysts view arms control as a scientific and technological problem. They measure a nation's nuclear power exclusively by megatonnage and throw-weights leaving the intangible elements of military and political power to philosophers and historians. They tend to ignore the human and qualitative aspects of power. This is a book that shift the emphasis to aspects of the nuclear problem which are sometimes overlooked. Basically, these elements are bound up in the moral, political, and historical lessons of the nuclear age. Nonquantitative factors have been central to studies of national defense and militarymore » power since the rise of the modern nation state system. However, most students of present-day nuclear weapons tend to stress their revolutionary character. Because they are considered wholly unique, analysts tend to write about them in a historical and apolitical terms. One purpose of the collection of papers in this little volume is to redirect attention to the moral, political, and historical lessons that the nuclear age presents. What most distinguishes the writings of contributors to this volume is their use of certain well-established principles and concepts long acknowledged in military and foreign policy analysis. Thus Father Hehir asks many of the same questions that students of ethics and foreign policy have asked for four hundred years.« less

Computer-Assisted Instruction and Its Application to Air Force Civil Engineering.

DTIC Science & Technology

1987-09-01

train the student. The student’s respesees my cause the ceeputot to preseet the previous material In a different =mus if these resposes indicaed that the...presented by Schlechter. He reports study results that indicate that CAI time savings may be due to self - pacing, a characteristic of other less-expenLve...lesson developer must ask: Is this instruc- tional requirement suited for Individual self -paced inter- active instruction? If the answer is no, then

Writing Assignments that Promote Active Learning

NASA Astrophysics Data System (ADS)

Narayanan, M.

2014-12-01

Encourage students to write a detailed, analytical report correlating classroom discussions to an important historical event or a current event. Motivate students interview an expert from industry on a topic that was discussed in class. Ask the students to submit a report with supporting sketches, drawings, circuit diagrams and graphs. Propose that the students generate a complete a set of reading responses pertaining to an assigned topic. Require each student to bring in one comment or one question about an assigned reading. The assignment should be a recent publication in an appropriate journal. Have the students conduct a web search on an assigned topic. Ask them to generate a set of ideas that can relate to classroom discussions. Provide the students with a study guide. The study guide should provide about 10 or 15 short topics. Quiz the students on one or two of the topics. Encourage the students to design or develop some creative real-world examples based on a chapter discussed or a topic of interest. Require that students originate, develop, support and defend a viewpoint using a specifically assigned material. Make the students practice using or utilizing a set of new technical terms they have encountered in an assigned chapter. Have students develop original examples explaining the different terms. Ask the students to select one important terminology from the previous classroom discussions. Encourage the students to explain why they selected that particular word. Ask them to talk about the importance of the terminology from the point of view of their educational objectives and future career. Angelo, T. A. (1991). Ten easy pieces: Assessing higher learning in four dimensions. In T. A. Angelo (Ed.), Classroom research: Early lessons from success (pp. 17-31). New Directions for Teaching and Learning, No. 46. San Francisco: Jossey-Bass.

Lessons We Can Learn from the Voices of Experience

ERIC Educational Resources Information Center

Fink, Arletta Knight; Fink, L. Dee

2009-01-01

This article reviews the preceding articles and distills from that collection answers to three questions that all good teachers need to ask and answer. The preceding articles in this volume have been written by teachers who have used the ideas of integrated course design (ICD) in an effort to improve their teaching and their students' learning.…

Geometry Teaching via Origami: The Views of Secondary Mathematics Teacher Trainees

ERIC Educational Resources Information Center

Gur, Hülya; Kobak-Demir, Mevhibe

2017-01-01

Considering the performances of the students in the Timss and Pisa examinations, it is seen that they can not solve the problems, do not animate the objects they can not ask geometry questions in three dimensions and can not understand them. For this reason, origami lessons should be put into teacher training programs. Secondary teacher trainees…

Teaching as if Life Matters: The Promise of a New Education Culture

ERIC Educational Resources Information Center

Uhl, Christopher

2011-01-01

What would it be like to teach as if life matters? To move beyond the typical regimen of classroom exercises, homework, and standardized tests and to guide students through life's most important lessons? Dissatisfied with traditional educational models, Christopher Uhl and Dana L. Stuchul asked themselves these questions. What they discovered will…

Prospective and Current Secondary Mathematics Teachers' Criteria for Evaluating Mathematical Cognitive Technologies

ERIC Educational Resources Information Center

Smith, Ryan C.; Shin, Dongjo; Kim, Somin

2017-01-01

As technology becomes more ubiquitous in the mathematics classroom, teachers are being asked to incorporate it into their lessons more than ever before. The amount of resources available online is staggering and teachers need to be able to analyse and identify resources that would be most appropriate and effective with their students. This study…

Geometry and the Design of Product Packaging

ERIC Educational Resources Information Center

Cherico, Cindy M.

2011-01-01

The most common question the author's students ask is, "When will I ever use this in real life?" To address this question in her geometry classes, the author sought to create a project that would incorporate a real-world business situation with their lesson series on the surface area and volume of three-dimensional objects--specifically, prisms,…

Impacts of reform-based science in middle school classrooms

NASA Astrophysics Data System (ADS)

Ruth, Lisa Mccurry

2007-12-01

In the summer of 2005, the University of South Carolina offered a four week, summer professional development opportunity for middle school science teachers. In this institute, reform-based curricula and strategies were introduced to the teachers. Seven teachers were asked to participate in this study to assess the impacts of reformed curricula and pedagogy. Teachers administered standards-based pretests and posttests to their students before and after the specified unit of study. Teachers were videotaped teaching lessons included in the curriculum unit or teaching a lesson that addressed the same set of standards. Pretests and posttests were analyzed and effect sizes were calculated. Effect sizes ranged from a minimum of 0.57 to 3.18. Videotaped lessons were analyzed using the Reformed Teaching Observation Protocol (RTOP) developed by the Arizona Collaborative for Excellence in the Preparation of Teachers (ACEPT) project. The level of inquiry-based instruction was not found to be a primary predictor of student learning gains, but was found to be associated with teachers who implemented the curriculum and associated pedagogical techniques. Teachers who presented lessons considered highly reformed had effect sizes as high as or greater than those who continued to utilize more traditional methods of teaching, when student population differences are taken into account. These same teachers were highly successful in facilitating student-directed, scientific discussions in their classrooms as compared to teachers who did not utilize curriculum materials.

TED-Ed lessons & TED-Ed clubs: Educational activities to amplify students' voices

NASA Astrophysics Data System (ADS)

Villias, Georgios

2017-04-01

TED-Ed lessons and TED-Ed clubs are two powerful educational tools that can be used in today's school classrooms in order to create an educational environment that is engaging for the students and favors their active participation, created and fostered by TED-Ed. TED-Ed is TED's educational initiative, committed to create lessons worth sharing and amplify the voices and ideas of teachers and students around the world. TED-Ed animated lessons are fully organized lessons structured around an animated video that introduces new topics to learners in an exciting, thought-provoking way. These lessons have been created as a result of the cooperation between expert educators and animators and have been uploaded at the TED-Ed platform (http://ed.ted.com). On the other hand, TED-Ed Clubs are also an interesting way to offer students the chance, the voice and the opportunity to express their thoughts, engage actively on these matters and connect with each other, both at a local, as well as at an international level (http://ed.ted.com/clubs). By developing new TED-Ed lessons or by customizing appropriately existing animated TED-Ed lessons (translating, modifying the questions asked, introducing new discussion topics), I have created and implemented in my student-centered, didactic approach, a series of TED-ED animated lessons directly connected with the Greek national science syllabus that were used to spark students curiosity and initiate a further analytical discussion or introduce other relevant educational activities (http://gvillias.wixsite.com/education). Furthermore, at my school, we established Varvakeio TED-Ed Club, an environment that supports and empowers our students to research, develop and disseminate their own personal ideas that worth spreading. During the year, our members were inspired by watching TED talks presented by experts on their field on various different areas, including social, economical, environmental and technological-scientific issues. Our aim was that every student would create his own 5 to 10-minute presentation regarding an issue or idea that he considered to be of great value for him, he would analyze it briefly and he would offer his own personal meaningful insight and perception of this. Step by step our students managed to structure the backbone of their own speeches, look deeper into their ideas, consult their co-members and take into consideration their recommendations and ideas, develop their presentations and present their very own TED club talk to the rest of the members of our TED-Ed club.

Space Rocks Tell Their Secrets: Space Science Applications of Physics and Chemistry for High School and College Classes. Update.

NASA Technical Reports Server (NTRS)

Lindstrom, M. M.; Tobola, K. W.; Allen, J. S.; Stocco, K.; Henry, M.; Allen, J. S.; McReynolds, Julie; Porter, T. Todd; Veile, Jeri

2005-01-01

As the scientific community studies Mars remotely for signs of life and uses Martian meteorites as its only available samples, teachers, students, and the general public continue to ask, "How do we know these meteorites are from Mars?" This question sets the stage for a six-lesson instructional package Space Rocks Tell Their Secrets. Expanding on the short answer "It's the chemistry of the rock", students are introduced to the research that reveals the true identities of the rocks. Since few high school or beginning college students have the opportunity to participate in this level of research, a slide presentation introduces them to the labs, samples, and people involved with the research. As they work through the lessons and interpret authentic data, students realize that the research is an application of two basic science concepts taught in the classroom, the electromagnetic spectrum and isotopes. Additional information is included in the original extended abstract.

Space Rocks Tell Their Secrets: Space Science Applications of Physics and Chemistry for High School and College Classes

NASA Technical Reports Server (NTRS)

Lindstrom, M. M.; Tobola, K. W.; Stocco, K.; Henry, M.; Allen, J. S.

2003-01-01

As the scientific community studies Mars remotely for signs of life and uses Martian meteorites as its only available samples, teachers, students, and the general public continue to ask, "How do we know these meteorites are from Mars?" This question sets the stage for a three-lesson instructional package Space Rocks Tell Their Secrets. Expanding on the short answer "It's the chemistry of the rock", students are introduced to the research that reveals the true identities of the rocks. Since few high school or beginning college students have the opportunity to participate in this level of research, a slide presentation introduces them to the labs, samples, and people involved with the research. As they work through the lessons and interpret real data, students realize that the research is an application of basic science concepts they should know, the electromagnetic spectrum and isotopes. They can understand the results without knowing how to do the research or operate the instruments.

Influence of motivation, self-efficacy and situational factors on the teaching quality of clinical educators.

PubMed

Dybowski, Christoph; Sehner, Susanne; Harendza, Sigrid

2017-05-08

Being exposed to good teachers has been shown to enhance students' knowledge and their clinical performance, but little is known about the underlying psychological mechanisms that provide the basis for being an excellent medical teacher. Self-Determination Theory (SDT) postulates that more self-regulated types of motivation are associated with higher performance. Social Cognitive Theory (SCT) focuses on self-efficacy that has been shown to be positively associated with performance. To investigate the influences of different types of teaching motivation, teaching self-efficacy, and teachers' perceptions of students' skills, competencies and motivation on teaching quality. Before the winter semester 2014, physicians involved in bedside teaching in internal medicine at the University Medical Center Hamburg-Eppendorf completed a questionnaire with sociodemographic items and instruments measuring different dimensions of teaching motivation as well as teaching self-efficacy. During the semester, physicians rated their perceptions of the participating students who rated the teaching quality after each lesson. We performed a random intercept mixed-effects linear regression with students' ratings of teaching quality as the dependent variable and students' general interest in a subject as covariate. We explored potential associations between teachers' dispositions and their perceptions of students' competencies in a mixed-effects random intercept logistic regression. 94 lessons given by 55 teachers with 500 student ratings were analyzed. Neither teaching motivation nor teaching self-efficacy were directly associated with students' rating of teaching quality. Teachers' perceptions of students' competencies and students' general interest in the lesson's subject were positively associated with students' rating of teaching quality. Physicians' perceptions of their students' competencies were significantly positively predicted by their teaching self-efficacy. Teaching quality might profit from teachers who are self-efficacious and able to detect their students' competencies. Students' general interest in a lesson's subject needs to be taken into account when they are asked to evaluate teaching quality.

How to Do More with Less: Lessons from Online Learning

ERIC Educational Resources Information Center

Pape, Liz; Sheehan, Tracy; Worrell, Colleen

2012-01-01

Schools everywhere are facing a difficult conundrum. Parents and the government continue to ask them to educate more children at higher standards with less time and less money. On top of that, students must master a whole new set of skills--digital age skills--if they are to succeed. What's a school to do? This article presents strategies and…

Instructional Partnerships to Extend Learning in Urban High Schools: Lessons from New York City and Boston

ERIC Educational Resources Information Center

Foley, Eileen M.; Allender, Sara; Cooc, North; Edwards, Sara; Riley, Derek R.; Reisner, Elizabeth R.

2009-01-01

Late in 2007 New Visions for Public Schools, a New York City reform organization, received a grant from the C.S. Mott Foundation to organize select high schools and community partners into delivery systems that could improve student achievement. New Visions asked Policy Studies Associates, Inc. to provide research support for this effort in the…

Understanding What Students Know: Evaluating Their Online Research and Reading Comprehension Skills

ERIC Educational Resources Information Center

Castek, Jill; Coiro, Julie

2015-01-01

This piece is framed by questions we are often asked when we talk about online reading assessments and instruction with teachers. We begin with some of the lessons we have learned in our own experiences with designing measures of online reading comprehension. Then we share our thoughts about key design considerations as well as some of the biggest…

Factors Considered by Elementary Teachers When Developing and Modifying Mathematical Tasks to Support Children's Mathematical Thinking

NASA Astrophysics Data System (ADS)

Fredenberg, Michael Duane

The idea that problems and tasks play a pivotal role in a mathematics lesson has a long standing in mathematics education research. Recent calls for teaching reform appeal for training teachers to better understand how students learn mathematics and to employ students' mathematical thinking as the basis for pedagogy (CCSSM, 2010; NCTM, 2000; NRC 1999). The teaching practices of (a) developing a task for a mathematics lesson and, (b) modifying the task for students while enacting the lesson fit within the scope of supporting students' mathematical thinking. Surprisingly, an extensive search of the literature did not yield any research aimed to identify and refine the constituent parts of the aforementioned teaching practices in the manner called for by Grossman and xiii colleagues (2009). Consequently, my research addresses the two questions: (a) what factors do exemplary elementary teachers consider when developing a task for a mathematics lesson? (b) what factors do they consider when they modify a task for a student when enacting a lesson? I conducted a multiple case study involving three elementary teachers, each with extensive training in the area of Cognitively Guided Instruction (CGI), as well as several years experience teaching mathematics following the principles of CGI (Carpenter et al., 1999). I recorded video of three mathematics lessons with each participant and after each lesson I conducted a semi-structured stimulated recall interview. A subsequent follow-up clinical interview was conducted soon thereafter to further explore the teacher's thoughts (Ginsberg, 1997). In addition, my methodology included interjecting myself at select times during a lesson to ask the teacher to explain her reasoning. Qualitative analysis led to a framework that identified four categories of influencing factors and seven categories of supporting objectives for the development of a task. Subsets of these factors and objectives emerged as particularly relevant when the teachers decided to modify a task. Moreover, relationships between and among the various factors were identified. The emergent framework from this study offers insight into decompositions of the two teaching practices of interest, and, in particular, the utility of the number choices made by the teachers.

Combining the Benefits of Electronic and Online Dictionaries with CALL Web Sites to Produce Effective and Enjoyable Vocabulary and Language Learning Lessons

ERIC Educational Resources Information Center

Loucky, John Paul

2005-01-01

To more thoroughly analyze and compare the types of dictionaries being used by Japanese college students in three college engineering classes, two kinds of surveys were designed. The first was a general survey about purchase, use and preferences regarding electronic dictionaries. The second survey asked questions about how various computerised…

Impact of a Brief Ego Depletion Procedure on Creative Behaviour in the Upper Primary Classroom

ERIC Educational Resources Information Center

Price, Deborah Ann; Yates, Gregory C. R.

2015-01-01

In the course of normal classroom lessons, 103 students (median 11.10 years) were asked to spend 15 min writing "anything you can think of" about the number 50 on a blank page. The products were independently scored by 2 specialist art teachers and 2 specialist mathematics teachers on criteria relevant to their specialisations.…

When Networks Build a Platform Students Step up. Lumina Foundation Lesson. Spring 2010

ERIC Educational Resources Information Center

Brennan, Patricia L.

2010-01-01

For the people behind the Lumina Foundation for Education, the term "network" has particular meaning. In fact, largely as a result of their work in a national college awareness and action campaign called KnowHow2GO, they have come to define networks in a specific way--and they ask their KnowHow2GO grantees and partners to form networks…

In Celebration of the Silk Road. Sixth Grade Lesson. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World.

ERIC Educational Resources Information Center

Desler, Gail

In this grade 6 interdisciplinary language arts and social studies unit, students are required to assume the role of a team and describe their country's participation in trade along the Silk Road. Countries represented in the unit include Egypt, Italy, Iraq, India, Israel, and China. The team is asked to create a display showing artifacts, journal…

Gold Rush. Fourth Grade Activity. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World.

ERIC Educational Resources Information Center

Krupnick, Karen

In 1875, a man fishing in the isolated Trout River of California discovered several large gold nuggets. This lesson plan asks fourth-grade students to develop a plan to avoid another 1849 gold rush. The plan is to design a new town while considering transportation, housing, food and goods for the miners, and the preservation of the area's…

Process of Argumentation in High School Biology Class: A Qualitative Analysis

NASA Astrophysics Data System (ADS)

Ramli, M.; Rakhmawati, E.; Hendarto, P.; Winarni

2017-02-01

Argumentation skill can be nurtured by designing a lesson in which students are provided with the opportunity to argue. This research aims to analyse argumentation process in biology class. The participants were students of three biology classes from different high schools in Surakarta Indonesia. One of the classroom was taught by a student teacher, and the rest were instructed by the assigned teachers. Through a classroom observation, oral activities were noted, audio-recorded and video-taped. Coding was done based on the existence of claiming-reasoning-evidence (CRE) process by McNeill and Krajcik. Data was analysed qualitatively focusing on the role of teachers to initiate questioning to support argumentation process. The lesson design of three were also analysed. The result shows that pedagogical skill of teachers to support argumentation process, such as skill to ask, answer, and respond to students’ question and statements need to be trained intensively. Most of the argumentation found were only claiming, without reasoning and evidence. Teachers have to change the routine of mostly posing open-ended questions to students, and giving directly a correct answer to students’ questions. Knowledge and skills to encourage student to follow inquiry-based learning have to be acquired by teachers.

How can we improve problem solving in undergraduate biology? Applying lessons from 30 years of physics education research.

PubMed

Hoskinson, A-M; Caballero, M D; Knight, J K

2013-06-01

If students are to successfully grapple with authentic, complex biological problems as scientists and citizens, they need practice solving such problems during their undergraduate years. Physics education researchers have investigated student problem solving for the past three decades. Although physics and biology problems differ in structure and content, the instructional purposes align closely: explaining patterns and processes in the natural world and making predictions about physical and biological systems. In this paper, we discuss how research-supported approaches developed by physics education researchers can be adopted by biologists to enhance student problem-solving skills. First, we compare the problems that biology students are typically asked to solve with authentic, complex problems. We then describe the development of research-validated physics curricula emphasizing process skills in problem solving. We show that solving authentic, complex biology problems requires many of the same skills that practicing physicists and biologists use in representing problems, seeking relationships, making predictions, and verifying or checking solutions. We assert that acquiring these skills can help biology students become competent problem solvers. Finally, we propose how biology scholars can apply lessons from physics education in their classrooms and inspire new studies in biology education research.

Alternative Energy Lessons in Scotland

NASA Astrophysics Data System (ADS)

Boyle, Julie

2010-05-01

In Scotland the new science curriculum for pupils aged 12 to 15 shall include the following outcomes: "Using my knowledge and understanding, I can express an informed view on a national or global environmental issue;" "I have participated in constructing a model to harness a renewable source of energy and can investigate how to optimise the output;" and "I can discuss why it is important to me and to the future of the world that alternatives to fossil fuels are developed." There will be an emphasis on creating lessons that will nurture responsible citizens, improve pupil engagement and allow students to develop their team working skills. To help teachers plan lessons to address this, the Scottish Schools Equipment Research Centre and Edinburgh University made teaching materials on four renewable energy resources. This poster describes how their suggested activities on solar cells, wind turbines, hydroelectric power stations and wave power were used in science lessons with twelve year old students. After an initial class discussion based on issues related to climate change and diminishing fossil fuel supplies, a workshop activity was carried out in three stages. The students were issued with a fact sheet about one of four imaginary islands (Skisdale, Cloudy Island, Surfsville and Sun City) and they were asked to work in teams to choose the most suitable method of generating electricity for their island. Issues such as costs, where it will be sited and environmental implications were considered. They were then asked to conduct practical activities by constructing and testing models for these forms of renewable energy. To conclude, they presented their proposal to the rest of the class with reasoned explanations. The kits used in the lessons can be purchased from Anderson Scientific (sales@andersonscientific.co.uk). The solar cells were simply connected to a voltmeter. The wind and hydroelectric groups used the same basic equipment. This was made using a small water bottle, insulating tape, a screwdriver, a connecting block, a solar motor, a plastic fan and thin wires. The only difference was that the wind groups were issued hairdryers and the hydroelectric groups worked at a sink. The wave turbine was constructed in a similar way using the bases from two 5 litre water bottles. Various investigations were conducted into the factors affecting the voltage produced. For instance, the effect of the distance from the light source, the area of the solar cell, the type of blades, the depth of water and the wind speed were studied. The lessons reinforced their understanding of ideas covered in Science and Geography, such as voltage, power, fair tests, compass directions and map contours. Students also had the opportunity to practise connecting electrical components in series and they consolidated their understanding of energy changes, observing that generators convert kinetic energy to electrical energy. The activities allowed students to learn the basics of how renewable energy technologies work. The tasks provided a hands-on experience of renewable energy being used to power small-scale electrical devices such as an LED. The students also gained an appreciation of the complex issues involved in planning and implementing renewable energy generation in the real world.

Curriculum Development of an inquiry lesson for grades 6-12 using real time core data from the JOIDES Resolution for analysis by students for the Cretaceous-Paleogene (K-Pg)

NASA Astrophysics Data System (ADS)

Cohen, E.

2013-12-01

The mass extinction event at the Cretaceous-Paleogene (K-Pg) boundary was the result of a bolide impact, and is popularly known for the extinction of the dinosaurs, but is also one of the largest Paleogene mass extinctions identified. In addition, it was followed by a period of drastic changes in ecological conditions, including a complete alteration of the global carbon cycle; the root cause of this change is still debated. Little information is known regarding changes in the nitrogen cycle during these periods of mass extinction and recovery. Given the importance of the nitrogen cycle to primary production and its relationship to the redox state of the local environment, determining changes in the nitrogen cycle will provide important information as to the processes of global mass extinction and the subsequent recovery. Data from the JOIDES Resolution is used to introduce students to authentic data analysis. Students are asked to analyze if standards are consistent, is there anomalous data, how are significant figures used, and how consistent is the method which then, in turn effects data collection. Students are provided data from one core sample and asked to represent the data using technology. Students use Infograms, a technology which not only includes graphs but also visuals and texts in order to represent information in a meaningful way. Students create correlation between the data of nitrogen isotopes, foraminifera, oxygen isotopes, age of the earth and depth of collections. The lesson aligned to standards for students' grade 6-12 were created to support the content surrounding: National Science Education Content Standards: Standard A: Science as Inquiry Standard D: Earth and Space Science Ocean Literacy Essential Principles: 3. The ocean is a major influence on weather and climate 7. The ocean is largely unexplored.

Designs of goal-free problems for trigonometry learning

NASA Astrophysics Data System (ADS)

Retnowati, E.; Maulidya, S. R.

2018-03-01

This paper describes the designs of goal-free problems particularly for trigonometry, which may be considered a difficult topic for high school students.Goal-free problem is an instructional design developed based on a Cognitive load theory (CLT). Within the design, instead of asking students to solve a specific goal of a mathematics problem, the instruction is to solve as many Pythagoras as possible. It was assumed that for novice students, goal-free problems encourage students to pay attention more to the given information and the mathematical principles that can be applied to reveal the unknown variables. Hence, students develop more structured knowledge while solving the goal-free problems. The resulted design may be used in regular mathematics classroom with some adjustment on the difficulty level and the allocated lesson time.

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.

NASA's Astro-Venture Engages Exceptional Students in Earth System Science Using Inquiry

NASA Astrophysics Data System (ADS)

Oguinn, C.

2003-12-01

Astro-Venture is an educational, interactive, multimedia Web environment highlighting NASA careers and astrobiology research in the areas of Astronomy, Geology, Biology and Atmospheric Sciences. Students in grades 5-8 role-play NASA careers, as they search for and design a planet with the necessary characteristics for human habitation. Astro-Venture uses online multimedia activities and off-line inquiry explorations to engage students in guided inquiry aligned with the 5 E inquiry model. This model has proven to be effective with exceptional students. Students are presented with the intellectual confrontation of how to design a planet and star system that would be able to meet their biological survival needs. This provides a purpose for the online and off-line explorations used throughout the site. Students first explore "what" conditions are necessary to support human habitability by engaging in multimedia training modules, which allow them to change astronomical, atmospheric, geological and biological aspects of the Earth and our star system and to view the effects of these changes on Earth. By focusing on Earth, students draw on their prior knowledge, which helps them to connect their new knowledge to their existing schema. Cause and effect relationships of Earth provide a concrete model from which students can observe patterns and generalize abstract results to an imagined planet. From these observations, students draw conclusions about what aspects allowed Earth to remain habitable. Once students have generalized needed conditions of "what" we need for a habitable planet, they conduct further research in off-line, standards-based classroom activities that also follow the inquiry model and help students to understand "why" we need these conditions. These lessons focus on standards-based concepts such as states of matter and the structure and movement of the Earth's interior. These lessons follow the inquiry structure commonly referred to as the five E's as follows: Engage: Draws on students' prior knowledge, builds on previous lesson concepts, introduces the purpose of the lesson and the scientific question which is the problem or intellectual confrontation they will explore. Explore: Students form hypotheses and conduct an exploration that will help them to collect data and evidence to answer the scientific question. Explain: Students reflect on the explore activity by recording their results and conclusions. They participate in guided discussions or activities that help to guide their understanding of the concepts. Extend/Apply: Students demonstrate their understanding of the concept and/or apply it to another situation. Evaluate: Students are evaluated on their understanding of the concept often using rubrics. After students have mastered the "whats" and "whys," they engage in multimedia mission modules that simulate "how" scientists might search for a planet and star system that meets these requirements using the inquiry process. Students are first asked to hypothesize the likelihood of finding a star system that meets these requirements. They then simulate the methods scientists might use to collect data on various stars and planets to deduce whether the star system meets the requirements for habitability or not. After collecting and analyzing this data, students are asked to draw conclusions in comparing their results to their initial hypothesis. Students apply all that they've learned to design a planet that meets the requirements for human habitability in all areas. Through this process, they learn that Earth works as a system in meeting our needs.

Exploring new possibilities of astronomy education and outreach

NASA Astrophysics Data System (ADS)

Fukushima, Kodai

2015-08-01

I investigate the influences of astronomy education and outreach activities on people in order to explore their potential benefits and contribution to society. This research is based on the astronomy education lessons I gave to 287 senior high school and junior high school students in Cambodia in November 2013. Before and after my lesson, I asked them to answer my questionnaires in Khmer, where they could also write free descriptions. Sentences in their free descriptions translated into Japanese are analyzed by means of a text mining method. By converting text data to various numbers using a text mining method, it is possible for us to do statistical analysis. I counted the number of question sentences and computed their rate with respect to the total number of sentences. The rate of question sentences in 9th and 12th grade students are 39% and 9%, respectively. This shows 9th grade students wonder why and how more frequently and appear to be more stimulated in their curiosity than 12th grade students. I counted the frequency of words in the free descriptions and examined high frequency words, to take a broad view of the characteristics of free description. The word ''world'' is the fourth highest frequency word among 369 words following the three words, ''the universe'', ''the earth'', and ''a star'', which frequently appear in the lesson in astronomy. The most sentences including the word “world” described amazement at the existence of so vast unknown world outside of what they had known until then. The frequency of sentences including the word ''world'' of 12th grade students is much higher (45%) than that (18%) of 9th grade students. A significant fraction of 12th grade students appears to have had a strong impact and changed their views of the world. It is found that my lesson and related activities inspired intellectual curiosity in many students, especially in 9th grade students. It is also found that a significant fraction of 12th grade students appear to have had a strong impact and changed their views of the world. I conclude that astronomy education and outreach activities have a potential to contribute to Cambodian development.

Computer simulations for the Mars Atmospheric and Volatile EvolutioN (MAVEN) mission through NASA's "Project Spectra!"

NASA Astrophysics Data System (ADS)

Christofferson, R.; Wood, E. L.; Euler, G.

2012-12-01

"Project Spectra!" is a standards-based light science and engineering program on solar system exploration that includes both hands-on paper and pencil activities as well as Flash-based computer games that help students solidify understanding of high-level planetary and solar physics. Using computer interactive games where students experience and manipulate the information makes abstract concepts accessible. Visualizing lessons with multi-media tools solidifies understanding and retention of knowledge. Since students can choose what to watch and explore, the interactives accommodate a broad range of learning styles. Students can go back and forth through the interactives if they've missed a concept or wish to view something again. In the end, students are asked critical thinking questions and conduct web-based research. As a part of the Mars Atmospheric and Volatile EvolutioN (MAVEN) mission education programming, we've developed two new "Project Spectra!" interactives that go hand-in-hand with a paper and pencil activity. The MAVEN mission will study volatiles in the upper atmosphere to help piece together Mars' climate history. In the first interactive, students explore black body radiation, albedo, and a simplified greenhouse effect to establish what factors contribute to overall planetary temperature and how they contribute. Students are asked to create a scenario in which a planet they build and design is able to maintain liquid water on the surface. In the second interactive, students are asked to consider Mars and the conditions needed for Mars to support water on the surface, keeping some variables fixed. Ideally, students will walk away with the very basic and critical elements required for climate studies, which has far-reaching implications beyond the study of Mars. These interactives are currently being pilot tested at Arvada High School in Colorado.

Computer simulations for the Mars Atmospheric and Volatile EvolutioN (MAVEN) mission through NASA's 'Project Spectra!'

NASA Astrophysics Data System (ADS)

Wood, E. L.

2013-12-01

'Project Spectra!' is a standards-based light science and engineering program on solar system exploration that includes both hands-on paper and pencil activities as well as Flash-based computer games that help students solidify understanding of high-level planetary and solar physics. Using computer interactive games where students experience and manipulate the information makes abstract concepts accessible. Visualizing lessons with multi-media tools solidifies understanding and retention of knowledge. Since students can choose what to watch and explore, the interactives accommodate a broad range of learning styles. Students can go back and forth through the interactives if they've missed a concept or wish to view something again. In the end, students are asked critical thinking questions and conduct web-based research. As a part of the Mars Atmospheric and Volatile EvolutioN (MAVEN) mission education programming, we've developed two new 'Project Spectra!' interactives that go hand-in-hand with a paper and pencil activity. The MAVEN mission will study volatiles in the upper atmosphere to help piece together Mars' climate history. In the first interactive, students explore black body radiation, albedo, and a simplified greenhouse effect to establish what factors contribute to overall planetary temperature and how they contribute. Students are asked to create a scenario in which a planet they build and design is able to maintain liquid water on the surface. In the second interactive, students are asked to consider Mars and the conditions needed for Mars to support water on the surface, keeping some variables fixed. Ideally, students will walk away with the very basic and critical elements required for climate studies, which has far-reaching implications beyond the study of Mars. These interactives were pilot tested at Arvada High School in Colorado.

Talking about domestic abuse: Crucial conversations for health visitors.

PubMed

Bradbury-Jones, Caroline

2015-12-01

Domestic abuse is a serious problem across the world and it is considered a public health issue. Nurses play a crucial role in recognising and responding to domestic abuse but they sometimes lack confidence in dealing with the issue. In this article, two recently completed studies are used to extract lessons for health visiting practice. The first study investigated primary healthcare professionals' beliefs about domestic abuse. Many healthcare professionals were confident in dealing with domestic abuse. However, there was disinclination among some to discuss the issue. People who experience abuse rarely discuss it unless asked. So the study highlighted a potential dynamic of silence between health professionals and abused people in their care. The second study investigated student nurses and student midwives experiences of learning about domestic abuse. The student nurses had learned less than the student midwives. They had not been taught about domestic abuse in university and many had not had the opportunity to learn about it in clinical placement. They reported reluctance among some mentors to discuss the issue with them, with a resulting silencing of the issue. Both of these studies have important lessons for health visiting practice regarding opening up crucial conversations about domestic abuse.

The impact of inaccurate Internet health information in a secondary school learning environment.

PubMed

Kortum, Philip; Edwards, Christine; Richards-Kortum, Rebecca

2008-06-30

Patients in the United States commonly use the Internet to acquire health information. While a significant amount of health-related information is available on the Internet, the accuracy of this information is highly variable. The objective of the study was to determine how effectively students can assess the accuracy of Internet-based material when gathering information on a controversial medical topic using simple keyword searches. A group of 34 students from the science magnet high school in Houston, Texas searched for the terms "vaccine safety" and "vaccine danger" using Google and then answered questions regarding the accuracy of the health information on the returned sites. The students were also asked to describe the lessons they learned in the exercise and to answer questions regarding the strength of evidence for seven statements regarding vaccinations. Because of the surprising revelation that the majority of students left the exercise with inaccurate information concerning the safety and efficacy of vaccines, these same students participated in a follow-up study in which a fact-based vaccine video was shown, after which the assessment of student knowledge was repeated. Of the 34 participants, 20 (59%) thought that the Internet sites were accurate on the whole, even though over half of the links (22 out of 40, 55%) that the students viewed were, in fact, inaccurate on the whole. A high percentage of the students left the first exercise with significant misconceptions about vaccines; 18 of the 34 participants (53%) reported inaccurate statements about vaccines in the lessons they learned. Of the 41 verifiable facts about vaccines that were reported by participants in their lessons-learned statement, 24 of those facts (59%) were incorrect. Following presentation of the film, the majority of students left the exercise with correct information about vaccines, based on their lessons-learned statement. In this case, 29 of the 31 participants (94%) reported accurate information about vaccines. Of the 49 verifiable facts about vaccines that were reported by participants, only 2 (4%) were incorrect. Students had higher correct scores in the "strength of evidence" exercise following exposure to the video as well. Allowing students to use the Internet to gain information about medical topics should be approached with care since students may take away predominantly incorrect information. It is important to follow up conflicting information with a solid, unambiguous message that communicates those lessons that the instructor deems most important. This final message should be fact based but may need to contain an anecdotal component to counter the strong emotional message that is often delivered by inaccurate Internet sites.

How Can We Improve Problem Solving in Undergraduate Biology? Applying Lessons from 30 Years of Physics Education Research

PubMed Central

Hoskinson, A.-M.; Caballero, M. D.; Knight, J. K.

2013-01-01

If students are to successfully grapple with authentic, complex biological problems as scientists and citizens, they need practice solving such problems during their undergraduate years. Physics education researchers have investigated student problem solving for the past three decades. Although physics and biology problems differ in structure and content, the instructional purposes align closely: explaining patterns and processes in the natural world and making predictions about physical and biological systems. In this paper, we discuss how research-supported approaches developed by physics education researchers can be adopted by biologists to enhance student problem-solving skills. First, we compare the problems that biology students are typically asked to solve with authentic, complex problems. We then describe the development of research-validated physics curricula emphasizing process skills in problem solving. We show that solving authentic, complex biology problems requires many of the same skills that practicing physicists and biologists use in representing problems, seeking relationships, making predictions, and verifying or checking solutions. We assert that acquiring these skills can help biology students become competent problem solvers. Finally, we propose how biology scholars can apply lessons from physics education in their classrooms and inspire new studies in biology education research. PMID:23737623

Analysis of astronomical concepts presented by students of the Federal Institute of São Paulo - Cubatão Campus

NASA Astrophysics Data System (ADS)

Moraes, A. C.; Voelzke, M. R.; de Macedo, J. A.

2016-04-01

This article reports the results of a survey of proficiency in astronomy, conducted among students of the Course of Technology in Industrial Automation at the São Paulo Federal Institute of Education, Science and Technology at the Cubatão campus. In order to assess the level of the students' prior knowledge, they were asked to fill out a questionnaire with twenty-five basic questions. This first step revealed the scant proficiency the students obtained both in elementary and high school. In order to correct this serious shortcoming, a course in astronomy was applied- additionally to the official content program - containing attendance lessons and videos. In a second step, the students' answers were analyzed again, and it was verified that there was a significant improvement in their learning.

Constructivist-Visual Mind Map Teaching Approach and the Quality of Students' Cognitive Structures

NASA Astrophysics Data System (ADS)

Dhindsa, Harkirat S.; Makarimi-Kasim; Roger Anderson, O.

2011-04-01

This study compared the effects of a constructivist-visual mind map teaching approach (CMA) and of a traditional teaching approach (TTA) on (a) the quality and richness of students' knowledge structures and (b) TTA and CMA students' perceptions of the extent that a constructivist learning environment (CLE) was created in their classes. The sample of the study consisted of six classes (140 Form 3 students of 13-15 years old) selected from a typical coeducational school in Brunei. Three classes (40 boys and 30 girls) were taught using the TTA while three other classes (41 boys and 29 girls) used the CMA, enriched with PowerPoint presentations. After the interventions (lessons on magnetism), the students in both groups were asked to describe in writing their understanding of magnetism accrued from the lessons. Their written descriptions were analyzed using flow map analyses to assess their content knowledge and its organisation in memory as evidence of cognitive structure. The extent of CLE was measured using a published CLE survey. The results showed that the cognitive structures of the CMA students were more extensive, thematically organised and richer in interconnectedness of thoughts than those of TTA students. Moreover, CMA students also perceived their classroom learning environment to be more constructivist than their counterparts. It is, therefore, recommended that teachers consider using the CMA teaching technique to help students enrich their understanding, especially for more complex or abstract scientific content.

The role of student’s critical asking question in developing student’s critical thinking skills

NASA Astrophysics Data System (ADS)

Santoso, T.; Yuanita, L.; Erman, E.

2018-01-01

Questioning means thinking, and thinking is manifested in the form of questions. Research that studies the relationship between questioning and students’ critical thinking skills is little, if any. The aim of this study is to examine how student’s questions skill correlates to student’s critical thinking skills in learning of chemistry. The research design used was one group pretest-posttest design. The participants involved were 94 students, all of whom attended their last semesters, Chemistry Education of Tadulako University. A pre-test was administered to check participants’ ability to ask critical questions and critical thinking skills in learning chemistry. Then, the students were taught by using questioning technique. After accomplishing the lesson, a post-test was given to evaluate their progress. Obtained data were analyzed by using Pair-Samples T.Test and correlation methods. The result shows that the level of the questions plays an important role in critical thinking skills is the question levels of predictive, analysis, evaluation and inference.

Learning from Lessons: Studying the Structure and Construction of Mathematics Teacher Knowledge in Australia, China and Germany

ERIC Educational Resources Information Center

Chan, Man Ching Esther; Clarke, David J.; Clarke, Doug M.; Roche, Anne; Cao, Yiming; Peter-Koop, Andrea

2018-01-01

The major premise of this project is that teachers learn from the act of teaching a lesson. Rather than asking "What must a teacher already know in order to practice effectively?", this project asks "What might a teacher learn through their activities in the classroom and how might this learning be optimised?" In this project,…

Evaluation of a mock interview session on residency interview skills.

PubMed

Buckley, Kelsey; Karr, Samantha; Nisly, Sarah A; Kelley, Kristi

2018-04-01

To evaluate the impact of student pharmacist participation in a mock interview session on confidence level and preparation regarding residency interview skills. The study setting was a mock interview session, held in conjunction with student programming at the American College of Clinical Pharmacy (ACCP) Annual Meeting. Prior to the mock interview session, final year student pharmacists seeking residency program placement were asked to complete a pre-session survey assessing confidence level for residency interviews. Each student pharmacist participated in up to three mock interviews. A post-session survey evaluating confidence level was then administered to consenting participants. Following the American Society for Health-System Pharmacists (ASHP) Pharmacy Resident Matching Program (RMP), a post-match electronic survey was sent to study participants to determine their perception of the influence of the mock interview session on achieving successful interactions during residency interviews. A total of 59 student pharmacists participated in the mock interview session and completed the pre-session survey. Participants completing the post-session survey (88%, n = 52) unanimously reported an enhanced confidence in interviewing skills following the session. Thirty responders reported a program match rate of 83%. Approximately 97% (n = 29) of the respondents agreed or strongly agreed that the questions asked during the mock interview session were reflective of questions asked during residency interviews. Lessons learned from this mock interview session can be applied to PGY1 residency mock interview sessions held locally, regionally, and nationally. Students participating in the ACCP Mock Interview Session recognized the importance of the interview component in obtaining a postgraduate year 1 (PGY1) pharmacy residency. Copyright © 2017 Elsevier Inc. All rights reserved.

I Assumed You Knew: Teaching Assumptions as Co-Equal to Observations in Scientific Work

NASA Astrophysics Data System (ADS)

Horodyskyj, L.; Mead, C.; Anbar, A. D.

2016-12-01

Introductory science curricula typically begin with a lesson on the "nature of science". Usually this lesson is short, built with the assumption that students have picked up this information elsewhere and only a short review is necessary. However, when asked about the nature of science in our classes, student definitions were often confused, contradictory, or incomplete. A cursory review of how the nature of science is defined in a number of textbooks is similarly inconsistent and excessively loquacious. With such confusion both from the student and teacher perspective, it is no surprise that students walk away with significant misconceptions about the scientific endeavor, which they carry with them into public life. These misconceptions subsequently result in poor public policy and personal decisions on issues with scientific underpinnings. We will present a new way of teaching the nature of science at the introductory level that better represents what we actually do as scientists. Nature of science lessons often emphasize the importance of observations in scientific work. However, they rarely mention and often hide the importance of assumptions in interpreting those observations. Assumptions are co-equal to observations in building models, which are observation-assumption networks that can be used to make predictions about future observations. The confidence we place in these models depends on whether they are assumption-dominated (hypothesis) or observation-dominated (theory). By presenting and teaching science in this manner, we feel that students will better comprehend the scientific endeavor, since making observations and assumptions and building mental models is a natural human behavior. We will present a model for a science lab activity that can be taught using this approach.

[Promoting non-smoking behavior in 13-year-old students in primary schools and high schools. A prospective, randomized intervention study with 1,956 students].

PubMed

Scholz, M; Kaltenbach, M

2000-02-01

1956 7th grade students of high schools and secondary modern schools in three cities with 110,000 to 180,000 inhabitants were asked about cigarette, alcohol and drug consumption using questionnaires. Subsequently 1080 of the students took part in a newly invented non-smoking curriculum which was held during 8 lessons within 4 weeks (intervention group (I)). The lessons were performed by non-smoking physicians who had passed a training programme before. 876 students served as control (C) group. 2 years later the questioning was repeated. The number of students who started smoking within the two years was significantly lower in the intervention group. In the high schools a significant effect was seen in boys (I: 13.0%, K: 22.4%; p < 0.01) and girls (I: 21.4%, K: 28.4%; p < 0.05) whereas in secondary modern schools a significant effect was seen only in boys (I: 17.4%, K: 25.2%; p < 0.05) not in girls (I: 18.0%, K: 22.0%; n.s.). First-time consumers of drugs like cannabis, marihuana and organic solvents were found less often in the intervention group among boys in high schools than in the control group (I: 14.9%; K: 23.6%; p < 0.05). No effects of the intervention were seen in girls of high schools and in students of secondary modern schools. No effects of the intervention were seen on alcohol consumption. Students who drank beer, wine or liquor several times a week were found at the same rate in the intervention and control groups. We conclude that a non-smoking intervention of 8 lessons in the 7th grade of high schools and secondary modern schools may lower the rate of first-time consumers of cigarettes but not of alcohol and drugs.

Teaching science problem based learning (PBL) implementation of rocks and minerals

NASA Astrophysics Data System (ADS)

Almeida, Carla; Ruas, Fátima; Godinho, Margarida; Martins, Anabela

2016-04-01

Problem Based Learning (PBL) is a teaching methodology based on the Inquiry Teaching approach, which consists of finding a solution to a problem that requires the use of higher-level cognitive skills. It's best carried out in small groups. (I) First the teacher asks some questions related to the implementation of rocks and minerals in the schooĺs area and in our life. (II) Then the teacher leads students to an area of the city (Avenida dos Aliados - Porto) and asks them to look at the buildings and the objects there are. They should take pictures and notes. (III) Finally, in the classroom, the teacher gives an object (phone, CD, lamp, lipstick, dish/cup, etc.) to each group and asks them to do a research to find out what materials they contain or are made of. The teacher helps students to think about where and how they can find information about the subject. Students should proceed with their research by presenting the results to their colleagues, discussing in groups, doing brainstorming and collaborating in the learning process. After the discussion the students must present their conclusions. The main aims are: to report some applications of rocks in society; to recognize the rocks used in some buildings of the region where the school is located; to respect and preserve the traditional architecture of the rocks in each region; and to raise awareness among young people about environmental issues of preservation and sustainability of our planet. The teacher finishes the lesson, asking some other questions: Will it be possible to use the natural resources of other planets? Can human beings use them to their advantage? This educational approach motivates students towards science, helping them to solve problems from their daily life and in collaborative work. The cognitive strand continues to be the most valued for pupils.

Study of The Vector Product using Three Dimensions Vector Card of Engineering in Pathumwan Institute of Technology

NASA Astrophysics Data System (ADS)

Mueanploy, Wannapa

2015-06-01

The objective of this research was to offer the way to improve engineering students in Physics topic of vector product. The sampling of this research was the engineering students at Pathumwan Institute of Technology during the first semester of academic year 2013. 1) Select 120 students by random sampling are asked to fill in a satisfaction questionnaire scale, to select size of three dimensions vector card in order to apply in the classroom. 2) Select 60 students by random sampling to do achievement test and take the test to be used in the classroom. The methods used in analysis of achievement test by the Kuder-Richardson Method (KR- 20). The results show that 12 items of achievement test are appropriate to be applied in the classroom. The achievement test gets Difficulty (P) = 0.40-0.67, Discrimination = 0.33-0.73 and Reliability (r) = 0.70.The experimental in the classroom. 3) Select 60 students by random sampling divide into two groups; group one (the controlled group) with 30 students was chosen to study in the vector product lesson by the regular teaching method. Group two (the experimental group) with 30 students was chosen to learn the vector product lesson with three dimensions vector card. 4) Analyzed data between the controlled group and the experimental group, the result showed that experimental group got higher achievement test than the controlled group significant at .01 level.

Crash Course in Course Development

ERIC Educational Resources Information Center

Howell, Robert T.

2007-01-01

Many teachers find developing a new lesson or course quite difficult. It would be nice to have all necessary information, lesson plans and assessment materials ready at hand. But most often, they find themselves on their own when it comes to lesson and course development. The author faced this situation when he was asked to develop a lesson on…

Students' attitude-related responses to inquiry learning in undergraduate kinesiology laboratory instruction

NASA Astrophysics Data System (ADS)

Henige, Kimberly Ann

The purpose of this investigation was to determine whether the student attitudes are impacted when teaching methods in an undergraduate Kinesiology lab course shift from a traditional, cookbook-style, low inquiry-level to an investigative, high inquiry-level approach. Students participated in five weeks of Level 0-1 (low) inquiry activities, followed by five weeks of a Level 3 (high) inquiry project. The same Likert-scale survey was administered to students before and after each 5-week period. The attitudes measured by the survey included students' (a) attitude to scientific inquiry, (b) adoption of scientific attitudes, (c) enjoyment of science lessons, and (d) motivation in science. Repeated measures ANOVAs revealed no significant change in any of the attitude measures when the survey results from the different time points were compared. An open-ended qualitative survey was given to the students at the end of the semester and provided more insight. When asked to compare the low and high-level inquiry experiences, most students reported enjoying the higher level of inquiry more. On the other hand, most students felt they learned more during the low inquiry-level activities. The reported level of motivation in lab was about the same for both levels. When asked what they liked most about the high-level inquiry project, students favored aspects such as the independence, responsibility, and personal relevance. When asked what they liked the least, most students said there was nothing they disliked. Of the minority of students who did not like the high-level of inquiry, most claimed to be uncomfortable with the lack of structure and guidance. Other findings were that many students expressed a new or increased respect and appreciation for what scientists do. Some students experienced a decrease in their reliance on science to be true and correct. While some students thought the high-level inquiry was harder, others perceived it as being easier. These findings illustrate how students enrolled in the same course can have very different experiences with inquiry. In general, the effect of high-level inquiry was not negative, and in fact, was found to have some desirable effects on students.

Listening to the student voice to improve educational software.

PubMed

van Wyk, Mari; van Ryneveld, Linda

2017-01-01

Academics often develop software for teaching and learning purposes with the best of intentions, only to be disappointed by the low acceptance rate of the software by their students once it is implemented. In this study, the focus is on software that was designed to enable veterinary students to record their clinical skills. A pilot of the software clearly showed that the program had not been received as well as had been anticipated, and therefore the researchers used a group interview and a questionnaire with closed-ended and open-ended questions to obtain the students' feedback. The open-ended questions were analysed with conceptual content analysis, and themes were identified. Students made valuable suggestions about what they regarded as important considerations when a new software program is introduced. The most important lesson learnt was that students cannot always predict their needs accurately if they are asked for input prior to the development of software. For that reason student input should be obtained on a continuous and regular basis throughout the design and development phases.

[Web-based training in radiology - student course in the Virtual University of Bavaria].

PubMed

Grunewald, M; Gebhard, H; Jakob, C; Wagner, M; Hothorn, T; Neuhuber, W L; Bautz, W A; Greess, H R

2004-06-01

The ninth version of the licensing regulation for medical doctors (Approbation Regulation (AR)) sets a benchmark in terms of practical experience, interdigitation of preclinical and clinical studies, interdisciplinary approach, economic efficiency, independence of students, added new teaching and learning modalities, and ongoing evaluation of the progress of the medical students. It is the aim to implement these major points of the AR in a model course for diagnostic radiology and radiation protection within the scope of the Virtual University of Bavaria and test them in practice. In cooperation with residents and board certified radiologists, students developed the virtual course "Web-Based Training (WBT) Radiology" in diagnostic radiology and radiation protection for students in the first clinical semester. A representative target group taken from the student body was asked about the options to get access to the World Wide Web (Internet), and the satisfaction concerning configuration and content of the newly developed program. A comparison was made between the results of the final examination taken by students who made use of the virtual course in addition to conventional lessons and taken by students who did not subscribe to the virtual course and exclusively relied on conventional lessons. In addition, a pilot study was conducted in the winter semester 2002/03, which compared students taking either the traditional lessons or the new virtual course on the Internet. The virtual course-model had test results with a positive trend. All targeted students had Internet access. Constructive criticism was immediately implemented and contributed to rapid optimization. The learning success of the additive or alternative virtual course was in no way less than the learning success achieved with the conventional course. The learning success as measure of quality in teaching and the acceptance by students and teachers justify the continuation of this course model and its expansion. Besides enabling the learning in small study groups; the course "WBT Radiology" might not only help implementing the major points of the new AR but might also complement any deficiencies in the current education. Economic aspects may encourage their implementations.

Social construction of American sign language--English interpreters.

PubMed

McDermid, Campbell

2009-01-01

Instructors in 5 American Sign Language--English Interpreter Programs and 4 Deaf Studies Programs in Canada were interviewed and asked to discuss their experiences as educators. Within a qualitative research paradigm, their comments were grouped into a number of categories tied to the social construction of American Sign Language--English interpreters, such as learners' age and education and the characteristics of good citizens within the Deaf community. According to the participants, younger students were adept at language acquisition, whereas older learners more readily understood the purpose of lessons. Children of deaf adults were seen as more culturally aware. The participants' beliefs echoed the theories of P. Freire (1970/1970) that educators consider the reality of each student and their praxis and were responsible for facilitating student self-awareness. Important characteristics in the social construction of students included independence, an appropriate attitude, an understanding of Deaf culture, ethical behavior, community involvement, and a willingness to pursue lifelong learning.

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

Efficacy of changing physics misconceptions held by ninth grade students at varying developmental levels through teacher addition of a prediction phase to the learning cycle

NASA Astrophysics Data System (ADS)

Oglesby, Michael L.

This study examines the efficacy in correcting student misconceptions about science concepts by using the pedagogical method of asking students to make a prediction in science laboratory lessons for students within pre-formal, transitional, or formal stages of cognitive development. The subjects were students (n = 235) enrolled in ninth grade physical science classes (n=15) in one high school of an urban profile school district. The four freshmen physical science teachers who were part of the study routinely taught the concepts in the study as a part of the normal curriculum during the time of the school year in which the research was conducted. Classrooms representing approximately half of the students were presented with a prediction phase at the start of each of ten learning cycle lesson. The other classrooms were not presented with a prediction phase. Students were pre and post tested using a 40 question instrument based on the Force Concept Inventory augmented with questions on the concepts taught during the period of the study. Students were also tested using the Test of Scientific Reasoning to determine their cognitive developmental level. Results showed 182 of the students to be cognitively pre-formal, 50 to be transitional, and only 3 to be cognitively formal. There were significantly higher gains (p < .05) for the formal group over the transitional group and for the transitional group over the Pre-formal group. However, there were not significantly higher gains (p > .05) for the total students having a prediction phase compared to those not having a prediction phase. Neither were there significant gains (p > .05) within the pre-formal group or within the transitional group. There were too few students within the formal group for meaningful results.

The Mississippi NASA Community College Initiative

NASA Technical Reports Server (NTRS)

Lawhead, Pamela B.

1998-01-01

The object of this project was to provide greater utilization of existing resources to enhance the educational opportunities of Mississippi Community College students. When first introduced to the concept the teachers were understandably reluctant. They already had very heavy, prescribed work loads and most of what they had to do did not include NASA data. Teacher cooperation became a first goal. The second goal was effective use of NASA Earth Observation Data at every campus. Some compromises had to be made. The goal became to create a methodology or system that could be used on every campus and that the teachers would use. First year Biology was taught from a state-level prescribed curriculum on every one of the fifteen campuses. However, using Earth Observation Data in that curriculum was difficult. A compromise was made that allowed us to focus, in the first year, on the lesson hosting and creation process. Ten of the thirteen participating teachers agreed to create future lessons. They also asked to have a Community College Science Symposium in the Spring to demonstrate their lessons to the other science teachers in the state.

Country Contributions to Climate Change

NASA Astrophysics Data System (ADS)

Schuenemann, K. C.

2016-12-01

An assignment called "Country Contributions to Climate Change" is used in an introductory Global Climate Change course and answers the question, "Who is responsible for climate change?" This assignment is used about a third of the way into the course, which fulfills a science requirement, but also a Global Diversity requirement within the university. The assignment involves taking a trip to the computer lab to learn how to create graphs in Excel. Two graphs are created, the Keeling Curve, and a graph on total carbon emissions by country since 1900. Students are given data for a few key countries, then are sent to the Carbon Dioxide Information Analysis Center (CDIAC) website to find data on their assigned country. Students create a graph to compare emissions over time from each of these countries. Using this data and the data from the CDIAC, students are asked to draw conclusions about which country is the largest emitter, then on a per capita basis, which people are the largest emitters. Later in the semester they will calculate their own carbon footprint and compare to these numbers. Finally, students are asked to add up emissions by country since 1900 to find out how the countries compare in cumulative emissions, and we learn why this number is relevant. Students also learn the difference between carbon emissions and concentrations, tying together some lessons on the carbon cycle. Students discover the complex role of several countries in climate change, showing them how complicated a climate change solution policy can be.

The role of entomology in environmental and science education: Comparing outreach methods for their impact on student and teacher content knowledge and motivation

NASA Astrophysics Data System (ADS)

Weeks, Faith J.

Outreach programming can be an important way for local students and teachers to be exposed to new fields while enhancing classroom learning. University-based outreach programs are offered throughout the country, including most entomology departments as few individuals learn about insects in school and these programs can be excellent sources of entomological education, as well as models to teach environmental and science education. Each department utilizes different instructional delivery methods for teaching about insects, which may impact the way in which students and teachers understand the insect concepts presented. To determine the impact of using entomology to enhance science and environmental education, this study used a series of university-based entomology outreach programs to compare three of the most common delivery methods for their effect on teacher and student content knowledge and motivation, specifically student interest in entomology and teacher self-efficacy. Twenty fifth grade classrooms were assessed over the course of one school year. The results show that teacher knowledge significantly increased when teachers were unfamiliar with the content and when trained by an expert, and teacher self-efficacy did not decrease when asked about teaching with insects. For students, content knowledge increased for each lesson regardless of treatment, suggesting that outreach program providers should focus on working with local schools to integrate their field into the classroom through the delivery methods best suited to the needs of the university, teachers, and students. The lessons also had an impact on student interest in science and environmental education, with an overall finding that student interest increases when using insects in the classroom.

Continual evolution: the experience over three semesters of a librarian embedded in an online evidence-based medicine course for physician assistant students.

PubMed

Kealey, Shannon

2011-01-01

This column examines the experience, over three years, of a librarian embedded in an online Epidemiology and Evidence-based Medicine course, which is a requirement for students pursuing a Master of Science in Physician Assistant Studies at Pace University. Student learning outcomes were determined, a video lecture was created, and student learning was assessed via a five-point Blackboard test during year one. For years two and three, the course instructor asked the librarian to be responsible for two weeks of course instruction and a total of 15 out of 100 possible points for the course. This gave the librarian flexibility to measure additional outcomes and gather more in-depth assessment data. The librarian then used the assessment data to target areas for improvement in the lessons and Blackboard tests. Revisions made by the librarian positively affected student achievement of learning outcomes, as measured by the assessment conducted the subsequent semester. Plans for further changes are also discussed.

Anticipating students' reasoning and planning prompts in structured problem-solving lessons

NASA Astrophysics Data System (ADS)

Vale, Colleen; Widjaja, Wanty; Doig, Brian; Groves, Susie

2018-02-01

Structured problem-solving lessons are used to explore mathematical concepts such as pattern and relationships in early algebra, and regularly used in Japanese Lesson Study research lessons. However, enactment of structured problem-solving lessons which involves detailed planning, anticipation of student solutions and orchestration of whole-class discussion of solutions is an ongoing challenge for many teachers. Moreover, primary teachers have limited experience in teaching early algebra or mathematical reasoning actions such as generalising. In this study, the critical factors of enacting the structured problem-solving lessons used in Japanese Lesson Study to elicit and develop primary students' capacity to generalise are explored. Teachers from three primary schools participated in two Japanese Lesson Study teams for this study. The lesson plans and video recordings of teaching and post-lesson discussion of the two research lessons along with students' responses and learning are compared to identify critical factors. The anticipation of students' reasoning together with preparation of supporting and challenging prompts was critical for scaffolding students' capacity to grasp and communicate generality.

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.

Lesson Plan Manual, a Series of Lesson Plans and Worksheets on Consumer Education and Student Worksheets for Consumer Education Lesson Plans, Adult Basic Education.

ERIC Educational Resources Information Center

New York State Education Dept., Albany.

This manual provides teachers with lesson plans in consumer education. Each lesson contains background material offering the teacher specific information on the subject of the lesson, development of understandings, student worksheets, and discussion questions to encourage student involvement. The ten lesson plans are--Buying on time, Retail…

Asking Questions in First-Grade Mathematics Classes: Potential Influences on Mathematical Thought.

ERIC Educational Resources Information Center

Perry, Michelle; And Others

1993-01-01

Types of questions asked in first-grade mathematics classes in Japan, Taiwan, and the United States were investigated. Observations of 311 lessons by 16 Japanese, 20 Taiwanese, and 33 U.S. teachers suggest that the kinds of questions asked in Taiwan and Japan contribute to more sophisticated mathematical knowledge. (SLD)

Design for Life. Abortion. A Student's Lesson Plan [and] A Teacher's Lesson Plan [and] A Lawyer's Lesson Plan.

ERIC Educational Resources Information Center

Howard, Estelle; And Others

One of a series of secondary level teaching units presenting case studies with pro and con analyses of particular legal problems, the document consists of a student's lesson plan, a teacher's lesson plan, and a lawyer's lesson plan for a unit on abortion. The lessons are designed to expose students to the Supreme Court's decision concerning…

Cat dissection and human cadaver prosection versus sculpting human structures from clay: A comparison of alternate approaches to human anatomy laboratory education

NASA Astrophysics Data System (ADS)

Waters, John R.

Dissection and vivisection are traditional approaches to biology laboratory education. In the case of human anatomy teaching laboratories, there is a long tradition of using human and animal cadaver specimens in the classroom. In a review of the literature comparing traditional dissection and vivisection lessons to alternative lessons designed to reduce the time spent dissecting or the numbers of animals used, we conclude that it is difficult to come to any conclusion regarding the efficacy of different approaches. An analysis of the literature is confounded because many studies have very low statistical power or other methodological weaknesses, and investigators rely on a wide variety of testing instruments to measure an equally varied number of course objectives. Additional well designed studies are necessary before educators can reach any informed conclusions about the efficacy of traditional versus alternative approaches to laboratory education. In our experiments, we compared a traditional cat dissection based undergraduate human anatomy lesson to an alternative where students sculpted human muscles onto plastic human skeletons. Students in the alternative treatment performed significantly better than their peers in the traditional treatment when answering both lower and higher order human anatomy questions. In a subsequent experiment with a similar design, we concluded that the superior performance of the students in the alternative treatment on anatomy exams was likely due to the similarity between the human anatomy representation studied in lab, and the human anatomy questions asked on the exams. When the anatomy questions were presented in the context of a cat specimen, students in the traditional cat dissection treatment outperformed their peers in the alternative treatment. In a final experiment where student performance on a human anatomy exam was compared between a traditional prosected human cadaver treatment and the alternative clay sculpting treatment, no significant difference were detected, suggesting that the complexity or simplicity of the anatomy representation is less important than the similarity between the learning experience and the testing experience.

Teaching Self-Determination and Arizona Standards for K-12 Students with Disabilities Lesson Plan Portfolio.

ERIC Educational Resources Information Center

Libby, Amanda

This document presents eight lesson plans designed to teach self-determination and Arizona academic standards to students with disabilities in grades K-12. The lesson plans include: (1) an oral language lesson plan for students with learning disabilities in grades 1-2; (2) a reading acquisition lesson that teaches color words to students with…

HEALTH AND NUTRITION LESSON PLANS AND STUDENT WORKSHEETS, ADULT BASIC EDUCATION.

ERIC Educational Resources Information Center

New York State Education Dept., Albany.

THIS MANUAL PROVIDES ADULT BASIC EDUCATION TEACHERS WITH LESSON PLANS IN HEALTH AND NUTRITION. EACH LESSON CONTAINS BACKGROUND MATERIAL OFFERING SPECIFIC INFORMATION ON THE SUBJECT OF EACH LESSON, AIMS, LESSON DEVELOPMENT, AND TWO STUDENT WORKSHEETS. DISCUSSION QUESTIONS ARE SUGGESTED TO ENCOURAGE THE GREATEST POSSIBLE STUDENT INVOLVEMENT. THE TEN…

AskNow!--Evaluating an Australian Collaborative Chat Reference Service: A Project Manager's Perspective

ERIC Educational Resources Information Center

Wilson, Fran; Keys, Jacki

2004-01-01

AskNow! online answers Australia-wide, the first nation-wide chat reference service, has been a successful exercise in collaboration and cooperation. This article examines some of the lessons learnt, the challenges of collaboration and possible future directions. AskNow!, an initiative of the Council of Australian State Libraries (CASL), commenced…

Lesson Study and Teachers Knowledge Development: Collaborative Critique of a Research Model and Methods.

ERIC Educational Resources Information Center

Lewis, Catherine; Perry, Rebecca; Murata, Aki

During "lesson study" teachers formulate long-term goals for student learning and development, collaboratively work on "research lessons" to bring these goals to life, document and discuss student responses to these lessons, and revise the lessons in response to student learning. This document summarizes the content of a…

Lesson Imaging in Math and Science: Anticipating Student Ideas and Questions for Deeper STEM Learning

ERIC Educational Resources Information Center

Stephan, Michelle; Pugalee, David; Cline, Julie; Cline, Chris

2016-01-01

Help turn students into problem solvers. With lesson imaging, teachers anticipate how chosen activities will unfold in real time--what solutions, questions, and misconceptions students might have and how teachers can promote deeper reasoning. When lesson imaging occurs before instruction, students achieve lesson objectives more naturally and…

Listening to the student voice to improve educational software

PubMed Central

van Wyk, Mari; van Ryneveld, Linda

2017-01-01

ABSTRACT Academics often develop software for teaching and learning purposes with the best of intentions, only to be disappointed by the low acceptance rate of the software by their students once it is implemented. In this study, the focus is on software that was designed to enable veterinary students to record their clinical skills. A pilot of the software clearly showed that the program had not been received as well as had been anticipated, and therefore the researchers used a group interview and a questionnaire with closed-ended and open-ended questions to obtain the students’ feedback. The open-ended questions were analysed with conceptual content analysis, and themes were identified. Students made valuable suggestions about what they regarded as important considerations when a new software program is introduced. The most important lesson learnt was that students cannot always predict their needs accurately if they are asked for input prior to the development of software. For that reason student input should be obtained on a continuous and regular basis throughout the design and development phases. PMID:28678678

Pattern of students' conceptual change on magnetic field based on students' mental models

NASA Astrophysics Data System (ADS)

Hamid, Rimba; Widodo, Ari; Sopandi, Wahyu

2017-05-01

Students understanding about natural phenomena can be identified by analyzing their mental model. Changes in students' mental model are good indicator of students' conceptual change. This research aims at identifying students' conceptual change by analyzing changes in students' mental model. Participants of the study were twenty five elementary school students. Data were collected through throughout the lessons (prior to the lessons, during the lessons and after the lessons) based on students' written responses and individual interviews. Lessons were designed to facilitate students' conceptual change by allowing students to work in groups of students who have the similar ideas. Therefore, lessons were students-directed. Changes of students' ideas in every stage of the lessons were identified and analyzed. The results showed that there are three patterns of students' mental models, namely type of scientific (44%), analogous to everyday life (52%), and intuitive (4%). Further analyses of the pattern of their conceptual change identifies four different patterns, i.e. consistently correct (20%), consistently incomplete (16%), changing from incorrect to incomplete (8%), changing from incomplete to complete (32%), changing from complete to incorrect (4%), and changing from incorrect to complete (4%). This study suggest that the process of learning science does not move in a linear and progressive ways, rather they move in random and may move backward and forward.

With Interest It Comes To...Unconscionable Clauses in Sales Contracts. A Student's Lesson Plan [and] A Teacher's Lesson Plan [and] A Lawyer's Lesson Plan.

ERIC Educational Resources Information Center

Howard, Estelle; And Others

One of a series of secondary level teaching units presenting case studies with pro and con analysis of particular legal problems, the document presents a student's lesson plan, a teacher's lesson plan, and a lawyer's lesson plan on unconscionable clauses in sales contracts. The unit acquaints students with the operation of sales contracts and…

Utilization of Lesson Analysis as Teacher Self Reflection to Improve the Lesson Design on Chemical Equation Topic

NASA Astrophysics Data System (ADS)

Edyani, E. A.; Supriatna, A.; Kurnia; Komalasari, L.

2017-02-01

The research is aimed to investigate how lesson analysis as teacher’s self-reflection changes the teacher’s lesson design on chemical equation topic. Lesson Analysis has been used as part of teacher training programs to improve teacher’s ability in analyzing their own lesson. The method used in this research is a qualitative method. The research starts from build lesson design, implementation lesson design to senior high school student, utilize lesson analysis to get information about the lesson, and revise lesson design. The revised lesson design from the first implementation applied to the second implementation, resulting in better design. This research use lesson analysis Hendayana&Hidayat framework. Video tapped and transcript are employed on each lesson. After first implementation, lesson analysis result shows that teacher-centered still dominating the learning because students are less active in discussion, so the part of lesson design must be revised. After second implementation, lesson analysis result shows that the learning already student-centered. Students are very active in discussion. But some part of learning design still must be revised. In general, lesson analysis was effective for teacher to reflect the lessons. Teacher can utilize lesson analysis any time to improve the next lesson design.

Association of academic performance of premedical students to satisfaction and engagement in a short training program: a cross sectional study presenting gender differences

PubMed Central

2014-01-01

Background It is important that students have a high academic engagement and satisfaction in order to have good academic achievement. No study measures association of these elements in a short training program. This study aimed to measure the correlation between academic achievement, satisfaction and engagement dimensions in a short training program among premedical students. Methods We carried out a cross sectional study, in August 2013, at Cercle d’Etudiants, Ingénieurs, Médecins et Professeurs de Lycée pour le Triomphe de l’Excellence (CEMPLEX) training center, a center which prepares students for the national common entrance examination into medical schools in Cameroon. We included all students attending this training center during last examination period. They were asked to fill out a questionnaire on paper. Academic engagement was measured using three dimensions: vigor, dedication and absorption. Satisfaction to lessons, for each learning subject was collected. Academic achievement was calculated using mean of the score of all learning subjects affected with their coefficient. Pearson coefficient (r) and multiple regression models were used to measure association. A p value < 0.05 was statistically significant. Results In total, 180 students were analyzed. In univariate linear analysis, we found correlation with academic achievement for vigor (r = 0.338, p = 0.006) and dedication (r = 0.287, p = 0.021) only in male students. In multiple regression linear analysis, academic engagement and satisfaction were correlated to academic achievement only in male students (R2 = 0.159, p = 0.035). No correlation was found in female students and in all students. The independent variables (vigor, dedication, absorption and satisfaction) explained 6.8-24.3% of the variance of academic achievement. Conclusion It is only in male students that academic engagement and satisfaction to lessons are correlated to academic achievement in this short training program for premedical students and this correlation is weak. PMID:24564911

Association of academic performance of premedical students to satisfaction and engagement in a short training program: a cross sectional study presenting gender differences.

PubMed

Bigna, Jean Joel R; Fonkoue, Loic; Tchatcho, Manuela Francette F; Dongmo, Christelle N; Soh, Dorothée M; Um, Joseph Lin Lewis N; Sime, Paule Sandra D; Affana, Landry A; Woum, Albert Ruben N; Noumegni, Steve Raoul N; Tabekou, Alphonce; Wanke, Arlette M; Taffe, Herman Rhais K; Tchoukouan, Miriette Linda N; Anyope, Kevin O; Ella, Stephane Brice E; Mouaha, Berny Vanessa T; Kenne, Edgar Y; Mbessoh, Ulrich Igor K; Tchapmi, Adrienne Y; Tene, Donald F; Voufouo, Steve S; Zogo, Stephanie M; Nouebissi, Linda P; Satcho, Kevine F; Tchoumo, Wati Joel T; Basso, Moise Fabrice; Tcheutchoua, Bertrand Daryl N; Agbor, Ako A

2014-02-24

It is important that students have a high academic engagement and satisfaction in order to have good academic achievement. No study measures association of these elements in a short training program. This study aimed to measure the correlation between academic achievement, satisfaction and engagement dimensions in a short training program among premedical students. We carried out a cross sectional study, in August 2013, at Cercle d'Etudiants, Ingénieurs, Médecins et Professeurs de Lycée pour le Triomphe de l'Excellence (CEMPLEX) training center, a center which prepares students for the national common entrance examination into medical schools in Cameroon. We included all students attending this training center during last examination period. They were asked to fill out a questionnaire on paper. Academic engagement was measured using three dimensions: vigor, dedication and absorption. Satisfaction to lessons, for each learning subject was collected. Academic achievement was calculated using mean of the score of all learning subjects affected with their coefficient. Pearson coefficient (r) and multiple regression models were used to measure association. A p value < 0.05 was statistically significant. In total, 180 students were analyzed. In univariate linear analysis, we found correlation with academic achievement for vigor (r = 0.338, p = 0.006) and dedication (r = 0.287, p = 0.021) only in male students. In multiple regression linear analysis, academic engagement and satisfaction were correlated to academic achievement only in male students (R2 = 0.159, p = 0.035). No correlation was found in female students and in all students. The independent variables (vigor, dedication, absorption and satisfaction) explained 6.8-24.3% of the variance of academic achievement. It is only in male students that academic engagement and satisfaction to lessons are correlated to academic achievement in this short training program for premedical students and this correlation is weak.

Students discussing their mathematical ideas: the role of the teacher

NASA Astrophysics Data System (ADS)

Pijls, Monique; Dekker, Rijkje

2011-12-01

This article adds to current research on enhancing student discourse in mathematics teaching specifically in secondary schools but with equal relevance to elementary schools. Three mathematics teachers in secondary education were confronted with the question of how to encourage students to discuss their work with each other in the daily practice of their mathematical lessons. In response to this question the teachers devised three different approaches to encourage student discourse. One of the teachers chose to experiment with another setting to perform mathematical tasks that involved students working together on a group test. The second teacher experimented with a new kind of help when students were working on their maths tasks and asked for assistance. The third created a new setting in which the teacher (temporarily) did not provide mathematical hints and the students had to solve their own problems. The three teachers were very motivated, but they all had difficulties in not giving explanations themselves when supporting their students in their collaborative mathematical learning. They found that temporarily diminishing their product help stimulated discussion between students. It also became clear that the process of teacher reflection and follow-up discussions with the researcher/observers promoted changes of practice.

Antidote: Civic Responsibility. Maine Law.

ERIC Educational Resources Information Center

Phi Alpha Delta Law Fraternity International, Washington, DC.

Designed for middle school through high school students, this unit contains eight lesson plans that focus on Maine state law. The state lessons correspond to lessons in the volume, "Antidote: Civic Responsibility. Drug Avoidance Lessons for Middle School & High School Students." Developed to be presented by educators, law student, or…

Antidote: Civic Responsibility. Illinois Law.

ERIC Educational Resources Information Center

Phi Alpha Delta Law Fraternity International, Washington, DC.

Designed for middle school through high school students, this unit contains eight lesson plans that focus on Illinois state law. The state lessons correspond to lessons in the volume, "Antidote: Civic Responsibility. Drug Avoidance Lessons for Middle School & High School Students." Developed to be presented by educators, law student,…

Antidote: Civic Responsibility. Alaska Law.

ERIC Educational Resources Information Center

Phi Alpha Delta Law Fraternity International, Washington, DC.

Designed for middle school through high school students, this unit contains eight lesson plans that focus on Alaska state law. The state lessons correspond to lessons in the volume, "Antidote: Civic Responsibility. Drug Avoidance Lessons for Middle School & High School Students." Developed to be presented by educators, law student,…

Lessons Learned from a Decade of Serving Data to Students and the Public

NASA Astrophysics Data System (ADS)

Chambers, L. H.; Martin, A. M.; Riebeek, H.; Jackson, R.

2015-12-01

NASA holds petabytes of Earth science data from a fleet of satellites going back decades. While these data can be invaluable for use in STEM education and communication (E/C), the simple fact that the archive is public is not enough. The key to successful use is to provide technological tools in strategic combination with best practices to meet the needs of various audiences. Students and teachers need access points that are specifically tailored to meet the technology resources in the classroom; citizen scientists need to feel a connection to NASA, easy-to-use technological interfaces, and are motivated by contributing to real research activities; the general public needs short, focused, easily digested tidbits. NASA's Earth science E/C teams have developed strategies combining audience knowledge with new technical capabilities through programs like MY NASA DATA, S'COOL, Earth Observatory, Giovanni, climate.gov, etc. The capability to offer a range of resources targeted to specific audience needs has advanced along several fronts over the last decade through use of the following key strategies: Regularly publishing articles, fact sheets and image captions written with greater detail than media releases to connect basic science concepts with current NASA research. Providing for differing levels of engagement, with basic, intermediate and advanced data access tools as well as lesson plans for grades K-2 through high school. Facilitating the important scientific process of asking questions once students are actively engaged though exploration and manipulation of current Earth data delivered through desktop and mobile apps.. Providing curated data sets that students can more easily interpret. Assessing users' needs through ongoing formative evaluation. Using Analytics to make data-driven decisions about technologies and approaches. We will survey the range of approaches to enabling data use for STEM E/C and will share some of the key lessons learned.

Improving the primary school science learning unit about force and motion through lesson study

NASA Astrophysics Data System (ADS)

Phaikhumnam, Wuttichai; Yuenyong, Chokchai

2018-01-01

The study aimed to develop primary school science lesson plan based on inquiry cycle (5Es) through lesson study. The study focused on the development of 4 primary school science lesson plans of force and motion for Grade 3 students in KKU Demonstration Primary School (Suksasart), first semester of 2015 academic year. The methodology is mixed method. The Inthaprasitha (2010) lesson study cycle was implemented in group of KKU Demonstration Primary School. Instruments of reflection of lesson plan developing included participant observation, meeting and reflection report, lesson plan and other document. The instruments of examining students' learning include classroom observation and achievement test. Data was categorized from these instruments to find the issues of changing and improving the good lesson plan of Thai primary school science learning. The findings revealed that teachers could develop the lesson plans through lesson study. The issues of changing and improving were disused by considering on engaging students related to societal issues, students' prior knowledge, scientific concepts for primary school students, and what they learned from their changing. It indicated that the Lesson Study allowed primary school science teachers to share ideas and develop ideas to improve the lesson. The study may have implications for Thai science teacher education through Lesson Study.

Do Lessons in Nature Boost Subsequent Classroom Engagement? Refueling Students in Flight

PubMed Central

Kuo, Ming; Browning, Matthew H. E. M.; Penner, Milbert L.

2018-01-01

Teachers wishing to offer lessons in nature may hold back for fear of leaving students keyed up and unable to concentrate in subsequent, indoor lessons. This study tested the hypothesis that lessons in nature have positive—not negative—aftereffects on subsequent classroom engagement. Using carefully matched pairs of lessons (one in a relatively natural outdoor setting and one indoors), we observed subsequent classroom engagement during an indoor instructional period, replicating these comparisons over 10 different topics and weeks in the school year, in each of two third grade classrooms. Pairs were roughly balanced in how often the outdoor lesson preceded or followed the classroom lesson. Classroom engagement was significantly better after lessons in nature than after their matched counterparts for four of the five measures developed for this study: teacher ratings; third-party tallies of “redirects” (the number of times the teacher stopped instruction to direct student attention back onto the task at hand); independent, photo-based ratings made blind to condition; and a composite index each showed a nature advantage; student ratings did not. This nature advantage held across different teachers and held equally over the initial and final 5 weeks of lessons. And the magnitude of the advantage was large. In 48 out of 100 paired comparisons, the nature lesson was a full standard deviation better than its classroom counterpart; in 20 of the 48, the nature lesson was over two standard deviations better. The rate of “redirects” was cut almost in half after a lesson in nature, allowing teachers to teach for longer periods uninterrupted. Because the pairs of lessons were matched on teacher, class (students and classroom), topic, teaching style, week of the semester, and time of day, the advantage of the nature-based lessons could not be attributed to any of these factors. It appears that, far from leaving students too keyed up to concentrate afterward, lessons in nature may actually leave students more able to engage in the next lesson, even as students are also learning the material at hand. Such “refueling in flight” argues for including more lessons in nature in formal education. PMID:29354083

Fun with Weather

ERIC Educational Resources Information Center

Yildirim, Rana

2007-01-01

This three-part weather-themed lesson for young learners connects weather, clothing, and feelings vocabulary. The target structures covered are: asking about the weather; comparing weather; using the modal auxiliary, should; and the question word, when. The lessons utilize all four skills and include such activities as going outside, singing,…

Learning from Lessons: studying the structure and construction of mathematics teacher knowledge in Australia, China and Germany

NASA Astrophysics Data System (ADS)

Chan, Man Ching Esther; Clarke, David J.; Clarke, Doug M.; Roche, Anne; Cao, Yiming; Peter-Koop, Andrea

2018-03-01

The major premise of this project is that teachers learn from the act of teaching a lesson. Rather than asking "What must a teacher already know in order to practice effectively?", this project asks "What might a teacher learn through their activities in the classroom and how might this learning be optimised?" In this project, controlled conditions are created utilising purposefully designed and trialled lesson plans to investigate the process of teacher knowledge construction, with teacher selective attention proposed as a key mediating variable. In order to investigate teacher learning through classroom practice, the project addresses the following questions: To what classroom objects, actions and events do teachers attend and with what consequence for their learning? Do teachers in different countries attend to different classroom events and consequently derive different learning benefits from teaching a lesson? This international project combines focused case studies with an online survey of mathematics teachers' selective attention and consequent learning in Australia, China and Germany. Data include the teacher's adaptation of a pre-designed lesson, the teacher's actions during the lesson, the teacher's reflective thoughts about the lesson and, most importantly, the consequences for the planning and delivery of a second lesson. The combination of fine-grained, culturally situated case studies and large-scale online survey provides mutually informing benefits from each research approach. The research design, so constituted, offers the means to a new and scalable vision of teacher learning and its promotion.

Lesson on Demand. Lesson Plan.

ERIC Educational Resources Information Center

Weaver, Sue

This lesson plan helps students understand the role consumer demand plays in the market system, i.e., how interactions in the marketplace help determine pricing. Students will participate in an activity that demonstrates the concepts of demand, demand schedule, demand curve, and the law of demand. The lesson plan provides student objectives;…

Baylor College of Medicine's support of Tulane University School of Medicine following Hurricane Katrina.

PubMed

Searle, Nancy S

2007-08-01

The authors describe how Baylor College of Medicine (BCM), with three other Texas medical schools, "adopted" virtually all the 620 medical students and 526 house officers of Tulane University School of Medicine and continued their education for eight months after most of New Orleans, including Tulane, was flooded on August 29, 2005, after Hurricane Katrina. Soon after, BCM's president asked all senior staff to take whatever actions were necessary to sustain Tulane, and on September 7, leaders from BCM and three other Texas medical schools met to plan the relocation of Tulane's students and programs. The authors explain how problems were overcome (e.g., locating the scattered Tulane students and staff, finding them lodging, obtaining their records, and providing financial aid and counseling), and how high-quality educational experiences were maintained for both Tulane's and BCM's students and residents while assisting Tulane's faculty in numerous ways, helping Tulane plan the enrollment of its following year's students, and undergoing Liaison Committee for Medical Education and Accreditation Council on Graduate Medical Education site visits to BCM. After the BCM-Tulane experience, BCM developed a disaster-management plan (available online) that could help other schools as they plan for disasters. The authors also offer lessons learned in the areas of communication, cooperation, curriculum, collaboration, contact with accrediting bodies, and compassion. They close by stating that when BCM faculty are asked "how could you take Tulane's medical school in?" their response is, "how could we not?" They continue: "In medical education, a frequent discussion is how to teach humanism and professionalism; we teach it best by modeling it."

Student reflections on learning with challenging tasks: `I think the worksheets were just for practice, and the challenges were for maths'

NASA Astrophysics Data System (ADS)

Russo, James; Hopkins, Sarah

2017-09-01

The current study considered young students' (7 and 8 years old) experiences and perceptions of mathematics lessons involving challenging (i.e. cognitively demanding) tasks. We used the Constant Comparative Method to analyse the interview responses ( n = 73) regarding what work artefacts students were most proud of creating and why. Five themes emerged that characterised student reflections: enjoyment, effort, learning, productivity and meaningful mathematics. Overall, there was evidence that students embraced struggle and persisted when engaged in mathematics lessons involving challenging tasks and, moreover, that many students enjoyed the process of being challenged. In the second section of the paper, the lesson structure preferences of a subset of participants ( n = 23) when learning with challenging tasks are considered. Overall, more students preferred the teach-first lesson structure to the task-first lesson structure, primarily because it activated their cognition to prepare them for work on the challenging task. However, a substantial minority of students (42 %) instead endorsed the task-first lesson structure, with several students explaining they preferred this structure precisely because it was so cognitively demanding. Other reasons for preferring the task-first structure included that it allowed the focus of the lesson to be on the challenging task and the subsequent discussion of student work. A key implication of these combined findings is that, for many students, work on challenging tasks appeared to remain cognitively demanding irrespective of the structure of the lesson.

Engineering Encounters: Minding Design Missteps

ERIC Educational Resources Information Center

Crismond, David; Gellert, Laura; Cain, Ryan; Wright, Shequana

2013-01-01

The "Next Generation Science Standards" (NGSS) (Achieve Inc. 2013) asks teachers to give engineering design equal standing with scientific inquiry in their science lessons. This article asks the following questions: What do engineering design practices look like, and how do you assess them? How similar and different is engineering design…

ASK Magazine. No. 17

NASA Technical Reports Server (NTRS)

Laufer, Alexander (Editor); Post, Todd (Editor); Brady, Jody Lannen (Editor); McKee, Sally (Editor)

2004-01-01

The following articles were processed for inclusion in the NA&SD database:Right on Time, Radically; Radical is Temporary; Walking a Fine Line; Sounds Clear Enough; Bringing Up Baby; Transition Time: Zero; Passing the Baton - Lessons in Regret; The PMDP Roadmap; Managing History: A Practicum; and ASK Talks with Tom Gavin.

The Students' Take on the Epsilon-Delta Definition of a Limit

ERIC Educational Resources Information Center

Fernandez, Eileen

2004-01-01

This paper describes a sequence of lessons from two Calculus I classes for teaching the epsilon-delta definition of a limit. In these lessons, the author elicited students' misconceptions and perceptions of this definition through a reading/writing lesson and then used these student ideas to design a lesson aimed at addressing these misconceptions…

Unexpected Answers: Case Study of a Student Teacher Derailing in a Math Lesson.

ERIC Educational Resources Information Center

Nilssen, Vivi; And Others

An analysis of a student teacher's lesson in multiplication for Norwegian second graders explored why the lesson did not succeed. Two interpretive frameworks were used to analyze the lesson: teaching as a complex cognitive activity and teaching as improvisation. The student teacher, Marte, believed in child-centered education and tried to create…

Interpersonal Interactions in Instrumental Lessons: Teacher/Student Verbal and Non-Verbal Behaviours

ERIC Educational Resources Information Center

Zhukov, Katie

2013-01-01

This study examined verbal and non-verbal teacher/student interpersonal interactions in higher education instrumental music lessons. Twenty-four lessons were videotaped and teacher/student behaviours were analysed using a researcher-designed instrument. The findings indicate predominance of student and teacher joke among the verbal behaviours with…

Comment Data Mining to Estimate Student Performance Considering Consecutive Lessons

ERIC Educational Resources Information Center

Sorour, Shaymaa E.; Goda, Kazumasa; Mine, Tsunenori

2017-01-01

The purpose of this study is to examine different formats of comment data to predict student performance. Having students write comment data after every lesson can reflect students' learning attitudes, tendencies and learning activities involved with the lesson. In this research, Latent Dirichlet Allocation (LDA) and Probabilistic Latent Semantic…

Arthroscopy or ultrasound in undergraduate anatomy education: a randomized cross-over controlled trial.

PubMed

Knobe, Matthias; Carow, John Bennet; Ruesseler, Miriam; Leu, Benjamin Moritz; Simon, Melanie; Beckers, Stefan K; Ghassemi, Alireza; Sönmez, Tolga T; Pape, Hans-Christoph

2012-09-09

The exponential growth of image-based diagnostic and minimally invasive interventions requires a detailed three-dimensional anatomical knowledge and increases the demand towards the undergraduate anatomical curriculum. This randomized controlled trial investigates whether musculoskeletal ultrasound (MSUS) or arthroscopic methods can increase the anatomical knowledge uptake. Second-year medical students were randomly allocated to three groups. In addition to the compulsory dissection course, the ultrasound group (MSUS) was taught by eight, didactically and professionally trained, experienced student-teachers and the arthroscopy group (ASK) was taught by eight experienced physicians. The control group (CON) acquired the anatomical knowledge only via the dissection course. Exposure (MSUS and ASK) took place in two separate lessons (75 minutes each, shoulder and knee joint) and introduced standard scan planes using a 10-MHz ultrasound system as well as arthroscopy tutorials at a simulator combined with video tutorials. The theoretical anatomic learning outcomes were tested using a multiple-choice questionnaire (MCQ), and after cross-over an objective structured clinical examination (OSCE). Differences in student's perceptions were evaluated using Likert scale-based items. The ASK-group (n = 70, age 23.4 (20-36) yrs.) performed moderately better in the anatomical MC exam in comparison to the MSUS-group (n = 84, age 24.2 (20-53) yrs.) and the CON-group (n = 88, 22.8 (20-33) yrs.; p = 0.019). After an additional arthroscopy teaching 1% of students failed the MC exam, in contrast to 10% in the MSUS- or CON-group, respectively. The benefit of the ASK module was limited to the shoulder area (p < 0.001). The final examination (OSCE) showed no significant differences between any of the groups with good overall performances. In the evaluation, the students certified the arthroscopic tutorial a greater advantage concerning anatomical skills with higher spatial imagination in comparison to the ultrasound tutorial (p = 0.002; p < 0.001). The additional implementation of arthroscopy tutorials to the dissection course during the undergraduate anatomy training is profitable and attractive to students with respect to complex joint anatomy. Simultaneous teaching of basic-skills in musculoskeletal ultrasound should be performed by medical experts, but seems to be inferior to the arthroscopic 2D-3D-transformation, and is regarded by students as more difficult to learn. Although arthroscopy and ultrasound teaching do not have a major effect on learning joint anatomy, they have the potency to raise the interest in surgery.

The Effects of Instruction of Creative Invention on Students' Situational Interest in Physics Lesson

NASA Astrophysics Data System (ADS)

Leung, Tim

There are a few empirical studies (Palmer, 2008; Dohn, 2010) or intervention programs (Hidi & Harackiewicz, 2000) about students' situational interest in physics lessons, although the declining interest in physics among students has been well documented in the research literature (Gardner, 1998 ; International Bureau for Education, 2001; European Commission, 2007; Oon & Subramaniam, 2011). Even in the research area of science education, yet little is known about how to trigger students' catching and holding situational interest in a physics lesson. In this study, five intervention lessons of creative invention were developed. Each lesson consists of three parts including Eberle's (1971, 1972) SCAMPER technique on the creative thinking, knowledge and concepts of physics curriculum, hands-on activities related to both SCAMPER technique and physics concepts. Two surveys were developed and used to measure the situational interest and individual interest of students in physics lessons. Qualitative conversational interviews were used to interpret the sources of situational interest of students in physics lessons. Results in this study indicate that new inventive products and television programs or films related to SCAMPER can trigger the catching interest in physics lessons. Meaningful hands-on activities related to both SCAMPER technique and physics concepts can trigger the holding interest in physics lessons. There is no significant difference in situational interest among students with different academic abilities except in the topic related to electronic components. The students with lower academic ability have greater situational interest than the students with higher academic ability in learning the topic related to electronic components. There is no significant difference in situational interest between boys and girls except in the topic related to revolving paper lantern. Girls have higher situational interest than boys in learning the topic related to revolving paper lantern. The findings in this study suggest that educators can use instruction of creative invention to trigger students' situational interest and enhance students' individual interest in physics lessons.

Prospective and current secondary mathematics teachers' criteria for evaluating mathematical cognitive technologies

NASA Astrophysics Data System (ADS)

Smith, Ryan C.; Shin, Dongjo; Kim, Somin

2017-07-01

As technology becomes more ubiquitous in the mathematics classroom, teachers are being asked to incorporate it into their lessons more than ever before. The amount of resources available online is staggering and teachers need to be able to analyse and identify resources that would be most appropriate and effective with their students. This study examines the criteria prospective and current secondary mathematics teachers use and value most when evaluating mathematical cognitive technologies (MCTs). Results indicate all groups of participants developed criteria focused on how well an MCT represents the mathematics, student interaction and engagement with the MCT, and whether the MCT was user-friendly. However, none of their criteria focused on how well an MCT would reflect students' solution strategies or illuminate their thinking. In addition, there were some differences between the criteria created by participants with and without teaching experience, specifically the types of supports available in an MCT. Implications for mathematics teacher educators are discussed.

Lessons Learnt From Hurricane Katrina.

NASA Astrophysics Data System (ADS)

Akundi, Murty

2008-03-01

Hurricane Katrina devastated New Orleans and its suburbs on Monday August 29^th, 2005. The previous Friday morning, August 26, the National Hurricane Center indicated that Katrina was a Category One Hurricane, which was expected to hit Florida. By Friday afternoon, it had changed its course, and neither the city nor Xavier University was prepared for this unexpected turn in the hurricane's path. The university had 6 to 7 ft of water in every building and Xavier was closed for four months. Students and university personnel that were unable to evacuate were trapped on campus and transportation out of the city became a logistical nightmare. Email and all electronic systems were unavailable for at least a month, and all cell phones with a 504 area code stopped working. For the Department, the most immediate problem was locating faculty and students. Xavier created a list of faculty and their new email addresses and began coordinating with faculty. Xavier created a web page with advice for students, and the chair of the department created a separate blog with contact information for students. The early lack of a clear method of communication made worse the confusion and dismay among the faculty on such issues as when the university would reopen, whether the faculty would be retained, whether they should seek temporary (or permanent) employment elsewhere, etc. With the vision and determination of President Dr. Francis, Xavier was able to reopen the university in January and ran a full academic year from January through August. Since Katrina, the university has asked every department and unit to prepare emergency preparedness plans. Each department has been asked to collect e-mail addresses (non-Xavier), cell phone numbers and out of town contact information. The University also established an emergency website to communicate. All faculty have been asked to prepare to teach classes electronically via Black board or the web. Questions remain about the longer term issues of the size and stability of the faculty.

Lessons learned from curriculum changes and setting curriculum objectives at the University of Pennsylvania's Earth and Environmental Science Department

NASA Astrophysics Data System (ADS)

Dmochowski, J. E.

2009-12-01

Recent restructuring of the University of Pennsylvania’s curriculum, including a revised multi-disciplinary Environmental Studies major and a proposed Environmental Science major has led to several changes, including a mandatory junior research seminar. Feedback from students indicates that a more structured curriculum has helped guide them through the multi-disciplinary Environmental Studies major. The addition of mandatory courses in Statistics, Geographical and Environmental Modeling, as well as Economics and Policy has ensured that students have important skills needed to succeed after graduation. We have compiled a curriculum objective matrix to clarify both the broad and focused objectives of our curriculum and how each course helps to fulfill these objectives. An important aspect of both majors is the Senior Thesis. The junior research seminar was recently revised to help students prepare for their thesis research. Topic selection, library research, data presentation, basic research methods, advisor identification, and funding options are discussed. Throughout the course, faculty from within the department lecture about their research and highlight opportunities for undergraduates. In one assignment, students are given a few types of datasets and asked to present the data and error analysis in various formats using different software (SPSS and Excel). The final paper was a research proposal outlining the student’s Senior Thesis. Based on both the university and instructor written course evaluations, students felt they benefited most from writing their senior thesis proposal; doing assignments on data analysis, library research and critical analysis; and the faculty research lectures. The lessons learned in restructuring this flexible major and providing a research seminar in the junior year may benefit other departments considering such changes.

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.

Bringing Art to Life through Living Paintings

ERIC Educational Resources Information Center

Stillwagon, Joanne

2005-01-01

In this article, the author relates how she and other art teachers developed a "living painting" lesson, an art lesson that incorporates art history and painting. The lesson was developed also in part to help new student-teachers plan a memorable lesson. With the living painting lesson, students will have to choose and recreate famous paintings…

To Prosecute or Not? Enforcement of Federal Criminal Regulatory Statutes. Revised Edition. A Student's Lesson Plan [and] A Teacher's Lesson Plan [and] A Lawyer's Lesson Plan.

ERIC Educational Resources Information Center

Howard, Estelle; And Others

One of a series of secondary level teaching units presenting case studies with pro and con analyses of particular legal problems, the document consists of a student's lesson plan, a teacher's lesson plan, and a lawyer's lesson plan for a unit about the enforcement of federal criminal regulatory statutes. The lesson plan presents an analysis of the…

Scripted and Unscripted Science Lessons for Children with Autism and Intellectual Disability.

PubMed

Knight, Victoria F; Collins, Belva; Spriggs, Amy D; Sartini, Emily; MacDonald, Margaret Janey

2018-02-27

Both scripted lessons and unscripted task analyzed lessons have been used effectively to teach science content to students with intellectual disability and autism spectrum disorder. This study evaluated the efficacy, efficiency, and teacher preference of scripted and unscripted task analyzed lesson plans from an elementary science curriculum designed for students with intellectual disability and autism spectrum disorder by evaluating both lesson formats for (a) student outcomes on a science comprehension assessment, (b) sessions to criterion, and (c) average duration of lessons. Findings propose both lesson types were equally effective, but unscripted task analyzed versions may be more efficient and were preferred by teachers to scripted lessons. Implications, limitations, and suggestions for future research are also discussed.

Using Just in Time Teaching in a Global Climate Change Course to Address Misconceptions

NASA Astrophysics Data System (ADS)

Schuenemann, K. C.

2013-12-01

Just in Time Teaching (JiTT) is employed in an introductory Global Climate Change college course with the intention of addressing common misconceptions and climate myths. Students enter the course with a variety of prior knowledge and opinions on global warming, and JiTT can be used as a constructivist pedagogical approach to make use of this prior knowledge. Students are asked to watch a short video or do a reading, sometimes screen capture videos created by the professor as review of material from the previous class, a video available on the web from NASA or NOAA, for example, or a reading from an online article or their textbook. After the video or reading, students answer a question carefully designed to pry at a common misconception, or simply are asked for the 'muddiest point' that remains on the concept. This assignment is done the night before class using a web program. The program aggregates the answers in an organized way so the professor can use the answers to design the day's lesson to address common misconceptions or concerns students displayed in their answers, as well as quickly assign participation credit to students who completed the assignment. On the other hand, if students display that they have already mastered the material, the professor can confidently move on to the next concept. The JiTT pedagogical method personalizes each lecture period to the students in that particular class for maximum efficiency while catching and fixing misconceptions in a timely manner. This technique requires students to spend time with the material outside of class, acts as review of important concepts, and increases engagement in class due to the personalization of the course. Evaluation results from use of this technique will be presented. Examples of successful JiTT videos, questions, student answers, and techniques for addressing misconceptions during lecture will also be presented with the intention that instructors can easily apply this technique to their next course.

Effect of science magic applied in interactive lecture demonstrations on conceptual understanding

NASA Astrophysics Data System (ADS)

Taufiq, Muhammad; Suhandi, Andi; Liliawati, Winny

2017-08-01

Research about the application of science magic-assisting Interactive Lecture Demonstrations (ILD) has been conducted. This research is aimed at providing description about the comparison of the improvement of the conceptual understanding of lesson on pressure between students who receive physics lesson through science magic-assisting ILD and students who receive physics lesson through ILD without science magic. This research used a quasi-experiment methods with Control Group Pretest-Posttest Design. The subject of the research is all students of class VIII in one of MTs (Islamic junior high school) in Pekalongan. Research samples were selected using random sampling technique. Data about students' conceptual understanding was collected using test instrument of conceptual understanding in the form of multiple choices. N-gain average calculation was performed in order to determine the improvement of students' conceptual understanding. The result of the research shows that conceptual understanding of students on lesson about pressure who received lesson with ILD using science magic <0.44> is higher than students who received lesson with ILD without science magic <0.25>. Therefore, the conclusion is that the application of science magic ILD is more effective to improve the conceptual understanding of lesson on pressure.

Collaboration Across the Sciences: How Can We Improve Our Practice and Prepare the Future?

NASA Astrophysics Data System (ADS)

Grinspoon, D.; Cobabe, E.; Harman, P.; Prather, E. E.

2010-08-01

In the pursuit of scientific knowledge, not only do techniques and instrumentation continually change, the quality of questions being asked also evolves. Age old questions such as "are we alone?" as well as new problems such as global climate change require multi/interdisciplinary perspectives and collaboration, pushing scientists to explore between the specializations. What skills will our students need to function in this emerging paradigm? How should our work as Education and Public Outreach (EPO) practitioners reflect this when so much of the educational landscape is mired in specialized, standardized testing? Are there benefits and tradeoffs in contextualized learning? What are lessons learned so far? Think about it and come share.

STS-54 Pilot McMonagle with DSO 802 & Physics of Toys top on OV-105's middeck

NASA Image and Video Library

1993-01-15

STS054-S-020 (15 Jan 1993) --- McMonagle watches as a top spins above his head on the middeck of the Earth-orbiting Endeavour. The demonstration was part of a lengthy "physics of toys" program conducted by all five crewmembers on their third day aboard the Shuttle. Through telephone and TV downlinks, students in four schools around the country participated in a special lesson to discover how specific toys function differently in the classroom compared to those on the Shuttle. Students at Westwood Elementary School in Flint, Michigan -- McMonagle's hometown -- asked him questions about the several toys he demonstrated. The top demonstrates gyroscopic motion, the center of mass and angular momentum. The entire collection of toys will be videotaped for an educational program to be distributed to schools in the autumn. The scene was downlinked at 18:01:59:11 GMT, Jan. 15, 1993.

Analyzing students' attitudes towards science during inquiry-based lessons

NASA Astrophysics Data System (ADS)

Kostenbader, Tracy C.

Due to the logistics of guided-inquiry lesson, students learn to problem solve and develop critical thinking skills. This mixed-methods study analyzed the students' attitudes towards science during inquiry lessons. My quantitative results from a repeated measures survey showed no significant difference between student attitudes when taught with either structured-inquiry or guided-inquiry lessons. The qualitative results analyzed through a constant-comparative method did show that students generate positive interest, critical thinking and low level stress during guided-inquiry lessons. The qualitative research also gave insight into a teacher's transition to guided-inquiry. This study showed that with my students, their attitudes did not change during this transition according to the qualitative data however, the qualitative data did how high levels of excitement. The results imply that students like guided-inquiry laboratories, even though they require more work, just as much as they like traditional laboratories with less work and less opportunity for creativity.

Perceptions of College-Level Music Performance Majors Teaching Applied Music Lessons to Young Students

ERIC Educational Resources Information Center

Fredrickson, William E.

2007-01-01

The present study was designed to examine the reflections of college music performance majors (N = 12) who were teaching private music lessons. Students were instructed to keep a journal during one private lesson of their choice per week. Results indicated initial expectations of lessons that were consistently lower than lesson evaluations after…

Can lessons designed with Gestalt laws of visual perception improve students' understanding of the phases of the moon?

NASA Astrophysics Data System (ADS)

Wistisen, Michele

There has been limited success teaching elementary students about the phases of the moon using diagrams, personal observations, and manipulatives. One possible reason for this is that instruction has failed to apply Gestalt principles of perceptual organization to the lesson materials. To see if fourth grade students' understanding could be improved, four lessons were designed and taught using the Gestalt laws of Figure-Ground, Symmetry, and Similarity. Students (n = 54) who were taught lessons applying the Gestalt principles scored 12% higher on an assessment than students (n = 51) who only were taught lessons using the traditional methods. Though scores showed significant improvement, it is recommended to follow the American Association for the Advancement of Science guidelines and wait until 9th grade to instruct students about the phases.

Assessment of Understanding: Student Teachers' Preparation, Implementation and Reflection of a Lesson Plan for Science

NASA Astrophysics Data System (ADS)

Juhler, Martin Vogt

2018-06-01

Research finds that student teachers often fail to make observable instructional goals, without which a secure bridge between instruction and assessment is precluded. This is one reason that recent reports state that teacher education needs to become better at helping student teachers to develop their thinking about and skills in assessing pupils' learning. Currently in Europe, the Lesson Study method and the Content Representation tool, which both have a specific focus on assessment, have started to address this problem. This article describes and discusses an intervention in which Lesson Study was used in combination with Content Representation in student teachers' field practice. Empirical materials from one group of student teachers were analyzed to illustrate how the student teachers worked with assessment during the planning of a lesson, how they implemented it in a research lesson, and how they used the gathered observations to make claims about assessment aims. The findings suggest that the student teachers placed greater emphasis on assessment through the intervention. However, it is also found that more attention should have been dedicated to the planning phase and that the group did not manage to keep a research focus throughout the Lesson Study process. This suggests that it properly would be beneficial with several planning sessions prior to the research lesson, as well as having an expert teacher leading the Lesson Study.

Assessment of Understanding: Student Teachers' Preparation, Implementation and Reflection of a Lesson Plan for Science

NASA Astrophysics Data System (ADS)

Juhler, Martin Vogt

2017-05-01

Research finds that student teachers often fail to make observable instructional goals, without which a secure bridge between instruction and assessment is precluded. This is one reason that recent reports state that teacher education needs to become better at helping student teachers to develop their thinking about and skills in assessing pupils' learning. Currently in Europe, the Lesson Study method and the Content Representation tool, which both have a specific focus on assessment, have started to address this problem. This article describes and discusses an intervention in which Lesson Study was used in combination with Content Representation in student teachers' field practice. Empirical materials from one group of student teachers were analyzed to illustrate how the student teachers worked with assessment during the planning of a lesson, how they implemented it in a research lesson, and how they used the gathered observations to make claims about assessment aims. The findings suggest that the student teachers placed greater emphasis on assessment through the intervention. However, it is also found that more attention should have been dedicated to the planning phase and that the group did not manage to keep a research focus throughout the Lesson Study process. This suggests that it properly would be beneficial with several planning sessions prior to the research lesson, as well as having an expert teacher leading the Lesson Study.

Impact of Adapted Hypermedia on Undergraduate Students' Learning of Astronomy in an Elearning Environment

NASA Astrophysics Data System (ADS)

Zuel, Brian

The purpose of this dissertation was to examine the effectiveness of matching learners' optimal learning styles to their overall knowledge retention. The study attempted to determine if learners who are placed in an online learning environment that matches their optimal learning styles will retain the information at a higher rate than those learners who are not in an adapted learning environment. There were 56 participants that took one of two lessons; the first lesson was textual based, had no hypertext, and was not influenced heavily by the coherence principle, while the second lesson was multimedia based utilizing hypermedia guided by the coherence principle. Each participant took Felder and Soloman's (1991, 2000) Index of Learning Styles (ILS) questionnaire and was classified using the Felder-Silverman Learning Style Model (FSLSM; 1998) into four individual categories. Groups were separated using the Visual/Verbal section of the FSLSM with 55% (n = 31) of participants going to the adapted group, and 45% (n =25) of participants going to the non-adapted group. Each participant completed an immediate posttest directly after the lesson and a retention posttest a week later. Several repeated measures MANOVA tests were conducted to measure the significance of differences in the tests between groups and within groups. Repeated measures MANOVA tests were conducted to determine if significance existed between the immediate posttest results and the retention posttest results. Also, participants were asked their perspectives if the lesson type they received was beneficial to their perceived learning of the material. Of the 56 students who took part in this study, 31 students were placed in the adapted group and 25 in the non-adapted group based on outcomes of the ILS and the FLSSM. No significant differences were found between groups taking the multimedia lesson and the textual lesson in the immediate posttest. No significant differences were found between the adapted and the non-adapted groups on the immediate posttest. No significant difference was found between the adapted and the non-adapted groups on the retention posttest. However, results also revealed that the adapted group scored significantly higher on the retention posttest when compared with the immediate posttest. Interestingly, the non-adapted group scored significantly higher on the immediate posttest when compared with the retention posttest. When queried about the perception of benefit of the lesson style, 42% of the adapted group replied in the affirmative following the immediate posttest, yet that percentage grew to 81% following the retention posttest. The non-adapted group had 28% reply in the affirmative following the immediate posttest, and that percentage grew to 48% following the retention posttest. Both groups found benefit, yet the numbers associated with the adapted group were higher. Overall perceptions of benefit corresponded to higher test scores as opposed to those who did not find benefit, who had a lower score.

Antidote: Civic Responsibility. Connecticut Law.

ERIC Educational Resources Information Center

Phi Alpha Delta Law Fraternity International, Washington, DC.

Designed for middle school through high school students, this unit contains eight lesson plans that focus on Connecticut state law. The state lessons correspond to lessons in the volume, "Antidote: Civic Responsibility. Drug Avoidance Lessons for Middle School & High School Students." Developed to be presented by educators, law…

Lessons Learned from the Advanced Developing Countries. GENESYS Special Studies No. 3.

ERIC Educational Resources Information Center

Joekes, Susan P.

This paper examines the experience of development in the advanced developing countries in Asia from a gender perspective and draws some lessons for women in development policy in middle income countries in the Asian and Near East regions. The nature of the paper is exploratory, asking many questions on which further research and information are…

49 Stories That Make an Ultimate STEM Lesson Plan

ERIC Educational Resources Information Center

Mehta, Swati; Mehta, Rohit; Berzina-Pitcher, Inese; Seals, Christopher; Mishra, Punya

2016-01-01

In this paper we reviewed what 49 large urban public school district STEM teachers enrolled in a year-long graduate certificate and fellowship program at a large Midwestern university considered as their amazing teaching moments. They were asked to share their amazing teaching moments that would make an Ultimate Lesson Plan in STEM. In smaller…

Calculating ellipse area by the Monte Carlo method and analysing dice poker with Excel at high school

NASA Astrophysics Data System (ADS)

Benacka, Jan

2016-08-01

This paper reports on lessons in which 18-19 years old high school students modelled random processes with Excel. In the first lesson, 26 students formulated a hypothesis on the area of ellipse by using the analogy between the areas of circle, square and rectangle. They verified the hypothesis by the Monte Carlo method with a spreadsheet model developed in the lesson. In the second lesson, 27 students analysed the dice poker game. First, they calculated the probability of the hands by combinatorial formulae. Then, they verified the result with a spreadsheet model developed in the lesson. The students were given a questionnaire to find out if they found the lesson interesting and contributing to their mathematical and technological knowledge.

Lesson Study as Professional Development within Secondary Physics Teacher Professional Learning Communities

NASA Astrophysics Data System (ADS)

Collins, Tonya Monique Nicki

Two Professional Learning Communities of physics teachers from different high schools voluntarily participated in Lesson Study as a means of professional development. The five teacher-participants and one participant-researcher partook of two Lesson Study cycles, each of which focused on student physics misconceptions. The Lesson Study resulted in two topics of physics: projectiles and gravitation. The researcher aimed to determine what happens to secondary physics teachers who undergo Lesson Study through this phenomenological case study. Specifically, (1) What is the process of Lesson Study with secondary physics teachers? and (2) What are the teacher-reported outcomes of Lesson Study with secondary physics teachers? Overall, Lesson Study provided an avenue for secondary physics teachers to conduct inquiry on their students in an attempt to better understand student thinking and learning. As a result, teachers collaborated to learn how to better meet the needs of their students and self-reported growth in many areas of teaching and teacher knowledge. The study resulted in twelve hypotheses to be tested in later research centering on idealizing the process of Lesson Study and maximizing secondary physics teacher growth.

Arthroscopy or ultrasound in undergraduate anatomy education: a randomized cross-over controlled trial

PubMed Central

2012-01-01

Background The exponential growth of image-based diagnostic and minimally invasive interventions requires a detailed three-dimensional anatomical knowledge and increases the demand towards the undergraduate anatomical curriculum. This randomized controlled trial investigates whether musculoskeletal ultrasound (MSUS) or arthroscopic methods can increase the anatomical knowledge uptake. Methods Second-year medical students were randomly allocated to three groups. In addition to the compulsory dissection course, the ultrasound group (MSUS) was taught by eight, didactically and professionally trained, experienced student-teachers and the arthroscopy group (ASK) was taught by eight experienced physicians. The control group (CON) acquired the anatomical knowledge only via the dissection course. Exposure (MSUS and ASK) took place in two separate lessons (75 minutes each, shoulder and knee joint) and introduced standard scan planes using a 10-MHz ultrasound system as well as arthroscopy tutorials at a simulator combined with video tutorials. The theoretical anatomic learning outcomes were tested using a multiple-choice questionnaire (MCQ), and after cross-over an objective structured clinical examination (OSCE). Differences in student’s perceptions were evaluated using Likert scale-based items. Results The ASK-group (n = 70, age 23.4 (20–36) yrs.) performed moderately better in the anatomical MC exam in comparison to the MSUS-group (n = 84, age 24.2 (20–53) yrs.) and the CON-group (n = 88, 22.8 (20–33) yrs.; p = 0.019). After an additional arthroscopy teaching 1% of students failed the MC exam, in contrast to 10% in the MSUS- or CON-group, respectively. The benefit of the ASK module was limited to the shoulder area (p < 0.001). The final examination (OSCE) showed no significant differences between any of the groups with good overall performances. In the evaluation, the students certified the arthroscopic tutorial a greater advantage concerning anatomical skills with higher spatial imagination in comparison to the ultrasound tutorial (p = 0.002; p < 0.001). Conclusions The additional implementation of arthroscopy tutorials to the dissection course during the undergraduate anatomy training is profitable and attractive to students with respect to complex joint anatomy. Simultaneous teaching of basic-skills in musculoskeletal ultrasound should be performed by medical experts, but seems to be inferior to the arthroscopic 2D-3D-transformation, and is regarded by students as more difficult to learn. Although arthroscopy and ultrasound teaching do not have a major effect on learning joint anatomy, they have the potency to raise the interest in surgery. PMID:22958784

Into Adolescence: A Menu for Good Health. A Curriculum for Grades 5-8. Contemporary Health Series.

ERIC Educational Resources Information Center

Laing, Susan J.

This module, oriented toward middle school students in grades 5-8, includes nine lessons designed to help students synthesize nutritional information and use it to improve their health. In lesson 1, students look at factors that influence food choices. Lesson 2 uses creative expression activities to help students learn about the role of nutrients.…

Developing Assessment through Lesson Study

ERIC Educational Resources Information Center

Fischman, Davida; Wasserman, Kelli

2017-01-01

Lesson study cultivates teachers' capacity for formative assessment by placing student thinking front and center throughout. Lesson study is a form of professional development in which a team of teachers determines a mathematical focus, collaboratively studies student thinking about the topic, designs a lesson about this content, implements the…

Electrical Sensing Devices.

ERIC Educational Resources Information Center

Montana State Univ., Bozeman. Dept. of Agricultural and Industrial Education.

This unit of instruction on electrical sensing devices is designed especially for use with freshman vocational agriculture students. A unit plan discusses the general aims and goals, lesson titles, student and teacher activities, and references. The unit consists of four lessons. A lesson plan for each lesson provides these components: need;…

Using Technology to Support Teachers' Lesson Modifications during Lesson Study

ERIC Educational Resources Information Center

Skultety, Lisa; Gonzalez, Gloriana; Vargas, Gabriela

2017-01-01

Lesson study is a professional development activity that increases teachers' attention to student thinking. However, coordinating teachers' live observations of a lesson can be challenging. Using the framework of "distributed cognition," we investigate whether technology supports teachers' examination of student thinking and aids the…

See, reflect, learn more: qualitative analysis of breaking bad news reflective narratives.

PubMed

Karnieli-Miller, Orit; Palombo, Michal; Meitar, Dafna

2018-05-01

Breaking bad news (BBN) is a challenge that requires multiple professional competencies. BBN teaching often includes didactic and group role-playing sessions. Both are useful and important, but exclude another critical component of students' learning: day-to-day role-model observation in the clinics. Given the importance of observation and the potential benefit of reflective writing in teaching, we have incorporated reflective writing into our BBN course. The aim of this study was to enhance our understanding of the learning potential in reflective writing about BBN encounters and the ability to identify components that inhibit this learning. This was a systematic qualitative immersion/crystallization analysis of 166 randomly selected BBN narratives written by 83 senior medical students. We analysed the narratives in an iterative consensus-building process to identify the issues discussed, the lessons learned and the enhanced understanding of BBN. Having previously been unaware of, not invited to or having avoided BBN encounters, the mandatory assignment led students to search for or ask their mentors to join them in BBN encounters. Observation and reflective writing enhanced students' awareness that 'bad news' is relative and subjective, while shedding light on patients', families', physicians' and their own experiences and needs, revealing the importance of the different components of the BBN protocol. We identified diversity among the narratives and the extent of students' learning. Narrative writing provided students with an opportunity for a deliberative learning process. This led to deeper understanding of BBN encounters, of how to apply the newly taught protocol, or of the need for it. This process connected the formal and informal or hidden curricula. To maximise learning through reflective writing, students should be encouraged to write in detail about a recent observed encounter, analyse it according to the protocol, address different participants' behaviours and emotions, and identify dilemmas and clear lessons learned. © 2018 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Improving Preservice Field Placements in Secondary Mathematics: A Residency Model for Student Teaching through Lesson Study

ERIC Educational Resources Information Center

Gurl, Theresa

2010-01-01

In response to the recent calls for a residency model for field internships in education, a possible model based on an adaptation of Japanese lesson study is described. Lesson study consists of collaboratively planning, implementing, and discussing lessons after the lesson is taught. Results of a study in which student teachers and cooperating…

Credit: A Teaching Unit.

ERIC Educational Resources Information Center

Clanton, Brandolyn; And Others

Intended for teachers of secondary school students, five lessons on consumer credit are presented. In the first lesson students identify and evaluate sources of credit, compare some of the costs and benefits of credit, and learn to apply criteria used in evaluating applications for credit. In the second lesson, students learn about two basic types…

Lessons Learned from Working with High-Ability Students

ERIC Educational Resources Information Center

Pfeiffer, Steven I.

2013-01-01

This article discusses three lessons that stand out as particularly poignant in the author's career working with high-ability students. The author recounts personal and professional experiences that influenced his thinking. The three lessons are that identifying high-ability students is not an easy business, the development of talent requires more…

Investigating University Students' Attitudes towards Physics Lesson, Their Self-Efficacy Beliefs and Burnout Levels for the Prediction of Their Academic Success in Physics Lessons

ERIC Educational Resources Information Center

Capri, Burhan

2013-01-01

The purpose of this study is to find out whether university students' attitudes towards physics lesson, their self-efficacy beliefs and burnout levels predict their academic success in physics lessons. The research group consists of 641 university students of which 307 are girls (47.1%) and 334 boys (52.9%). The research data were collected using…

Energy and Economics for the Elementary Grades. Unit I (Grades K-6). Lessons and Activities for the Elementary Grades.

ERIC Educational Resources Information Center

Backler, Alan

Six lessons for students in grades K-3 and six lessons for students in grades 4-6 are presented. These lessons are designed to help students become more aware of the energy choices that they must make in the present and for the future and to understand that the costs of maintaining a specific standard of living and thriving national economy can be…

Stationary Engineering. Science 2. Teachers Guide.

ERIC Educational Resources Information Center

Frost, Harold J.; Steingress, Frederick M.

This teachers guide to be used with the second-year student manual, "Stationary Engineering Science Manual--2," contains 140 lesson plans, corresponding to the lessons in the student manual. The lessons are brief and each involves concrete trade experiences where science is applied with 26 lessons also involving mathematical problems…

The Rewards of Research at an Undergraduate Institution and Lessons Learned in Building Detector Systems that Work

NASA Astrophysics Data System (ADS)

Isenhower, Donald

2015-04-01

This talk addresses primary lessons learned during 28 years of work leading to the awarding of this prize for work on designing, building and operating detectors, with most of the work involving over 150 undergraduates during this time period. There are a wide range of skills and knowledge to be learned if a young scientist is interested in following this career route, so the most important subset of these will be described. Part will be how to involve undergraduate students at their fullest potential, and important differences of ACU from many programs, which has led to collaborators to make inquiries as to when will the ``ACU Army'' arrive so that they can time when their detector components will be shipped to the experiments for the testing and setup to be handed over to these students. The size of the detectors constructed have varied from small hodoscopes to the world's largest active cathode strip chambers. The science knowledge needed for detector construction is extremely multidisciplinary, and this must be learned by the professor directing the work as they will not have an engineering or support staff to lean on usually. This will include fields often considered unimportant to physics; however, ignorance of them can lead to failure. Knowing the primary question to ask will show where a significant area of concern will lie in what is being done by a person, group or company on a subsystem for a detector. Textbook descriptions of detectors, electronics, and materials can lead young experimenters astray. It has been learning the correct, fundamental physical processes that determine actual detector performance that has allowed the awardee to make his most important contributions over many years of research. A final lesson to be described will be how to make your undergraduate research program self-sustaining, so that critical knowledge is not lost as students graduate. Research supported in part by grants from the U.S. DOE Office of Science, the NSF, and NATO.

Teaching where there are no schools.

PubMed

Helwig, J F; Friend, J

1985-01-01

An experimental project designed to investigate the feasibility of using radio as a medium of instruction in the teaching of elementary school mathematics, the Radio Mathematics Project, which was located in Nicaragua from mid-1974 to early 1979, developed mathematics lessons for the first 4 years of elementary school. These lessons -- daily radio broadcasts plus postbroadcast activities conducted by the classroom teachers -- proved to be successful in improving the students' mathematics achievement. The cost of widescale implementation of the materials was estimated to be well within Nicaragua's budget. The success of the project can be attributed largely to the innovative style of the broadcast lessons, a style characterized as "interactive" in recognition of its mimicry of a conversation between students and teacher. The interactive lesson style is easily adapted to the teaching of many other subjects and has been used, with minor modifications, to teach English as a 2nd language and initial reading. In all these settings, the lessons provide daily instruction and are intended to replace rather than supplement existing instruction in the subject matter. Each lesson consists of a broadcast portion of the lesson carries the major burden of instruction. The interactive radio lessons are designed to provide direct instruction to the students. The radio teachers explain concepts, provide examples, and guide the students in the completion of exercises. The students listening to the radio lessons are expected to participate actively. After every student response, the radio gives the correct response so that the children can immediately compare their own responses with the correct one. Segmented structure is characteristic of the radio lessons used in all 3 projects mentioned. Radio Math's lessons are reinforced by rigorous research to validate their teaching effectiveness.

A meta-ethnography of interview-based qualitative research studies on medical students' views and experiences of empathy.

PubMed

Jeffrey, David

2016-12-01

Quantitative research suggests that medical students' empathy declines during their training. This meta-ethnography asks: What new understanding may be gained by a synthesis of interview-based qualitative research on medical students' views and experiences of empathy? How can such a synthesis be undertaken? A meta-ethnography synthesizes individual qualitative studies to generate knowledge increasing understanding and informing debate. A literature search yielded eight qualitative studies which met the inclusion criteria. These were analyzed from a phenomenological and interpretative perspective. The meta-ethnography revealed a conceptual confusion around empathy and a tension in medical education between distancing and connecting with patients. Barriers to empathy included a lack of patient contact and a strong emphasis on the biomedical over the psycho-social aspects of the curriculum. A number of influences discussed in the paper lead students to adopt less overt ways of showing their empathy. These insights deepen our understanding of the apparent decline in empathy in medical students. The lessons from these studies suggest that future curriculum development should include earlier patient contact, more emphasis on psycho-social aspects of care and address the barriers to empathy to ensure that tomorrow's doctors are empathetic as well as competent.

Effects of Multimedia Usage in Students' Attitude towards Turkish Republic Revolution History and Kemalism Lesson

ERIC Educational Resources Information Center

Ulusoy, Kadir

2011-01-01

In this study, whether the multimedia in the history lesson affects the students' attitude towards this lesson or not has been studied. With this object, whether there is a difference among the point averages that students take from the preliminary test and whether there is a difference among the point averages that students take from the last…

Tracking change over time: River flooding

USGS Publications Warehouse

,

2014-01-01

The objective of the Tracking Change Over Time lesson plan is to get students excited about studying the changing Earth. Intended for students in grades 5-8, the lesson plan is flexible and may be used as a student self-guided tutorial or as a teacher-led class lesson. Enhance students' learning of geography, map reading, earth science, and problem solving by seeing landscape changes from space.

Rationale and study protocol of the EASY Minds (Encouraging Activity to Stimulate Young Minds) program: cluster randomized controlled trial of a primary school-based physical activity integration program for mathematics.

PubMed

Riley, Nicholas; Lubans, David R; Holmes, Kathryn; Morgan, Philip J

2014-08-08

Novel strategies are required to increase school-based physical activity levels of children. Integrating physical activity in mathematics lessons may lead to improvements in students' physical activity levels as well as enjoyment, engagement and learning. The primary aim of this study is to evaluate the impact of a curriculum-based physical activity integration program known as EASY Minds (Encouraging Activity to Stimulate Young Minds) on children's daily school time physical activity levels. Secondary aims include exploring the impact of EASY Minds on their engagement and 'on task' behaviour in mathematics. Grade 5/6 classes from eight public schools in New South Wales, Australia will be randomly allocated to intervention (n = 4) or control (n = 4) groups. Teachers from the intervention group will receive one day of professional development, a resource pack and asked to adapt their lessons to embed movement-based learning in their daily mathematics program in at least three lessons per week over a six week period. Intervention support will be provided via a weekly email and three lesson observations. The primary outcomes will be children's physical activity levels (accelerometry) across both the school day and during mathematics lessons (moderate-to-vigorous physical activity and sedentary time). Children's 'on-task' behaviour, enjoyment of mathematics and mathematics attainment will be assessed as secondary outcomes. A detailed process evaluation will be undertaken. EASY Minds is an innovative intervention that has the potential to improve key physical and academic outcomes for primary school aged children and help guide policy and practice regarding the teaching of mathematics. Australian and New Zealand Clinical Trials Register ACTRN12613000637741 13/05/2013.

The Relationship between Pre-Service Mathematics Teachers' Focus on Student Thinking in Lesson Analysis and Lesson Planning Tasks

ERIC Educational Resources Information Center

Taylan, Rukiye Didem

2018-01-01

This study explored whether pre-service teachers' (PSTs') lesson analysis skills during a teacher education course in the country of Turkey were related to their skills of lesson planning. PSTs' lesson analysis skills during fieldwork were assessed by their attention to and interpretation of student thinking and learning, and how it is influenced…

The Meaning behind the Mask. [Lesson Plan].

ERIC Educational Resources Information Center

National Endowment for the Humanities (NFAH), Washington, DC.

In this lesson plan, students explore the cultural significance of masks. After exploring the world of African masks and storytelling, they create masks that tell stories of their own. In these six lessons, students first recall contexts in which masks are worn in the United States, and then discuss their use in stories. Students then investigate…

Key Events in Student Leaders' Lives and Lessons Learned from Them

ERIC Educational Resources Information Center

Sessa, Valerie I.; Morgan, Brett V.; Kalenderli, Selin; Hammond, Fanny E.

2014-01-01

This descriptive study used an interview protocol developed by the Center for Creative Leadership with 50 college student leaders to determine what key developmental events young college leaders experience and the leadership lessons learned from these events. Students discussed 180 events and 734 lessons learned from them. Most events defined by…

Sludge Characteristics. Sludge Treatment and Disposal Course #166. Instructor's Guide [and] Student Workbook.

ERIC Educational Resources Information Center

Klopping, Paul H.

A description of the general characteristics of sludge is provided in this lesson. It is intended as introductory material to acquaint students with the physical, chemical and biological characteristics of sludge. The lesson includes an instructor's guide and student workbook. The instructor's guide contains a description of the lesson, estimated…

Teaching Students to Attain Annual Transition Goals Using the Take Action Goal Attainment Lessons

ERIC Educational Resources Information Center

Martin, Jodie D.; Martin, James E.; Osmani, Kimberly J.

2014-01-01

This study used the Take Action goal attainment lesson package and assistive technology to teach nine high school students with mild to moderate disabilities to attain annual transition goals. The Take Action lessons increased students' goal attainment knowledge, and this knowledge generalized to improved Plan Organizers, and slightly increased…

Integral Students' Experiences: Measuring Instructional Quality and Instructors' Challenges in Calculus 1 Lessons

ERIC Educational Resources Information Center

Hong, Dae S.; Choi, Kyong Mi; Hwang, Jihyun; Runnalls, Cristina

2017-01-01

In this study, we examined 10 integral lessons to understand students' opportunities to learn cognitively challenging tasks and maintain cognitive demand during integral lessons. Our findings reveal issues with implemented tasks as well as the way these tasks were presented to students. We also examined mathematicians' reasons behind their…

Forgetting of Foreign-Language Skills: A Corpus-Based Analysis of Online Tutoring Software.

PubMed

Ridgeway, Karl; Mozer, Michael C; Bowles, Anita R

2017-05-01

We explore the nature of forgetting in a corpus of 125,000 students learning Spanish using the Rosetta Stone ® foreign-language instruction software across 48 lessons. Students are tested on a lesson after its initial study and are then retested after a variable time lag. We observe forgetting consistent with power function decay at a rate that varies across lessons but not across students. We find that lessons which are better learned initially are forgotten more slowly, a correlation which likely reflects a latent cause such as the quality or difficulty of the lesson. We obtain improved predictive accuracy of the forgetting model by augmenting it with features that encode characteristics of a student's initial study of the lesson and the activities the student engaged in between the initial and delayed tests. The augmented model can predict 23.9% of the variance in an individual's score on the delayed test. We analyze which features best explain individual performance. Copyright © 2016 Cognitive Science Society, Inc.

Community Learning Campus: It Takes a Simple Message to Build a Complex Project

ERIC Educational Resources Information Center

Pearson, George

2012-01-01

Education Canada asked Tom Thompson, president of Olds College and a prime mover behind the Community Learning Campus (CLC): What were the lessons learned from this unusually ambitious education project? Thompson mentions six lessons he learned from this complex project which include: (1) Dream big, build small, act now; (2) Keep a low profile at…

Do Students Really Understand Topology in the Lesson? A Case Study

ERIC Educational Resources Information Center

Narli, Serkan

2010-01-01

This study aims to specify to what extent students understand topology during the lesson and to determine possible misconceptions. 14 teacher trainees registered at Secondary School Mathematics education department were observed in the topology lessons throughout a semester and data collected at the first topology lesson is presented here.…

The Key Factors Affecting Students' Individual Interest in School Science Lessons

ERIC Educational Resources Information Center

Cheung, Derek

2018-01-01

Individual interest in school science lessons can be defined as a relatively stable and enduring personal emotion comprising affective and behavioural reactions to events in the regular science lessons at school. Little research has compared the importance of different factors affecting students' individual interest in school science lessons. The…

A pilot study of an online universal school-based intervention to prevent alcohol and cannabis use in the UK

PubMed Central

Newton, Nicola C; Conrod, Patricia J; Rodriguez, Daniel M; Teesson, Maree

2014-01-01

Objectives The online universal Climate Schools intervention has been found to be effective in reducing the use of alcohol and cannabis among Australian adolescents. The aim of the current study was to examine the feasibility of implementing this prevention programme in the UK. Design A pilot study examining the feasibility of the Climate Schools programme in the UK was conducted with teachers and students from Year 9 classes at two secondary schools in southeast London. Teachers were asked to implement the evidence-based Climate Schools programme over the school year with their students. The intervention consisted of two modules (each with six lessons) delivered approximately 6 months apart. Following completion of the intervention, students and teachers were asked to evaluate the programme. Results 11 teachers and 222 students from two secondary schools evaluated the programme. Overall, the evaluations were extremely positive. Specifically, 85% of students said the information on alcohol and cannabis and how to stay safe was easy to understand, 84% said it was easy to learn and 80% said the online cartoon-based format was an enjoyable way to learn health theory topics. All teachers said the students were able to recall the information taught, 82% said the computer component was easy to implement and all teachers said the teacher's manual was easy to use to prepare class activities. Importantly, 82% of teachers said it was likely that they would use the programme in the future and recommend it to others. Conclusions The Internet-based universal Climate Schools prevention programme to be both feasible and acceptable to students and teachers in the UK. A full evaluation trial of the intervention is now required to examine its effectiveness in reducing alcohol and cannabis use among adolescents in the UK before implementation in the UK school system. PMID:24840248

Keep Out - Danger! Use of Devices Which Can Cause Death or Serious Bodily Injury in Defense of Real and/or Personal Property. A Student's Lesson Plan [and] A Teacher's Lesson Plan [and] A Lawyer's Lesson Plan.

ERIC Educational Resources Information Center

Howard, Estelle; And Others

One of a series of secondary level teaching units presenting case studies with pro and con analysis of particular legal problems, the document presents a student's lesson plan, a teacher's lesson plan, and a lawyer's lesson plan for introducing torts (any wrong, other than a breach of contract, resulting in a personal injury or property damage…

Integrating Social Justice with Mathematics and Science: An Analysis of Student Teacher Lessons

ERIC Educational Resources Information Center

Garii, Barbara; Rule, Audrey C.

2009-01-01

Student teachers have difficulty planning lessons that fully integrate social justice with mathematics/science content. This study was a content analysis of 26 poster presentations of mathematics or science lessons incorporating social justice issues made by student teachers (20F, 6M) at a mid-sized college in central New York State. The presented…

Chemistry Practical Lessons: Altering Traditions for Students' Emancipation

ERIC Educational Resources Information Center

Nhalevilo, Emilia Afonso

2012-01-01

This paper is a response to Maria Andree's paper. Andree tells in the paper how mistakes in practical lessons may be critical events to change students' attitudes in regard science. While traditionally mistakes in practical lessons could obligate students to repeat the experiment in order to get the "right result" in the paper we have a good…

Creating a Student Price Index. Lesson Plan.

ERIC Educational Resources Information Center

Lewin, Roland

This lesson plan gives students a hands-on understanding of a price index, how it is composed, what it is used for, and some of its limitations. Students then can make the connection to some of the popular price indices such as the Consumer Price Index and the Producer Price Index. The lesson states a purpose; cites learning objectives; suggests…

Martin Luther King, Jr. and the Power of Nonviolence. [Lesson Plan].

ERIC Educational Resources Information Center

National Endowment for the Humanities (NFAH), Washington, DC.

This lesson plan introduces students in grades 6-8 to Martin Luther King Jr.'s philosophy of nonviolence and the teachings of Mohandas K. Gandhi that influenced King's views. After considering the political impact of this philosophy, students explore its relevance to personal life. In these 6 lessons students will: (1) examine the philosophy of…

Connecting polar research to NGSS STEM classroom lessons

NASA Astrophysics Data System (ADS)

Brinker, R.; Kast, D.

2016-12-01

Next Generation Science Standards (NGSS) are designed to bring consistent, rigorous science teaching across the United States. Topics are categorized as Performance Expectations (PE), Disciplinary Core Ideas (DCI), Cross-Cutting Concepts (CCC), and Science and Engineering Practices (SEP). NGSS includes a focus on environmental science and climate change across grade levels. Earth and planetary sciences are required at the high school level. Integrating polar science lessons into NGSS classrooms brings relevant, rigorous climate change curriculum across grade levels. Polar science provides opportunities for students to use current data during lessons, conduct their own field work, and collaborate with scientists. Polar science provides a framework of learning that is novel to most students. Inquiry and engagement are high with polar science lessons. Phenomenon related to polar science provide an excellent tool for science teachers to use to engage students in a lesson, stimulate inquiry, and promote critical thinking. When taught effectively, students see the connections between their community, polar regions and climate change, regardless of where on the planet students live. This presentation describes examples of how to effectively implement NGSS lessons by incorporating polar science lessons and field research. Examples of introductory phenomenon and aligned PEs, CCCs, DCIs, and SEPs are given. Suggested student activities, assessments, examples of student work, student research, labs, and PolarTREC fieldwork, use of current science data, and connections to scientists in the field are provided. The goals of the presentation are to give teachers a blueprint to follow when implementing NGSS lessons, and give scientists an understanding of the basics of NGSS so they may be better able to relate their work to U.S. science education and be more effective communicators of their science findings.

Legacy: Challenging Lessons in Civics and Citizenship.

ERIC Educational Resources Information Center

Hardin, Julia P., Ed.

This is a collection of lesson plans on civic education designed for all levels of gifted students and written by teachers from across the U.S. The 25 teachers submitting lessons to the compilation are a part of the LEGACY (Linking Educators and the Gifted with Attorneys for Civics: Yes!) project. The lessons involve students in the study of the…

Argumentation and Equity in Inquiry-Based Science Instruction: Reasoning Patterns of Teachers and Students

NASA Astrophysics Data System (ADS)

Irish, Tobias E. L.

This multiple case study explores issues of equity in science education through an examination of how teachers' reasoning patterns compare with students' reasoning patterns during inquiry-based lessons. It also examines the ways in which teachers utilize students' cultural and linguistic resources, or funds of knowledge, during inquiry-based lessons and the ways in which students utilize their funds of knowledge, during inquiry-based lessons. Three middle school teachers and a total of 57 middle school students participated in this study. The data collection involved classroom observations and multiple interviews with each of the teachers individually and with small groups of students. The findings indicate that the students are capable of far more complex reasoning than what was elicited by the lessons observed or what was modeled and expected by the teachers, but that during the inquiry-based lessons they conformed to the more simplistic reasoning patterns they perceived as the expected norm of classroom dialogue. The findings also indicate that the students possess funds of knowledge that are relevant to science topics, but very seldom use these funds in the context of their inquiry-based lessons. In addition, the teachers in this study very seldom worked to elicit students' use of their funds in these contexts. The few attempts they did make involved the use of analogies, examples, or questions. The findings from this study have implications for both teachers and teacher educators in that they highlight similarities and differences in reasoning that can help teachers establish instructional congruence and facilitate more equitable science instruction. They also provide insight into how students' cultural and linguistic resources are utilized during inquiry-based science lessons.

Web-based virtual microscopy at the RWTH Aachen University: didactic concept, methods and analysis of acceptance by the students.

PubMed

Merk, Magdalene; Knuechel, Ruth; Perez-Bouza, Alberto

2010-12-20

Fundamental knowledge of microscopic anatomy and pathology has always been an essential part in medical education. The traditional didactic concept comprises theoretical and practical lessons using a light microscope and glass slides. High-speed Internet connections and technical improvement in whole-slide digital microscopy (commonly termed "virtual microscopy") provide a new and attractive approach for both teachers and students. High picture quality and unlimited temporal and spatial availability of histology samples from different fields are key advantages of web-based digital microscopy. In this report we discuss the technical requirements, system efficiency, optical resolution and didactic concept. Furthermore, we present a review of the experience gained in the course of one year based on an analysis of student acceptance. Three groups with a total of 192 students between the 3rd and 5th year of medical studies attending the practical courses of general and advanced histopathology had access to both glass-mounted and digitalized slides. Prior to exams, students were asked to answer an anonymous questionnaire. The results of the study reflect the high acceptance and intensive use of the web-based digital histology by students, thus encouraging the development of further Web-based learning strategies for the teaching of histology and pathology. 2010 Elsevier GmbH. All rights reserved.

The impact of using a veterinary medicine activity book in the classroom on fifth- and sixth-grade students' depictions of veterinarians.

PubMed

San Miguel, Sandra F; Burgess, Wilella; Cipriani Davis, Kauline S; Reed, Dorothy; Adedokun, Omolola

2013-01-01

Efforts to develop a diverse, future veterinary workforce must start as early as elementary school, when children begin to form perceptions about careers. The objective of the current project was to determine the impact of the Veterinary Medicine Activity Book: Grade 5 on fifth- and sixth-grade students' depictions of veterinarians. The book was delivered as part of the curriculum in four classrooms. Students were asked to draw a veterinarian and describe the veterinarian's activities before and after being exposed to the book. Drawings were evaluated for the gender and race/ethnicity of the illustrated veterinarian, the description of the veterinarian's activity, and animals portrayed. Significant differences were detected within three of four classrooms. In one class, after exposure to the activity book, more students drew male veterinarians and veterinarians performing an activity specifically mentioned in the book. In a second class, more students drew large animals after exposure to the activity book. In a third class, after exposure to the activity book, more students drew large animals and veterinarians performing an activity specifically mentioned in the book. Results provide preliminary evidence that children's depictions of veterinarians can be altered through use of educational materials delivered in classrooms through teacher-led discussion or formal lesson plans.

Graduate students teaching elementary earth science through interactive classroom lessons

NASA Astrophysics Data System (ADS)

Caswell, T. E.; Goudge, T. A.; Jawin, E. R.; Robinson, F.

2014-12-01

Since 2005, graduate students in the Brown University Department of Earth, Environmental, and Planetary Studies have volunteered to teach science to second-grade students at Vartan Gregorian Elementary School in Providence, RI. Initially developed to bring science into classrooms where it was not explicitly included in the curriculum, the graduate student-run program today incorporates the Providence Public Schools Grade 2 science curriculum into weekly, interactive sessions that engage the students in hypothesis-driven science. We will describe the program structure, its integration into the Providence Public Schools curriculum, and 3 example lessons relevant to geology. Lessons are structured to develop the students' ability to share and incorporate others' ideas through written and oral communication. The volunteers explain the basics of the topic and engage the students with introductory questions. The students use this knowledge to develop a hypothesis about the upcoming experiment, recording it in their "Science Notebooks." The students record their observations during the demonstration and discuss the results as a group. The process culminates in the students using their own words to summarize what they learned. Activities of particular interest to educators in geoscience are called "Volcanoes!", "The "Liquid Race," and "Phases of the Moon." The "Volcanoes!" lesson explores explosive vs. effusive volcanism using two simulated volcanoes: one explosive, using Mentos and Diet Coke, and one effusive, using vinegar and baking soda (in model volcanoes that the students construct in teams). In "Liquid Race," which explores viscosity and can be integrated into the "Volcanoes!" lesson, the students connect viscosity to flow speed by racing liquids down a ramp. "Phases of the Moon" teaches the students why the Moon has phases, using ball and stick models, and the terminology of the lunar phases using cream-filled cookies (e.g., Oreos). These lessons, among many others, bring basic science to life in second grade classrooms. We will be happy to share their story and to make our lesson plans available to a broader audience.

Children's Learning and Memory of an Interactive Science Lesson: Does the Context Matter?

ERIC Educational Resources Information Center

Imuta, Kana; Scarf, Damian; Carson, Sally; Hayne, Harlene

2018-01-01

Children often learn information in a context that is vastly different to the one in which they are asked to recall or use that information. Despite this, little is known about the effect of context change on children's recall of educational information. Here, 197 5- and 6-year-olds were taught the same interactive lesson in their classroom or on…

Development of an Attitude Scale towards High School Physics Lessons

ERIC Educational Resources Information Center

Yavas, Pervin Ünlü; Çagan, Sultan

2017-01-01

The aim of this study was to develop a Likert type attitude scale for high school students with regard to high school physics lessons. The research was carried out with high school students who were studying in Ankara. First, the opinions of 105 high school students about physics lessons were obtained and then 55 scale items were determined from…

Into Adolescence: Stopping Violence. A Curriculum for Grades 5-8. Contemporary Health Series.

ERIC Educational Resources Information Center

Post, Jory

This module presents a curriculum on violence prevention for middle school students. It begins with a discussion of what violence is. The second lesson helps students to examine the portrayal of violence in various media. In the third lesson, students examine their own anger and their own tendencies toward violence. The fourth lesson examines the…

Lesson Closure: An Important Piece of the Student Learning Puzzle

ERIC Educational Resources Information Center

Ganske, Kathy

2017-01-01

As we seek ways to improve literacy teaching and learning, we need to be careful not to overlook lesson closure as an opportunity to solidify student learning. This Teaching Tip describes the importance of taking time at the ends of lessons, days, and weeks to revisit what students have learned as a means for helping them synthesize and assimilate…

Mathematical Creative Process Wallas Model in Students Problem Posing with Lesson Study Approach

ERIC Educational Resources Information Center

Nuha, Muhammad 'Azmi; Waluya, S. B.; Junaedi, Iwan

2018-01-01

Creative thinking is very important in the modern era so that it should be improved by doing efforts such as making a lesson that train students to pose their own problems. The purposes of this research are (1) to give an initial description of students about mathematical creative thinking level in Problem Posing Model with Lesson Study approach…

Reading Instruction That Increases Thinking Abilities.

ERIC Educational Resources Information Center

Collins, Cathy

1991-01-01

Analyzes the effects of eight reading and writing lessons designed to increase adolescent thinking ability. Finds that the lessons increased thinking abilities and scholastic achievement of middle school students. Notes that the lessons positively affect students' self-esteem and communication skills. (RS)

Development of concept-based physiology lessons for biomedical engineering undergraduate students.

PubMed

Nelson, Regina K; Chesler, Naomi C; Strang, Kevin T

2013-06-01

Physiology is a core requirement in the undergraduate biomedical engineering curriculum. In one or two introductory physiology courses, engineering students must learn physiology sufficiently to support learning in their subsequent engineering courses and careers. As preparation for future learning, physiology instruction centered on concepts may help engineering students to further develop their physiology and biomedical engineering knowledge. Following the Backward Design instructional model, a series of seven concept-based lessons was developed for undergraduate engineering students. These online lessons were created as prerequisite physiology training to prepare students to engage in a collaborative engineering challenge activity. This work is presented as an example of how to convert standard, organ system-based physiology content into concept-based content lessons.

Iterating between lessons on concepts and procedures can improve mathematics knowledge.

PubMed

Rittle-Johnson, Bethany; Koedinger, Kenneth

2009-09-01

Knowledge of concepts and procedures seems to develop in an iterative fashion, with increases in one type of knowledge leading to increases in the other type of knowledge. This suggests that iterating between lessons on concepts and procedures may improve learning. The purpose of the current study was to evaluate the instructional benefits of an iterative lesson sequence compared to a concepts-before-procedures sequence for students learning decimal place-value concepts and arithmetic procedures. In two classroom experiments, sixth-grade students from two schools participated (N=77 and 26). Students completed six decimal lessons on an intelligent-tutoring systems. In the iterative condition, lessons cycled between concept and procedure lessons. In the concepts-first condition, all concept lessons were presented before introducing the procedure lessons. In both experiments, students in the iterative condition gained more knowledge of arithmetic procedures, including ability to transfer the procedures to problems with novel features. Knowledge of concepts was fairly comparable across conditions. Finally, pre-test knowledge of one type predicted gains in knowledge of the other type across experiments. An iterative sequencing of lessons seems to facilitate learning and transfer, particularly of mathematical procedures. The findings support an iterative perspective for the development of knowledge of concepts and procedures.

Interrogating the Lesson Plan in a Pre-Service Methods Course: Evidence from a University in Kenya

ERIC Educational Resources Information Center

Simwa, Kefa L.; Modiba, Maropeng

2015-01-01

The paper reports on research that examined how the content of a History methods course, taught in a university in Kenya, influenced student teachers' lesson planning and pedagogical skills. A lecture on a lesson plan, micro-teaching lesson plan documents and presentations were examined to determine student teachers' preparedness for teaching the…

Papermaking and Poetry. ArtsEdge Curricula, Lessons and Activities.

ERIC Educational Resources Information Center

Withroe, J.

In this lesson, designed to be taught within a unit on China, primary-grade students will learn about the history of papermaking and its origins in China and even learn how to make their own paper. After learning about Chinese art and culture in the lesson, students will write their own "cinquain" poem about China. The lesson presents an…

Preventing Unplanned Pregnancy and Completing College: An Evaluation of Online Lessons. 2nd Edition

ERIC Educational Resources Information Center

Antonishak, Jill; Connolly, Chelsey

2014-01-01

The National Campaign to Prevent Teen and Unplanned Pregnancy published free online lessons that help students take action to prevent unplanned pregnancy and complete their education. From the fall of 2012 to the spring of 2014, approximately 2,800 students took the online lessons and participated in pre- and post-lesson evaluation surveys at four…

Getting Off on the Right Foot in Elementary Art.

ERIC Educational Resources Information Center

Hoff, Ardith

Designed as a guide to planning art lessons, the booklet offers over 40 suggestions and sample lesson plans for students in grades K-6. Although most of the lessons could be taught at any time of year, they are arranged month-by-month for convenience. Included in each monthly program are lesson plans for both intermediate and primary students,…

We the People: Students, Teachers, Lawyers Working Together. Law-Related Lessons on Teaching the Constitution [8th Grade Book].

ERIC Educational Resources Information Center

Coleman, Gary; And Others

This booklet contains 15 lessons to infuse the study of law and citizenship education into an eighth grade social studies curriculum. The lessons are designed to encourage inquiry among the students and to use community resource people, particularly attorneys. Through these lessons, teachers can build support for democratic values, while students…

An Assessment of Need for Instructional Professional Development for Middle School Science Teachers Using Interactive Lessons

NASA Astrophysics Data System (ADS)

Burton, Amanda

Numerous studies on the impact of interactive lessons on student learning have been conducted, but there has been a lack of professional development (PD) programs at a middle school focusing on ways to incorporate interactive lessons into the science classroom setting. The purpose of this case study was to examine the instructional practices of science teachers to determine whether the need for an interactive lessons approach to teaching students exists. This qualitative case study focused on teachers' perceptions and pedagogy to determine whether the need to use interactive lessons to meet the needs of all students is present. The research question focused on identifying current practices and determining whether a need for interactive lessons is present. Qualitative data were gathered from science teachers at the school through interviews, lesson plans, and observations, all of which were subsequently coded using an interpretative analysis. The results indicated the need for a professional development (PD) program centered on interactive science lessons. Upon completion of the qualitative study, a detailed PD program has been proposed to increase the instructional practices of science teachers to incorporate interactive lessons within the science classroom. Implications for positive social change include improved teaching strategies and lessons that are more student-centered resulting in better understanding and comprehension, as well as performance on state-mandated tests.

Gender Inequality in Biology Classes in China and Its Effects on Students' Short-Term Outcomes

NASA Astrophysics Data System (ADS)

Liu, Ning; Neuhaus, Birgit

2014-07-01

This study investigated gender inequality in biology lessons and analysed the effects of the observed inequality on students' short-term knowledge achievement, situational interest and students' evaluation of teaching (SET). Twenty-two biology teachers and 803 7th-grade students from rural and urban classrooms in China participated in the study. Each teacher was videotaped for 1 lesson on the topic blood and circulatory system. Before and after the lessons, the students completed tests and questionnaires. Chi-square analysis was conducted to compare the boys' and girls' participation rates of answering teachers' questions in the lessons. The findings revealed that in the urban classrooms the boys had a significantly higher rate of participation than did the girls, and hence also a higher situational interest. However, no such gender inequity was found among the rural students. The study also revealed that urban students answered more complicated questions compared with the rural students in general. The findings of this study suggest that the teachers should try to balance boys' and girls' participation and involve more students in answering questions in their lessons. The study also raises questions about long-term effects of students' participation in answering teachers' questions on their outcomes-knowledge achievement, situational interest and SET.

Geometric House: A Beginning Lesson for First-Graders

ERIC Educational Resources Information Center

Joyce, Teri Dexheimer

2009-01-01

This article describes a lesson for first-grade art students. The lesson introduces geometric shapes in a fun and unique way. Students will learn the art elements of shape, texture, pattern, and space. They will also develop their skills in cutting and gluing.

Strategies Unlimited.

ERIC Educational Resources Information Center

Blaga, Jeff; And Others

Designed primarily for teachers of students in grades 7-12, the document presents over 60 social studies teaching strategies and lesson plans. Each lesson includes an overview, grade level information, suggested course/subject matter uses, objectives, suggested materials, student materials, and an instructional plan. Lesson topics fall into the…

The effect of mathematical games on on-task behaviours in the primary classroom

NASA Astrophysics Data System (ADS)

Bragg, Leicha A.

2012-12-01

A challenge for primary classroom teachers is to maintain students' engagement with learning tasks while catering for their diverse needs, capabilities and interests. Multiple pedagogical approaches are employed to promote on-task behaviours in the mathematics classroom. There is a general assumption by educators that games ignite children's on-task behaviours, but there is little systemically researched empirical data to support this claim. This paper compares students' on-task behaviours during non-digital game-playing lessons compared with non-game-playing lessons. Six randomly selected grade 5 and 6 students (9-12 year olds) were observed during ten mathematics lessons. A total of 2,100 observations were recorded via an observational schedule and analysed by comparing the percentage of exhibited behaviours. The study found the children spent 93 % of the class-time exhibiting on-task engagement during the game-playing lessons compared with 72 % during the non-game-playing lessons. The game-playing lessons also promoted greater incidents of student talk related to the mathematical task (34 %) compared with the non-game-playing lessons (11 %). These results support the argument that games serve to increase students' time-on-task in mathematics lessons. Therefore, it is contended that use of games explicitly addressing the mathematical content being taught in a classroom is one way to increase engagement and, in turn, potential for learning.

Stifling Student Expression: A Lesson Taught, A Lesson Learned.

ERIC Educational Resources Information Center

Eveslage, Thomas E.

1995-01-01

Substantive student publications can bring the democratic process to life in high schools. The article presents examples of student censorship by high school teachers and advisors, noting that the attempt to inhibit students' written expression may short-circuit a useful learning tool that can prepare students for productive citizenship. (SM)

The Effects of Activity and Gain Based Virtual Material on Student's Success, Permanency and Attitudes towards Science Lesson

ERIC Educational Resources Information Center

Tas, Erol

2015-01-01

The main objective of this study is to research the effects of a student gains and activity based virtual material on students' success, permanence and attitudes towards science lesson, developed for science and technology lesson 6th grade "Systems in our body" unit. The study, which had a quasi-experimental design, was conducted with…

Helping Students with Dyslexia and Dysgraphia Make Connections: Differentiated Instruction Lesson Plans in Reading and Writing

ERIC Educational Resources Information Center

Berninger, Virginia W.; Wolf, Beverly

2009-01-01

Students in Ginger Berninger's research studies "showed significant improvement in their reading and writing" after using these lessons--now available to teachers for the first time ever in one convenient book! A state-of-the-art set of lesson plans that can be used for differentiated instruction of students with dysgraphia, dyslexia, and OWL LD,…

Exploring the use of lesson study with six Canadian middle-school science teachers

NASA Astrophysics Data System (ADS)

Bridges, Terry James

This qualitative case study explores the use of lesson study over a ten-week period with six Ontario middle school science teachers. The research questions guiding this study were: (1) How does participation in science-based lesson study influence these teachers': (a) science subject matter knowledge (science SMK), (b) science pedagogical content knowledge (science PCK), and (c) confidence in teaching science?, and (2) What benefits and challenges do they associate with lesson study? Data sources for this study were: teacher questionnaires, surveys, reflections, pre- and post- interviews, and follow-up emails; researcher field notes and reflections; pre- and post- administration of the Science Teaching Efficacy Belief Instrument; and audio recordings of group meetings. The teachers demonstrated limited gains in science SMK. There was evidence for an overall improvement in teacher knowledge of forces and simple machines, and two teachers demonstrated improvement in over half of the five scenarios assessing teacher science SMK. Modest gains in teacher science PCK were found. One teacher expressed more accurate understanding of students' knowledge of forces and a better knowledge of effective science teaching strategies. The majority of teachers reported that they would be using three-part lessons and hands-on activities more in their science teaching. Gains in teacher pedagogical knowledge (PK) were found in four areas: greater emphasis on anticipation of student thinking and responses, recognition of the importance of observing students, more intentional teaching, and anticipated future use of student video data. Most teachers reported feeling more confident in teaching structures and mechanisms, and attributed this increase in confidence to collaboration and seeing evidence of student learning and engagement during the lesson teachings. Teacher benefits included: learning how to increase student engagement and collaboration, observing students, including video data, observing colleagues teach, time to collaborate, plan, and reflect, teaching the same lesson to two classes, more intentional teaching, and increasing social interactions. Teacher challenges included: teacher unfamiliarity with the students being taught, time spent taking part in lesson study, teachers in the role of observers, and impact of observers and videotaping on students and teachers during lesson enactments.

Medical ethics education in China: Lessons from three schools.

PubMed

Sherer, Renslow; Dong, Hongmei; Cong, Yali; Wan, Jing; Chen, Hua; Wang, Yanxia; Ma, Zhiying; Cooper, Brian; Jiang, Ivy; Roth, Hannah; Siegler, Mark

2017-01-01

Ethics teaching is a relatively new area of medical education in China, with ethics curricula at different levels of development. This study examined ethics education at three medical schools in China to understand their curricular content, teaching and learning methods, forms of assessments, changes over time, and what changes are needed for further improvement. We used student and faculty surveys to obtain information about the ethics courses' content, teaching methods, and revisions over time. The surveys also included five realistic cases and asked participants whether each would be appropriate to use for discussion in ethics courses. Students rated the cases on a scale and gave written comments. Finally, participants were asked to indicate how much they would agree with the statement that medical professionalism is about putting the interests of patients and society above one's own. There were both similarities and differences among these schools with regard to course topics, teaching and assessment methods, and course faculty compositions, suggesting their courses are at different levels of development. Areas of improvement for the schools' courses were identified based on this study's findings and available literature. A model of the evolution of medical ethics education in China was proposed to guide reform in medical ethics instruction in China. Analysis identified characteristics of appropriate cases and participants' attitudes toward the ideal of professionalism. We conclude that the development of medical ethics education in China is promising while much improvement is needed. In addition, ethics education is not confined to the walls of medical schools; the society at large can have significant influence on the formation of students' professional values.

The effects of teaching a science topic in the Regents Living Environment course in a mini-lesson instructional environment

NASA Astrophysics Data System (ADS)

Barrows, Calder James

This study investigated the effects on high school students' understanding of studying a science topic in the Regents Living Environment course using a Mini-Lesson educational protocol. Mini-Lesson instruction is one of guided instruction, which consists primarily of three sections. First, a brief, focused section in which the teachers explicitly teach the skills and strategies that students need to know in preparation for the second part, the students engagement or workshop activity session. During this time, students work with one another, working independently, in pairs and in groups applying various skills. Students read, discuss ideas, make interpretations, investigate and talk about the focus of the lesson with peers and teacher. A variety of resources are used, including notes, textbooks, teacher handouts, and the teacher providing guidance, monitoring student work and sometimes calling brief call conferences to link ideas and explain student concerns. The third section of Mini-Lesson brings students together as a whole to integrate and share their findings. In the Mini-Lesson instructional process there is a gradual shift of the learning responsibility from the teacher to the students. In this study two sets of clinical interviews were conducted after students' participation in pre-test, and formal instruction about the cell structure and function using the Mini-Lesson instructional protocol, and post-test. Fourteen students enrolled in a regular New York State Regents living environment course and three teachers were interviewed. Three other students participated in the pilot study. The findings from the study showed that students had considerable difficulty with several areas relating to basic biology about the cell structure and function, and did not have an integrated conceptual understanding of the topic. The study revealed that Mini-Lesson instruction appeared to impact student learning and understanding as to how to communicate and share ideas. As a result there were indications of modest improvements on the post-test, improved attendance and class participation. In light of this study, a shift in instruction is called for to meet the needs of the growing diverse populations of students. A balanced and comprehensive approach to assess student progress should be designed and implemented. This should include diagnostic feedback concerning students' readiness levels and related interventions to maximize individual students' progress towards achieving the goals of the Regents Living Environment course. Finally, the study recommends the establishment of a classroom community where shared goals are met by individuals and teams engaged and working together to capitalize on the talents and strengths of every member of the learning community.

Water Foundations Teachers Guide. The Science of Florida's Water Resources: Lesson Plans for Teachers and Students.

ERIC Educational Resources Information Center

2001

This document features lesson plans for teachers and students on Florida's water resources. The guide is divided into four grade levels: K-2, 3-5, 6-8, and 9-12. Each grade level includes objectives, guides, and five lesson plans. K-2 lesson plans include: (1) "We Are Water"; (2) "Why Water is Extra Special"; (3) "Water's…

Just Curious: Children's Use of Digital Reference Services and Implications for School Library Media Specialists. Guest Writer

ERIC Educational Resources Information Center

Silverstein, Joanne

2007-01-01

Kids ask the darndest questions. And sometimes they ask them in the darndest places, including online information systems that were not designed to answer them. There is a reason for this continuing phenomenon, and an important lesson in it for school library media specialists and other educators. To understand the phenomenon at hand, imagine an…

Teachers' Situation-Specific Mastery Experiences: Teacher, Student Group and Lesson Effects

ERIC Educational Resources Information Center

Malmberg, Lars-Erik; Hagger, Hazel; Webster, Sophie

2014-01-01

Following a model on the cyclical nature of teacher ("trait") self-efficacy and context-, task- and situation-specific ("state") "mastery experiences" (TSSME), we investigated the variability and effects of lesson characteristics (e.g. lesson sequence), student group characteristics (e.g. proportion of students…

Launching Complex Tasks

ERIC Educational Resources Information Center

Jackson, Kara J.; Shahan, Emily C.; Gibbons, Lynsey K.; Cobb, Paul A.

2012-01-01

Mathematics lessons can take a variety of formats. In this article, the authors discuss lessons organized around complex mathematical tasks. These lessons usually unfold in three phases. First, the task is introduced to students. Second, students work on solving the task. Third, the teacher "orchestrates" a concluding whole-class discussion in…

Aging in America: Fact, Fiction and Feeling.

ERIC Educational Resources Information Center

Strubbe, Mary A.

Thirteen lessons on aging in America, appropriate for the secondary school level, are presented. Each lesson is designed to take approximately one day and includes the goal, objectives, background information, reproducible student handouts, materials and equipment needed, procedures, and evaluation forms. In the first lesson students examine their…

Incorporating Earth Science into Other High School Science Classes

NASA Astrophysics Data System (ADS)

Manning, C. L. B.; Holzer, M.; Colson, M.; Courtier, A. M. B.; Jacobs, B. E.

2016-12-01

As states begin to review their standards, some adopt or adapt the NGSS and others write their own, many basing these on the Framework for K-12 Science Education. Both the NGSS and the Frameworks have an increased emphasis on Earth Science but many high school teachers are being asked to teach these standards in traditional Biology, Chemistry and Physics courses. At the Earth Educators Rendezvous, teachers, scientists, and science education researchers worked together to find the interconnections between the sciences using the NGSS and identified ways to reference the role of Earth Sciences in the other sciences during lectures, activities and laboratory assignments. Weaving Earth and Space sciences into the other curricular areas, the teams developed relevant problems for students to solve by focusing on using current issues, media stories, and community issues. These and other lessons and units of study will be presented along with other resources used by teachers to ensure students are gaining exposure and a deeper understanding of Earth and Space Science concepts.

How Students View the Boundaries Between Their Science and Religious Education Concerning the Origins of Life and the Universe

PubMed Central

BROCK, RICHARD; TABER, KEITH S.; RIGA, FRAN

2016-01-01

ABSTRACT Internationally in secondary schools, lessons are typically taught by subject specialists, raising the question of how to accommodate teaching which bridges the sciences and humanities. This is the first study to look at how students make sense of the teaching they receive in two subjects (science and religious education [RE]) when one subject's curriculum explicitly refers to cross‐disciplinary study and the other does not. Interviews with 61 students in seven schools in England suggested that students perceive a permeable boundary between science and their learning in science lessons and also a permeable boundary between religion and their learning in RE lessons, yet perceive a firm boundary between science lessons and RE lessons. We concluded that it is unreasonable to expect students to transfer instruction about cross‐disciplinary perspectives across such impermeable subject boundaries. Finally, we consider the implications of these findings for the successful management of cross‐disciplinary education. PMID:27812226

How Students View the Boundaries Between Their Science and Religious Education Concerning the Origins of Life and the Universe.

PubMed

Billingsley, Berry; Brock, Richard; Taber, Keith S; Riga, Fran

2016-05-01

Internationally in secondary schools, lessons are typically taught by subject specialists, raising the question of how to accommodate teaching which bridges the sciences and humanities. This is the first study to look at how students make sense of the teaching they receive in two subjects (science and religious education [RE]) when one subject's curriculum explicitly refers to cross-disciplinary study and the other does not. Interviews with 61 students in seven schools in England suggested that students perceive a permeable boundary between science and their learning in science lessons and also a permeable boundary between religion and their learning in RE lessons, yet perceive a firm boundary between science lessons and RE lessons. We concluded that it is unreasonable to expect students to transfer instruction about cross-disciplinary perspectives across such impermeable subject boundaries. Finally, we consider the implications of these findings for the successful management of cross-disciplinary education.

Effectiveness of Student Learning during Experimental Work in Primary School.

PubMed

Logar, Ana; Peklaj, Cirila; Ferk Savec, Vesna

2017-09-01

The aim of the research was to optimize the effectiveness of student learning based on experimental work in chemistry classes in Slovenian primary schools. To obtain evidence about how experimental work is implemented during regular chemistry classes, experimental work was videotaped during 19 units of chemistry lessons at 12 Slovenian primary schools from the pool of randomly selected schools. Altogether 332 eight-grade students were involved in the investigation, with an average age of 14.2 years. Students were videotaped during chemistry lessons, and their worksheets were collected afterward. The 12 chemistry teachers, who conducted lessons in these schools, were interviewed before the lessons; their teaching plans were also collected. The collected data was analyzed using qualitative methods. The results indicate that many teachers in Slovenian primary schools are not fully aware of the potential of experimental work integrated into chemistry lessons for the development of students' experimental competence. Further research of the value of different kinds of training to support teachers for the use of experimental work in chemistry teaching is needed.

Finding actionable data to support student success in introductory science courses

NASA Astrophysics Data System (ADS)

Horodyskyj, L.; Mead, C.; Anbar, A. D.

2017-12-01

Effective education demands an understanding of students' prior knowledge, prior experiences, and predispositions. Knowledge surveys are one way to match instruction to students' needs, but measure only one way in which students' needs vary. Computer learning systems can give instructors detailed, real-time information about cognitive biases or effort in key lessons. We show how the design of the online course Habitable Worlds facilitates the collection and use of these kinds of student data. Early effort in a course is thought to predict success, but our results show that more effort is not always a positive indicator. Unit 1, the introduction, is scored on completion, but requires a correct answer to each question to progress. An ANOVA found that a student who earns anything less than full points for Unit 1 will have a course grade 1.3 letter grades lower than a student who earns full points (F(1, 1272) = 136.4, p < .001). A second analysis included only students who earned a C or better and full Unit 1 points, to deemphasize very low performers. On 180 separate "screens" in Unit 1, the median screen attempts was 249. An ANOVA shows that students taking more attempts than the median earn lower course grades by 0.25 letter grades (F(1, 919) = 35.8, p < .001). These results show the value in tracking completion (too little effort) as well as difficulty or challenge (unexpectedly high effort). We are working to create interventions to aid students on both ends of this spectrum in future offerings. In addition to measures of objective course performance, we can also examine more subtle student characteristics. In Unit 1, students are asked to describe an image of a cloud that resembles an angel. Some provide an observation (cloud), while others make an interpretation (angel). Even this seemingly trivial question shows significant predictive value in two subsequent exercises that ask students to classify statements as observations or interpretations (F(1, 292) = 30.2, p < .001) and to distinguish scientific versus non-scientific evidence and claims (F(1, 292) = 17.4, p < .001). In each case, the "cloud" students make fewer mistakes than the "angel" students. Here, an intervention could elaborates on the difference between observations and interpretations, but also re-emphasize the reasons scientists separate those concepts the way they do.

Kinesthetic Astronomy: Significant Upgrades to the Sky Time Lesson that Support Student Learning

NASA Astrophysics Data System (ADS)

Morrow, C. A.; Zawaski, M.

2004-12-01

This paper will report on a significant upgrade to the first in a series of innovative, experiential lessons we call Kinesthetic Astronomy. The Sky Time lesson reconnects students with the astronomical meaning of the day, year, and seasons. Like all Kinesthetic Astronomy lessons, it teaches basic astronomical concepts through choreographed bodily movements and positions that provide educational sensory experiences. They are intended for sixth graders up through adult learners in both formal and informal educational settings. They emphasize astronomical concepts and phenomenon that people can readily encounter in their "everyday" lives such as time, seasons, and sky motions of the Sun, Moon, stars, and planets. Kinesthetic Astronomy lesson plans are fully aligned with national science education standards, both in content and instructional practice. Our lessons offer a complete learning cycle with written assessment opportunities now embedded throughout the lesson. We have substantially strengthened the written assessment options for the Sky Time lesson to help students translate their kinesthetic and visual learning into the verbal-linguistic and mathematical-logical realms of expression. Field testing with non-science undergraduates, middle school science teachers and students, Junior Girl Scouts, museum education staff, and outdoor educators has been providing evidence that Kinesthetic Astronomy techniques allow learners to achieve a good grasp of concepts that are much more difficult to learn in more conventional ways such as via textbooks or even computer animation. Field testing of the Sky Time lesson has also led us to significant changes from the previous version to support student learning. We will report on the nature of these changes.

Sustaining Student Engagement in Learning Science

ERIC Educational Resources Information Center

Ateh, Comfort M.; Charpentier, Alicia

2014-01-01

Many students perceive science to be a difficult subject and are minimally engaged in learning it. This article describes a lesson that embedded an activity to engage students in learning science. It also identifies features of a science lesson that are likely to enhance students' engagement and learning of science and possibly reverse students'…

Modeling Lunar Phases in the Classroom: A Hands-On Interactive Lesson

NASA Astrophysics Data System (ADS)

Sarrazine, Angela R.

2007-12-01

Using Power-Point technology and hands-on materials, a 45 minute lesson has been created to allow students to explore the cause of lunar phases. Students work in cooperative pairs to model the different phases of the moon. In addition, this lesson does not require a bright light source. Using a partially painted Styrofoam ball, a small cup of Play-dough, a simple, protractor, and a data collection sheet, students observe the lunar phases and measure the angle between the sun and the moon. Students place the moon model in eight different positions simulating its orbit around the earth and record the observed changes. The Power-Point presentation contains three segments. The first section allows the teacher to determine the students’ level of prior knowledge about the moon and to uncover possible misconceptions. The second section facilitates the students’ learning by displaying the proper alignment of the model and the proper viewing position for the students. Finally, the presentation culminates in a review of what the students have just observed. This lesson has been created to meet Georgia Performance Standards (GPS) for 4th grade science regarding the cause of lunar phases. Teacher and student responses to this lesson have been extremely positive.

Capturing student mathematical engagement through differently enacted classroom practices: applying a modification of Watson's analytical tool

NASA Astrophysics Data System (ADS)

Patahuddin, Sitti Maesuri; Puteri, Indira; Lowrie, Tom; Logan, Tracy; Rika, Baiq

2018-04-01

This study examined student mathematical engagement through the intended and enacted lessons taught by two teachers in two different middle schools in Indonesia. The intended lesson was developed using the ELPSA learning design to promote mathematical engagement. Based on the premise that students will react to the mathematical tasks in the forms of words and actions, the analysis focused on identifying the types of mathematical engagement promoted through the intended lesson and performed by students during the lesson. Using modified Watson's analytical tool (2007), students' engagement was captured from what the participants' did or said mathematically. We found that teachers' enacted practices had an influence on student mathematical engagement. The teacher who demonstrated content in explicit ways tended to limit the richness of the engagement; whereas the teacher who presented activities in an open-ended manner fostered engagement.

Curriculum Counselor.

ERIC Educational Resources Information Center

Doty, Robert

1995-01-01

Features Internet sites that are sources for lesson plans, materials, group discussion topics, activities, test questions, computer software, and videos for K-12 education. Resources highlighted include CNN Newsroom, KidLink, and AskERIC. (AEF)

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).

Japanese Lesson Study Comes to California

ERIC Educational Resources Information Center

Jetter, Madeleine; Hancock, Gwen

2012-01-01

Japanese lesson study--Jugyou kenkyuu--which is a cornerstone of Project DELTA (Developing Educators Learning to Teach Algebraically), adds a new twist: the teachers take turns publicly teaching the collaboratively planned lessons with their own students for the rest of the team to observe and then analyze, based on the students' learning. Lesson…

Strategies for Successfully Teaching Students with ADD or ADHD in Instrumental Lessons

ERIC Educational Resources Information Center

Melago, Kathleen A.

2014-01-01

Teachers can easily encounter students with Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD) in the instrumental lesson setting. Applicable to instrumental lesson settings in the public or private schools, private studios, or college studios, this article focuses on specific strategies ranging from the…

Greek Mythology: Cultures and Art. ArtsEdge Curricula, Lessons and Activities.

ERIC Educational Resources Information Center

Nickerson, Charles

The visual arts offer aesthetic, perceptual, creative, and intellectual opportunities. This lesson points out that by creating and painting mythological characters, students will improve their ability to analyze, reorganize, critique, and create. The lesson also intends for fourth-grade students to gain insight into Greek culture through the…

Growing Greener Cities: Environmental Education Guide.

ERIC Educational Resources Information Center

American Forestry Association, Washington, DC.

This environmental education guide, developed by American Forests, includes five lessons created to help teachers use "Growing Greener Cities," a tree-planting handbook. The lessons are designed to teach students the role trees and forests play in cities. Lesson one begins with an introduction, several preparatory exercises to orient students to…

The American Revolution: The Declaration and Beyond. [Lesson Plan].

ERIC Educational Resources Information Center

Kasper, Paula

Based on Thomas Paine's pamphlet "Common Sense," this lesson plan presents activities designed to help students understand that as the American Revolution approached, writers created highly persuasive documents calling for separation from England. The main activity in the lesson involves students in writing a persuasive essay. It includes…

Selections from a Humanities Unit on India. Fulbright-Hays Summer Seminars Abroad 1998 (India).

ERIC Educational Resources Information Center

Makin, Marion A.

Intended for high school students, two humanities lessons on India approach India from a "world cultures" perspective. In the first lesson, "Story Scrolls," pairs of students create and present stories from Hindu mythology using traditional methods. The lesson gives content objectives, skills objectives, and…

A Investigation of the Conceptual Changes Resulting from the Use of Demonstrations in College Physics.

NASA Astrophysics Data System (ADS)

Gattis, Kenneth William

1995-01-01

The purpose was to investigate the acquisition and retrieval of physics concepts introduced to college physics students by classroom demonstrations. Three experimental groups of calculus-based physics classes were presented lessons on three different topics during the semester. The lessons, which were planned to deliver identical concepts and examples, were preceded by a short quiz and were followed by an identical posttest. One treatment group received "enhanced" demonstration lessons, which included a brief period of peer discussion prior to the demonstration lesson. The second treatment group received typical demonstration lessons, and the control group received traditional lectures. Both demonstration groups were found to have higher conceptual gains than the control group on the topic of force and motion, which featured an air track demonstration. No differences were found on the topic of conservation of energy. On the topic of angular momentum, the demonstration groups tended to have higher prediction gains and the control group had higher explanation gains. No differences were found between the gains of the two demonstration groups. Student interview responses recorded one to two weeks after the experimental lessons indicated that the lesson containing a "stool and dumbbell" demonstration in the treatment groups was more memorable than the corresponding angular momentum lesson seen by the control group. Demonstration group students who made conceptual gains on the quizzes were found to give more complete responses to problems; yet they used language that was similar to that used by demonstration group students making no gains. In recalling experimental lessons, the demonstration group students gave responses that were more complete and used more everyday language than the control group students. It was concluded that demonstrations may assist students on certain topics by (1) helping to make concepts more believable; (2) helping to explain concepts that have key spatial and temporal relationships; and (3) providing especially vivid visual images and physical examples that are useful in making analogies to other examples and generalizing to more abstract concepts. Further study is needed to test the hypothesis that demonstrations tend to enrich students' verbal descriptions of physics concepts and examples.

Creative Activities for String Students.

ERIC Educational Resources Information Center

Stabley, Nola Campbell

2001-01-01

Discusses how to teach improvisation, creativity, and movement to beginning music classroom students. Includes background information on teaching each concept and lesson plans to be used with beginning string students. Provides rhythm patterns, exercises, and an assignment used in the lessons. (CMK)

Picture This Curriculum.

ERIC Educational Resources Information Center

Center for Understanding the Built Environment, Prairie Village, KS.

This curriculum packet of teacher-developed lesson plans, intended for use with students in middle and/or high schools, focuses on student involvement in community projects. The first lesson plan, "Physics Park" (Scott McQuerry), aims for students to construct a playground and the examine the physics behind the playground's equipment. Students use…

The Importance of Directly Asking Students Their Reasons for Attending Higher Education

ERIC Educational Resources Information Center

Kennett, Deborah J.; Reed, Maureen J.; Lam, Dianne

2011-01-01

Few studies have directly asked undergraduate students their reasons for coming to institutions for higher learning and, instead, have been developed based on theoretical rationale. We asked undergraduate students to list all of their reasons for attending university and to indicate those most important. Overall, students reported more than five…

Videodisc Training Delivery System Project.

DTIC Science & Technology

1982-07-01

structure of the lesson should be highly visible to the student, providing a series of " roadsigns " which the student could use to maintain orientation...in what might otherwise be a maze of facts and procedures. Roadsigns were intended to be easily recognizable points which would allow the student to...determine easily his location in a lesson. Several elements in the lessons had " roadsign " properties. For instance, the beginning of each objective

Are all hands-on activities equally effective? Effect of using plastic models, organ dissections, and virtual dissections on student learning and perceptions.

PubMed

Lombardi, Sara A; Hicks, Reimi E; Thompson, Katerina V; Marbach-Ad, Gili

2014-03-01

This study investigated the impact of three commonly used cardiovascular model-assisted activities on student learning and student attitudes and perspectives about science. College students enrolled in a Human Anatomy and Physiology course were randomly assigned to one of three experimental groups (organ dissections, virtual dissections, or plastic models). Each group received a 15-min lecture followed by a 45-min activity with one of the treatments. Immediately after the lesson and then 2 mo later, students were tested on anatomy and physiology knowledge and completed an attitude survey. Students who used plastic models achieved significantly higher overall scores on both the initial and followup exams than students who performed organ or virtual dissections. On the initial exam, students in the plastic model and organ dissection treatments scored higher on anatomy questions than students who performed virtual dissections. Students in the plastic model group scored higher than students who performed organ dissections on physiology questions. On the followup exam, when asked anatomy questions, students in the plastic model group scored higher than dissection students and virtual dissection students. On attitude surveys, organ dissections had higher perceived value and were requested for inclusion in curricula twice as often as any other activity. Students who performed organ dissections were more likely than the other treatment groups to agree with the statement that "science is fun," suggesting that organ dissections may promote positive attitudes toward science. The findings of this study provide evidence for the importance of multiple types of hands-on activities in anatomy laboratory courses.

Fieldwork Lesson based on" the International Geography Olympiad" (iGeo)

NASA Astrophysics Data System (ADS)

Otani, Seiichi

2017-04-01

Japanese social studies consist of three fields. That's geography, history and civics. About geographical studies in Japan, it has a lot of contents of human geography and has little contents of natural geography. I think that Japanese social studies teachers should teach more natural geography contents for ESD. 　 There is a fieldwork lesson in geographical studies in Japan. This is the educational activity by which body and head were used. But in fact, fieldwork lessons are not performed in many Japanese junior high schools. I was a leader of iGeo2012 (in Germany). iGeo is held by three tests; Multimedia tests, Writing tests and Fieldwork tests. The test is included of a lot of contents of natural geography. And there are two skills that students acquire through the fieldwork test in iGeo. One is a map making skill, the other is decision making skill. Japanese students need more knowledge of natural geography. And those are not enough skills for Japanese students. So I did a fieldwork lesson based on iGeo's fieldwork test. The fieldwork lesson was performed around the school. It was also performed under the point of natural geography. After the lessons, students could improve map making skill. Because a lot of maps made by students in this lesson got prize of map contest in Japan. Some maps were included the view of natural geography.

Analyzing Political Television Advertisements.

ERIC Educational Resources Information Center

Burson, George

1992-01-01

Presents a lesson plan to help students understand that political advertisements often mislead, lie, or appeal to emotion. Suggests that the lesson will enable students to examine political advertisements analytically. Includes a worksheet to be used by students to analyze individual political advertisements. (DK)

Does the Modality Principle for Multimedia Learning Apply to Science Classrooms?

ERIC Educational Resources Information Center

Harskamp, Egbert G.; Mayer, Richard E.; Suhre, Cor

2007-01-01

This study demonstrated that the modality principle applies to multimedia learning of regular science lessons in school settings. In the first field experiment, 27 Dutch secondary school students (age 16-17) received a self-paced, web-based multimedia lesson in biology. Students who received lessons containing illustrations and narration performed…

Citation as a Stimulus to Boost Students' Communication Skills at the English Lessons

ERIC Educational Resources Information Center

Sadykova, Aida G.; Yashina, Marianna E.; Sharafieva, Alina D.

2014-01-01

The study contemplates significance of using citation at the English lessons by exposing its advantages. Quotations represent the enormous linguistic variety, which discloses the modern language that unambiguously assists students to develop skills of oral speech. Special attention is paid to the experiment conducted at the series of lessons in…

Elementary Teachers Integrate Music Activities into Regular Mathematics Lessons: Effects on Students' Mathematical Abilities

ERIC Educational Resources Information Center

An, Song; Capraro, Mary Margaret; Tillman, Daniel A.

2013-01-01

This article presents exploratory research investigating the way teachers integrate music into their regular mathematics lessons as well as the effects of music-mathematics interdisciplinary lessons on elementary school students' mathematical abilities of modeling, strategy and application. Two teachers and two classes of first grade and third…

Learning the Blues. [Lesson Plan].

ERIC Educational Resources Information Center

2001

This lesson introduces students to the "blues," one of the most distinctive and influential elements of African-American musical tradition. With this lesson plan, students can take a virtual field trip to Memphis, Tennessee, one of the prominent centers of blues activities, and explore the history of the blues in the work of W. C. Handy…

The Legend of Sleepy Hollow. [Lesson Plan].

ERIC Educational Resources Information Center

National Endowment for the Humanities (NFAH), Washington, DC.

Noting that Washington Irving's classic tale of the Headless Horseman has lately become a Halloween favorite, this lesson plan helps students explore the artistry that helped make Irving the United States' first literary master, and ponders the mystery of what happened to Ichabod Crane. Its 4 lessons seek to make students able to: (1) summarize…

Sludge Conditioning. Sludge Treatment and Disposal Course #166. Instructor's Guide [and] Student Workbook.

ERIC Educational Resources Information Center

Carnegie, John W.

This lesson is an introduction to sludge conditioning. Topics covered include a brief explanation of colloidal systems, theory of chemical and heat conditioning, and conditioning aids. The lesson includes an instructor's guide and student workbook. The instructor's guide contains a description of the lesson, estimated presentation time,…

Drying Beds. Sludge Treatment and Disposal Course #166. Instructor's Guide [and] Student Workbook.

ERIC Educational Resources Information Center

Klopping, Paul H.

Provided in this lesson is introductory material on sand and surfaced sludge drying beds. Typical construction and operation, proper maintenance, and safety procedures are considered. The lesson includes an instructor's guide and student workbook. The instructor's guide contains a description of the lesson, estimated presentation time,…

Robot Service and Repair. Student Guide.

ERIC Educational Resources Information Center

Pittsburg State Univ., KS. Kansas Vocational Curriculum Dissemination Center.

This document is a student guide for a course on robot service and repair. It is organized in four units covering the following topics: introduction to robots, power supply, robot control systems, and service and repair. Each unit contains several lesson plans on the unit topic. Lesson plans consist of lesson objectives, lists of teaching aids and…

Understanding Taxes. Teacher's Resource Kit. 1995 Annual Revision.

ERIC Educational Resources Information Center

Internal Revenue Service (Dept. of Treasury), Washington, DC.

This packet contains revisions of the following sections of the "Understanding Taxes" teacher's resource kit: complete revisions of lessons 3 and 4; updated student handouts for lessons 2, 9, and 11; new glossary; and revised software user's guide. Lesson 3, "From W-4 to 1040A," is designed to acquaint students with the basic…

Fender Benders

ERIC Educational Resources Information Center

Nelken, Miranda

2009-01-01

This article presents a lesson that allows third and fourth graders to forge the steel bodies of automobiles through repousse, the art of applying pressure to metal with a wooden point. In this lesson, the students draw cars paired with a landscape, making the road trip an adventure in drawing. Both parts of the lesson challenge students'…

The Paper Airplane Challenge: A Market Economy Simulation. Lesson Plan.

ERIC Educational Resources Information Center

Owens, Kimberly

This lesson plan features a classroom simulation that helps students understand the characteristics of a market economic system. The lesson plan states a purpose; cites student objectives; suggests a time duration; lists materials needed; and details a step-by-step teaching procedure. The "Paper Airplane Challenge" handout is attached. (BT)

Using Activity Theory to Examine How Teachers' Lesson Plans Meet Students' Learning Needs

ERIC Educational Resources Information Center

Chizhik, Estella Williams; Chizhik, Alexander Williams

2018-01-01

How is lesson planning useful? This research study used Cultural Historical Activity Theory and intersubjectivity to answer this questions. This research explored to what extent teacher candidates' lesson plans (i.e., alignment among objectives, assessment, and instruction), and analyses of assessment data mediate their thinking about students'…

Teacher Talk Patterns in Science Lessons: Use in Teacher Education

ERIC Educational Resources Information Center

Viiri, Jouni; Saari, Heikki

2006-01-01

This paper presents an innovative and useful methodology to analyze instructional talk. In teacher education, there is a lack of practical methods that the tutor teacher can use to discuss and reflect on student teachers' lessons. The student teacher cannot remember what actually happened during the lesson, and the feedback and discussions are…

Lessons from the Middle: High-End Learning for Middle School Students.

ERIC Educational Resources Information Center

Kaplan, Sandra

This book provides 12 theme-based model lessons for gifted students in grades 6, 7, and 8. Introductory material addresses ways to integrate middle school curricula with established national standards and principles of differentiated curriculum. Each lesson follows a five-part outline: (1)motivation (stimulating the learner); (2) input (providing…

Energy Conservation Education. An Action Approach. Grades 4-9.

ERIC Educational Resources Information Center

Zamm, Michael; Samuel, Barry C.

Seventeen lessons are provided in this curriculum designed to involve students (grades 4-9) in energy conservation. The lessons are presented in four parts. The three lessons in part I are intended to give students a preliminary conceptual framework for energy conservation and to motivate them to participate in the conservation-action projects…

Too Good for Violence. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2006

2006-01-01

"Too Good for Violence" promotes character values, social-emotional skills, and healthy beliefs of elementary and middle school students. The program includes seven lessons per grade level for elementary school (K-5) and nine lessons per grade level for middle school (6-8). All lessons are scripted and engage students through…

BiteScis: Connecting K-12 teachers with science graduate students to produce lesson plans on modern science research

NASA Astrophysics Data System (ADS)

Battersby, Cara

2016-01-01

Many students graduate high school having never learned about the process and people behind modern science research. The BiteScis program addresses this gap by providing easily implemented lesson plans that incorporate the whos, whats, and hows of today's scienctific discoveries. We bring together practicing scientists (motivated graduate students from the selective communicating science conference, ComSciCon) with K-12 science teachers to produce, review, and disseminate K-12 lesson plans based on modern science research. These lesson plans vary in topic from environmental science to neurobiology to astrophysics, and involve a range of activities from laboratory exercises to art projects, debates, or group discussion. An integral component of the program is a series of short, "bite-size" articles on modern science research written for K-12 students. The "bite-size" articles and lesson plans will be made freely available online in an easily searchable web interface that includes association with a variety of curriculum standards. This ongoing program is in its first year with about 15 lesson plans produced to date.

New Species Found!

ERIC Educational Resources Information Center

Reinemann, Deborah; Thomas, Jolie

2003-01-01

Explains a 4th grade lesson on oceans in which students create imaginary marine animals. Creatively assesses student understanding of habitat and adaptation. Overviews 14 lessons in the oceanography unit. (SOE)

Adaptive Comparative Judgment: A Tool to Support Students' Assessment Literacy.

PubMed

Rhind, Susan M; Hughes, Kirsty J; Yool, Donald; Shaw, Darren; Kerr, Wesley; Reed, Nicki

Comparative judgment in assessment is a process whereby repeated comparison of two items (e.g., assessment answers) can allow an accurate ranking of all the submissions to be achieved. In adaptive comparative judgment (ACJ), technology is used to automate the process and present pairs of pieces of work over iterative cycles. An online ACJ system was used to present students with work prepared by a previous cohort at the same stage of their studies. Objective marks given to the work by experienced faculty were compared to the rankings given to the work by a cohort of veterinary students (n=154). Each student was required to review and judge 20 answers provided by the previous cohort to a free-text short answer question. The time that students spent on the judgment tasks was recorded, and students were asked to reflect on their experiences after engaging with the task. There was a strong positive correlation between student ranking and faculty marking. A weak positive correlation was found between the time students spent on the judgments and their performance on the part of their own examination that contained questions in the same format. Slightly less than half of the students agreed that the exercise was a good use of their time, but 78% agreed that they had learned from the process. Qualitative data highlighted different levels of benefit from the simplest aspect of learning more about the topic to an appreciation of the more generic lessons to be learned.

[Cross-sectional field pain medicine Q14 - the Mainz model : Development of the pain medicine curriculum in the standard study course at the University Medical School of the Johannes Gutenberg University Mainz].

PubMed

Kurz, S; Buggenhagen, H; Schwab, R; Laufenberg-Feldmann, R

2017-10-01

Following the amendment of the Medical Licensure Act (ÄAppO) in 2012, pain medicine was introduced as a mandatory subject for students during undergraduate medical training. Medical schools were required to define and to implement adequate curricular and formal teaching structures based on interdisciplinary and multiprofessional requirements according to the curriculum for pain medicine of the German Pain Society. These aspects were considered in the new interdisciplinary curriculum for pain medicine, the so-called Mainz model. A new curriculum based on the Kern cycle was developed and implemented at the Medical Center of the Johannes Gutenberg University in Mainz. Different teaching methods (lectures, interprofessional tutorials and bedside coaching in small groups) were used to impart professional expertise in pain medicine to medical students in an interdisciplinary clinical context. The new curriculum was put into practice and evaluated starting from the winter semester 2014/2015. Before and after the first implementation, medical students were asked about the relevance of pain medicine and their perception of personal competence. The interdisciplinary course in pain medicine was successfully introduced into the degree program based on the curriculum of the German Pain Society and the Kern cycle. With educational support, interdepartmental and multiprofessional collaboration the process of implementation of new interdisciplinary courses can be facilitated. In the future, the question how to increase the amount of practical lessons without increasing the load on teaching resources has to be resolved. Blended learning modules, such as a combination of E‑learning and practical lessons are currently being studied in smaller cohorts.

Improving Chinese Junior High School Students' Ability to Ask Critical Questions

ERIC Educational Resources Information Center

Huang, Xiao; Lederman, Norman G.; Cai, Chaojing

2017-01-01

The present study explores ways to enhance students' question-asking ability (i.e., the ability to ask critical questions), which is the premise of scientific inquiry and a precondition for effective science teaching. A survey of junior high school students in Zhejiang province in China showed that students' questioning behavior was not well…

The application of micro-lesson in optics teaching

NASA Astrophysics Data System (ADS)

Yuan, Suzhen; Mao, Xuefeng; Lu, Yongle; Wang, Yan; Luo, Yuan

2017-08-01

In order to improve students' ability on self-study, this paper discusses the application of micro-lesson as a supplementary way in the course of optics teaching. Both geometric optics and wave optics require a lot of demos, fortunately, micro-lesson just meets this requirement. Nowadays, college education focuses on quality education, so the new nurture scheme of most universities shortened the class hours. However, the development of students and the social needs also require students to have a solid foundation. The effective way to solve this contradiction is to improve the efficiency of classroom teaching and provide the repeatable learning form, micro-lesson.

Reconstructing High School Chemical Reaction Lessons to Motivate and Support Conceptual Learning

NASA Astrophysics Data System (ADS)

Ndiforamang, Nathan Moma

The primary focus of this education leadership portfolio is to reconstruct lessons on chemical reaction concepts for teachers to use and reach all learners of chemistry in Cecil County Public Schools. As a high school chemistry teacher, I have observed that student enrollment in chemistry is relatively low, and students show little enthusiasm about being successful in chemistry compared to other science subjects. To understand these issues, I researched conceptual learning, misconceptions, and best practices; prepared open-ended questions in a survey for chemistry teachers in my district; distributed the survey; received their responses; and processed the information received. I analyzed the data using qualitative techniques, and the results revealed that many of the tools provided in the district's curriculum guide for chemistry were not effective in class. I used the data to search for learning tools and classroom resources that could improve students understanding of chemistry concepts. I then reconstructed eight lessons on chemical reaction concepts utilizing those tools and resources. I redistributed the reconstructed lessons to teachers who had volunteered to review the lessons and provide professional feedback. The teachers' feedback revealed that the tools and resources incorporated in the reconstructed lessons included interactive activities that would excite students. The teachers indicated that the lessons were technology rich and included a variety of learning strategies. They also noted that the lessons included too many activities to cover within a day's lesson, and some of the recommended weblinks had technical issues. Most of the suggestions received were used to improve the quality of the reconstructed lessons and will serve as a resource for future fine-tuning of the lessons.

Regionalization: A Story Map Lesson on Regions

ERIC Educational Resources Information Center

Edmondson, Deborah

2018-01-01

This lesson introduces the concept of regionalization and types of regions. After a brief introductory activity, students explore a story map to learn the material. The teacher can project the story map on a screen for all students to follow or students may work individually on computers. Working individually will allow students to set their own…

How to Use Backchanneling in Your Classroom

ERIC Educational Resources Information Center

Jarrett, Kevin; Devine, Mary Ann

2010-01-01

Student engagement--it's what every educator strives for. When a lesson includes showing a movie and involving students in a discussion about it, it's even harder to get--and keep--students engaged. What if there was a free, easy way to engage one's students during lessons like this, meeting them "where they live" with technology, effortlessly…

Classroom Composition and Language Minority Students' Motivation in Language Lessons

ERIC Educational Resources Information Center

Rjosk, Camilla; Richter, Dirk; Hochweber, Jan; Lüdtke, Oliver; Stanat, Petra

2015-01-01

In this study, we investigated effects of the proportion of language minority students in classrooms on the development of students' intrinsic motivation in language lessons and the mediating role of instructional climate (e.g., teacher support, focus on student interests). In addition, we explored the interaction between the proportion of…

ASK Magazine. No. 13

NASA Technical Reports Server (NTRS)

Post, Todd (Editor); Pellen, Charles

2003-01-01

Many of the stories in this magazine for NASA project managers are written by project managers, who use anecdotes from their experience to illustrate managerial lessons. This issue also includes features, an interview, and book reviews.

Fall from Grace: The Decline of America

ERIC Educational Resources Information Center

Schnepper, Jeff A.; Schnepper, Barbara

1976-01-01

Asks whether the United States is about to join the Roman Empire as a historical lesson of inevitable rise and fall. The government, economic and industrial leaders, and social scientists are examined. (Editor/RK)

Evaluation of the "Respect Not Risk" firearm safety lesson for 3rd-graders.

PubMed

Liller, Karen D; Perrin, Karen; Nearns, Jodi; Pesce, Karen; Crane, Nancy B; Gonzalez, Robin R

2003-12-01

The purpose of this study was to evaluate the MORE HEALTH "Respect Not Risk" Firearm Safety Lesson for 3rd-graders in Pinellas County, Florida. Six schools representative of various socioeconomic levels were selected as the test sites. Qualitative and quantitative data were collected. A total of 433 matched pretests/posttests were used to determine the effectiveness of the class in increasing student knowledge about firearm safety. The results revealed a significant increase in the mean scores on the posttest compared with the pretest. Qualitative findings showed the lesson was positively received by both students and teachers, and 65% of responding students reported discussing the lesson with family members. School nurses are encouraged to take a leading role in promoting firearm injury prevention to students.

Documenting Preservice Teacher Growth through Critical Assessment of Online Lesson Plans

ERIC Educational Resources Information Center

Cude, Michelle D.; Haraway, Dana L.

2017-01-01

This research explores the question of how students in a social studies methods course improve skills in analyzing and critiquing pre-existing lesson plans. It utilizes a pre-post authentic assessment tool to measure student growth in key skills of lesson plan critique over the course of one semester's methods instruction. The results support the…

Activated Biological Filters (ABF Towers). Student Manual. Biological Treatment Process Control.

ERIC Educational Resources Information Center

Wooley, John F.

This student manual contains textual material for a two-lesson unit on activated bio-filters (ABF). The first lesson (the sewage treatment plant) examines those process units that are unique to the ABF system. The lesson includes a review of the structural components of the ABF system and their functions and a discussion of several operational…

An Action Research Study: Using Classroom Guidance Lessons to Teach Middle School Students about Sexual Harassment

ERIC Educational Resources Information Center

Bates, Rebecca C.

2006-01-01

This article describes a three-part classroom guidance lesson that teaches middle school students the definition of sexual harassment, the difference between flirting and sexual harassment, and the harmful effects of sexual harassment. An action research study evaluated the effectiveness of the lessons in decreasing referrals for sexual harassment…

Social Studies Classroom Activities for Secondary Schools. Schools in an Aging Society.

ERIC Educational Resources Information Center

Goranson, Donald G., Ed.

Designed for secondary students, the 20 lessons in this volume promote education for, with, and about older adults and prepare students to participate in the changing world. Lessons 1-3 explore attitudes about aging through word association, confront the aging process, and examine values regarding time. Lessons 4-6 study aging in different times…

Promoting Students' Ability to Think Conceptually in Calculus

ERIC Educational Resources Information Center

Zerr, Ryan J.

2010-01-01

An overview is given of three conceptual lessons that can be incorporated into any first-semester calculus class. These lessons were developed to help promote calculus students' ability to think conceptually, in particular with regard to the role that infinity plays in the subject. A theoretical basis for the value of these lessons is provided,…

Virtual & Real Face to Face Teaching

ERIC Educational Resources Information Center

Teneqexhi, Romeo; Kuneshka, Loreta

2016-01-01

In traditional "face to face" lessons, during the time the teacher writes on a black or white board, the students are always behind the teacher. Sometimes, this happens even in the recorded lesson in videos. Most of the time during the lesson, the teacher shows to the students his back not his face. We do not think the term "face to…

Becoming Informed Citizens: Lessons on the Constitution for Junior High School Students.

ERIC Educational Resources Information Center

Wagner, Kenneth A.; And Others

This document consists of lesson plans for teaching junior high school students about the U.S. Constitution. Lessons are derived from teaching methods that instructors have found useful and appropriate for the actual condition of the ordinary classroom, and account for the characteristics and needs of the early adolescent. The document includes a…

Co-Creation Learning Procedures: Comparing Interactive Language Lessons for Deaf and Hearing Students.

PubMed

Hosono, Naotsune; Inoue, Hiromitsu; Tomita, Yutaka

2017-01-01

This paper discusses co-creation learning procedures of second language lessons for deaf students, and sign language lessons by a deaf lecturer. The analyses focus on the learning procedure and resulting assessment, considering the disability. Through questionnaires ICT-based co-creative learning technologies are effective and efficient and promote spontaneous learning motivation goals.

"Hamlet" and the Elizabethan Revenge Ethic in Text and Film. [Lesson Plan].

ERIC Educational Resources Information Center

2002

This lesson seeks to sensitize students to the complex nature of revenge as it is portrayed in William Shakespeare's "The Tragedy of Hamlet, Prince of Denmark." In the lesson, students learn how Shakespeare's play interprets Elizabethan attitudes toward revenge, as reflected in the structure of the Elizabethan revenge tragedy, one of the…

Keiko, Killer Whale. [Lesson Plan].

ERIC Educational Resources Information Center

Discovery Communications, Inc., Bethesda, MD.

This lesson plan presents activities designed to help students understand that Keiko, the killer whale, lived for a long time in an aquarium and had to be taught to live independently; and that computer users can get updates on how Keiko is doing. The main activity of the lesson involves middle school students working in small groups to produce a…

The Stratigraphic Sandwich. An Inquiry-Based Lesson on Geologic Principles

ERIC Educational Resources Information Center

Hermann, Ronald S.; Miranda, Rommel J.

2013-01-01

This article describes an approach in which students develop and apply definitions prior to their formal introduction to new vocabulary. The example given is an inquiry-based lesson on geologic principles. This approach is illustrated with a lesson that has been used with high school Earth science students on the principles of stratigraphy, though…

Deaf Children's Science Content Learning in Direct Instruction Versus Interpreted Instruction

ERIC Educational Resources Information Center

Kurz, Kim B.; Schick, Brenda; Hauser, Peter C.

2015-01-01

This research study compared learning of 6-9th grade deaf students under two modes of educational delivery--interpreted vs. direct instruction using science lessons. Nineteen deaf students participated in the study in which they were taught six science lessons in American Sign Language. In one condition, the lessons were taught by a hearing…

Exploring Ethograms in the Schoolyard: A Lesson on Animal Behavior

ERIC Educational Resources Information Center

Graszer, Christina L.; Gnau, Katie; Melber, Leah M.

2012-01-01

This article highlights a core lesson that has been used in a number of Lincoln Park Zoo educational programs. The lesson teaches students to conduct an ethological, or animal behavior, study on a bird. This study can be implemented in a variety of outdoor settings, including a park, schoolyard, or zoo. Using an ethogram, students will practice…

A Cross-Cultural Investigation into How Tasks Influence Seatwork Activities in Mathematics Lessons

ERIC Educational Resources Information Center

Serrano, Ana M.

2012-01-01

This study examined how types of tasks influenced student activities/thinking and defined the role of Seatwork in mathematics lessons. It used 60 lessons from the TIMSS videotaped Study. These data indicated that practice was the most prevalent form of tasks in the U.S. In Germany, students completed mathematical calculations after a complex…

Monochromatic Names

ERIC Educational Resources Information Center

Main, Marisa J.

2009-01-01

The author describes a lesson for middle school students involving their names, with outlets for uniqueness and self-expression. Focusing on contrast, design elements, and a monochromatic color scheme, students created name designs that they loved. Tips for adaptation for special needs students are included. The lesson confirms basic design and…

Measuring University students' understanding of the greenhouse effect - a comparison of multiple-choice, short answer and concept sketch assessment tools with respect to students' mental models

NASA Astrophysics Data System (ADS)

Gold, A. U.; Harris, S. E.

2013-12-01

The greenhouse effect comes up in most discussions about climate and is a key concept related to climate change. Existing studies have shown that students and adults alike lack a detailed understanding of this important concept or might hold misconceptions. We studied the effectiveness of different interventions on University-level students' understanding of the greenhouse effect. Introductory level science students were tested for their pre-knowledge of the greenhouse effect using validated multiple-choice questions, short answers and concept sketches. All students participated in a common lesson about the greenhouse effect and were then randomly assigned to one of two lab groups. One group explored an existing simulation about the greenhouse effect (PhET-lesson) and the other group worked with absorption spectra of different greenhouse gases (Data-lesson) to deepen the understanding of the greenhouse effect. All students completed the same assessment including multiple choice, short answers and concept sketches after participation in their lab lesson. 164 students completed all the assessments, 76 completed the PhET lesson and 77 completed the data lesson. 11 students missed the contrasting lesson. In this presentation we show the comparison between the multiple-choice questions, short answer questions and the concept sketches of students. We explore how well each of these assessment types represents student's knowledge. We also identify items that are indicators of the level of understanding of the greenhouse effect as measured in correspondence of student answers to an expert mental model and expert responses. Preliminary data analysis shows that student who produce concept sketch drawings that come close to expert drawings also choose correct multiple-choice answers. However, correct multiple-choice answers are not necessarily an indicator that a student produces an expert-like correlating concept sketch items. Multiple-choice questions that require detailed knowledge of the greenhouse effect (e.g. direction of re-emission of infrared energy from greenhouse gas) are significantly more likely to be answered correctly by students who also produce expert-like concept sketch items than by students who don't include this aspect in their sketch and don't answer the multiple choice questions correctly. This difference is not as apparent for less technical multiple-choice questions (e.g. type of radiation emitted by Sun). Our findings explore the formation of student's mental models throughout different interventions and how well the different assessment techniques used in this study represent the student understanding of the overall concept.

The Beaverton School District Arts for Learning (A4L) Lessons Project, an Investing in Innovation (i3) Development Grant: Student Impact Findings from Years 1, 2, and 3

ERIC Educational Resources Information Center

Nakamoto, Jonathan; Sobolew-Shubin, Sandy; Orland, Martin

2015-01-01

The purpose of this study was to assess the impact of the Arts for Learning (A4L) Lessons Project on the literacy and life skills of students in grades 3, 4, and 5. A4L Lessons is a supplementary literacy curriculum designed to blend the creativity and discipline of the arts with learning science to raise student achievement in reading and…

Science and Literacy: Incorporating Vocabulary, Reading Comprehension, Research Methods, and Writing into the Science Curriculum

NASA Astrophysics Data System (ADS)

Nieser, K.; Carlson, C.; Bering, E. A.; Slagle, E.

2012-12-01

Part of preparing the next generation of STEM researchers requires arming these students with the requisite literacy and research skills they will need. In a unique collaboration, the departments of Physics (ECE) and Psychology at the University of Houston have teamed up with NASA in a grant to develop a supplemental curriculum for elementary (G3-5) and middle school (G6-8) science teachers called Mars Rover. During this six week project, students work in teams to research the solar system, the planet Mars, design a research mission to Mars, and create a model Mars Rover to carry out this mission. Targeted Language Arts skills are embedded in each lesson so that students acquire the requisite academic vocabulary and research skills to enable them to successfully design their Mars Rover. Students learn academic and scientific vocabulary using scientifically based reading research. They receive direct instruction in research techniques, note-taking, summarizing, writing and other important language skills. The interdisciplinary collaboration empowers students as readers, writers and scientists. After the curriculum is completed, a culminating Mars Rover event is held at a local university, bringing students teams in contact with real-life scientists who critique their work, ask questions, and generate excite about STEM careers. Students have the opportunity to showcase their Mars Rover and to orally demonstrate their knowledge of Mars. Students discover the excitement of scientific research, STEM careers, important research and writing tools in a practical, real-life setting.

"The State of Chihuahua", Lesson Plan for "Cultural Unit: Focus on Mexico."

ERIC Educational Resources Information Center

Llewellyn, Marianne

This lesson plan was designed for students in Montana schools. The objectives for this culture unit are having: (1) students recognize the similarities between their home stat of Montana and the Mexican state of Chihuahua; (2) students learn about features unique to Chihuahua; and (3) students create an advertising brochure marketing Chihuahua to…

Opportunities to Write: An Exploration of Student Writing during Language Arts Lessons in Norwegian Lower Secondary Classrooms

ERIC Educational Resources Information Center

Blikstad-Balas, Marte; Roe, Astrid; Klette, Kirsti

2018-01-01

Research suggests that student development as writers requires a supportive environment in which they receive sustained opportunities to write. However, writing researchers in general know relatively little about the actual writing opportunities embedded in students' language arts lessons and how students' production of texts in class is framed.…

Students' Attitudes toward Chemistry Lessons: The Interaction Effect between Grade Level and Gender

ERIC Educational Resources Information Center

Cheung, Derek

2009-01-01

The purpose of this quantitative study was to examine the interaction effect between grade level and gender with respect to students' attitudes toward chemistry lessons taught in secondary schools. The sample consisted of 954 chemistry students in grades Secondary 4-7 (approximately 16-19 years of age) in Hong Kong. Students' attitudes were…

Energy matters: An investigation of drama pedagogy in the science classroom

NASA Astrophysics Data System (ADS)

Alrutz, Megan

The purpose of this study is to explore and document how informal and improvisational drama techniques affect student learning in the science classroom. While implementing a drama-based science unit, I examined multiple notions of learning, including, but not limited to, traditional notions of achievement, student understanding, student participation in the science classroom, and student engagement with, and knowledge of, science content. Employing an interpretivist research methodology, as outlined by Fredrick Erickson for qualitative analysis in the classroom, I collected data through personal observations; student and teacher interviews; written, artistic and performed class work; video-recorded class work; written tests; and questionnaires. In analyzing the data, I found strong support for student engagement during drama-based science instruction. The drama-based lessons provided structures that drew students into lessons, created enthusiasm for the science curriculum, and encouraged meaningful engagement with, and connections to, the science content, including the application and synthesis of science concepts and skills. By making student contributions essential to each of the lessons, and by challenging students to justify, explain, and clarify their understandings within a dramatic scenario, the classroom facilitators created a conducive learning environment that included both support for student ideas and intellectual rigor. The integration of drama-based pedagogy most affected student access to science learning and content. Students' participation levels, as well as their interest in both science and drama, increased during this drama-based science unit. In addition, the drama-based lessons accommodated multiple learning styles and interests, improving students' access to science content and perceptions of their learning experience and abilities. Finally, while the drama-based science lessons provided multiple opportunities for solidifying understanding of the science content, the data also revealed missed opportunities for sense-making within the delivery of several drama-based science lessons. In conclusion, this study demonstrates how the integration of drama and science prepares students for seeking, accessing, and organizing information in different ways, providing multiple means for students to build knowledge and understanding for actively participating in the changing world around us.

An internet-supported school physical activity intervention in low socioeconomic status communities: results from the Activity and Motivation in Physical Education (AMPED) cluster randomised controlled trial.

PubMed

Lonsdale, Chris; Lester, Aidan; Owen, Katherine B; White, Rhiannon L; Peralta, Louisa; Kirwan, Morwenna; Diallo, Thierno M O; Maeder, Anthony J; Bennie, Andrew; MacMillan, Freya; Kolt, Gregory S; Ntoumanis, Nikos; Gore, Jennifer M; Cerin, Ester; Cliff, Dylan P; Lubans, David R

2017-10-09

Quality physical education (PE) is the cornerstone of comprehensive school physical activity (PA) promotion programmes. We tested the efficacy of a teacher professional learning intervention, delivered partially via the internet, designed to maximise opportunities for students to be active during PE lessons and enhance adolescents' motivation towards PE and PA. A two-arm cluster randomised controlled trial with teachers and Grade 8 students from secondary schools in low socioeconomic areas of Western Sydney, Australia. The Activity and Motivation in Physical Education (AMPED) intervention for secondary school PE teachers included workshops, online learning, implementation tasks and mentoring sessions. The primary outcome was the proportion of PE lesson time that students spent in moderate-to-vigorous physical activity (MVPA), measured by accelerometers at baseline, postintervention (7-8 months after baseline) and maintenance (14-15 months). Secondary outcomes included observed PE teachers' behaviour during lessons, students' leisure-time PA and students' motivation. Students (n=1421) from 14 schools completed baseline assessments and were included in linear mixed model analyses. The intervention had positive effects on students' MVPA during lessons. At postintervention, the adjusted mean difference in the proportion of lesson time spent in MVPA was 5.58% (p<0.001, approximately 4 min/lesson). During the maintenance phase, this effect was 2.64% (p<0.001, approximately 2 min/lesson). The intervention had positive effects on teachers' behaviour, but did not impact students' motivation. AMPED produced modest improvements in MVPA and compares favourably with previous interventions delivered exclusively face-to-face. Online teacher training could help facilitate widespread dissemination of professional learning interventions. ACTRN12614000184673. © 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.

Schoolyard Volcanoes: A Unit in Volcanology and Hazards

NASA Astrophysics Data System (ADS)

Lechner, H. N.; Gochis, E. E.; Brill, K. A.

2014-12-01

How do you teach volcanology and volcanic hazards to students when there is no volcano nearby? You bring the volcano to them! At Michigan Technological University we have developed a four-lesson-unit for middle and high school students which incorporates virtual, analogue and numerical models to increase students' interests in geosciences while simultaneously expanding the community of earth-science-literate individuals necessary for a disaster resilient society. The unit aims to build on students' prior geoscience knowledge by examining the physical properties that influence volcanic eruptions and introduces them to challenges and methods of communicating hazards and risk. Lesson one engages students in a series of hands-on investigations that explore the "3-Vs" of volcanology: Viscosity, Volatiles and Volume. The students learn about the relationship between magma composition and viscosity and the influence on eruption style, behavior and morphology of different volcanoes. Lesson two uses an analogue model of a volcano to demonstrate the forces involved in an explosive eruption and associated hazards. Students think critically about the factors that affect hazards and risk as well as the variables (such as topography) that affect the eruption and the hazard. During lesson three students use Google Earth for a virtual field trip to Pacaya volcano, Guatemala to examine changes in the landscape over time and other evidence of volcanic activity to make interpretations about the volcano. The final lesson has the students use numerical models and GIS to create hazard maps based on probabilistic lahar scenarios. Throughout the unit students are engaged in an inquiry-based exploration that covers several Next Generation Science Standards (NGSS) content and practices. This four lesson unit has been field tested in two school districts and during a summer engineering program. Results from student work and post-surveys show that this strategy raises interests in and knowledge of volcanic hazards.

Is Biology Boring? Student Attitudes toward Biology

ERIC Educational Resources Information Center

Prokop, Pavol; Prokop, Matel; Tunnicliffe, Sue Dale

2007-01-01

The study examines the interests and attitudes of school students toward biology: through their interest in out-of-school activities and their attitude towards lessons as measured by interest, importance and difficulty. Biology lessons were relatively popular with the greatest preference found among students learning zoology. Girls showed…

Student Views of Technology

ERIC Educational Resources Information Center

Eisenkraft, Arthur

2011-01-01

Current instructional and learning models insist that when teachers prepare lessons for their technology and engineering classes, they must begin with a sense of what students already know. In preparing lessons, many teachers use their years of classroom experience as data to inform them about students' prior knowledge and about student…

William J. Glackens: "The Cedar Walk."

ERIC Educational Resources Information Center

Davidson, Marilyn

1986-01-01

Provides a lesson plan for primary grade-level students based on William J. Glackens' oil painting, "The Cedar Walk." The goal of the lesson is to introduce students to landscape/seascape painting. (JDH)

Seven day Lanzarote adventure: seven innovations in university learning and teaching

NASA Astrophysics Data System (ADS)

Reavey, Duncan

2010-05-01

An annual residential field course in Lanzarote, Canary Islands, gives university students of Environmental Science, Adventure Education, and Primary Science Education diverse opportunities for deep learning that challenges and motivates. Comments from students range from 'the best chemistry lesson ever' to 'life-changing'. Here I reflect on seven strengths from the student experience: (1) Our goal is for students to learn to ask scientific questions. Anyone can answer questions, but only the best scientists can ask questions that matter. (2) Field work fits the diverse learning styles of our diverse students. For example, students model bathymetry using sand and pebbles on a beach; students start to explore social issues around waste disposal on Lanzarote by taking part in a commando raid on a municipal rubbish tip! (3) Students learn from local experts but then learn from each other. For example, half the group explores agricultural practices while the other half explores traditional uses of plants; a student from one group is then paired with a student from the other group for them to teach each other what they have learned. (4) An overview of current research on the island (volcanic origins, indigenous species, trace elements in the wines!) comes from students reflecting on abstracts of 25 recent papers from mainstream journals and sharing their understanding with each other. (5) We replicate a real world experience. One part of the student assessment requires them to write a grant application for a scientific research project using the real-world pro forma and meeting the criteria set out by the real-world funding agency. (6) Students work as teams to write these grant applications (as they would do in the real world). They receive a single mark for their work, but the students then divide the mark among themselves according to the quality of the contributions they have made. In this way the university teachers assess the product, and the students assess the processes within their group. (7) Students are encouraged to explore the environmental impacts of their own activities. Affective learning (in which emotions are as important as factual knowledge) is a significant outcome of the course. Students themselves decide to offset carbon emissions from their visit and after returning to UK have created a large apple orchard, a 100 metre hedgerow and a public woodland through their own initiatives. University teachers work subtly (and without the students' knowledge) to promote this learning and environmental action.

NITARP: An Example of Effective Data-Based Research in the Classroom

NASA Astrophysics Data System (ADS)

Orr, Laura; Rowe, Jamie L.; Lineberger, Howard; Duranko, Gary; Gorjian, Varoujan

2018-01-01

The use of data in the classroom is a core component of both project based learning and STEM based education. Authentic student driven research using real-world data is a primary focus of both teaching strategies. To make the educational outcome effective and long lasting, the type and quality of data used in the lessons is important. The NASA/IPAC Teacher Archive Research Project (NITARP) program encapsulates this in very meaningful ways by providing both teachers and students the opportunity to ask deep meaningful questions, collaborate with peers, and arrive at meaningful conclusions. Teachers trained in the use of scientific archives and the application of those archives for authentic research is critical for this type of learning to be successful.In this study we use the NITARP program as an example of effective STEM project based learning using archived scientific data. We explore the components of the program that are most effective, the effects on teacher competency and ease of use with students, and use in the classroom. For each area we also explore alternate sources of teacher support, data archives, and techniques for implementation in classrooms for various topics and skill levels.

The effects of teacher read-alouds and student silent reading on predominantly bilingual high school seniors’ learning and retention of social studies content

PubMed Central

Reed, Deborah K.; Swanson, Elizabeth; Petscher, Yaacov; Vaughn, Sharon

2015-01-01

Teacher read-alouds (TRA) are common in middle and high school content area classes. Because the practice of reading the textbook out loud to students is often used out of concern about students’ ability to understand and learn from text when reading silently (SR), this randomized controlled trial was designed to experimentally manipulate text reading while blocking on all other instructional elements to determine the relative effects on learning content. Predominantly Spanish–English bilingual twelfth-graders (n = 123) were randomly assigned to either a TRA or SR condition and provided 1 week of high quality instruction in US history. Daily lessons included teaching key terms in the passage, previewing text headings, and conducting comprehension checks. Results of immediate, 1-week delayed, and 1-month delayed assessments of content learning revealed no significant differences between the two groups. Students were also asked to rate the method of reading they believed best helped them understand and remember information. Students in the SR condition more consistently agreed that reading silently was beneficial. Findings suggest low performing adolescents of different linguistic backgrounds can learn content as well when reading appropriately challenging text silently as when the teacher reads the text aloud to them. PMID:26346215

Lessons of Researcher-Teacher Co-design of an Environmental Health Afterschool Club Curriculum

NASA Astrophysics Data System (ADS)

Hundal, Savreen; Levin, Daniel M.; Keselman, Alla

2014-06-01

This paper addresses the impact of teachers' beliefs about argumentation and their community of practice framed views of teaching on co-designing an environmental health afterschool club curriculum with researchers. Our team collaborated with a group of four middle school teachers, asking them to co-design a club that would facilitate (1) students' understanding of environmental health, (2) use of electronic resources, and (3) argumentation skills. The process included researcher-led sessions emphasizing the importance of argumentation to science and teacher-led curriculum design sessions. The qualitative analysis of the meetings and teacher interview transcripts suggests that while teachers viewed argumentation as important, its practice was relegated to the background by the focus on student engagement and perceived logistical and systemic constraints. The paper concludes that in addition to stressing relevance of argumentation to science learning, researchers involved in co-design need to emphasize the potential of argumentation to engage students and to fit into science curriculum. The analysis also reveals teacher-participants' views of environmental health as an important area of middle school education, relevant to students' lives, linkable to the existing curriculum, essential for informed citizenship, and capable of inspiring interest in science. These findings underscore the importance of integrating environmental health into science education and advocating for its inclusion in informal and formal educational settings.

Perspectives/The Species That Asks

ERIC Educational Resources Information Center

Scherer, Marge

2015-01-01

Marge Scherer describes this issue of "Educational Leadership" as being all about questioning for learning--how to ask questions of students, how to encourage students to ask their own questions, and how to ask better questions and find better answers. Among feature topics explored in this issue are why children, who start questioning…

Education for Freedom: Lessons on the First Amendment for Elementary School Students (K-6).

ERIC Educational Resources Information Center

Gallagher, Arlene F.; Singleton, Laurel R.

These lesson plans on the First Amendment are designed to help elementary school students to understand the history and meaning of the First Amendment and its importance in today's society. Seven lessons for primary grades cover the following topics: (1) Forms of expression; (2) Rights in daily life; (3) The First Amendment; (4) The right to meet…

A Lesson Based on Student-Generated Ideas: A Practical Example Highlighting the Role of a Teacher

ERIC Educational Resources Information Center

Fuentes, Sarah Quebec

2011-01-01

The role of a teacher is different from that in traditional mathematics instruction when the implementation of a lesson is based on students' ideas. The author's experience teaching the same lesson (of the latter format) to two different classes of pre-service teachers in an elementary mathematics methods course is described. Since whole-class…

Principles and Practices of Occupational Safety and Health: Student Manual: Booklet Six.

ERIC Educational Resources Information Center

Occupational Safety and Health Administration, Washington, DC.

The manual is the sixth of six student manuals for use in a course on occupational health and safety for supervisory personnel. The manual contains lessons 12 and 13 of the 15 consecutively-numbered lessons, each of which contains study questions (and answers) interwoven with the text and review questions at the end of each section. Lesson 12…

Principles and Practices of Occupational Safety and Health: Student Manual: Booklet Three.

ERIC Educational Resources Information Center

Occupational Safety and Health Administration, Washington, DC.

The manual is the third of six student manuals for use in a course on occupational health and safety for supervisory personnel. The manual contains lessons 6 and 7 of the 15 consecutively-numbered lessons, each of which contains study questions (and answers) interwoven with the text and review questions at the end of each section. Lesson 6 covers…

Project Equity: A Curriculum Supplement of Lessons on Sex Equity for Middle School Programs in Law-Related Education.

ERIC Educational Resources Information Center

Malcolm, Dolores B.

To heighten student awareness about sex equity issues and to equip students with information for legal remedies are the goals of this curriculum guide. Each lesson in the unit contains objectives, materials, and procedures. The unit is divided into three sections, each with lessons appropriate for sixth, seventh, and eighth grade levels. Students…

Examining Natural Selection by Sketching and Making Models of the Finches of the Galapagos Islands

ERIC Educational Resources Information Center

Pittman, Phoebe J. Z.; Teske, Jolene K.

2017-01-01

This practical lesson describes how students in six eighth grade science classes participated in a lesson combining the National Core Arts Standards with the Next Generation Science Standards. The goal of the lesson was to provide visual representations of finch beak form and function so students could better understand genetic variation and how…

Principles and Practices of Occupational Safety and Health: Student Manual: Booklet Four.

ERIC Educational Resources Information Center

Occupational Safety and Health Administration, Washington, DC.

The manual is the fourth of six student manuals for use in a course on occupational health and safety for supervisory personnel. The manual contains lessons 8-11 of the 15 consecutively-numbered lessons, each of which contains study questions (and answers) interwoven with the text and review questions at the end of each section. Lesson 8 discusses…

Principles and Practices of Occupational Safety and Health: Student Manual: Booklet Two.

ERIC Educational Resources Information Center

Occupational Safety and Health Administration, Washington, DC.

The manual is the second of six student manuals for use in a course on occupational health and safety for supervisory personnel. The manual contains lessons 4 and 5 of the 15 consecutively-numbered lessons, each of which contains study questions (and answers) interwoven with the text and review questions at the end of each section. (Lesson 4…

Principles and Practices of Occupational Safety and Health: Student Manual: Booklet One.

ERIC Educational Resources Information Center

Occupational Safety and Health Administration, Washington, DC.

The manual is the first of six student manuals for use in a course on occupational health and safety for supervisory personnel. The manual contains lessons 1-3 of the 15 consecutively-numbered lessons, each of which contains study questions (and answers) interwoven with the text and review questions at the end of each section. Lesson 1 (three…

Principles and Practices of Occupational Safety and Health: Student Manual: Booklet Five.

ERIC Educational Resources Information Center

Occupational Safety and Health Administration, Washington, DC.

The manual is the fifth of six student manuals for use in a course on occupational health and safety for supervisory personnel. The manual contains lessons 14 and 15 of the 15 consecutively-numbered lessons, each of which contains study questions (and answers) interwoven with the text and review questions at the end of each section. Lesson 14…

Step Into Africa: Elementary Level Activities Using Africa Is Not a Country

ERIC Educational Resources Information Center

Starbird, Caroline; Bahrenburg, Amy

2004-01-01

This book takes student inside the vast continent of Africa. The goal of these lessons is to provide young students with a look at contemporary Africa and to give them a feeling for the rich diversity of the many different nations of the continent. The lessons integrate language arts and geography, and some lessons include math. This book…

Effective Lesson Planning: Field Trips in the Science Curriculum

NASA Astrophysics Data System (ADS)

Rieger, C. R.

2010-10-01

Science field trips can positively impact and motivate students. However, if a field trip is not executed properly, with appropriate preparation and follow-up reinforcement, it can result in a loss of valuable educational time and promote misconceptions in the students. This study was undertaken to determine if a classroom lesson before an out-of-the-classroom activity would affect learner gain more or less than a lesson after the activity. The study was based on the immersive theater movie ``Earth's Wild Ride'' coupled with a teacher-led Power Point lesson. The participants in the study were students in a sixth grade physical science class. The order of lessons showed no detectable effect on final learner outcomes. Based on pre- and post-testing, improvement in mean learning gain came from the teacher-led lesson independent of the movie. The visit to the immersive theater, however, had significant positive effects that did not show up in the quantitative results of the testing.

Developing a Scale to Measure Students' Attitudes toward Chemistry Lessons

ERIC Educational Resources Information Center

Cheung, Derek

2009-01-01

Students' attitudes toward chemistry lessons in school are important dependent variables in curriculum evaluation. Although a variety of instruments have been developed by researchers to evaluate student attitudes, they are plagued with problems such as the lack of theoretical rationale and of empirical evidence to support the construct validity…

Swedish Upper Secondary Students' Perspectives on the Typical Mathematics Lesson

ERIC Educational Resources Information Center

Andrews, Paul; Larson, Niclas

2017-01-01

This paper presents a group interview study of Swedish upper secondary students' perspectives on the typical mathematics lesson. Students, from four demographically different schools, constructed a collective synthesis of their many years' experience of mathematics classrooms. Transcriptions were subjected to a constant comparison analysis, which…

Supporting Source Integration in Student Writing

ERIC Educational Resources Information Center

Refaei, Brenda; Kumar, Rita; Wahman, M. Lauren; Peplow, Amber Burkett

2017-01-01

A cross-disciplinary team of composition, communication, and library faculty used lesson study to investigate interdisciplinary instructional strategies to improve students' use of quoting in their writing. The team developed a three-class lesson plan to introduce the concept of quoting, practice the concept, and allow students to reflect on their…

Dialogic Communication in the One-to-One Improvisation Lesson: A Qualitative Study

ERIC Educational Resources Information Center

de Bruin, Leon R.

2018-01-01

This qualitative study investigates the dialogic interactions between teacher and student that enhance learning and teaching within the one-to-one music improvisation lesson. This study analyses the ways teachers elicit student actions, thoughts and processes that develop student skills, critical and creative thinking processes necessary for…

Main Street: Teaching Elementary School Students Standards-Based Urban Geography.

ERIC Educational Resources Information Center

Hurt, Douglas A.

1997-01-01

Describes a lesson plan that uses Main Street images of three towns to encourage students to recognize and compare human and physical characteristics of places. The lesson teaches the geographic concepts of site (absolute location) and situation (relative location) as well as introducing students to urban geography. (MJP)

Mechanics and Inventors.

ERIC Educational Resources Information Center

Lutton, Louise Pietsch

1998-01-01

Presents an integrated science and art lesson for first-grade students. Explains that first the students examined various machines by taking them apart and then they utilized that knowledge to draw their own inventions. States that this lesson provides students with a chance to develop their problem-solving and critical thinking skills. (CMK)

Teachers' Considerations of Students' Thinking during Mathematics Lesson Design

ERIC Educational Resources Information Center

Amador, Julie M.

2016-01-01

Teachers' abilities to design mathematics lessons are related to their capability to mobilize resources to meeting intended learning goals based on their noticing. In this process, knowing how teachers consider Students' thinking is important for understanding how they are making decisions to promote student learning. While teaching, what teachers…

Finding Possibility and Probability Lessons in Sports

ERIC Educational Resources Information Center

Busadee, Nutjira; Laosinchai, Parames; Panijpan, Bhinyo

2011-01-01

Today's students demand that their lessons be real, interesting, relevant, and manageable. Mathematics is one subject that eludes many students partly because its traditional presentation lacks those elements that encourage students to learn. Easy accessibility through electronic media has exposed people all over the world to a variety of sports…

Elections: An Instructional Unit for Elementary Grades.

ERIC Educational Resources Information Center

McClain, Janet; And Others

In order to increase students' awareness of their place in the nation's political life, this unit introduces young children to the electoral process. Each lesson includes objectives, materials, procedures, and supplementary materials that can be duplicated for student use. The first five lessons are designed to improve student awareness of…

Listening Skills. Instructor/Lesson Guide.

ERIC Educational Resources Information Center

Decker, Carol; And Others

This instructor/lesson guide provides instructional materials for a 4-hour course in listening skills in the workplace. Stated objectives are to help students to become more effective listeners, to assist students in obtaining an understanding of how effective they are as listeners, and to assist students in identifying bad listening habits. Two…

Sensing Matter--Is It a Liquid or Solid?

ERIC Educational Resources Information Center

Troncale, Jennifer M.

2016-01-01

Reading and writing are essential skills that students use as they learn science. For students to attain scientific literacy, they must create meaningful lessons capitalizing on curiosity and natural wonders about the world, through which students speak, read, and write about their science experiences. The inquiry-based lesson described in this…

Classroom management at the university level: lessons from a former high school earth science teacher

NASA Astrophysics Data System (ADS)

Lazar, C.

2009-12-01

Just a few days before my career as a fledgling science teacher began in a large public high school in New York City, a mentor suggested I might get some ideas about how to run a classroom from a book called The First Days Of School by Harry Wong. Although the book seemed to concentrate more on elementary students, I found that many of the principles in the book worked well for high school students. Even as I have begun to teach at the university level, many of Wong’s themes have persisted in my teaching style. Wong’s central thesis is that for learning to occur, a teacher must create the proper environment. In education jargon, a good climate for learning is generated via classroom management, an array of methods used by elementary and secondary school teachers to provide structure and routine to a class period via a seamless flow of complementary activities. Many college professors would likely consider classroom management to be chiefly a set of rules to maintain discipline and order among an otherwise unruly herd of schoolchildren, and therefore not a useful concept for mature university students. However, classroom management is much deeper than mere rules for behavior; it is an approach to instructional design that considers the classroom experience holistically. A typical professorial management style is to lecture for an hour or so and ask students to demonstrate learning via examinations several times in a semester. In contrast, a good high school teacher will manage a class from bell-to-bell to create a natural order and flow to a given lesson. In this presentation, I will argue for an approach to college lesson design similar to the classroom management style commonly employed by high school and elementary school teachers. I will suggest some simple, practical techniques learned during my high school experience that work just as well in college: warm-up and practice problems, time management, group activities, bulletin boards, learning environment, and standard procedures. Central to all of these suggestions is the basic concept of planning activities for students beyond passive absorption of lecture material and fitting them smoothly within the typical time constraints of a class period. Well-managed students learn better. I close with the observation that the most basic desires of students are independent of age; learners of all ages and levels prefer well-designed classroom experiences. In this context, books and resources intended for the professional development of secondary--and even elementary—teachers suddenly contain a wealth of techniques that, with some modification, might be useful at the university level.

Development of Lesson Plans and Student Worksheets Based Socio-Scientific Issues on Pollution Environmental Topic

NASA Astrophysics Data System (ADS)

Rahayu, S.; Meyliana, M.; Arlingga, A.; Reny, R.; Siahaan, P.; Hernani, H.

2017-09-01

The aim of this study is to develop lesson plans and student worksheets based socio-scientific issues on pollution environmental topic for seventh-grade junior high school students. Environmental pollution topic split into several subtopics namely air pollution, water pollution and soil pollution. The composing of lesson plans were developed based on socio-scientific issues with five stages, namely (1) Motivate; (2) Challenge; (3) Collect scientific evidence; (4) Analyse the evidence; (5) Build knowledge and make connections; and (6) Use evidence. While student worksheets contain articles on socio-scientific issues, practice, and there are a few questions to determine students’ reasoning. The method that is used in this research is research and development (R & D method). Development model used in this study is a model of Plomp that consists of four stages, namely: (1) Initial Research; (2) Design; (3) Realization or Construction; (4) Testing, evaluation and revision; (5) Implementation, while the research was limited to the fourth stage. Lesson plans and student worksheets based on socio-scientific issues was validated through an expert validation. The result showed that lesson plans and student worksheets based socio-scientific issues on pollution theme have a very decent and be able to apply in science classroom.

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

NASA Astrophysics Data System (ADS)

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

2014-12-01

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

Algebra: Level II, Unit 8, Lesson 1; Powers and Roots: Lesson 2; Geometry: Lesson 3; Number Series: Lesson 4. Advanced General Education Program. A High School Self-Study Program.

ERIC Educational Resources Information Center

Manpower Administration (DOL), Washington, DC. Job Corps.

This self-study program for high-school level contains lessons on: Algebra, Powers and Roots, Geometry, and Number Series. Each of the lessons concludes with a Mastery Test to be completed by the student. (DB)

A Relevant Lesson: Hitler Goes to the Mall

ERIC Educational Resources Information Center

Gerwin, David

2003-01-01

A "Motivation" eliciting the "Aim" of each lesson initiates each lesson in the orthodox "developmental lesson-plan" that has dominated classroom instruction in NYC public schools for at least the past half-century. An action-research study of 38 lesson-plans (over 5 each from 5 teachers) drawn from student-teaching…

Partnering with Your Child's School: A Guide for Parents

MedlinePlus

... or health teachers may give class lessons on bullying or good social skills. • Ask your child’s teacher ... help if your child is being bullied or bullying others. Is there a school-wide behavior management ...

Advice and Frequently Asked Questions (FAQs) for Citizen-Science Environmental Health Assessments.

PubMed

Barzyk, Timothy M; Huang, Hongtai; Williams, Ronald; Kaufman, Amanda; Essoka, Jonathan

2018-05-11

Citizen science provides quantitative results to support environmental health assessments (EHAs), but standardized approaches do not currently exist to translate findings into actionable solutions. The emergence of low-cost portable sensor technologies and proliferation of publicly available datasets provides unparalleled access to supporting evidence; yet data collection, analysis, interpretation, visualization, and communication are subjective approaches that must be tailored to a decision-making audience capable of improving environmental health. A decade of collaborative efforts and two citizen science projects contributed to three lessons learned and a set of frequently asked questions (FAQs) that address the complexities of environmental health and interpersonal relations often encountered in citizen science EHAs. Each project followed a structured step-by-step process in order to compare and contrast methods and approaches. These lessons and FAQs provide advice to translate citizen science research into actionable solutions in the context of a diverse range of environmental health issues and local stakeholders.

Exploring the classroom practices that may enable a compassionate approach to financial literacy education

NASA Astrophysics Data System (ADS)

Blue, Levon Ellen; O'Brien, Mia; Makar, Katie

2017-08-01

From an early age, children are faced with financial dilemmas and are expected to make effective financial decisions about money. In this paper, we explore the classroom practices that may enable a compassionate approach to financial literacy education. We observed an inquiry-based mathematics lesson in a Year 4 primary school classroom. The financial maths task asked students to decide on the best fundraising option for the school. We used the theory of practice architectures to analyse the interactions in the classroom in order to understand what may have enabled and constrained classroom practices. We found that classroom practices such as engaging with peers through positive and collaborative learning opportunities, making ethical, social and mathematical connections of the task, and considering the impact of financial decisions on others may enable a compassionate approach to financial literacy education.

Exploring the classroom practices that may enable a compassionate approach to financial literacy education

NASA Astrophysics Data System (ADS)

Blue, Levon Ellen; O'Brien, Mia; Makar, Katie

2018-06-01

From an early age, children are faced with financial dilemmas and are expected to make effective financial decisions about money. In this paper, we explore the classroom practices that may enable a compassionate approach to financial literacy education. We observed an inquiry-based mathematics lesson in a Year 4 primary school classroom. The financial maths task asked students to decide on the best fundraising option for the school. We used the theory of practice architectures to analyse the interactions in the classroom in order to understand what may have enabled and constrained classroom practices. We found that classroom practices such as engaging with peers through positive and collaborative learning opportunities, making ethical, social and mathematical connections of the task, and considering the impact of financial decisions on others may enable a compassionate approach to financial literacy education.

Sixth Grade Students' Content-Specific Competencies and Challenges in Learning the Seasons Through Modeling

NASA Astrophysics Data System (ADS)

Sung, Ji Young; Oh, Phil Seok

2017-06-01

Recent science education reform initiatives suggest that learning in science should be organized on the basis of scientists' actual practices including the development and use of models. In line with this, the current study adapted three types of modeling practices to teach two Korean 6th grade science classes the causes of the Earth's seasons. Specifically, the study aimed to identify the students' content-specific competencies and challenges based on fine-grained descriptions and analyses of two target groups' cases. Data included digital recordings of modeling-based science lessons in the two classes, the teacher's and students' artifacts, and interviews with the students. These multiple types of data were analyzed complementarily and qualitatively. It was revealed that the students had a competency in constructing models to generate the desired phenomenon (i.e., seasons). They had difficulty, however, in considering the tilt of the Earth's rotation axis as a cause of the seasons and in finding a proper way of representing the Sun's meridian altitude on a globe. But, when the students were helped and guided by the teacher and peers' interventions, they were able to revise their models in alignment with the scientific understanding of the seasons. Based on these findings, the teacher's pedagogical roles, which include using student competencies as resources, asking physical questions, and explicit guidance on experimentation skills, were recommended to support successful incorporations of modeling practices in the science classroom.

The impact of a clinical rotation in hospice: medical students' perspectives.

PubMed

Jacoby, Liva H; Beehler, Connie J; Balint, John A

2011-01-01

Medical educators agree that training in end-of-life care (EOLC) must be an integral part of medical education at all levels. While progress in this area of education has taken place, many gaps still exist. This article describes the self-reported impact of a required one-week hospice rotation for third-year medical students. Students completing their hospice rotation during a one-year period were asked to write an essay describing the most important lessons they learned. Qualitative analyses of the essays revealed 10 core themes and generated a coding schema for detailed analysis. Students' essays reflected knowledge gained, emotional reactions, cognitive insights, and relationship-centered skills. Comments focused on the following themes: benefits and philosophy of hospice; impact on future practice; interdisciplinary team approach; management of pain and suffering; facts about hospice; personal impact; communication with patients and families; dedication and skill of staff; role of families; and value of home care. Students consistently recognized the significance of positive role models. Learning about a new field of medicine helped broaden students' knowledge, skills, and beliefs, and expanded their assumptions about illness and suffering, the role of health care professionals, and the goals of medicine. Reflection and writing brought about self-awareness of the learning process itself. The study demonstrates that a robust clinical EOLC exposure can be effectively incorporated into undergraduate education and that student self-reports constitute a valuable mode of evaluation. Longitudinal assessments of trainees' competencies in EOLC are needed to optimize these educational endeavors.

Understanding Student Cognition about Complex Earth System Processes Related to Climate Change

NASA Astrophysics Data System (ADS)

McNeal, K. S.; Libarkin, J.; Ledley, T. S.; Dutta, S.; Templeton, M. C.; Geroux, J.; Blakeney, G. A.

2011-12-01

The Earth's climate system includes complex behavior and interconnections with other Earth spheres that present challenges to student learning. To better understand these unique challenges, we have conducted experiments with high-school and introductory level college students to determine how information pertaining to the connections between the Earth's atmospheric system and the other Earth spheres (e.g., hydrosphere and cryosphere) are processed. Specifically, we include psychomotor tests (e.g., eye-tracking) and open-ended questionnaires in this research study, where participants were provided scientific images of the Earth (e.g., global precipitation and ocean and atmospheric currents), eye-tracked, and asked to provide causal or relational explanations about the viewed images. In addition, the students engaged in on-line modules (http://serc.carleton.edu/eslabs/climate/index.html) focused on Earth system science as training activities to address potential cognitive barriers. The developed modules included interactive media, hands-on lessons, links to outside resources, and formative assessment questions to promote a supportive and data-rich learning environment. Student eye movements were tracked during engagement with the materials to determine the role of perception and attention on understanding. Students also completed a conceptual questionnaire pre-post to determine if these on-line curriculum materials assisted in their development of connections between Earth's atmospheric system and the other Earth systems. The pre-post results of students' thinking about climate change concepts, as well as eye-tracking results, will be presented.

Effects of stroke education of junior high school students on stroke knowledge of their parents: Tochigi project.

PubMed

Matsuzono, Kosuke; Yokota, Chiaki; Takekawa, Hidehiro; Okamura, Tomonori; Miyamatsu, Naomi; Nakayama, Hirofumi; Nishimura, Kunihiro; Ohyama, Satoshi; Ishigami, Akiko; Okumura, Kosuke; Toyoda, Kazunori; Miyamoto, Yoshihiro; Minematsu, Kazuo

2015-02-01

Educating the youth about stroke is a promising approach for spreading stroke knowledge. The aim of this study was to verify communication of stroke knowledge to parents by educating junior high school students about stroke. We enrolled 1127 junior high school students (age, 13-15 years) and their parents in the Tochigi prefecture, Japan. All students received a stroke lesson, watched an animated cartoon, and read the related Manga comic as educational aids. The students took back home the Manga and discussed what they learned with their parents. Questionnaires on stroke knowledge were given to all at baseline and immediately after the lesson. A total of 1125 students and 915 parents answered the questionnaires. In the students, the frequency of correct answers increased significantly for all questions on stroke symptoms except for headache, and for all questions on risk factors after the lesson. In the parents, the correct answer rates increased for stroke symptoms except for headache and numbness in one side of the body, and for all questions on risk factors except for hypertension. Ninety-one percent of students and 92.7% of parents correctly understood the Face, Arm, Speech, and Time (FAST) mnemonic after the lesson. Improvement of stroke knowledge immediately after the stroke lesson was observed in parents as well as their children, which indicated that our teaching materials using the Manga was effective in delivering the stroke knowledge to parents through their children. © 2014 American Heart Association, Inc.

Ann Sevi Ak Tout Entelijans Elev Ayisyen Yo: Yon Seri leson matematik ak syans pou elev edikasyon jeneral ak elev edikasyon espesyal (4em-8em ane) = Tapping into Haitian Students' Multiple Intelligences: A Collection of Mathematics and Science Lessons for General and Special Education Students (Grades 4-8).

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Office of Bilingual Education.

The materials consist of five mathematics and five science lessons for Haitian bilingual students in general and special education in grades 4-8. A thematic/interdisciplinary approach was used in designing the lesson, incorporating theory of multiple intelligences, Bloom's taxonomy of educational objectives, and other learning theories. The…

AN EXPERIMENTAL COMPARISON OF A CONVENTIONAL TV LESSON WITH A PROGRAMMED TV LESSON REQUIRING ACTIVE STUDENT RESPONSE. STUDIES IN TELEVISED INSTRUCTION, REPORT 2.

ERIC Educational Resources Information Center

GROPPER, GEORGE L.; LUMSDAINE, ARTHUR A.

A SERIES OF EXPERIMENTS WAS CONDUCTED TO TEST THE EFFECTIVENESS OF TELEVISED INSTRUCTION. THIS REPORT, THE SECOND IN A SERIES, EXAMINED THE EFFECTIVENESS OF ACTIVE STUDENT RESPONSE ON LEARNING DURING TELEVISED LESSON. PRINCIPLES OF PROGRAMING DERIVED FROM TEACHING-MACHINE RESEARCH AND APPLIED IN THIS STUDY INCLUDED (1) THE REDUCTION OF LESSON…

Safety in the Air: A Curriculum about Flight and Air Traffic Control Designed for Middle School Students.

ERIC Educational Resources Information Center

Colton, Ted

This six-lesson unit is designed to familiarize sixth, seventh, and eighth grade students with air traffic safety and the individuals who make air traffic safety possible. Each lesson consists of a statement of the concept fostered, a list of objectives, a brief discussion on the focus of the unit, and instructional strategies for lesson topics…

The Burning of the Peggy Stewart Scenario. ArtsEdge Curricula, Lessons and Activities.

ERIC Educational Resources Information Center

Ewald, Eileen

This lesson intends for grade 4 students to enact a scene depicting how Anthony Stewart of Maryland had to destroy his ship, the "Peggy Stewart," and its cargo of tea because he paid taxes to the British--students will add a short scene on what they think might have happened right after the burning of the ship. The lesson presents an…

Lesson Plans for "Not for Ourselves Alone: The Story of Elizabeth Cady Stanton and Susan B. Anthony."

ERIC Educational Resources Information Center

Prososki, Lisa; Krouse, Judith; Harper, Judith E.

These lesson plans for high school students were developed to accompany the documentary film by Ken Burns and Paul Barnes which tells the story of Elizabeth Cady Stanton and Susan B. Anthony and their lifelong fight for women's rights. In the lessons students write editorials about women's rights around the world today, interview senior citizens…

Coping with Multiple Suicides among Middle School Students. Lessons Learned from School Crises and Emergencies. Volume 2, Issue 2

ERIC Educational Resources Information Center

US Department of Education, 2007

2007-01-01

"Lessons Learned" is a series of publications that are a brief recounting of actual school emergencies and crises. This "Lessons Learned" issue addresses the experience of a school district where three middle school students hung themselves within a three-week timeframe. Although deaths were apparently unconnected, the school district is part of a…

Related Instructional Material for Electrical Apprentice Technical Training. Student Worksheets. Series No. A (First Year). Revised to Meet 1978 Electrical Code.

ERIC Educational Resources Information Center

North Carolina State Dept. of Community Colleges, Raleigh.

Information sheets and student worksheets for thirty-six lessons designed for a first-year electrical apprentice technical training program are presented in this workbook. The information sheets provide summary information about the lesson topics and the worksheets contain problems to be solved and questions to be answered relating to each lesson.…

Entering Adulthood: Looking at Body Image and Eating Disorders. A Curriculum for Grades 9-12. Contemporary Health Series.

ERIC Educational Resources Information Center

Giarratano, Susan

This module includes six lessons which focus on issues related to body image and self-esteem, eating disorders, and sensible eating habits for adolescents in grades 9-12. In lesson 1, students examine influences on body image, assess their personal traits, and trade assessments with their peers. In lesson 2, students look at pressure and…

Interdisciplinary Student/Teacher Materials in Energy, the Environment, and the Economy: 6, The Energy We Use, Grade 1.

ERIC Educational Resources Information Center

Bloch, Lenore; And Others

This instructional unit contains a set of nine lessons on energy for grade one. Each lesson contains complete teacher and student materials. Reading skills and language experiences are reinforced in each activity. The lessons cover such topics as energy from food, energy from the sun, fossil fuels, the wind, moving water, and energy conservation.…

Pedagogical Techniques and Student Outcomes in Applied Instrumental Lessons Taught by Experienced and Pre-Service American Music Teachers

ERIC Educational Resources Information Center

Henninger, Jacqueline C.; Flowers, Patricia J.; Councill, Kimberly H.

2006-01-01

The purpose of the study was to examine the effect of teacher experience on student progress and performance quality in an introductory applied lesson. Nine experienced teachers and 15 pre-service teachers taught an adult beginner to play "Mary Had a Little Lamb" on a wind instrument. The lessons were videotaped for subsequent analysis of teaching…

Developing Student Autonomy in the One-to-One Music Lesson

ERIC Educational Resources Information Center

McPhail, Graham J.

2013-01-01

As a practitioner in both the classroom and in the instrumental studio, I am interested in how one educational context might inform the other. Within an action research paradigm, I gave a violin lesson in front of colleagues as a means to gain feedback and to open up discussion on the concept of student autonomy within the one-to-one lesson. The…

Driver Education. Supplemental Lessons and Activities for Use with Limited English Proficient (LEP) Students Enrolled in ESL or Special Education Classes.

ERIC Educational Resources Information Center

Fairfax County Schools, VA.

A curriculum for use with limited English proficient students in English-as-a-second-language or special education classes who are enrolled in the driver education course is described. The 14 lessons require a basic proficiency in understanding, speaking, reading, and writing English. The lessons cover such topics as vocabulary and idioms related…

Teacher knowledge and discourse control: Quantitative evidence from novice biology teachers' classrooms

NASA Astrophysics Data System (ADS)

Carlsen, William S.

This article describes the effects of science teacher subject-matter knowledge on classroom discourse at the level of individual utterances. It details one of three parallel analyses conducted in a year-long study of language in the classrooms of four new biology teachers. The conceptual framework of the study predicts that when teaching unfamiliar subject matter, teachers use a variety of discourse strategies to constrain student talk to a narrowly circumscribed topic domain. This article includes the results of an utterance-by-utterance analysis of teacher and student talk in a 30-lesson sample of science instruction. Data are broken down by classroom activity (e.g., lecture, laboratory, group work) for several measures, including mean duration of utterances, domination of the speaking floor by the teacher, frequency of teacher questioning, cognitive level of teacher questions, and student verbal participation. When teaching unfamiliar topics, the four teachers in this study tended to talk more often and for longer periods of time, ask questions frequently, and rely heavily on low cognitive level questions. The rate of student questions to the teacher varied with classroom activity. In common classroom communicative settings, student questions were less common when the teacher was teaching unfamiliar subject matter. The implications of these findings include a suggestion that teacher knowledge may be an important unconsidered variable in research on the cognitive level of questions and teacher wait-time.

Information-seeking behaviors of medical students: a classification of questions asked of librarians and physicians.

PubMed Central

Wildemuth, B M; de Bliek, R; Friedman, C P; Miya, T S

1994-01-01

To solve a problem, a person often asks questions of someone with more expertise. This paper reports on a study of the types of questions asked and how the experts are chosen. In the study, sixty-three first-year medical students responded to clinical scenarios, each describing a patient affected by a toxin and asking questions concerning the identity of the toxin and its characteristics. After answering those questions, the students were asked to imagine that they had access to a medical reference librarian and an internist specializing in toxicology. The students then generated two questions for each expert about each clinical scenario. Each question was categorized according to the type of information requested, and the frequency of each type of question was calculated. The study found that students most often asked for the identification of the toxin(s), references about the scenario, or the effects of the toxin; an explanation of the patient's symptoms; or a description of the appropriate treatment. Students were more likely to address questions on the identity of the toxin and references to the hypothetical librarian; they were more likely to ask the internist for explanations of the symptoms and descriptions of the treatment. The implications of these results for the design of information and educational systems are discussed. PMID:7920340

How Are Questions That Students Ask in High Level Mathematics Classes Linked to General Giftedness?

ERIC Educational Resources Information Center

Leikin, Roza; Koichu, Boris; Berman, Avi; Dinur, Sariga

2017-01-01

This paper presents a part of a larger study, in which we asked "How are learning and teaching of mathematics at high level linked to students' general giftedness?" We consider asking questions, especially student-generated questions, as indicators of quality of instructional interactions. In the part of the study presented in this…

Questions Asked by Primary Student Teachers about Observations of a Science Demonstration

ERIC Educational Resources Information Center

Ahtee, Maija; Juuti, Kalle; Lavonen, Jari; Suomela, Liisa

2011-01-01

Teacher questioning has a central role in guiding pupils to learn to make scientific observations and inferences. We asked 110 primary student teachers to write down what kind of questions they would ask their pupils about a demonstration. Almost half of the student teachers posed questions that were either inappropriate or presupposed that the…

The Influence of Textbooks on Teachers' Knowledge of Chemical Bonding Representations Relative to Students' Difficulties Understanding

ERIC Educational Resources Information Center

Bergqvist, Anna; Chang Rundgren, Shu-Nu

2017-01-01

Background: Textbooks are integral tools for teachers' lessons. Several researchers observed that school teachers rely heavily on textbooks as informational sources when planning lessons. Moreover, textbooks are an important resource for developing students' knowledge as they contain various representations that influence students' learning.…

From Norway to the USA: "Anitra's Dance."

ERIC Educational Resources Information Center

McDowell, Carol J.

2003-01-01

Describes an art lesson for middle school students that can be adapted for upper elementary or high school students. Explains that students compare two versions of the song "Anitra's Dance," a classical version by Edvard Grieg and a jazz version by Duke Ellington. States the lesson uses the Discipline-Based Music Education approach. (CMK)

The Influence of Classroom Drama on Teachers' Language and Students' On-Task Behavior

ERIC Educational Resources Information Center

Anderson, Alida; Berry, Katherine

2015-01-01

Teacher language and students' on-task behavior were examined in language arts lessons with and without classroom drama in two self-contained third grade classrooms for students with learning disabilities and attention deficit/hyperactivity disorder. Language arts lessons that integrated classroom drama were associated with significantly higher…

Fostering Diversity. Reflecting on September 11.

ERIC Educational Resources Information Center

Constitutional Rights Foundation, Los Angeles, CA.

In this lesson, students examine issues surrounding hate crimes. Students read and discuss an article on hate crimes. In small groups, students role play state legislators and supporters and opponents of hate-crime legislation who must discuss and vote on a bill designed to increase sentences for hate crimes. Following an overview, the lesson plan…

An Investigation of Plagiarism in Developmental Literacy

ERIC Educational Resources Information Center

Hammer, Emily Grace Ehrlich; Agnello, Mary Frances; Kiser, Michelle; Osaghae, Osariemen

2012-01-01

The purpose of higher education is to prepare students for the workforce. In order to prepare students for the workforce, many life lessons must be learned specifically respect for others' work. One of the invaluable lessons that a student can learn regarding respect for others' work is to appreciate originality and avoid of plagiarism. To be…

Enhancing Science Instruction through Student-Created PowerPoint Presentations

ERIC Educational Resources Information Center

Gerido, Leona; Curran, Mary Carla

2014-01-01

Technology use in science classes can enhance lessons and reinforce scientific content. The creation of multimedia projects is a great way to engage students in lessons about estuarine ecosystems. In this activity, students can learn about estuarine organisms and use their creativity to write a story, create artwork, and develop a multimedia…

Flowers, Beautiful Flowers

ERIC Educational Resources Information Center

School Arts: The Art Education Magazine for Teachers, 2005

2005-01-01

In the lesson described, the middle school students had been studying the artist Georgia O'Keeffe and the history of her work. Students enhanced their flower portraits by adding a matching border and connecting the lesson to other subject areas. Students dissected a flower and drew a small diagram of the flower and labeled the parts. This is an…

Games Teachers and Students Play: An Analysis of Motivation in Three Fifth Grade Classrooms.

ERIC Educational Resources Information Center

Marshall, Hermine H.

Motivational strategies and attitudes toward learning were examined among students in three fifth-grade classrooms. Teacher statements used to frame lessons, maintain the session and keep students on task, and handle responsibility for learning were extracted from transcripts of classroom observations. Lesson framing and management/maintenance…

Freeing the Creative Writer: An Introductory Lesson.

ERIC Educational Resources Information Center

Ehrle, Lisa

1990-01-01

Describes an introductory creative writing lesson in which students gave low grades to passages they later learned were written by William Faulkner and Ernest Hemingway. Reports that the students graded mainly on mechanics and grammar (and very little on content). Notes that students began to learn to manipulate the various aspects of writing. (RS)

Why Higher Education: Lessons Learned in a Learner-Centered College

ERIC Educational Resources Information Center

Shugart, Sanford C.

2016-01-01

Based on a decade of consistently improving student outcomes at Valencia College, first winner of the Aspen Prize for Excellence in Community Colleges, five lessons for connecting student and institutional purpose are described. These include: a focus on what students really experience, understanding the college as a bridge and not a destination,…

Planning Lessons for Refugee-Background Students: Challenges and Strategies

ERIC Educational Resources Information Center

Miller, Jennifer; Windle, Joel Austin; Yazdanpanah, Lilly K.

2014-01-01

This article examines the ways teachers plan lessons for English as an Additional Language (EAL) students from refugee backgrounds in secondary school transition programs. Based on a study of teachers working with students in three Victorian schools, we identify the key challenges teachers face in planning and the strategies they adopt to confront…

How Big Is a 16-Penny Nail? A Measurement Lesson for Middle Grades

ERIC Educational Resources Information Center

Engel, Bill; Schmidt, Diane L.

2004-01-01

Many common objects can provide numerous opportunities for students to develop mathematical concepts and skills. The lesson described in this article provided an excellent opportunity for middle school students to discover how real-life situations do not always present obvious "right" answers. As students explored a question related to the…

Writing Strategies for All Primary Students: Scaffolding Independent Writing with Differentiated Mini-Lessons, Grades K-3

ERIC Educational Resources Information Center

Richards, Janet C.; Lassonde, Cynthia A.

2011-01-01

The 25 mini-lessons provided in this book are designed to develop students' self-regulated writing behaviors and enhance their self-perceived writing abilities. These foundational writing strategies are applicable and adaptable to all primary students: emergent, advanced, English Language Learners, and struggling writers. Following the SCAMPER…

Inviting Involvement With History; Founding a New Settlement: Survival Skills.

ERIC Educational Resources Information Center

Hiros, John E.; Mason, Fred J.

Described are indoor and outdoor lessons for intermediate and junior high students. These lessons are intended to help students understand how the physical and cultural needs of man are directly related to the environment. Learning through involvement in direct personal experience is emphasized with students encouraged to role play as early…

An Analysis of Metaphors Used by High School Students to Describe Physics, Physics Lesson and Physics Teacher

ERIC Educational Resources Information Center

Çetin, Ali

2016-01-01

The purpose of this study was to describe high school students' "physics", physics lesson" and "physics teacher" conceptions by using metaphors. 313 students participated in the study from different high school types in Siirt, Turkey. A metaphorical perception form constructed by researcher was individually conducted,…

Deaf Children: Three Ideas for Adapting Current Trends in Mathematics Education.

ERIC Educational Resources Information Center

Schroeder, Brenda

Three lesson plans to adapt mathematics education for middle school students, including deaf students, are presented. The first lesson, "How Do I Identify Myself," teaches students to participate in a survey, conduct a survey, weigh results, convert results to ratios, convert ratios to percentages, construct a circle graph, and write a paragraph…

The Knitting Lesson.

ERIC Educational Resources Information Center

Smith, Pamela

1987-01-01

Based on Jean-Francois Millet's 1869 painting, "The Knitting Lesson," this lesson's goal is to introduce students in grades seven through nine to genre (everyday life) painting the nineteenth century. The lesson is also designed to show that some aspects of genre may be timeless. (BSR)

Life Functions and Cells: Level II, Unit 7, Lesson 1; Cell Structure: Lesson 2; Tissues, Organs, Systems: Lesson 3; Growth and Nutrition: Lesson 4; Metabolism: Lesson 5. Advanced General Education Program. A High School Self-Study Program.

ERIC Educational Resources Information Center

Manpower Administration (DOL), Washington, DC. Job Corps.

This self-study program for high-school level contains lessons on: Life Functions and Cells; Cell Structure; Tissues, Organs, Systems; Growth and Nutrition; and Metabolism. Each of the lessons concludes with a Mastery Test to be completed by the student. (DB)

Promoting Experimental Problem-solving Ability in Sixth-grade Students Through Problem-oriented Teaching of Ecology: Findings of an intervention study in a complex domain

NASA Astrophysics Data System (ADS)

Roesch, Frank; Nerb, Josef; Riess, Werner

2015-03-01

Our study investigated whether problem-oriented designed ecology lessons with phases of direct instruction and of open experimentation foster the development of cross-domain and domain-specific components of experimental problem-solving ability better than conventional lessons in science. We used a paper-and-pencil test to assess students' abilities in a quasi-experimental intervention study utilizing a pretest/posttest control-group design (N = 340; average performing sixth-grade students). The treatment group received lessons on forest ecosystems consistent with the principle of education for sustainable development. This learning environment was expected to help students enhance their ecological knowledge and their theoretical and methodological experimental competencies. Two control groups received either the teachers' usual lessons on forest ecosystems or non-specific lessons on other science topics. We found that the treatment promoted specific components of experimental problem-solving ability (generating epistemic questions, planning two-factorial experiments, and identifying correct experimental controls). However, the observed effects were small, and awareness for aspects of higher ecological experimental validity was not promoted by the treatment.

Improving Mathematics Teaching as Deliberate Practice through Chinese Lesson Study

ERIC Educational Resources Information Center

Huang, Rongjin; Prince, Kyle M.; Barlow, Angela T.

2017-01-01

This study examined how a ninth grade teacher improved an Algebra I lesson through a lesson study approach. We used multiple data sources to investigate the improvement of the lesson towards student-centered mathematics instruction, perceived benefits of the teacher, and factors associated with the improvement of teaching. The lesson group…

Nutrition Education: Choose Well, Be Well. A Curriculum Guide for High School.

ERIC Educational Resources Information Center

California State Dept. of Education, Sacramento.

This curriculum guide for high school students contains 20 information acquisition lessons, 6 values awareness lessons, and 5 open-ended discussion lessons. Some lessons contain activities that extend over several days; other lessons contain one specific activity. The nutrition education goals are directed toward the attainment of nutrition…

Nutrition Education: Choose Well, Be Well. A Curriculum Guide for Junior High School.

ERIC Educational Resources Information Center

California State Dept. of Education, Sacramento.

This curriculum guide for junior high school students contains 17 information acquisition lessons, 5 values awareness lessons, and 6 open-ended discussion lessons. Some lessons contain activities that extend over several days; other lessons contain one specific activity. The nutrition education goals are directed toward the attainment of nutrition…

Project-Based Teaching: Helping Students Make Project Connections

NASA Astrophysics Data System (ADS)

Johnson, Heather Jo Pusich

Project-based curriculum materials are designed to support students in engaging with scientific content and practices in meaningful ways, with the goal of improving students' science learning. However, students need to understand the connections between what they are doing on a day-to-day basis with respect to the goals of the overall project for students to get the motivational and cognitive benefits of a project-based approach. In this dissertation, I looked at the challenges that four ninth grade science teachers faced as they helped students to make these connections using a project-based environmental science curriculum. The analysis revealed that in general when the curriculum materials made connections explicit, teachers were better able to articulate the relationship between the lesson and the project during enactment. However, whether the connections were explicit or implicit in the materials, enactments of the same lesson across teachers revealed that teachers leveraged different aspects of the project context in different ways depending on their knowledge, beliefs, and goals about project-based teaching. The quantitative analysis of student data indicated that when teacher enactments supported project goals explicitly, students made stronger connections between a lesson and the project goal. Therefore, a teacher's ability to make clear connections during classroom instruction is essential. Furthermore, when students made connections between each lesson and the larger project goals their attitudes toward the lesson were more positive and they performed better on the final assessment. These findings suggest that connections between individual lessons and the goals of the project are critical to the effectiveness of project-based learning. This study highlights that while some teachers were able to forge these connections successfully as a result of leveraging cognitive resources, teachers' beliefs, knowledge and goals about project-based teaching are variable. As such, teachers adopting project-based curriculum materials need more support - through educative curriculum materials, coaching, or ongoing professional development - to help them support project connections consistently and explicitly in their teaching practice.

Improving Online Interactions: Lessons from an Online Anatomy Course with a Laboratory for Undergraduate Students.

PubMed

Attardi, Stefanie M; Barbeau, Michele L; Rogers, Kem A

2018-03-01

An online section of a face-to-face (F2F) undergraduate (bachelor's level) anatomy course with a prosection laboratory was offered in 2013-2014. Lectures for F2F students (353) were broadcast to online students (138) using Blackboard Collaborate (BBC) virtual classroom. Online laboratories were offered using BBC and three-dimensional (3D) anatomical computer models. This iteration of the course was modified from the previous year to improve online student-teacher and student-student interactions. Students were divided into laboratory groups that rotated through virtual breakout rooms, giving them the opportunity to interact with three instructors. The objectives were to assess student performance outcomes, perceptions of student-teacher and student-student interactions, methods of peer interaction, and helpfulness of the 3D computer models. Final grades were statistically identical between the online and F2F groups. There were strong, positive correlations between incoming grade average and final anatomy grade in both groups, suggesting prior academic performance, and not delivery format, predicts anatomy grades. Quantitative student perception surveys (273 F2F; 101 online) revealed that both groups agreed they were engaged by teachers, could interact socially with teachers and peers, and ask them questions in both the lecture and laboratory sessions, though agreement was significantly greater for the F2F students in most comparisons. The most common methods of peer communication were texting, Facebook, and meeting F2F. The perceived helpfulness of the 3D computer models improved from the previous year. While virtual breakout rooms can be used to adequately replace traditional prosection laboratories and improve interactions, they are not equivalent to F2F laboratories. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

Students' Views About Secondary School Science Lessons: The Role of Practical Work

NASA Astrophysics Data System (ADS)

Toplis, Rob

2012-06-01

This paper reports an interpretive study that sought students' views about the role that practical work plays in their school science lessons. Twenty-nine students aged between 13 and 16 years were selected from three secondary schools in England. Data were collected from initial lesson observations and in-depth interviews in order to explore students' views about practical work. The findings suggest that students have three main reasons why practical work is important in their school science lessons: for interest and activity, including social and personal features such as participation and autonomy; as an alternative to other forms of science teaching involving a pedagogy of transmission, and as a way of learning, including memorizing and recall. The findings are discussed in the context of a critical view of previous work on the role of practical work, work on attitudes to science and on the student voice. The paper concludes that practical work is seen to provide opportunities for students to engage with and influence their own learning but that learning with practical work remains a complex issue that needs further research and evaluation about its use, effectiveness and of the role of scientific inquiry as a component of practical activity.

Making Climate Hot: Preparing Scientists and Teachers for Climate Change Communication and Education

NASA Astrophysics Data System (ADS)

Buhr, S. M.; Wise, S. B.

2008-05-01

Anyone having anything to do with climate change science (or even geosciences) is increasingly asked to communicate about climate change with friends and family, media, the general public, and students. But, we have often not had the training to communicate with simplicity and clarity about such a complex topic. Furthermore, the need to know how to accommodate controversy, common misconceptions, and contrarian arguments complicates the task. The CIRES Education and Outreach group has developed a short professional development workshop "Making Climate Hot: How to Communicate Effectively about Climate Change". The goals of the workshop are to make scientists and educators aware of best practices in climate change communications, provide some tools for crafting messages, and allow participants to practice skills in a supportive, low-risk environment. The "Making Climate Hot" workshop has been piloted with scientists and university communicators, teachers and environmental educators and college students anxious to communicate with family and roommates. The most and least effective aspects of the workshop will be described, along with the lessons learned and next steps.

Energy and Economics for the Senior High Grades. Unit III. Lessons and Activities for the Senior High Grades.

ERIC Educational Resources Information Center

Backler, Alan

Twelve energy lessons developed for use by senior high school students are presented. These lessons are designed to help students become more aware of the energy choices that they must make in the present and for the future and to understand that the costs of maintaining a specific standard of living and thriving national economy can be controlled…

Classrooms and Curriculum Come Alive with Music: A Sequential Approach of Teaching Music to Elementary Students Using Daily Oral Music Lessons.

ERIC Educational Resources Information Center

Sharp, Lanette

Developed specifically for classroom teachers with a limited background in music, oral music lessons are designed to be taught in short, daily instruction segments to help students gain the most from music and transfer that knowledge to other parts of the curriculum. The lessons, a master degree project, were developed to support the Utah music…

EPO for the NASA SDO Extreme Ultraviolet Variability Experiment (EVE) Learning Suite for Educators

NASA Astrophysics Data System (ADS)

Kellagher, Emily; Scherrer, D. K.

2013-07-01

EVE Education and Public Outreach (EPO) promotes an understanding of the process of science and concepts within solar science and sun-earth connections. EVE EPO also features working scientists, current research and career awareness. One of the highlights for of this years projects is the digitization of solar lessons and the collaboration with the other instrument teams to develop new resources for students and educators. Digital lesson suite: EVE EPO has taken the best solar lessons and reworked then to make then more engaging, to reflect SDO data and made them SMARTboard compatible. We are creating a website that Students and teachers can access these lesson and use them online or download them. Project team collaboration: The SDO instruments (EVE, AIA and HMI) teams have created a comic book series for upper elementary and middle school students with the SDO mascot Camilla. These comics may be printed or read on mobile devices. Many teachers are looking for resources to use with their students via the Ipad so our collaboration helps supply teachers with a great resource that teachers about solar concepts and helps dispel solar misconceptions.Abstract (2,250 Maximum Characters): EVE Education and Public Outreach (EPO) promotes an understanding of the process of science and concepts within solar science and sun-earth connections. EVE EPO also features working scientists, current research and career awareness. One of the highlights for of this years projects is the digitization of solar lessons and the collaboration with the other instrument teams to develop new resources for students and educators. Digital lesson suite: EVE EPO has taken the best solar lessons and reworked then to make then more engaging, to reflect SDO data and made them SMARTboard compatible. We are creating a website that Students and teachers can access these lesson and use them online or download them. Project team collaboration: The SDO instruments (EVE, AIA and HMI) teams have created a comic book series for upper elementary and middle school students with the SDO mascot Camilla. These comics may be printed or read on mobile devices. Many teachers are looking for resources to use with their students via the Ipad so our collaboration helps supply teachers with a great resource that teachers about solar concepts and helps dispel solar misconceptions.

The Power of Story: Dressing Up the Naked Truth

NASA Technical Reports Server (NTRS)

Simmons, Annette

2004-01-01

ASK Magazine is not alone when it comes to using storytelling to capture lessons learned and share knowledge. Several other practitioners have successfully introduced this approach to knowledge management within organizations. This article by Annette Simmons marks the first in a series ty authors whose work on storytelling has been widely recognized. We hope these features illuminate why ASK contributors use the story form to share their knowledge, and how you can do the same. Annette Simmons spoke at the February 2002 APPL Masters Forum.

Atomic Structure and Valence: Level II, Unit 10, Lesson 1; Chemical Bonding: Lesson 2; The Table of Elements: Lesson 3; Electrolysis: Lesson 4. Advanced General Education Program. A High School Self-Study Program.

ERIC Educational Resources Information Center

Manpower Administration (DOL), Washington, DC. Job Corps.

This self-study program for high-school level contains lessons on: Atomic Structure and Valence, Chemical Bonding, The Table of Elements, and Electrolysis. Each of the lessons concludes with a Mastery Test to be completed by the student. (DB)

Informal Learning: Student Achievement and Motivation in Science through Museum-Based Learning

ERIC Educational Resources Information Center

Holmes, Julie A.

2011-01-01

This study examined changes in student motivation and achievement in science during a visit to a university children's science museum. The study was based on the pretest-posttest control comparison group design with four treatment groups: control, exhibit, lesson and exhibit/lesson. The sample consisted of 228 sixth-grade students from a Louisiana…

Towards a Socio-Cultural Framework for the Analysis of Joint Student-Teacher Development over Technology-Based Mathematics Lessons

ERIC Educational Resources Information Center

Monaghan, John

2013-01-01

This paper offers a framework, an extension of Valsiner's "zone theory", for the analysis of joint student-teacher development over a series of technology-based mathematics lessons. The framework is suitable for developing research studies over a moderately long period of time and considers interrelated student-teacher development as…

No More Leaks: A Process-Oriented Lesson Exploring the Invention and Chemistry of Disposable Diapers

ERIC Educational Resources Information Center

Schiller, Ellen; Yezierski, Ellen

2009-01-01

High school chemistry can be intimidating to some students, so it is critical that we engage students in nonthreatening preparatory investigations during middle school. Based on the learning cycle model (Bybee and Landes 1990), this lesson invites students to investigate disposable diapers. As they explore the properties of sodium polyarcylate, a…

Black Students' Recollections of Pathways to Resilience: Lessons for School Psychologists

ERIC Educational Resources Information Center

Theron, Linda C.

2013-01-01

Drawing on narrative data from a multiple case study, I recount the life stories of two resilient Black South African university students to theorize about the processes that encouraged these students, familiar with penury and parental illiteracy, to resile. I aimed to uncover lessons for school psychologists about resilience, and their role in…

Critical Media Literacy: Commercial Advertising.

ERIC Educational Resources Information Center

Henry, Laurie

Studying the influence of mass media on people's lives allows students to view advertising in a new light. This lesson provides students with the opportunity to look at mass media in a critical way--students become aware of the tremendous amount of advertising that they are exposed to on a daily basis. In the lesson, by looking at advertising…

Student Staff Partnership to Create an Interdisciplinary Science Skills Course in a Research Intensive University

ERIC Educational Resources Information Center

Woolmer, Cherie; Sneddon, Peter; Curry, Gordon; Hill, Bob; Fehertavi, Szonja; Longbone, Charlotte; Wallace, Katherine

2016-01-01

This paper reflects upon the development of a multidisciplinary lesson plan aimed at developing science skills for Physics and Astronomy, Geographical and Earth Sciences, and Chemistry students at a research intensive Scottish university. The lesson plan was co-developed with a small group of staff and undergraduate students from these…

The Influence of Classroom Drama on English Learners' Academic Language Use during English Language Arts Lessons

ERIC Educational Resources Information Center

Anderson, Alida; Loughlin, Sandra M.

2014-01-01

Teacher and student academic discourse was examined in an urban arts-integrated school to better understand facilitation of students' English language learning. Participants' discourse was compared across English language arts (ELA) lessons with and without classroom drama in a third-grade classroom of English learning (EL) students (N = 18) with…

Interpreting and Representing Students' Thinking in the Moment: Preservice Teachers' Initial Number String Lessons

ERIC Educational Resources Information Center

Chen, Lizhen; Bofferding, Laura

2017-01-01

Being able to effectively interpret students' thinking and respond effectively in the moment are important skills that preservice teachers (PSTs) need to learn. This study zooms in on 14 PSTs' planning, teaching, and reflections involved in number string lessons, and investigates to what extent PSTs anticipate their students' strategies and…

Effects of Asynchronous Music on Students' Lesson Satisfaction and Motivation at the Situational Level

ERIC Educational Resources Information Center

Digelidis, Nikolaos; Karageorghis, Costas I.; Papapavlou, Anastasia; Papaioannou, Athanasios G.

2014-01-01

The aim of this study was to examine the effects of asynchronous (background) music on senior students' motivation and lesson satisfaction at the situational level. A counterbalanced mixed-model design was employed with two factors comprising condition (three levels) and gender (two levels). Two hundred students (82 boys, 118 girls; M [subscript…

Beef Production for Agricultural Science I Core Curriculum. Student Reference. AGDEX 420/10.

ERIC Educational Resources Information Center

Missouri Univ., Columbia. Instructional Materials Lab.

This student reference booklet is designed to accompany lessons outlined in the companion instructor's guide on beef production. Together, the student reference and instructor's guide form part of the Animal Science I core curriculum. This unit on beef production is divided into five lessons in these areas: selection of breeding stock, breeding…

Nature or Nurture? A Lesson Incorporating Students' Interests in a High-School Biology Class

ERIC Educational Resources Information Center

Hagay, Galit; Peleg, Ran; Laslo, Esti; Baram-Tsabari, Ayelet

2013-01-01

We present a case study of a lesson that incorporates high school students' interests in heredity alongside the requirements of the curriculum. This was done by collecting students' questions in advance and inserting them in strategic places in the biology curriculum, thus creating a "shadow curriculum". The idea underlying the lesson…

Effects of Providing a Rationale for Learning a Lesson on Students' Motivation and Learning in Online Learning Environments

ERIC Educational Resources Information Center

Shin, Tae Seob

2010-01-01

This study examined whether providing a rationale for learning a particular lesson influences students' motivation and learning in online learning environments. A mixed-method design was used to investigate the effects of two types of rationales (former student vs. instructor rationales) presented in an online introductory educational psychology…

The Interaction Effects of Gender and Grade Level on Secondary School Students' Attitude towards Learning Chemistry

ERIC Educational Resources Information Center

Heng, Chua Kah; Karpudewan, Mageswary

2015-01-01

This quantitative study reports the effects of gender and grade level on secondary students' attitude towards chemistry lessons. For this purpose, the Attitude towards Chemistry Lessons Scale (ATCLS) was administered to 446 secondary school students between 16-19 years old. The ATCLS consists of four different subscales: liking for chemistry…

Pedagogy-Based-Technology and Chemistry Students' Performance in Higher Institutions: A Case of Debre Berhan University

ERIC Educational Resources Information Center

Demissie, Tesfaye; Ochonogor, Chukunoye E.; Engida, Temechegn

2011-01-01

Many students have difficulty in learning abstract and complex lessons of chemistry. This study investigated how students develop their understandings of abstract and complex lessons in chemistry with the aid of visualizing tools: animation, simulation and video that allow them to build clear concepts. Animation, simulation and video enable…

The Balch Institute Study Guide for Immigration History and Ethnic Studies.

ERIC Educational Resources Information Center

Balch Inst., Philadelphia, PA.

This ethnic studies guide contains lesson plans which introduce secondary students to the topic of immigration and ethnicity. It is intended to be used by students prior to visiting the Balch Institute's exhibit "The American Kaleidoscope" in Philadelphia. However, the lessons can be used independent of such a field trip to help students develop…

Resolving Conflicts Peacefully.

ERIC Educational Resources Information Center

CRADLE: Center for Research and Development in Law-Related Education, Winston-Salem, NC.

Focusing on the theme of conflict resolution, this booklet contains 22 lessons developed and used by classroom teachers at all grade levels. The lessons generally contain a brief overview, goals and objectives, student activities, and corresponding handouts or materials useful in implementing the lessons. Each lesson contains insights into methods…

A Resource Guide to Assist Lawyers and Law Students for Participation in Kindergarten through Eighth Grade Law-Related Classrooms.

ERIC Educational Resources Information Center

Phi Alpha Delta Law Fraternity International, Washington, DC.

This guide provides lesson plans for lawyers and law students who serve as resource persons for law-related subjects in grades K-8. The first part of the guide provides an introduction, an explanation of lesson plan format, suggestions to help lawyers and law students work effectively with teachers, and helpful hints for working with students in…

Evaluating the Effects of Lesson Study as a Way to Help Student Teachers Learn How to Use Student Thinking when Planning and Revising Mathematics Lesson Plans

ERIC Educational Resources Information Center

Sisofo, Eric Joseph

2010-01-01

The use of student thinking in teaching has been linked to improved instruction and learning. It is reasonable to assume that the University of Delaware's undergraduate program might be interested in figuring out ways to develop this skill in its mathematics specialist pre-service teachers. Currently, the student teaching experience at the…

Online survey software as a data collection tool for medical education: A case study on lesson plan assessment.

PubMed

Kimiafar, Khalil; Sarbaz, Masoumeh; Sheikhtaheri, Abbas

2016-01-01

Background: There are no general strategies or tools to evaluate daily lesson plans; however, assessments conducted using traditional methods usually include course plans. This study aimed to evaluate the strengths and weaknesses of online survey software in collecting data on education in medical fields and the application of such softwares to evaluate students' views and modification of lesson plans. Methods: After investigating the available online survey software, esurveypro was selected for assessing daily lesson plans. After using the software for one semester, a questionnaire was prepared to assess the advantages and disadvantages of this method and students' views in a cross-sectional study. Results: The majority of the students (51.7%) rated the evaluation of classes per session (lesson plans) using the online survey as useful or very useful. About 51% (n=36) of the students considered this method effective in improving the management of each session, 67.1% (n=47) considered it effective in improving the management of sessions for the next semester, and 51.4% (n=36) said it had a high impact on improving the educational content of subsequent sessions. Finally, 61.4% (n=43) students expressed high and very high levels of satisfaction with using an online survey at each session. Conclusion: The use of online surveys may be appropriate to improve lesson plans and educational planning at different levels. This method can be used for other evaluations and for assessing people's opinions at different levels of an educational system.

The Lesson Plan of the Month, 1992-1993. 10 Lesson Series.

ERIC Educational Resources Information Center

Phi Alpha Delta Law Fraternity International, Washington, DC.

As part of a series of lesson plans compiled by Phi Alpha Delta, this collection presents a lesson plan on current issues for each month of the school year. Intended for high school and middle school with adaptations for elementary school, the lessons cover the Americans with Disabilities Act in relation to accommodations for students with…

Exciting middle and high school students about immunology: an easy, inquiry-based lesson.

PubMed

Lukin, Kara

2013-03-01

High school students in the United States are apathetic about science, technology, engineering and mathematics (STEM), and the workforce pipeline in these areas is collapsing. The lack of understanding of basic principles of biology means that students are unable to make educated decisions concerning their personal health. To address these issues, we have developed a simple, inquiry-based outreach lesson centered on a mouse dissection. Students learn key concepts in immunology and enhance their understanding of human organ systems. The experiment highlights aspects of the scientific method and authentic data collection and analysis. This hands-on activity stimulates interest in biology, personal health and careers in STEM fields. Here, we present all the information necessary to execute the lesson effectively with middle and high school students.

Using S’COOL and MY NASA DATA to Support Language Arts Instruction: Overview and Analysis

NASA Astrophysics Data System (ADS)

Moore, S. W.; Rogerson, T. M.; Chambers, L. H.; Fischer, J. D.; Oots, P. C.; Lewis, P. M.

2009-12-01

Science can serve as an authentic motivational and instructional vehicle for instruction in language arts. Two NASA educational outreach programs provide ample opportunity for strengthening vocabulary, reading comprehension, and writing skills, through the integration of authentic activities and scenarios in the context of a real-time NASA mission. The NASA CERES Students’ Cloud Observation On-Line (S’COOL) project is a hands-on project that supports NASA research on the Earth’s climate. Students are engaged in identifying cloud-types and levels and sending that information to NASA. If the students’ observations are within +/-15 minutes of the CERES satellite-based instrument passing over their location, this is designated as a “match”. The participating teacher is sent an e-mail asking the student-observers to consider the various aspects of the match, including the interpretation of a graphical aid, using the correct terminology to express level of agreement, and writing comments to describe their “matches”, all of which contribute to strengthening skills in language arts. To further integrate the language arts, the S’COOL website provides several teacher-authored on-line lessons that integrate reading skills, vocabulary, and composition. The Mentoring and inquiry using NASA Data on Atmospheric and earth science for Teachers and Amateurs (MY NASA DATA) project is a project to enable K-12 teaches and students, as well as citizen scientists, to explore the large volumes of data that NASA collects about the Earth from space. Opportunity for addressing literacy is integrated into several teacher-authored on-line lessons. Scenarios present students with a problem requiring the reading and comprehension of the scenario, understanding of terminology, the ability to read and understand a written technical procedure, and composition of related conclusions. In addition, students are provided opportunities to analyze a data-set and/or data plot, then choose correct terminology and compose hypotheses about possible patterns and anomalies. This paper will provide an overview and analysis of the use of S’COOL and MY NASA DATA to support language arts instruction.

Lessons learned from recruiting young female students to a randomised controlled trial of chlamydia screening.

PubMed

Ivaz, Stella; Brennan, Sarah; Dean, Sally; Hay, Sima; Hay, Phillip; Kerry, Sally; Oakeshott, Pippa

2006-04-01

Recruitment is a problem in many trials. Two female medical students offered to help with recruiting problems in a community-based trial of chlamydia screening to prevent pelvic inflammatory disease. We need to recruit 2500 sexually active female students and ask them to provide a self-taken low vaginal swab and complete a questionnaire with follow-up after a year. To identify recruitment difficulties in a community-based trial of chlamydia screening and to investigate how they might be overcome. Descriptive study. London South Bank and Kingston Universities. The students observed the recruitment methods used for the first 4 months of the trial. This comprised single researchers recruiting individual women in student bars and common rooms. With the researchers they piloted a new method of group recruitment with pairs of researchers making announcements at the end of lectures after first sending out all male students and those aged>25 years. This involved extra time planning and liaising with the lecturers in advance of recruitment sessions. The recruitment rate had been averaging only 25 participants per week. Many students were ineligible: never been sexually active, too old, recently been tested for chlamydia. Many eligible students were reluctant to take part because of embarrassment or anxiety about providing a swab. Using a new method of group recruitment after lectures we recruited 192 participants in 2 weeks. For a study on a sensitive topic, two researchers recruiting women in groups after lectures may be a more effective and cost-effective way than individual recruitment by researchers working alone.

"My favourite subject is maths. For some reason no-one really agrees with me": student perspectives of mathematics teaching and learning in the upper primary classroom

NASA Astrophysics Data System (ADS)

Attard, Catherine

2011-09-01

The levels of engagement in mathematics experienced by students during the middle years of schooling (Years 5 to 8 in New South Wales) has been of concern in Australia for some years. Lowered engagement in school has been attributed to factors such as inappropriate teaching strategies, curricula that is unchallenging and irrelevant, and cultural and technological conditions that continue to evolve (Sullivan et al. Australian Journal of Education 53(2):176-191, 2009). There is currently a gap in this field of research in terms of a lack of longitudinal studies conducted in an Australian context that feature students' voices and their perceptions of mathematics teaching and learning during the middle years. As part of a qualitative longitudinal case study spanning 3 school years, 20 students in their final year of primary school (aged between 11 and 12 years) were asked to provide their views on mathematics teaching and learning. The aim of the study was to explore the students' perspectives of mathematics teaching and learning to discover pedagogies that engage the students. During focus group discussions and individual interviews the students discussed qualities of a "good" mathematics teacher and aspects of "good" lessons. These were found to resonate well with current Australian quality teaching frameworks. The findings of this study indicate that students in the middle years are critically aware of pedagogies that lead to engagement in mathematics, and existing standards and frameworks should be used as a starting point for quality teaching of mathematics.

Long-term effect of a short interprofessional education interaction between medical and physical therapy students.

PubMed

Sytsma, Terin T; Haller, Elizabeth P; Youdas, James W; Krause, David A; Hellyer, Nathan J; Pawlina, Wojciech; Lachman, Nirusha

2015-01-01

Medicine is increasingly focused on team-based practice as interprofessional cooperation leads to better patient care. Thus, it is necessary to teach teamwork and collaboration with other health care professionals in undergraduate medical education to ensure that trainees entering the workforce are prepared to work in teams. Gross anatomy provides an opportunity to expose students to interprofessional education (IPE) early in their training. The purpose of this study is to describe an IPE experience and report if the experience has lasting influence on the participating students. The Readiness for Interprofessional Learning Scale (RIPLS) questionnaire was administered to first year medical (MD) and physical therapy (PT) students at Mayo Medical School and Mayo School of Health Sciences. Results demonstrated an openness on the part of the students to IPE. Interprofessional education experiences were incorporated into gross anatomy courses in both medical and PT curricula. The IPE experiences included a social event, peer-teaching, and collaborative clinical problem-solving sessions. These sessions enhanced gross anatomy education by reinforcing previous material and providing the opportunity to work on clinical cases from the perspective of two healthcare disciplines. After course completion, students again completed the RIPLS. Finally, one year after course completion, students were asked to provide feedback on their experience. The post-curricular RIPLS, similar to the pre-curricular RIPLS, illustrated openness to IPE from both MD and PT students. There were however, significant differences in MD and PT perceptions of roles and responsibilities. One-year follow-up indicated long-term retention of lessons learned during IPE. © 2015 American Association of Anatomists.

The effectiveness of a stroke educational activity performed by a schoolteacher for junior high school students.

PubMed

Miyashita, Fumio; Yokota, Chiaki; Nishimura, Kunihiro; Amano, Tatsuo; Inoue, Yasuteru; Shigehatake, Yuya; Sakamoto, Yuki; Tani, Shoko; Narazaki, Hiroshi; Toyoda, Kazunori; Nakazawa, Kazuo; Minematsu, Kazuo

2014-07-01

The purpose of this study was to determine whether our stroke education system can help junior high school students acquire stroke knowledge when performed by a schoolteacher. A stroke neurologist gave a stroke lesson to 25 students (S group) and a schoolteacher through our stroke education system. After instruction, the schoolteacher performed the same lesson using the same education system to another 75 students (T group). Questionnaires on stroke knowledge were examined at baseline, immediately after the lesson (IL), and at 3 months after the lesson (3M). We analyzed the results of stroke knowledge assessment by linear mixed effects models adjusted for gender and class difference using the student number. We assessed 24 students in the S group and 72 students in the T group. There were no significant differences in the changes of predicted scores of symptoms and risk factors adjusted for gender, class difference, and each student knowledge level until 3M between the 2 groups. Correct answer rates for the meaning of the FAST (facial droop, arm weakness, speech disturbance, time to call 119) at IL were 92% in the S group and 72% in the T group, respectively. At 3M, they were 83% in the S group and 84% in the T group. The correct answer rates of FAST at 3M were not significantly different adjusted for group, gender, class difference, and correct answer rate at IL. A schoolteacher can conduct the FAST message lesson to junior high school students with a similar outcome as a stroke neurologist using our stroke education system. Copyright © 2014 National Stroke Association. Published by Elsevier Inc. All rights reserved.

Importance of Students' Views and the Role of Self-Esteem in Lessons of Creative Dance in Physical Education

ERIC Educational Resources Information Center

Steinberg, Claudia; Steinberg, Fabian

2016-01-01

The purpose of this study was to capture the student's views in lessons of creative dance. A qualitative empirical research design was carried out using video-stimulated recall interviews. The participants in this study were 88 children (63 female and 25 male) between the ages of 9 and 11 years (M = 10.5, SD = 1.2) in physical education lessons. A…

Build On-the-Job Success Skills. Breakthrough Strategies To Teach and Counsel Troubled Youth: Social Skills, School Skills, Coping Skills Lesson Series.

ERIC Educational Resources Information Center

Wells, Ruth Herman

This document is one of eight in a series of guides designed to help teach and counsel troubled youth. This document focuses on the social skills necessary for on-the-job success. It includes 20 lesson plans that help students learn appropriate behaviors at the work place. The first lesson instructs students on what to wear and bring to work.…

Making Decisions: Our Global Connection. Lessons for Teaching Citizenship Skills and Concepts Using Local Involvement in World Affairs: Grades 8-12.

ERIC Educational Resources Information Center

Woyach, Robert B.; And Others

Self-contained lessons for use in secondary level social studies, English, and language arts courses will help students understand that they are a part of a global community. Although written for use in Ohio schools, the lessons can easily be adapted for use in other states. Unit 1 shows students how the decisions of people in other countries can…

Novice High School Science Teachers: Lesson Plan Adaptations

ERIC Educational Resources Information Center

Scharon, Aracelis Janelle

2013-01-01

The Next Generation Science Standards (NRC, 2013) positions teachers as responsible for necessary decision making about how their intended science lesson plan content supports continuous student science learning. Teachers interact with their instructional lesson plans in dynamic and constructive ways. Adapting lesson plans is complex. This process…

Student difficulties in translating between mathematical and graphical representations in introductory physics

NASA Astrophysics Data System (ADS)

Lin, Shih-Yin; Maries, Alexandru; Singh, Chandralekha

2013-01-01

We investigate introductory physics students' difficulties in translating between mathematical and graphical representations and the effect of scaffolding on students' performance. We gave a typical problem that can be solved using Gauss's law involving a spherically symmetric charge distribution (a conducting sphere concentric with a conducting spherical shell) to 95 calculus-based introductory physics students. We asked students to write a mathematical expression for the electric field in various regions and asked them to graph the electric field. We knew from previous experience that students have great difficulty in graphing the electric field. Therefore, we implemented two scaffolding interventions to help them. Students who received the scaffolding support were either (1) asked to plot the electric field in each region first (before having to plot it as a function of distance from the center of the sphere) or (2) asked to plot the electric field in each region after explicitly evaluating the electric field at the beginning, mid and end points of each region. The comparison group was only asked to plot the electric field at the end of the problem. We found that students benefited the most from intervention (1) and that intervention (2), although intended to aid students, had an adverse effect. Also, recorded interviews were conducted with a few students in order to understand how students were impacted by the aforementioned interventions.

Tourism and Geography.

ERIC Educational Resources Information Center

Longmire, Joan M.

1997-01-01

Presents a lesson outline in which students study the application of geography to the tourism industry by first discussing tourism, then researching various tourist destinations and comparing them. Notes the geographic skills and national standards addressed, materials needed, lesson objective, suggested teaching procedures, and a student handout.…

A Model Critical Reading Lesson for Secondary High-Risk Students.

ERIC Educational Resources Information Center

Haney, Gail; Thistlethwaite, Linda

1991-01-01

This article defines critical reading, discusses associated frameworks, and lists considerations for choosing topics and reading materials. A sample critical reading lesson using a "mapping" approach with a reading on euthanasia demonstrates guiding secondary learning-disabled students in critical reading. (DB)

Lesson Plans To Advance Discussion of Ethical Issues.

ERIC Educational Resources Information Center

Swikle, Randy G.

2002-01-01

Presents lesson plans designed to enable high school students to recognize ethical issues involving the printed media and to give students practical experience in ethical decision-making using the newspaper as a learning tool. Includes 10 ethical issues and related case studies. (RS)

Owl Pellets.

ERIC Educational Resources Information Center

Thompson, Craig D.

1987-01-01

Provides complete Project WILD lesson plans for 20-45-minute experiential science learning activity for grades 3-7 students. Describes how students construct a simple food chain through examination of owl pellets. Includes lesson objective, method, background information, materials, procedure, evaluation, and sources of owl pellets and posters.…

Evaluation of a poison prevention lesson for kindergarten and third grade students

PubMed Central

Liller, K.; Craig, J.; Crane, N.; McDermott, R.

1998-01-01

Objectives—The purpose of this study was to evaluate the MORE HEALTH poison prevention lesson that is given to kindergarten and third grade students in Hillsborough County, Florida. The lesson reaches approximately 6000 students per year. Methods—The evaluation was based on a post-test only control group design. Three schools were chosen as evaluation sites and three served as control settings. Students were administered a previously tested, age appropriate questionnaire that addressed the goals of the poison lessons. In addition, a survey was developed for intervention school parents to determine their poison prevention practices. Results—One hundred ninety four intervention schoolchildren and 184 control schoolchildren completed the study. Children in the intervention schools consistently answered more questions correctly than those in the control schools. The parent survey showed that the majority have homes that are safe from poisons, although fewer than 50% said they had syrup of ipecac in their homes. Conclusions—These results show that key concepts related to poison prevention can be communicated effectively to primary school students and parents report having homes safe from many poisons. PMID:9788094

Evaluating Primary School Student's Deep Learning Approach to Science Lessons

ERIC Educational Resources Information Center

Ilkörücü Göçmençelebi, Sirin; Özkan, Muhlis; Bayram, Nuran

2012-01-01

This study examines the variables which help direct students to a deep learning approach to science lessons, with the aim of guiding programmers and teachers in primary education. The sample was composed of a total of 164 primary school students. The Learning Approaches to Science Scale developed by Ünal (2005) for Science and Technology lessons…

Empowering Students through History: "The Giver" as a Metaphor and Preparation for Studying History in the Secondary Classroom

ERIC Educational Resources Information Center

Brugar, Kristy A.

2012-01-01

Students sometimes resist the history lessons their teachers try to impart; challenging the purpose and relevance of the information being shared. However, reading "The Giver" can help to bridge the gap between students accepting and rejecting the lessons of history while learning to value the skills such as citizenship and awareness associated…

History-Infused Lessons in Introductory Calculus at the Secondary Level: Students' Learning and Perceptions

ERIC Educational Resources Information Center

Poh, Wei Beng; Dindyal, Jaguthsing

2016-01-01

A history-infused lesson package developed by a team of teachers in a professional learning community was used to teach introductory calculus in a secondary school. First, we report a quasi-experimental design that showed that students in the experimental group performed significantly better than students in the control group. Second, we report on…

Effect of Case Studies on Primary School Teaching Students' Attitudes toward Chemistry Lesson

ERIC Educational Resources Information Center

Ayyildiz, Yildizay; Tarhan, Leman

2012-01-01

The purpose of this study was to investigate the effect of case studies on Primary School Teaching students' attitudes toward chemistry lesson. The study was conducted on 63 freshmen from Department of Primary School Teaching at a university in Turkey. The students were taught using case studies about the subjects of Properties and States of…

A Parent Involvement Model for Use with Limited English Proficient High School Students: The Vocationally Oriented Bilingual Curriculum. English-Vietnamese.

ERIC Educational Resources Information Center

Trinity Coll., Washington, DC.

Materials for use by the parents of native Vietnamese-speaking high school students in a vocationally-oriented bilingual secondary program include a series of home lessons, provided simultaneously in English and Vietnamese and designed to be done with the high school student. The lessons concern back-to-school night, understanding American…

Understanding the Language Demands on Science Students from an Integrated Science and Language Perspective

ERIC Educational Resources Information Center

Seah, Lay Hoon; Clarke, David John; Hart, Christina Eugene

2014-01-01

This case study of a science lesson, on the topic thermal expansion, examines the language demands on students from an integrated science and language perspective. The data were generated during a sequence of 9 lessons on the topic of "States of Matter" in a Grade 7 classroom (12-13 years old students). We identify the language demands…

What Works Clearinghouse Quick Review: "Can Scholarships Alone Help Students Succeed? Lessons from Two New York City Community Colleges"

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

"Can Scholarships Alone Help Students Succeed? Lessons from Two New York City Community Colleges" examined the effects of performance-based scholarships for low-income community college students (ages 22-35) who were required to enroll in remedial courses. The study evaluated the impact of the scholarships on continued community college…

Influence of the Simulation Method on 7th Grade Students' Achievements in Science and Technology Lessons

ERIC Educational Resources Information Center

Teke, Huseyin; Dogan, Bekir; Duran, Ahmet

2015-01-01

This study aimed to make a comparative analysis of seventh-grade (the second level of the primary education) students' achievement in "Systems of The Human Body" unit in Science and Technology lesson which was taught using both the simulation method and the traditional method along with the influence of these methods on students'…

Development of WebQuest Lesson Enhancing Thai Reading Skills for Students with Down Syndrome at Lower Elementary

ERIC Educational Resources Information Center

Kaewchote, Nantawan; Chongchaikit, Maturos

2012-01-01

The purpose of this research was to enhancing the Thai language oral reading skills of lower elementary students with Down syndrome using WebQuest lesson. The sample groups were the 5 lower elementary students, purposively selected from Watnonsaparam public school under the Office of Saraburi Educational Service Area, Thailand. The research…

Wings of Stretched Metal

ERIC Educational Resources Information Center

Nelken, Miranda

2010-01-01

This article presents a lesson that allows students to make bird ornaments using a metal tooling as it can be textured, cut, and colored. In this lesson, students choose a bird and sketch it on a piece of paper. Once the sketches are complete, students copy their pictures on a second piece of paper by taping the sketch over a sheet of blank paper…

Into Adolescence: Actions for Wellpower. A Curriculum for Grades 5-8. Contemporary Health Series.

ERIC Educational Resources Information Center

Waters, Mae; Hocker, Anita

This module on wellness includes eight lessons, and is oriented toward middle school students in grades 5-8. Students choose partners to support them in achieving their goals for improving health in several areas. In lesson 1, health and wellness are defined. Students are introduced to a wellness continuum and the physical, mental/emotional, and…

Students' Learning Experiences When Using a Dynamic Geometry Software Tool in a Geometry Lesson at Secondary School in Ethiopia

ERIC Educational Resources Information Center

Denbel, Dejene Girma

2015-01-01

Students learning experiences were investigated in geometry lesson when using Dynamic Geometry Software (DGS) tool in geometry learning in 25 Ethiopian secondary students. The research data were drawn from the used worksheets, classroom observations, results of pre- and post-test, a questionnaire and interview responses. I used GeoGebra as a DGS…

Effect of Screen Reading and Reading from Printed Out Material on Student Success and Permanency in Introduction to Computer Lesson

ERIC Educational Resources Information Center

Tuncer, Murat; Bahadir, Ferdi

2014-01-01

In this study, the effect of screen reading and reading from printed out material on student success and permanency in Introduction to Computer Lesson is investigated. Study group of the research consists of 78 freshman students registered in Erzincan University Refahiye Vocational School Post Service department. Study groups of research consist…

Capturing Student Mathematical Engagement through Differently Enacted Classroom Practices: Applying a Modification of Watson's Analytical Tool

ERIC Educational Resources Information Center

Patahuddin, Sitti Maesuri; Puteri, Indira; Lowrie, Tom; Logan, Tracy; Rika, Baiq

2018-01-01

This study examined student mathematical engagement through the intended and enacted lessons taught by two teachers in two different middle schools in Indonesia. The intended lesson was developed using the ELPSA learning design to promote mathematical engagement. Based on the premise that students will react to the mathematical tasks in the forms…

Strategies and Perceptions of Students' Field Note-Taking Skills: Insights from a Geothermal Field Lesson

ERIC Educational Resources Information Center

Dohaney, Jacqueline; Brogt, Erik; Kennedy, Ben

2015-01-01

Field note-taking skills are fundamental in the geosciences but are rarely explicitly taught. In a mixed-method study of an introductory geothermal field lesson, we characterize the content and perceptions of students' note-taking skills to derive the strategies that students use in the field. We collected several data sets: observations of the…

Perceived Advantages of 3D Lessons in Constructive Learning for South African Student Teachers Encountering Learning Barriers

ERIC Educational Resources Information Center

de Jager, Thelma

2017-01-01

Research shows that three-dimensional (3D)-animated lessons can contribute to student teachers' effective learning and comprehension, regardless of the learning barriers they experience. Student teachers majoring in the subject Life Sciences in General Subject Didactics viewed 3D images of the heart during lectures. The 3D images employed in the…

The Beautiful Brain: A Unit for Grades 5-9 with Further Explorations for Gifted and Talented.

ERIC Educational Resources Information Center

Struve, Nancy

The unit provides information on the study of the human brain for students in grades 5-9 with suggestions for extending the lessons for gifted and talented students. Learning activities are offered for ten lessons (sample subtopics in parentheses); introduction to the unit (student pretest and posttest); brain growth; medulla-oblongata-reptilian…

Instructor Clarity, Generative Processes, and Mastery Goals: Examining the Effects of Signaling on Student Learning

ERIC Educational Resources Information Center

Bolkan, San

2017-01-01

This study examined how, and under what conditions, teacher clarity (i.e., structure/signaling) impacts student learning. One hundred and forty eight students reported their propensity to approach their studies with a mastery orientation and were randomly exposed to a lesson on persuasion that was either signaled or not. After the lesson, students…

A study: Effect of Students Peer Assisted Learning on Magnetic Field Achievement

NASA Astrophysics Data System (ADS)

Mueanploy, Wannapa

2016-04-01

This study is the case study of Physic II Course for students of Pathumwan Institute of Technology. The purpose of this study is: 1) to develop cooperative learning method of peer assisted learning (PAL), 2) to compare the learning achievement before and after studied magnetic field lesson by cooperative learning method of peer assisted learning. The population was engineering students of Pathumwan Institute of Technology (PIT’s students) who registered Physic II Course during year 2014. The sample used in this study was selected from the 72 students who passed in Physic I Course. The control groups learning magnetic fields by Traditional Method (TM) and experimental groups learning magnetic field by method of peers assisted learning. The students do pretest before the lesson and do post-test after the lesson by 20 items achievement tests of magnetic field. The post-test higher than pretest achievement significantly at 0.01 level.

Sunny Side Up in Social Studies.

ERIC Educational Resources Information Center

LaHart, David, Ed.

Solar energy lessons for grades 6, 7, and 8 social studies classes are provided in this guide. Each lesson includes appropriate grade level(s), objectives, activities, and strategies for introducing and developing the lesson. In the first five lessons (the social scientist and conservation), students are introduced to the role of the social…

Professional Development Training. ACTWU Insurance Department.

ERIC Educational Resources Information Center

Martin, Sabrina Budasi

This curriculum guide provides materials for a 10-week professional development training course. A course outline and list of topics is followed by the plans for the 10 lessons. Components of these lesson plans include topics; objectives; materials needed; lesson outline with activities and discussion; and student handouts. Lesson topics are as…

Assessing Pre-Service Teachers' Quality Teaching Practices

ERIC Educational Resources Information Center

Chen, Weiyun; Hendricks, Kristin; Archibald, Kelsi

2011-01-01

The purpose of this study was to design and validate the Assessing Quality Teaching Rubrics (AQTR) that assesses the pre-service teachers' quality teaching practices in a live lesson or a videotaped lesson. Twenty-one lessons taught by 13 Physical Education Teacher Education (PETE) students were videotaped. The videotaped lessons were evaluated…

Wheat for You.

ERIC Educational Resources Information Center

Harrold, Maxine

This guide contains information and lesson plans for use in teaching students the importance of developing and maintaining a healthy diet. The lessons are primarily for use in fourth-grade classrooms, but portions of the lessons are appropriate for more advanced age groups. Each lesson plan is accompanied by worksheets and activities planned to…

A Taste of Math & Science

ERIC Educational Resources Information Center

Hurley, Marlene M.; Normandia, Bruce

2005-01-01

This article provides a science lesson for the middle school level, the metric system is used for all methods of measurement. The example lesson utilizes edible fruit as the real-world focus and offers ideas for additional lessons and the integration of disciplines beyond mathematics. This lesson requires students to handle, examine, and possibly…

Amazing Animals

ERIC Educational Resources Information Center

Al-Kuwari, Najat Saad

2007-01-01

"Animals" is a three-part lesson plan for young learners with a zoo animal theme. The first lesson is full of activities to describe animals, with Simon Says, guessing games, and learning stations. The second lesson is about desert animals, but other types of animals could be chosen depending on student interest. This lesson teaches…